Solo Taxonomy
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The SOLO taxonomy is a framework for understanding levels of understanding. It defines five levels of increasing complexity in a learner's understanding: pre-structural, uni-structural, multi-structural, relational, and extended abstract. Using this taxonomy can help learners assess their own work and identify ways to improve by moving to higher levels of linking and integrating ideas.
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Solo taxonomy
This document provides an overview of the SOLO (Structure of Observed Learning Outcomes) taxonomy, which is a model for describing levels of understanding in students' learning. It outlines the five main stages of the SOLO taxonomy from prestructural to extended abstract understanding. The document also discusses uses of the SOLO taxonomy in curriculum development and learning assessment, as well as its advantages over other frameworks like Bloom's taxonomy.
Tyler model of curriculum development
The Tyler Model Is:
One Of The Best Known Models For Curriculum Development.
Known For The Special Attention It Gives To The Planning Phases.
Deductive For It Proceeds From The General (Examining The Needs Of Society,) To The Specific (Specifying Instructional Objectives).
Tyler Recommends That Curriculum Planners Identify General Objectives By Gathering Data From Three Sources:
1) The Learners
2) Contemporary Life Outside The School
3) Subject Matter. • After Identifying Numerous General Objectives, The Planners Refine Them By Filtering Them Through Two Screens:
1. The Philosophical Screen 2. The Psychological Screen
Determine The School’s Purposes (Objectives)
2. Identify Educational Experiences Related To Purpose
3. Organize The Experiences
4. Evaluate The Purposes
Solo taxonomy complete explanation
solo taxonomy is a systematic way of describing how a learners understanding develops from simple to complex when learning different subject or tasks. the solo stands for: structure of observed learning outcomes.
Differences between measurement, evaluation and assessment
Measurement is the process of assigning numbers or symbols to objects to characterize and quantify them. It involves observing and collecting quantifiable data about characteristics. Assessment is a broader process of collecting data through tests and observations to understand a topic or individual's condition. The purpose is to evaluate achievement against objectives. Evaluation is the process of making judgements about the value or worth of performance by establishing objectives, selecting indicators, and comparing data to objectives. It determines the outcomes of learning. The key differences are that measurement quantifies observable phenomena, assessment collects evidence of achievement, and evaluation makes qualitative judgements on performance and outcomes.
SOLO Taxonomy
In this slideshow, you will be able to know about Solo taxonomy and the levels of Solo taxonomy. Advantage and disadvantages of Solo taxonomy.
Curriculum objectives
The document discusses curriculum goals, learning objectives, and their importance in education. It defines goals as broad statements about what students should know or be able to do upon graduating. Objectives are more specific and measurable statements about the intended behavioral changes and skills students will exhibit after a learning experience. The document also outlines different types of objectives, such as general vs specific, and taxonomies for classifying objectives, including Bloom's Taxonomy for cognitive objectives, Krathwohl's Taxonomy for affective objectives, and Harrow's Taxonomy for psychomotor objectives. Goals are more general while objectives should be specific, measurable, attainable, relevant and time-bound to guide lesson planning and evaluation.
Introduction to SOLO taxonomy
SOLO (Structure of Observed Learning Outcomes) is a taxonomy that describes five levels of understanding - prestructural, unistructural, multistructural, relational, and extended abstract. It provides a common language for teachers and students to understand progress in learning. With SOLO, teachers can design learning intentions and success criteria, provide feedback, and reflect on next steps. Compared to Bloom's Taxonomy, SOLO focuses more on describing the learning outcome and progress toward deeper understanding. It can be used as both an assessment and diagnostic tool to identify students' current level and plan how to help them advance.
Types of curriculum design (1)
The document discusses different types of curriculum design, including:
- Core curriculum which focuses on essential learning experiences for all students.
- Integrated curriculum which connects learning across disciplines around themes.
- Activity-based curriculum which is based on student needs and interests and promotes learning by doing.
- Learner-centered curriculum which emphasizes individual student development and emerges from their needs and interests.
- Teacher-centered curriculum where the teacher passes knowledge to students and determines curriculum standards and methods.
