CURRICULUM AND MATERIAL DEVELOPMENT

“SUMMARY GROUP 7”

Lecturer : Ira Maisarah, S.Hum.,M.Pd

By :

SITI MARYATI

13020311073

ENGLISH EDUCATION PROGRAM

LANGUAGE AND ART DEPARTMENT

STKIP YPM BANGKO

2016
 CURRICULUM DEVELOPMENT

A. TECHNICAL SCIENTIFIC APPROACH

The technical scientific approach to education and curriculum stresses students learning
specific subject matter with specific outputs. Curriculum development is a plan for
structuring the learning environment and coordinating personnel, materials, and equipment.
A. The Models of Bobbitt and Charters
For Bobbitt, he first task of curriculum development is to “discover the activities
while though to make up the lives of students and along with these, the abilities and
personal quality necessary for proper performance. For Charter, philosophy supplied the
ideals that were to serves as objectives and standards. He noted that the curriculum could
contain both primary and derived subjects.
B. The Tyler Models: Four Basic Principles
Tyler’s technical scientific model is one of the best known. In 1949, Tyler
published Basic Principles of Curriculum and Instruction, in which he outlined an
approach to curriculum and instruction. By purposes, Tyler meant general objectives. He
indicated that curriculum planners should identify these objectives by gathering data from
the subject matter, the learners, and the society.
C. The Taba Model: Grassroots Rationale
Hilda Taba was an influential colleague of Tyler’s. In curriculum Development.
Theory and practice (1962), she argued that there was a definite order to creating a
thoughtful, dynamic curriculum. Unlike Tyler, Taba believe that teachers should
participate in developing curricula.
D. The Backward-Design Model
The final level of decision making in this first general stages involves narrowing
the content possibilities. What specific courses will be taught, and what particular content
( both declarative and procedural) Wiggins and McTighe refer to this final level of
decision making as identifying enduring understanding that anchors the unit or course.
E. The Task Analysis Model
Task analysis models differ widely. However, they all share a focus on identifying
essential content and skills, which are determined by analyzing the tasks necessary for
 school learning or some real world task. Basically, there are two types of task analysis:
Subject-matter analysis and learning analysis.
1. SUBJECT MATTER ANALYSIS
Subject matter or content is the starting point in subject matter analysis. The key
question s , What knowledge is most important for students? We usually ask this
question of subject matter expert. Ideally, these experts are the educators responsible
for creating and teaching the curriculum.
2. LEARNING ANALYSIS
Ideally, learning analysis begins when content is being organized. It encompasses
activity analysis and addresses which learning processes are required for students
to learn the selected content. Learning analysis addresses the sequence of the
learning activities.

B. NONTECHNIAL-NONSCIENTIFIC APPROACH
A. The Approach in General
The technical scientific approach to curriculum development suggest that the
process of curriculum development is highly objective, universal, and logical. In
contrast, nontechnical curriculum developers stress the subjective, personal, pesthethic
heuristic, and transactional.
B. The Deliberation Model
In deliberation model of nontechnical curriculum development, educators
communicate their views to their colleagues and sometimes to students regarding
education’s goals and what should be taught. However, curriculum development
is nonlinear.
C. Generating Objectives
Within the context of educational aims and goals, it is necessary to formulate
more specific objectives. Whereas aims and goals are long term, objectives are short
term. Although making objectives and the explicit an implicit standards comprehensible
maybe easily accomplished, getting everyone to agree to the objectives; even goals, and
certainly standards is a daunting task.
D. Generating Aims
 How curriculum development committees determine aims vary. Sometimes they
adopt aims stated in educational documents. For instance, in 1918, the National
Education Association’s commission on the reorganization of Secondary Education
listed education’s general aims:
1. Health
2. Command of fundamental processes
3. Worthy home membership
4. Vocational Education
5. Civic education
6. Worthy use of leisure
7. Ethical character
E. Generating Goals
The next step in curriculum development is creating gals. Goals and standards
seem to have melded together in educational dialogue, in 1995, Diane Ravitch posited
that a standards is a goal as to what should be accomplished and also a measure of
progress in attaining that goals.

C. ENACTING CURICULUM DEVELOPMENT

A. Establishing Curriculum Teams
The highest level curriculum teams are those at the federal or state level. These
committee members generate programs, policies, and laws, such as No Child Left
Behind and Race to the Top. Successful curriculum development requires the
involvement of school principals. In previous editions, we noted that the principals
should be supportive but not dominate the process.
B. Generating Aims, Goals, and Objectives
Curriculum development begins with a realization of the major challenges
involved. People agree that school curricula should enable students to attain knowledge,
skills, and attitudes.

