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    Process For Developing New Courses and Units

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    Dinesh Madhavan
    The document contrasts two processes for developing new courses and units: the technological process and the naturalistic process. The technological process emphasizes defining learning objectives early and then identifying steps to accomplish those objectives. The naturalistic process is more sensitive to political aspects, emphasizes quality learning activities, and reflects how curricula are actually developed. It involves assessing alternatives, establishing the scope, developing support, building knowledge, refining objectives and units, and creating flexible learning scenarios centered around experiences.

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    Process For Developing New Courses and Units

    Uploaded by

    Dinesh Madhavan
    339 views19 pages
    The document contrasts two processes for developing new courses and units: the technological process and the naturalistic process. The technological process emphasizes defining learning objectives early and then identifying steps to accomplish those objectives. The naturalistic process is more sensitive to political aspects, emphasizes quality learning activities, and reflects how curricula are actually developed. It involves assessing alternatives, establishing the scope, developing support, building knowledge, refining objectives and units, and creating flexible learning scenarios centered around experiences.

    Original Title

    Process for Developing New Courses and Units (1)

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    The document contrasts two processes for developing new courses and units: the technological process and the naturalistic process. The technological process emphasizes defining learning objectives early and then identifying steps to accomplish those objectives. The naturalistic process is more sensitive to political aspects, emphasizes quality learning activities, and reflects how curricula are actually developed. It involves assessing alternatives, establishing the scope, developing support, building knowledge, refining objectives and units, and creating flexible learning scenarios centered around experiences.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    339 views19 pages

    Process For Developing New Courses and Units

    Uploaded by

    Dinesh Madhavan
    The document contrasts two processes for developing new courses and units: the technological process and the naturalistic process. The technological process emphasizes defining learning objectives early and then identifying steps to accomplish those objectives. The naturalistic process is more sensitive to political aspects, emphasizes quality learning activities, and reflects how curricula are actually developed. It involves assessing alternatives, establishing the scope, developing support, building knowledge, refining objectives and units, and creating flexible learning scenarios centered around experiences.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 19

    Process for Developing New

    Courses and Units


    2 Contrasting Process of Curriculum Planning

    • Technological process
    Describe any curriculum development model that emphasizes the
    importance of defining terminal learning objectives early in the
    process and then identifies the steps needed to accomplish those
    objectives.
    • Naturalistic process
    -more sensitive to the political aspects of the curriculum making
    -Places greater emphasis on the quality of the learning activities
    -Reflects more accurately the way curricula actually have been
    developed
    -Is cognizant of the way teachers really plan for instruction
    The Technological process

    Determine the Assess the


    Course
    course need of the
    objectives
    parameter learners

    Instructional Learning Learning


    materials activities experiences

    Methods of Curriculum
    assessments Guide
    The Naturalistic process

    Assess the Stake out the Develop a


    Alternative Territory Constituency

    Plan Quality Build the


    Block in the
    Learning Knowledge
    unit
    Experiences base

    Develop the Develop the


    Course Learning
    Examination Scenarios
    Assess the Alternative
    Systematic examination of the alternatives to a new courses
    • Ignore the needs
    • Ask some other agency to respond to the need
    • Provide for the need through the activities program
    • Use non-curricular methods of responding to the need
    • Integrate the skills into existing courses
    Stake out the Territory
    The coverage of the course
    • Planning team not the curriculum specialist
    • More tentative, open-ended boundary
    Develop a Constituency
    To win the attention of superiors
    Get the broad-based support
    • Win the support of the powerful
    • Share the power and the glory
    • Be prepared to negotiate
    Build the knowledge Base
    • Retrieving and systematizing information
    about students, assessing faculty readiness,
    analyzing the relevant research and identifying
    available materials and programs
    Block in the unit
    To determine the number of focus of each unit
    of study that will make up the new course
    • How many units of study are planned?
    • How many lesson will there probably be in each unit?
    • What is the general objectives of each units?
    • What is the optimal sequence of the units?
    Refine the objectives
    • Which unit objectives might be combined?
    • Which unit objectives are low priority and might be
    eliminated?
    • Which unit objectives are tangential to the central
    thrust of the course and might de eliminated?
    Refine
    Final list
    • Careers, jobs and vocations
    • Looking at yourself –skills, aptitudes, values
    • Changing occupational needs
    • Retrieving and using career information
    Plan Quality Learning Experiences
    Objectives are set to produce desirable student
    experiences or outcomes
    • They think about the learners, their learning
    styles, motivations and abilities
    Develop the Course Examination
    • Less emphasis on assessment
    • Staff development for ongoing assessments
    Develop the learning Scenario
    More flexible and open-ended guide
    Learning scenario usually include:
    • A clear and detailed statement of the units
    objectives
    • A suggested number of lessons
    • A list of recommended quality learning
    experiences (integrated: objectives, activities and
    materials)
    • Reprints of materials and resources
    The Technological Process

    Assess Needs

    Determine Objectives

    Select Learning Activities

    Select Materials
    The Naturalistic Model

    Consider
    Activities
    Consider
    Consider
    Objective
    Materials
    s
    Develop
    Quality
    Learning
    Experiences

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