The document provides definitions, characteristics, advantages and disadvantages of these different curriculum designs.
Recommended
Solo taxonomy
This document provides an overview of the SOLO (Structure of Observed Learning Outcomes) taxonomy, which is a model for describing levels of understanding in students' learning. It outlines the five main stages of the SOLO taxonomy from prestructural to extended abstract understanding. The document also discusses uses of the SOLO taxonomy in curriculum development and learning assessment, as well as its advantages over other frameworks like Bloom's taxonomy.
Tyler model of curriculum development
The Tyler Model Is:
One Of The Best Known Models For Curriculum Development.
Known For The Special Attention It Gives To The Planning Phases.
Deductive For It Proceeds From The General (Examining The Needs Of Society,) To The Specific (Specifying Instructional Objectives).
Tyler Recommends That Curriculum Planners Identify General Objectives By Gathering Data From Three Sources:
1) The Learners
2) Contemporary Life Outside The School
3) Subject Matter. • After Identifying Numerous General Objectives, The Planners Refine Them By Filtering Them Through Two Screens:
1. The Philosophical Screen 2. The Psychological Screen
Determine The School’s Purposes (Objectives)
2. Identify Educational Experiences Related To Purpose
3. Organize The Experiences
4. Evaluate The Purposes
Solo taxonomy complete explanation
solo taxonomy is a systematic way of describing how a learners understanding develops from simple to complex when learning different subject or tasks. the solo stands for: structure of observed learning outcomes.
Differences between measurement, evaluation and assessment
Measurement is the process of assigning numbers or symbols to objects to characterize and quantify them. It involves observing and collecting quantifiable data about characteristics. Assessment is a broader process of collecting data through tests and observations to understand a topic or individual's condition. The purpose is to evaluate achievement against objectives. Evaluation is the process of making judgements about the value or worth of performance by establishing objectives, selecting indicators, and comparing data to objectives. It determines the outcomes of learning. The key differences are that measurement quantifies observable phenomena, assessment collects evidence of achievement, and evaluation makes qualitative judgements on performance and outcomes.
SOLO Taxonomy
In this slideshow, you will be able to know about Solo taxonomy and the levels of Solo taxonomy. Advantage and disadvantages of Solo taxonomy.
Curriculum objectives
The document discusses curriculum goals, learning objectives, and their importance in education. It defines goals as broad statements about what students should know or be able to do upon graduating. Objectives are more specific and measurable statements about the intended behavioral changes and skills students will exhibit after a learning experience. The document also outlines different types of objectives, such as general vs specific, and taxonomies for classifying objectives, including Bloom's Taxonomy for cognitive objectives, Krathwohl's Taxonomy for affective objectives, and Harrow's Taxonomy for psychomotor objectives. Goals are more general while objectives should be specific, measurable, attainable, relevant and time-bound to guide lesson planning and evaluation.
Introduction to SOLO taxonomy
SOLO (Structure of Observed Learning Outcomes) is a taxonomy that describes five levels of understanding - prestructural, unistructural, multistructural, relational, and extended abstract. It provides a common language for teachers and students to understand progress in learning. With SOLO, teachers can design learning intentions and success criteria, provide feedback, and reflect on next steps. Compared to Bloom's Taxonomy, SOLO focuses more on describing the learning outcome and progress toward deeper understanding. It can be used as both an assessment and diagnostic tool to identify students' current level and plan how to help them advance.
Types of curriculum design (1)
The document discusses different types of curriculum design, including:
- Core curriculum which focuses on essential learning experiences for all students.
- Integrated curriculum which connects learning across disciplines around themes.
- Activity-based curriculum which is based on student needs and interests and promotes learning by doing.
- Learner-centered curriculum which emphasizes individual student development and emerges from their needs and interests.
- Teacher-centered curriculum where the teacher passes knowledge to students and determines curriculum standards and methods.
The document provides definitions, characteristics, advantages and disadvantages of these different curriculum designs.
