Curriculum Building
Curriculum Building
The rationale of curriculum development is one thing; a real school putting it to work is another. This chapter is about building. It covers how a whole staff, or part of one, applies the rationale, the step-by-step procedures small and large schools use, why Tyler’s model is the most workable, and how the sources and the two screens shape a curriculum’s goals.
Whether a whole staff or part of one rebuilds the curriculum, and why the program can be attacked starting at any point
The team-based steps a small school follows, and the committee-based steps a large school uses, to build a curriculum
Why Tyler’s model is the most do-able, how it helps a teacher see the big picture, and what his four questions let teachers do
The sources that set educational purposes, the questions that define scope, and the two screens teachers use to turn goals into objectives
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