C. Organization of Content
 Paul Hirst has noted that different knowledge domain have unique types of
concepts in specialized relationship. For instance, mathematics has the concept of
number, integer, and matrix. The last content organizer is practicality, which deals with
cost effectiveness, such as the expense of structuring the content in a particular way.
D. Criteria For Selecting Content
Validity is the authenticity of the content selected. In this time o information
explosion and the rapid technological means of delivering information. Such as
facebook, youtube. Another criterion is interest. To those who favor the learner
centered design, this is a key criterion.
E. Selecting Curriculum Content
Curricularists must determine what knowledge students need in order to succeed.
As societies change what is useful and essential to know changes. What is so
challenging to curricularists in determining and selecting curricular content, both
declarative and procedural, is hat schools are responsible for creating programs of study
not just for a local, for a state or nation society, but for a global.
F. Conception of Content
1. The cognitive processes
Although the knowledge dimension focuses on the content to be learned, he noun
of the objective, we must provide the verb of the objective, the action.
2. The multipurpose objective
Certainly, we can have cognitive objectives of various degrees of complexity. We
could simply have an objective that focused on remembering, the cognitive process
of factual knowledge.
3. Affective Objective
David Krathwohl and other have broken affective objective into five levels of
achievement. Each levels depends on attainment of the previous level.
4. Psychomotor objectives
The psychomotor domain has received much less emphasis than the cognitive and
affective domains. As with cognitive and affective levels, psychomotor levels require
attainment of previous levels.
5. Types of objectives
 Educational objectives range from objectives for specific curriculum areas at
particular grade levels to specific outcomes of classroom instruction.
6. Behavioral objectives
Most educators (and general public) believe that educational objectives should be
couched in term of observable achievement. That is, the objective is behavioral.
7. Nonbehavioral general objectives
Advocates the noun behavioral objectives use words such as appreciate, know,
and understand. They believe stating objective too specifically restricts learning to
measurable achievement.
8. Cognitive Objective
Conceptual knowledge objectives indicate that students comprehend how basic
bits and clusters of facts relate to each other and to the discipline wit large.
G. Selecting Educational Environments
An educational environment represent a milieu in which teachers and students
engage and mutual communication about content and mutually participate with
educational materials and technological programs to attain meaningful educational
experience. Educational environments often are ignored by curricularists and teachers.
Ne tends to just accept the classroom to which one is assigned.
H. Selecting Curriculum Experiences
Curriculum experiences that stimulate student excitement in adapting to and
managing complexity, celebrating uncertainty, and rewarding intellectual risk taking
will serve students of this century well. Curriculum experiences of this century should
go from didactic teacher presentation to teacher students, students-students, and
students-outside expert interactions.

D. PARTICIPANTS IN CURRICULUM DEVELOPMENT

Teacher should be involved in every phase of curriculum development, As Michael

Fullan and his colleagues remarked, teachers function not only as ccdesigners of expert
curricular and instructional system, but also as co-researchers into the effectiveness of
implemented curricula.
A. Students
Students should have a voice in curriculum development. It is surprising that
teachers, although they think in terms of what students will learn, largely ignore them as
individuals who could collaborate in creating or modifying curricula.
B. Principals
Principals, especially those involved in SBM, realize that school must function as
learning communities with close ties to the outside neighborhood. Ideally, they believe
that curriculum committees should involve community members along with students in
decision making.
C. Curriculum Specialists
Curriculum specialists ply a major rule in curriculum development and
implementation. Those who are called curriculum coordinators or directors usually are
curriculum generalists. Curriculum specialists are responsible for ensuring that programs
are conceptualized, designed, and implemented. This requires considerable understanding
of curriculum and skill in managing people.
D. Assistant (Associate) Superintendents
The final criterion, economy, refers to dost- effectiveness. As Brian Castaldi first
presented it, economy dealt with the specific cost of teaching some part of the curriculum
in the environment provided. As Castaldi developed this criterion, it appears that the
economy criterion was influenced by “ time is money”.
E
E. The Final Synthesis
The stages of curriculum development should result in a document that addresses
content, education experiences, and educational environments in keeping with the
school’s aims, goals, and objectives.
F. Regional Organizations
Regional educational laboratories funded by the federal government influence
school curricula by providing guidance in the production of educational materials and by
furnishing consultants who serve on planning teams.
G. Others Participants
 In large part, educational publisher have given the United State an unofficial
national curriculum, In most school, the text books use largely determine the curriculum.
Students spend most of their classroom time, and nearly all their homework time,
engaged with instructional materials.
H. Superintendents
The superintendent is the school system chief’s administrator. The superintendent
responds to matters before the school board, initiates curriculum activity, starts programs
for in-service raining of teacher , informs of district personal of changes occurring in
other school, and processes demands from outside the system for change or maintenance
of educational offerings.
I. Boards of Education
Boards of education are the schools’ legal agents. They composed of laypeople,
usually elected as representative of the general public. Board members are responsible for
the schools’ overall management. They must ensure that the curriculum advances the
school system’s goals.
J. Lay Citizens
The relationship between communities and school reveals much confusing and
seeming contradiction regarding what roles lay persons should play in determining goals,
programs, instructional strategies, and standards of pupil success. Just how involved
should lay person’s be in curriculum development? How included do community
members wish to be? In most school districts, lay citizens’ role is minimal.
K. The Federal Government
Presently, it seems the federal government, its is passage of Race to the Top,
included accountability, incentives, and capacity building in encouraging school districts
to apply for federal dollars for educational innovations.
L. State Agencies
State have increased their role in educational policy making, to some extent at the
expanse of loCal school districts. Many state boards of education have made formal
recommendations and issues guidelines regarding what the curriculum should contain and
how it should be organized.