Theories Curriculum Development
This document discusses four major theories of curriculum development:
1. Social meliorism posits that education can improve society by increasing individual intelligence regardless of background.
2. John Dewey's theory focuses on connecting subjects to students' everyday lives and categorizes behaviors into expressive, constructive, artistic and social instincts.
3. Social efficiency aims to educate students according to aptitude as determined by IQ tests in order to funnel them into professions.
4. Developmentalism bases the curriculum on students' emotional and behavioral characteristics rather than IQ or instincts.
Types of test items and principles for constructing test items
Types of test items and principles for constructing test items discusses various types of test items including oral tests, essay tests, short answer questions, and objective tests. It also outlines principles for constructing good test items such as ensuring validity, reliability, objectivity, comprehensiveness, and clarity. A good test should measure what it intends to measure, function consistently, yield objective scores, cover the entire syllabus, and have clear directions.
Unit 4. Solo taxonomy..pptx
The document discusses the SOLO (Structure of Observed Learning Outcomes) taxonomy, which describes five levels of increasing complexity in a student's understanding of a subject: pre-structural, uni-structural, multi-structural, relational, and extended abstract. The taxonomy helps students reflect on their learning progress and identify next steps. It provides a simple framework to assess learning outcomes at the start and end of units. The advantages of SOLO taxonomy include being evidence-based, describing ascending cognitive complexity, and allowing communication of levels through various means.
Curriculum change
This document discusses curriculum change and evaluation. It defines curriculum change as efforts to change aims, objectives, and content according to values, culture and resources. Factors influencing change include individuals, financial pressures, staffing issues, student abilities, and regulations. The phases of change include planning, implementation, and evaluation. Curriculum evaluation is done at the formative and summative levels to improve instruction and assess effectiveness in meeting objectives. Various stakeholders play important roles in the change and evaluation process.
Taba model of curriculum development
The Taba Model was developed by Hilda Taba (1902 - 1967), an architect, a curriculum theorist, a curriculum reformer, and a teacher educator.Taba believed that there has to be a definite order in creating a curriculum.
She advocated that teachers take an inductive approach to curriculum development which meant starting with the specifics and building toward a general design, rather than the traditional deductive approach (starts with the general design and work towards the specifics) which was rooted in Tyler's model. Hilda Taba followed the grass-roots approach in developing curriculum
For her, it should be the teachers who should design the curriculum rather than the higher authorities (Oliva, 1992). More specifically stated, the Taba approach believes in allowing the curriculum to be developed and/or authored by the users (teachers). Under the Taba Model teachers are expected to begin each curriculum by creating specific teaching-learning units and building to a general design.
According to Khwaja, Akhtar, & Mirza (n.d.), "the Taba model was an attempt to ensure that decisions about curriculum are made on the basis of valid criteria and not whim or fancy." Her model of developing a curriculum consisted of seven main steps and over the years, these seven steps have formed the basis for Hilda Taba's ...
This solution provides information about Hilda Taba and her suggested approach to curriculum development. It also includes information about five of Taba's main elements required when developing a curriculum. The solution is referenced.
Diagnosis of needs
Formulation of learning objectives
Selection of learning content
Organization of learning content
Selection of learning experiences
Organization of learning activities
Evaluation and means of evaluation
Assessment
The document discusses various types and purposes of assessment in education. It defines assessment as methods used by educators to evaluate student learning progress and needs. Assessments can be formative (ongoing), summative (final), diagnostic, standardized, informal/formal, and internal/external. The main purposes of assessment are to measure student knowledge and skills, identify strengths and weaknesses, and improve instruction, programs and student learning.
Issues in Assessment
This presentation deals with various issues in academic assessment. It handles issues related to the institution, the instructor and the student.
Role of Teachers in Action Research
There are three main types of action research: individual research focused on a single teacher's classroom, collaborative research involving two or more teachers, and college-wide research addressing issues across an entire institution. Action research can focus on various areas including learners, teachers, methodology, evaluation, curriculum, administration, and parental cooperation. Teachers play a key role in action research by identifying problems, diagnosing them thoroughly, implementing remedial measures, finding solutions, evaluating outcomes, and taking follow-up action. The document then provides examples of action research problems that could be addressed by groups focusing on issues like mobile phone policy, dress codes, counseling services, drug addiction, and technology in the classroom.
