NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT

NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT

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  PAPER-VIII CURRICULUM DEVELOPMENT SANA FATIMA M.EDSEM-II GHULAM AHMED COLLEGE OF EDUCATION,BANJARA HILLS,HYD.
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  NON-SCIENTIFIC MODELS OFCURRICULUM DEVELOPMENT GLATTHORN’S MODEL (NATURALISTIC MODEL)
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  CURRICULUM DEVELOPMENT MODEL: A Curriculum Development model is a perfect example or copy to be followed in developing the curriculum. Other terms used to describe models are, approach, image, orientation, perspective or position.
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  MODELS OF CURRICULUMDEVELOPMENT:
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  NON-SCIENTIFIC MODELS:  AreFlexible and less structured without predetermined objectives to guide the teaching-learning process. It considers that the curriculum evolves rather than being planned precisely.  Give recognition to the importance of music, arts, literature, health education & humanities.
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   The approachesin this category are humanistic and reconceptualist as this category prefers child centered and problem centered designs.  Based on the progressive philosophy where the needs and interests of individual learners and the needs of the society are the main concerns.
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  One of themost recognized Nontechnical/Nonscientific Model is the Allan Glatthorn’s model : Naturalistic Model
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  GLATTHORN’S MODEL CONTAINSTHE FOLLOWING EIGHT STEPS:  1. Assess the alternatives  2. Stake out the territory  3. Develop a constituency  4, Build the knowledge base  5. Block, in the Unit  6. Plan quality learning experiences  7. Develop the course examination  8. Developing the learning scenarios
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  1. Assess thealternatives:  Persons involved in planning should commerce the process by systematically examining alternatives to the current curriculum. 2. Stake out the territory:  Here individuals define the course parameters, the learning audience, and learning activities. At the conclusion of this stage, we have in place a tentative course prospectus that addresses for whom the course is designed,
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  3. Develop aconstituency:  This step attends to the humanness of curriculum development and to its innately political character.  To advance the course development, participating parties must convince others to join forces. They must communicate with various groups and convince them of the soundness of the program being created.
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  4, Build theknowledge base:  Knowledge base is about content or subject matter, but it also relates to gathering data on the students on faculty skill and receptivity to the suggested program. 5. Block, in the Unit:  At this step, developers determine the nature and number of the units or parts, attending to the general objectives for the unit as well as how unit topics might be sequenced.
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  6. Plan qualitylearning experiences:  After blocking in the Units, developers engage in designing particular sets of learning experiences that will address the general objectives.  This stress on learning experiences, rather than on subject matter, distinguishes this approach and qualifies it as nontechnical.
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  7. Develop thecourse examination:  In this naturalistic process, there is more emphasis on divergent means of assessment. Tests (and grades) do not drive the curriculum.  Both teacher and student participate in determining the means of documenting whether learning has occurred and the quality of such learning.
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  8. Developing thelearning scenarios:  The final step of the process is creating learning scenarios rather than the standard curriculum guide.  These scenarios denote a detailed statement of the unit objectives, a suggested number of lessons, and a recommended list of learning experiences.