Chapter 10

As a future school leader, do you believe that the specification of instructional objectives is a desirable teaching tool? Why or why not?

Chapter 9

In Chapter 9 we examine the curriculum of elementary, middle, and high schools in terms past, present, and future. In a growing world of technology it is imperative we incorporate the advances of technology in our curriculum. As we read in the chapter, some schools are now replacing textbooks with laptops. As an administrator, how would you incorporate technology into the future curriculum goals for your school and how would you regulate the use of technology (i.e. computers and the Internet)?

Chapter 8

In chapter 8 we learned that a curriculum goal is a purpose or end stated in general terms without criteria of achievement. A curriculum objective is a purpose or end stated in specific, measurable terms. Do you believe it is necessary to write an educational philosophy in order to specify curriculum goals and objectives?

Chapter 7

In this chapter we learn about Needs Assessment as it pertains to curriculum development. There are several different factors that go into developing a curriculum effectively and this chapter sheds light on several categories. For instance, when discussing the levels of student needs of concern to a curriculum planner can be identified into the following categories: 1) human, 2) national, 3) state or regional, 4) community, 5) school, and 6) individual.
If you were asked to plan the curriculum at your school or within your school division, how would you take into account these needs when planning your curriculum, and what needs do you have as a region or community?

Chapter 6

Chapter six examines four philosophies of education—reconstructionism, progressivism, essentialism, and perennialism—with essentialism and progressivism considered to have particular significance to our schools. Throughout our country’s history, essentialism, with its focus on subject matter has been the prevailing philosophy. Progressivism, with the child’s needs and interests as its focus, has also had an impact on educational practices and programs.
With this in mind, clarify your own educational philosophy, with the understanding that your vision will most likely incorporate ideas from more than one philosophy.

Chapter 5

Curriculum development is seen as the process for making programmatic decisions and for revising the products of those decisions on the basis of continuous and subsequent evaluation. There are four models for curriculum development discussed throughout this chapter: The Tyler Model; The Taba Model; The Saylor, Alexander, and Lewis Model; and The Oliva Model. A model can give order to the process.

As an administrator, which model for curriculum development would you choose to utilize in your school and why?

Chapter 4

In today’s schools many teachers feel they have no say in curriculum development because of the Standards of Learning. Many veteran teachers state that they no longer have any control over what they teach, while younger teachers define the SOL’s as the curriculum. This perception seems to dampen morale and overtime can lessen the feeling of investment among faculty. Olivia states, “curriculum leaders must try to develop pride in the group as a team organization by promoting team morale…”

In a time where the SOL’s truly do dictate a large part of what we teach, how can we involve teachers more and make all stakeholders feel invested in the curriculum development process?