Teachers’ self directed development slideshare
1. This document discusses teachers' self-directed professional development and how blended learning can help teachers move from a fixed to a growth mindset. It provides examples of input teachers can use for self-directed development like conferences, webinars, and social networks.
2. The document also discusses challenges like overcoming obstacles and embracing criticism. It provides strategies for engagement like classroom experimentation, reflections, and discussions.
3. As an example, the document outlines flipping the classroom which inverts traditional teaching by delivering instruction online and doing practice in class. Benefits include increased student engagement and allowing more class time for discussions.
Curriculum content.ppt
The document discusses curriculum content and its elements. It defines curriculum as all learning planned by the school, whether individual or group activities inside or outside the school. Content is defined as information to be learned and can come in various forms like audio, text, or video. The document outlines criteria for selecting content, including significance, relevance to learners' lives, variety, suitability, validity, interest, utility, and feasibility. It emphasizes organizing content through sequencing, continuity, and integration to improve learning.
NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT
NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT:
GLATTHORN’S MODEL
NON-SCIENTIFIC MODELS:
1. Are Flexible and less structured without predetermined objectives to guide the teaching-learning process. It considers that the curriculum evolves rather than being planned precisely.
2. Based on the progressive philosophy where the needs and interests of individual learners and the needs of the society are the main concerns
3. Give recognition to the importance of music, arts, literature, health education & humanities.
4. The approaches in this category are humanistic and reconceptualist as this category prefers child centered and problem centered designs
• One of the most Recognized Nontechnical/Nonscientific Models is Allan Glatthorn’s model: Naturalistic Model
Glatthorn Model contains the following eight steps:
1. Assess the alternatives:
2. Stake out the territory:
3. Develop a constituency:
4, Build the knowledge base:
5. Block, in the Unit:
6. Plan quality learning experiences:
7. Develop the course examination:
8. Developing the learning scenarios:
Tyler's model of curriculum evaluation
Tyler's model of curriculum evaluation focuses on consistency between objectives, learning experiences, and outcomes. It emphasizes defining clear objectives based on input from learners, society, and subject matter. The model evaluates how well curriculum goals and objectives are supported by instructional strategies, content organization, and assessment. Strengths include clearly defined objectives and involvement of learners. Criticisms note the difficulty of constructing behavioral objectives, restricting curriculum, and inability to fully control all learning experiences.
Behaviorism education curriculum
The document discusses behaviorism as a perspective for curriculum development from its origins in the late 19th/early 20th century. Key figures discussed include Pavlov, Watson, and Skinner. Behaviorism focuses on observable behaviors and uses conditioning principles like reinforcement. From this view, curriculum is carefully structured, sequenced, and evaluated based on measurable outcomes. It emphasizes drills, practice, and external influences on learning over internal mental processes. An example given is the audiolingual method for foreign language teaching using repetition and modeling.
Assessment for learning
The document discusses assessment for learning, which involves teachers initially assessing students' knowledge and progress, providing feedback, and adjusting their teaching accordingly. It involves students in assessing their own learning as well. The goals of assessment for learning are to help students become self-regulated learners and close any gaps or misconceptions through formative assessment during a learning unit. Teachers use a variety of assessment methods and provide descriptive feedback to guide students' next steps in learning.
Curriculum Development - models
An Introduction to the Models of Curriculum Development with special reference to the classification of models
Formative assessment
This presentation clarifies what formative assessment is. The purpose and intention of formative assessment on improving student learning is emphasized. The different techniques on conducting formative assessment inside the classroom are provided.
curriculum implementation.pptx
This document discusses curriculum implementation, defining it as the actual use of a curriculum in practice by teachers with real students in classrooms. It explores factors that affect implementation like characteristics of the change, school and district levels, and external influences. It also examines problems describing and measuring implementation and provides examples from Hong Kong and the UK of effective implementation strategies like long lead times, moderate goals, accountability, and capacity building.
