NONTECHNICAL-

NONSCIENTIFIC
APPROACH

Learning is holistic; it cannot be broken into
discrete parts or steps.
Instead of developing curricula prior to
students arrival in school, teachers are
students colearners.
Teachers and students engage in an
educational conversation about topics of
mutual interest and concern.


In many nontechnical models, the curriculum
evolves from teacher-pupil interaction.
Nontechnical-nonscientific curriculum
developers are likely to favor-child centered.

Non technical curriculum developers stress
the subjective, personal, aesthetic, heuristic,
and transactional.
They stress the learner rather than the
learners output, emphasizing activity-
oriented approaches to teaching and learning.
Students are always evolving and they are the
active participants in the learning process.

Those favoring a non-technical-non scientific
approach note that not all educational goals
can be known.
The curriculum should evolve rather than
precisely planned.
Nontechnical curriculum developers also
asserts that much of what a curriculum
accomplishes is immeasurable (e.g not fully
reflected by test-scores).

Non technical curriculum developers prioritize
learners over subject matter.
Tentatively selected subject matter has
importance only to the degree that students
find it meaningful.
It should provide opportunities for reflection
and critique and should engage students in
the creation of meaning.
ENACTING
CURRICULUM
DEVELOPMENT
Establishing Curriculum Development
Most curricular team members are teachers.
Teachers implement the curriculum and can
draw on their own classroom experiences
when developing curricula.
They are likely to be familiar with effective
subject content and instructional strategies.
Sometimes, school hire outside curriculum
experts to be members of the development
team.
These individuals can provide background
information on development procedures,
share details about curriculum design, and
illuminate the complexities of instruction
design.
Generating Aims, Goals, and
Objectives.
A schools curricular aims and goals come
from local citizens, state organizations,
national groups, or the federal gevornment.
Generating Aims:
Ronald Doll notes that educational aims should
address the intellectual (or cognitive), the social
personal (or affective) and the productive.

Four other types of aims:
Physical, dealing with the development and
maintenance the strong , healthy bodies.
Aesthetics, dealing with values and appreciation
of the arts.
Moral dealing with values and appropriate
conduct.
Spiritual, dealing with transcendence (describes an
experience, event, object or idea that is extremely special and unusual
and cannot be understood in ordinary ways) of self.
Generating goals.
A standard is a goal as to what should be
accomplished and also a measure of progress in
attaining the goal.
A goal does indicate what could or should be
learned , but it is much more general that a
standard.
Standards as Ravitch stated that are more akin to
educational objectives that define in quite specific
terms what students are to learn and what
behaviour they are demonstrates.
Generating objectives:
Aims and goals are long term whereas objectives
are short terms.
Guidelines:
When creating objectives, educators should consider
how well they match the stated goals and aims.
Objectives must also be worth and be nontrivial.