Curriculum Development Overview / FOUNDATIONS

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Provides examples of philosophical, psychological, social and historical foundations - these foundations influence the development, implementation and evaluation of curriculum;

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  • Change requires reform and renewalPayne 2008: First it is necessary to be aware of the difference between reform and change. Not all change in education is produced by reform and not all reforms bring about change. In other words, reform as a deliberated intervention in education through policy may or may not generate change. The occurrence of educational change could be driven by different factors that are not necessarily related to policy.
  • PHILOSOPHY IS ALL EMBRACING!!! There can be no serious discussion on philosophy until we ask the questions … What is education?What is the purpose of school?
  • Curriculum Development Overview / FOUNDATIONS

    1. 1. Overview/Foundations Presenter: Dr. Cynthia Crump
    2. 2. BELOW YOUR GOAL: List specific knowledge, skill(s), attitude, and / or disposition you gained on Day 1.
    3. 3. WHAT ARE THE GUIDING TENETS?
    4. 4. CURRICULUM systems Environment Reform Roles Change
    5. 5. Provides a framework / building block for: • organizing institutions and learning • Broad issues • Decision making • “... philosophy is a vital part of action” (Ornstein • Controls all elements of the curriculum
    6. 6. humanism cognitivism
    7. 7. Integrated Modular Competency-based
    8. 8.  Explains a process (WHY) • What knowledge is of most worth • Origin of each branch of subjects  Set of related statements/educational concepts explaining a series of events peculiar to a field e.g. Procedure for curriculum  Development  Implementation  evaluation  Traditionally, ...examination of history of curriculum, differing conceptions of and approaches to curriculum and its making, and purposes curriculum could and should serve.
    9. 9. What philosophy/ies is/are most suited to your curriculum? Why? What knowledge is of most worth? How could students learn? Content… Values… competencies? Why should students learn any subject? What are our core beliefs about teaching, learning and assessment? What principles should guide the curriculum development process?
    10. 10. process product content context praxis
    11. 11. • WHO? • HOW? • WHEN ? • WHERE? TIME FRAME
    12. 12. Planning /designing Writing / DevelopmentImplementation Evaluation and Review foundations learner characteristics needs teams modules assessment learning training monitoring Evaluation strategy review
    13. 13. Putting into practice the officially prescribed courses of study, syllabuses and subjects Helping the learner acquire knowledge or experience What factors influence?
    14. 14. Tyler CIPP Stake Scriven  Format for curriculum evaluation
    15. 15. Process of • describing and judging an educational program or subject; • Comparing a student’s performance with behaviourally stated objectives; • Defining, obtaining and using relevant information for decision-making process • INTERNAL and EXTERNAL
    16. 16.  FORMATIVE VS. SUMMATIVE  PROCESS VS. OUTCOMES  Observation schedules  Questionnaires  Focus groups  Interviews  Reflections PARTICIPANTS  Administrators  Staff/ teachers/lecturers/trainers  students/learners  Businesses  clients  community  WHAT • Documents & curriculum • Labs • Equipment & Materials • Classrooms • Attitude • Physical setting • Scores/grades
    17. 17.  Curriculum, Theory and Practice. http://www.infed.org/biblio/b- curric.htm  http://www.ncrel.org/sdrs/areas/issues/content/currclum/cu3lk1 2.htm  http://peoplelearn.homestead.com/DEFINITIONS.Curriculum.d oc  Ornstein, A. (n.d.) Philosophy as a basis for curriculum decisions. https://wiki.usask.ca/download/attachments/44564505/philoso phy_%20curriculum.pdf  www.learningdomain.com/ASSESS/Module_8.Evaluation.d oc  http://www.fao.org/docrep/009/ah650e/AH650E03.htm  http://www.scribd.com/doc/90296980/4/UNIT-3-Factors-That- Influence-Curriculum-Design

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