C&T 709 Foundations of Curriculum
Amanda Williams
C&T 709 - Dr. Phil McKnight
Paradigm Model of Curriculum Development
4/10/2014
The model below is a diagram of my understanding of the process that curriculum objectives, reforms, and implementation follows from inception to implementation and beyond. From one step to another, the sources of curriculum knowledge inform one another, so that the blue part in the left encompasses all steps interacting with each other. It is often understood through our current educational paradigm that curriculum design follows a linear path:
Objectives are identified->Standards are set->Schools implement learning activities to reach standards->Standards are evaluated.
In truth, many times the process is not linear. Different learning theories such as Piaget's and Dewey's social interaction might lead to new learning experiences that do not have to lead to concrete or academic learning standards. Also we may have objectives that cannot be measured or do things that enrich the individual in a visible way.
"Not everything that can be counted counts.
Not everything that counts can be counted." - William Bruce Cameron
C&T 709 - Dr. Phil McKnight
Paradigm Model of Curriculum Development
4/10/2014
The model below is a diagram of my understanding of the process that curriculum objectives, reforms, and implementation follows from inception to implementation and beyond. From one step to another, the sources of curriculum knowledge inform one another, so that the blue part in the left encompasses all steps interacting with each other. It is often understood through our current educational paradigm that curriculum design follows a linear path:
Objectives are identified->Standards are set->Schools implement learning activities to reach standards->Standards are evaluated.
In truth, many times the process is not linear. Different learning theories such as Piaget's and Dewey's social interaction might lead to new learning experiences that do not have to lead to concrete or academic learning standards. Also we may have objectives that cannot be measured or do things that enrich the individual in a visible way.
"Not everything that can be counted counts.
Not everything that counts can be counted." - William Bruce Cameron