Power Point Presentations for
Each Chapter of SuperVision and
Instructional Leadership: A
Developmental Approach
Carl D. Glickman
Stephen P. Gordon
Jovita M. Ross-Gordon
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Chapter 19
Curriculum Development
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prohibited by law:
• Any public performance or display, including transmission of any image over a network;
• Preparation of any derivative work, including the extraction, in whole or in part, of any images;
• Any rental, lease, or lending of the program.
Copyright © Allyn & Bacon 2007
Sources of Curriculum Development
Commercial
Publishers
Federal
Government
State Department
of Education
Central Office
Specialists
Teachers
Local
School
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State Mandated Curriculum
How do policy makers in your state affect the
curriculum?
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High-Stakes Tests and the Curriculum
Has a high-stakes test become the curriculum in
your state? Explain your answer.
Who should define curriculum standards?
How much flexibility, freedom, and authority
should be given to teachers and schools? How
much control over the curriculum should the
state and federal government have?
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What Should be the Purpose of Curriculum?
• Transmission Position
• Transaction Position
• Transformation Position
(Miller & Seller, 1985)
Miller, J. P., & Seller, W. 1985. Curriculum: Perspectives and practice. New York: Longman.
Copyright © Allyn & Bacon 2007
What Should be the Content
of the Curriculum?
Bloom’s Taxonomy:
• Memory
• Translation
• Interpretation
• Application
• Analysis
• Synthesis
• Evaluation
Which level’s are
emphasized in your
classroom, school,
or district?
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How Should the Curriculum be Organized?
• Discipline-based Curriculum
• Interdisciplinary Curriculum
• Transdisciplinary Curriculum
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In What Format Should the
Curriculum be Written?
• Behavioral-Objective Format
• Webbing Format
• Results-Only Format
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Webbing Format
2. Related theme
3. Activities
4. Possible Outcomes
2. Related theme
3. Activities
4. Possible Outcomes
1. MAJOR THEME
2. Related theme
3. Activities
4. Possible Outcomes
2. Related theme
3. Activities
4. Possible Outcomes
Copyright © Allyn & Bacon 2007
The Curriculum Cone
Behavioral
Objectives
No
Choice
Webbing
Results
Only
Total
Choice
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Relationship of Curriculum Purpose,
Content, Organization and Format
Curriculum
Purpose:
Transmission
Transaction
Transformation
Curriculum
Content:
Memory,
Translation
Interpretation,
Application,
Analysis
Synthesis,
Evaluation
Curriculum
Organization:
Discipline Based
Interdisciplinary
Transdisciplinary
Curriculum
Format:
Behavioral Objective
Webbing
Results Only
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Levels of Teacher Involvement in
Curriculum Development
Level 1: Imitative Maintenance
Level 2: Mediative
Level 3: Creative-Generative
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The Curriculum and Cultural Diversity
Banks’ (1988) four approaches to Multicultural
Curriculum Reform:
Level 1: Contributions approach
Level 2: Additive approach
Level 3: Transformation approach
Level 4: Social Action approach
Banks, J. A. 1988. Approaches to multicultural curriculum reform. Multicultural leader, 1(2): 1-3.
Copyright © Allyn & Bacon 2007
Gap between Multicultural
Theory and Practice
“Too many educators continue to believe that to
treat students differently based on their cultural
heritages, ethnic identities, and background
experiences is synonymous to discrimination, and
to promote diversity is to compromise high-quality
performance and standards of excellence.”
Geneva Gay (in press)
Gay, G. 2005. Standards for diversity. In S. P. Gordon (Ed.), Standards for instructional
supervision: Enhancing teaching and learning (p. 111). Larchmont, NY: Eye on
Education.
Copyright © Allyn & Bacon 2007
Practitioner Reflection:
We Own Our Results – A Reflection on
Context and Accountability
How has the author’s view about curriculum
changed over his career as an educator?
How has your view about curriculum changed
during your career as an educator?
Copyright © Allyn & Bacon 2007