Designs of Curriculum
Subject-centered design • Learner-centered design • Teacher- centered design • Activity based curriculum • Core Curriculum
Curriculum Design
• Hidden Curriculum • Integrated Curriculum
Purposes of assessment
This document discusses the different purposes of student assessment: formative assessment provides feedback to help students improve, summative assessment evaluates student achievement and determines if they have met learning objectives to progress to the next level, assessment protects academic standards and institutional reputation, and analyzing assessment results provides feedback to teachers to evaluate and improve their instruction. Assessment serves to both evaluate students and inform teaching.
Modern trends in Educational Assessment
In the past, Since learning of basic knowledge was very important. The behaviourist approach was generally use as traditional instruction. In this instructional approach, knowledge is merely abstracted and the “learning” and “teaching” process is viewed as individual process, and “learning” is conceived as the accumulation of stimulus-response association. Drill and practice play an important role in this process. Also, the assessment practice is mainly based on testing, basic knowledge. Because, the proof of learning
generally is seen as changing the behaviors and increasing the right answer in test,
St. Aidans solo taxonomy
SOLO (Structure of Observed Learning Outcomes) is a model that helps teachers and students understand the learning process through a common language. It describes five levels of understanding - prestructural, unistructural, multistructural, relational, and extended abstract - that represent increasing complexity in learning from surface to deep understanding. SOLO provides a simple framework for assessing student work, giving feedback, and pushing learning to a deeper level. When implemented school-wide, it can help students recognize their own progress in learning across subjects.
Theory For E Learning
The only "theory" type paper I found (for free) for E-Learning. Valuable lessons in this work!
More Related Content
What's hot
Theories Curriculum Development
This document discusses four major theories of curriculum development:
1. Social meliorism posits that education can improve society by increasing individual intelligence regardless of background.
2. John Dewey's theory focuses on connecting subjects to students' everyday lives and categorizes behaviors into expressive, constructive, artistic and social instincts.
3. Social efficiency aims to educate students according to aptitude as determined by IQ tests in order to funnel them into professions.
4. Developmentalism bases the curriculum on students' emotional and behavioral characteristics rather than IQ or instincts.
Types of test items and principles for constructing test items
Types of test items and principles for constructing test items discusses various types of test items including oral tests, essay tests, short answer questions, and objective tests. It also outlines principles for constructing good test items such as ensuring validity, reliability, objectivity, comprehensiveness, and clarity. A good test should measure what it intends to measure, function consistently, yield objective scores, cover the entire syllabus, and have clear directions.
Unit 4. Solo taxonomy..pptx
The document discusses the SOLO (Structure of Observed Learning Outcomes) taxonomy, which describes five levels of increasing complexity in a student's understanding of a subject: pre-structural, uni-structural, multi-structural, relational, and extended abstract. The taxonomy helps students reflect on their learning progress and identify next steps. It provides a simple framework to assess learning outcomes at the start and end of units. The advantages of SOLO taxonomy include being evidence-based, describing ascending cognitive complexity, and allowing communication of levels through various means.
Curriculum change
This document discusses curriculum change and evaluation. It defines curriculum change as efforts to change aims, objectives, and content according to values, culture and resources. Factors influencing change include individuals, financial pressures, staffing issues, student abilities, and regulations. The phases of change include planning, implementation, and evaluation. Curriculum evaluation is done at the formative and summative levels to improve instruction and assess effectiveness in meeting objectives. Various stakeholders play important roles in the change and evaluation process.
Taba model of curriculum development
The Taba Model was developed by Hilda Taba (1902 - 1967), an architect, a curriculum theorist, a curriculum reformer, and a teacher educator.Taba believed that there has to be a definite order in creating a curriculum.
