Deliberation+Model+Approach


 * __Deliberation Model Approach__**

__Description of the Approach__: The Deliberation Model is a type of approach classified as Nontechnical-Nonscientific. The nontechnical/nonscientific approach stresses the subjective and personal, making the learner's experiences a priority in the curriculum design. Curriculum is fluid, nonlinear, and it must respond to the emerging needs of the student; teachers and students work together to craft a learning environment wherein students have opportunities for reflection and critique and can create their own meaning. The Deliberation Model calls for all teachers to talk with one another, negotiating what is paramount and what isn't, ultimately coming to a consensus of how the curriculum should be developed. There are six stages to this model: 1. public sharing 2. highlighting agreement and disagreement 3. explaining positions 4. highlighting changes in position 5. negotiating points of agreement 6. adopting a decision

(From Ornstein, A. C. & Hunkins, F. P. (2009). Curriclum development. In //Curriculum: Foundations, principles, and issues//. Boston: Pearson.)

__Information Resources__:

Livingston, D. (n.d.). Learning the art of curriculum deliberation: One professor's story. Retrieved from []

Reid, W. A. (2007). Curriculum as institution and practice: Essays in the deliberative tradition. [Google book]. Retrieved from []

__Strategies and Ideas for Implementation__: Because this approach seems to be time-intensive, a school must prioritize the process so that there is ample time for the required give-and-take among teachers as they try to reach consensus.

Excellent note-taking will be helpful so that participants can review the meeting minutes as they deliberate about their colleagues' visions.

A culture that is accustomed to collaborative, participatory leadership would find this approach more natural than a culture accustomed to an autocratic leadership style.