Curriculum Strategies: Social Skills Intervention for Young African-American Males

By George R. Taylor | Go to book overview

8
Social/Interpersonal Skills Curriculum for Young African-American Males

CURRICULUM DEVELOPMENT: AN OVERVIEW

Curriculum development is designed to reflect the course of study in schools. It is intended to present information to students in an organized manner through various instructional methods and strategies. Teachers must be cognizant of creative and innovative ways to individualize and maximize learning for pupils by providing practical learning activities ( Beane, 1990; Kristo, 1982; Ross, 1993; Gruenewald , 1990).

According to Beane, et al ( Beane, 1993; Dodge, 1988; Hedley, 1990), designing curriculum involves two major methodologies. The first methodology is experimental instruction. Experimental instruction is designed to intrinsically motivate student interests inside and outside of the classroom. The second approach, systematic instruction, involves teacher/student interaction. The major purpose of systematic instruction is to develop a skill or concept and design materials and activities that enable students to achieve the selected objectives.

Curriculum development in most school districts is concerned with developing academics in order to equip pupils to master the complex tasks presented by our society. This approach is valid for most pupils. However, due to poor social and interpersonal skills development of many minority and young African-American males, social skill development may be necessary before academic skills can be mastered.

It is generally agreed by most professionals in the field of education that schools should be involved in teaching social and interpersonal skills. For example, social skills education and interpersonal skills development are ideal ways to teach responsibility for self and others and for exploring the meaning of human interaction and relationships.

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