She advocated that teachers take an inductive approach to curriculum development which meant starting with the specifics and building toward a general design, rather than the traditional deductive approach (starts with the general design and work towards the specifics) which was rooted in Tyler's model. Hilda Taba followed the grass-roots approach in developing curriculum
For her, it should be the teachers who should design the curriculum rather than the higher authorities (Oliva, 1992). More specifically stated, the Taba approach believes in allowing the curriculum to be developed and/or authored by the users (teachers). Under the Taba Model teachers are expected to begin each curriculum by creating specific teaching-learning units and building to a general design.
According to Khwaja, Akhtar, & Mirza (n.d.), "the Taba model was an attempt to ensure that decisions about curriculum are made on the basis of valid criteria and not whim or fancy." Her model of developing a curriculum consisted of seven main steps and over the years, these seven steps have formed the basis for Hilda Taba's ...
This solution provides information about Hilda Taba and her suggested approach to curriculum development. It also includes information about five of Taba's main elements required when developing a curriculum. The solution is referenced.
Diagnosis of needs
Formulation of learning objectives
Selection of learning content
Organization of learning content
Selection of learning experiences
Organization of learning activities
Evaluation and means of evaluation
Assessment
The document discusses various types and purposes of assessment in education. It defines assessment as methods used by educators to evaluate student learning progress and needs. Assessments can be formative (ongoing), summative (final), diagnostic, standardized, informal/formal, and internal/external. The main purposes of assessment are to measure student knowledge and skills, identify strengths and weaknesses, and improve instruction, programs and student learning.
Issues in Assessment
This presentation deals with various issues in academic assessment. It handles issues related to the institution, the instructor and the student.
Role of Teachers in Action Research
There are three main types of action research: individual research focused on a single teacher's classroom, collaborative research involving two or more teachers, and college-wide research addressing issues across an entire institution. Action research can focus on various areas including learners, teachers, methodology, evaluation, curriculum, administration, and parental cooperation. Teachers play a key role in action research by identifying problems, diagnosing them thoroughly, implementing remedial measures, finding solutions, evaluating outcomes, and taking follow-up action. The document then provides examples of action research problems that could be addressed by groups focusing on issues like mobile phone policy, dress codes, counseling services, drug addiction, and technology in the classroom.
Teachers’ self directed development slideshare
1. This document discusses teachers' self-directed professional development and how blended learning can help teachers move from a fixed to a growth mindset. It provides examples of input teachers can use for self-directed development like conferences, webinars, and social networks.
2. The document also discusses challenges like overcoming obstacles and embracing criticism. It provides strategies for engagement like classroom experimentation, reflections, and discussions.
3. As an example, the document outlines flipping the classroom which inverts traditional teaching by delivering instruction online and doing practice in class. Benefits include increased student engagement and allowing more class time for discussions.
Curriculum content.ppt
The document discusses curriculum content and its elements. It defines curriculum as all learning planned by the school, whether individual or group activities inside or outside the school. Content is defined as information to be learned and can come in various forms like audio, text, or video. The document outlines criteria for selecting content, including significance, relevance to learners' lives, variety, suitability, validity, interest, utility, and feasibility. It emphasizes organizing content through sequencing, continuity, and integration to improve learning.
NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT
NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT:
GLATTHORN’S MODEL
NON-SCIENTIFIC MODELS:
1. Are Flexible and less structured without predetermined objectives to guide the teaching-learning process. It considers that the curriculum evolves rather than being planned precisely.
2. Based on the progressive philosophy where the needs and interests of individual learners and the needs of the society are the main concerns
3. Give recognition to the importance of music, arts, literature, health education & humanities.
4. The approaches in this category are humanistic and reconceptualist as this category prefers child centered and problem centered designs
• One of the most Recognized Nontechnical/Nonscientific Models is Allan Glatthorn’s model: Naturalistic Model
Glatthorn Model contains the following eight steps:
1. Assess the alternatives:
2. Stake out the territory:
3. Develop a constituency:
4, Build the knowledge base:
5. Block, in the Unit:
6. Plan quality learning experiences:
7. Develop the course examination:
8. Developing the learning scenarios:
Tyler's model of curriculum evaluation
Tyler's model of curriculum evaluation focuses on consistency between objectives, learning experiences, and outcomes. It emphasizes defining clear objectives based on input from learners, society, and subject matter. The model evaluates how well curriculum goals and objectives are supported by instructional strategies, content organization, and assessment. Strengths include clearly defined objectives and involvement of learners. Criticisms note the difficulty of constructing behavioral objectives, restricting curriculum, and inability to fully control all learning experiences.
