Technological or Naturalistic: Which process should you be using to develop curriculum?

 In developing a course unit there are two processes that can be implemented: the technological process and naturalistic process.

What is the technological process?

The technological process is rational, systematic, and ends-oriented model of curriculum planning (Glatthorn et al., 2018). The curriculum model emphasizes defining learning objectives early in the process and then identifying the steps to accomplish those goals (Glatthorn et al., 2018). This is reminiscent of the backwards design model. Steps in the process include (1) determining goals and time schedules (2) assessing the needs of learners (3) identifying course objectives (4) determining sequencing (5) identifying learning activities that aim to meet the objectives (6) selecting materials (7) identifying methods for assessment (8) and then systemizing all of those decisions in to a curriculum guide (Glatthorn et al., 2018). The technological process is more rigid and structured. This process is beneficial to novice teachers who need additional support and for creating a cohesiveness amongst educators in a building. The technological approach can sometimes move away from the identification of need to the development of the course (Glatthorn et al., 2018). 

What is the naturalistic process?

The naturalistic process of curriculum planning involves being sensitive to the political aspects of curriculum design, emphasizes the quality of learning activities, reflects more accurately the way curricula has been developed, and considers how teachers plan for instruction  (Glatthorn et al., 2018). The naturalistic model gives more weight to objectives, activities, and materials, instead of focusing only on the objectives (Glatthorn et al., 2018). The advantage of this method is that it is more likely to be implemented because it addresses the political reality of schools and mirrors teacher's actual planning styles (Glatthorn et al., 2018). The disadvantage is it is not as structured and in the hands of a novice it can become a "random collection of entertaining activities" that appear unrelated to the course goals (Glatthorn et al., 2018, p. 231). 

Dual Process

Dual processes should be implemented in all grade levels. However, there should be more emphasis of one process over another in consideration of these grade levels. Elementary should emphasize a more naturalistic process with portions of the technological process involved. In secondary school, the technological process should be more focused with some components of the naturalistic process integrated. 

Implementing Dual Process in Elementary 

The naturalistic process is more applicable to elementary grade levels in developing a new course or unit. The inherent flexibility the naturalistic approach offers is more conducive to the differentiation of instruction. In elementary the teachers are more attuned to students needs because they are typically in a contained classroom with the same group of students for the year. Using a naturalistic approach affords the teachers the opportunity to develop intrinsic experiences for students that are challenging. Using a more naturalistic approach in elementary accounts for the diversity of learners found in early childhood. However, some aspects of technological processes planning should be incorporated including identifying goals and time schedules, assessing needs of learners, and identifying methods of assessments. Integrating parts of the technological process is imperative in ensuring cohesiveness between teachers and supporting teachers with varying levels of expertise. Using the naturalistic process with novice teachers is difficult and having the structure and accountability in a technological process ensures synchronicity. Using the technological model ensures all teachers are meeting the same goals, timetables, assessments, and completing the same activities. 

Implementing Dual Process in Secondary and Post-Secondary

In secondary school, dual process should be implemented but with an emphasis on technological processes over the naturalistic process. The reasoning behind this is in middle, high school, and post-secondary levels there is a significant division of content specific areas and having a more rigid structure is necessary when many teachers are working in distinct areas. By creating a system of synchrony using the technological process, students are receiving similar treatments in different classrooms and affords more consistency.  That is not to say some aspects of naturalistic processes should be included. For example, it is important to incorporate aspects of the naturalistic approach including an adherence to the political climate in the classroom because secondary and post-secondary students are typically more aware of what is going on outside of the classroom. Connecting real world experiences with the classroom experience is imperative to conceptual understanding. Additionally, the naturalistic method focuses more on objectives, activities, and materials. 

Using a dual approach provides more educational opportunities by ensuring coherence amongst teachers while providing flexibility to differentiate learning. Aspects of both processes should be incorporated into curriculum design in order to ensure collaboration amongst teachers and flexibility to meet the needs of students. 

References: 

Glatthorn, A. A., Boschee, F., Whitehead, B. M., & Boschee, B. F. (2018). Curriculum leadership: Strategies for development and implementation. SAGE publications.