Behaviorism education curriculum
The document discusses behaviorism as a perspective for curriculum development from its origins in the late 19th/early 20th century. Key figures discussed include Pavlov, Watson, and Skinner. Behaviorism focuses on observable behaviors and uses conditioning principles like reinforcement. From this view, curriculum is carefully structured, sequenced, and evaluated based on measurable outcomes. It emphasizes drills, practice, and external influences on learning over internal mental processes. An example given is the audiolingual method for foreign language teaching using repetition and modeling.
Assessment for learning
The document discusses assessment for learning, which involves teachers initially assessing students' knowledge and progress, providing feedback, and adjusting their teaching accordingly. It involves students in assessing their own learning as well. The goals of assessment for learning are to help students become self-regulated learners and close any gaps or misconceptions through formative assessment during a learning unit. Teachers use a variety of assessment methods and provide descriptive feedback to guide students' next steps in learning.
Curriculum Development - models
An Introduction to the Models of Curriculum Development with special reference to the classification of models
Formative assessment
This presentation clarifies what formative assessment is. The purpose and intention of formative assessment on improving student learning is emphasized. The different techniques on conducting formative assessment inside the classroom are provided.
curriculum implementation.pptx
This document discusses curriculum implementation, defining it as the actual use of a curriculum in practice by teachers with real students in classrooms. It explores factors that affect implementation like characteristics of the change, school and district levels, and external influences. It also examines problems describing and measuring implementation and provides examples from Hong Kong and the UK of effective implementation strategies like long lead times, moderate goals, accountability, and capacity building.
Designs of Curriculum
Subject-centered design • Learner-centered design • Teacher- centered design • Activity based curriculum • Core Curriculum
Curriculum Design
• Hidden Curriculum • Integrated Curriculum
Purposes of assessment
This document discusses the different purposes of student assessment: formative assessment provides feedback to help students improve, summative assessment evaluates student achievement and determines if they have met learning objectives to progress to the next level, assessment protects academic standards and institutional reputation, and analyzing assessment results provides feedback to teachers to evaluate and improve their instruction. Assessment serves to both evaluate students and inform teaching.
Modern trends in Educational Assessment
In the past, Since learning of basic knowledge was very important. The behaviourist approach was generally use as traditional instruction. In this instructional approach, knowledge is merely abstracted and the “learning” and “teaching” process is viewed as individual process, and “learning” is conceived as the accumulation of stimulus-response association. Drill and practice play an important role in this process. Also, the assessment practice is mainly based on testing, basic knowledge. Because, the proof of learning
generally is seen as changing the behaviors and increasing the right answer in test,
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Types of test items and principles for constructing test items
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Similar to Solo Taxonomy
St. Aidans solo taxonomy
SOLO (Structure of Observed Learning Outcomes) is a model that helps teachers and students understand the learning process through a common language. It describes five levels of understanding - prestructural, unistructural, multistructural, relational, and extended abstract - that represent increasing complexity in learning from surface to deep understanding. SOLO provides a simple framework for assessing student work, giving feedback, and pushing learning to a deeper level. When implemented school-wide, it can help students recognize their own progress in learning across subjects.
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Unit 3.3 Cognitive Processes
Unit 3.3 Cognitive Processes
Constructivism: Knowledge Construction/Concept learning
In the quotation above, “filling up the pail” is more linked to rote learning and behaviorism. It connotes that teaching is dominated by the teacher and the learners are passive receivers of knowledge. “Lighting the fire” is related to the cognitive perspective and constructivism.
Two Views of Constructivism
Individual Constructivism. This is also called cognitive constructivism. It emphasizes individual, internal construction of knowledge. It is largely based on Piaget’s theory.
Social Constructivism. This view emphasizes that “knowledge exists in a social context and is initially shared with others instead of being represented solely in the mind of an individual”.
Characteristics of Constructivism
1. Learners construct understanding. As discussed earlier, constructivists do not view learners as just empty vessels waiting to be filled up. They see learners as active thinkers who interpret new information based on what they already know. They construct knowledge in a way that makes sense to them.
2. New learning depends on current understanding. Background information is very important. It is through the present views or scheme that the learner has, that new information will be interpreted.
3. Learning is facilitated by social interaction. Constructivists believe in creating a “community of learners” within classrooms. Learning communities help learners take responsibility for their own learning.
4. Meaningful learning occurs within authentic learning tasks. An authentic task is one that involves a learning activity that involves constructing knowledge and understanding that is so akin to the knowledge and understanding needed when applied in the real world.
Organizing Knowledge
Concepts. A concept is a way of grouping or categorizing objects or events in our mind. A concept of teach, includes a group of tasks such as model, discuss, illustrate, explain, assist, etc.
Concepts as Feature Lists. Learning a concept involves learning specific features that characterize positive instances of the concept. Included here are defining features and correlational feature. A defining feature is a characteristic present in ALL instances.
A correlational feature is one that is present in many positive instances but not essential for concept membership. For example, a mother is loving.
Concepts as Prototypes. A prototype is an idea or a visual image of a “typical example. It is usually formed based on the positive instances that learners encounter most often.
Concepts as Exemplars. Exemplars represent a variety of examples. It allows learners to know that an example under a concept may have variability.
Making Concept-learning Effective. As a future teacher, you can help students learn concepts by doing the following:
• Provide a clear definition of the concept
• Make the defining features very concrete and prominent
• Gi
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The document discusses several key aspects of designing holistic learning environments and assessments. It begins by discussing the importance of connections between different elements in a design. It states connections can be direct or use intermediaries, and the type of connection depends on the materials and desired effect. It also discusses relationships between elements, noting relationships imply a structure that suggests an effect beyond individual elements. Next, it discusses measuring student learning through pre, formative, and summative assessments to plan instruction, adapt, and evaluate effectiveness. Finally, it emphasizes the importance of alignment between goals, objectives, and assessments for validity. High-quality assessments are valid, reliable, and fair.
Los Alumnos Dactilares
This document contains personal background information on three individuals and their educational attainment. It also discusses how taking Educational Technology II has helped improve their skills and understanding of technology. Verna Aguirre describes herself as now being able to keep up with technology changes and help others. Kristine Dalisay notes learning about proper computer use and overcoming fears of technology. Edamae Jauhal concludes students will gain skills in classroom technologies, digital learning, and designing effective lessons after this course.
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Relationalism in educational leadership research
This document provides an overview of relational approaches in educational leadership research. It discusses four main forms of relational approaches: adjectival, co-determinist, conflationary, and relational. For each approach, the underlying ontological, epistemological, normative, and theoretical assumptions are explained. The implications for research using each approach are also outlined. The document argues that a relational approach offers both a theory and methodology for illuminating organizing activity through relations in specific spatio-temporal conditions.
How To Take Notes Note Taking Systems
The document describes several note taking systems:
- The Cornell method uses a format with cues in the left margin to organize and review notes.
- Outlining indents subpoints to show relationships and importance. It requires more thought but clearly shows organization.
- Mapping uses visual representations to relate ideas. It maximizes understanding and critical thinking.
- Charting uses columns to categorize information, making comparisons and relationships easy to review.
- The sentence method writes each point on its own line but doesn't show relationships clearly.
Marzano And Rcs
This PPT accompanied a day-long training combining elements of good planning, Marzano\'s high yield strategies, and reading comprehension strategies.
Harrisburg Elementary Common Core
The document discusses disaggregating Common Core standards into Know, Understand, Do (KUD) statements. It provides examples of breaking down a math and English standard into KUD components. Participants will practice identifying KUD statements, develop understandings, and provide feedback on each other's work through a shared Google site. The goal is to fully understand and be able to apply the standards.
Bloom's revised taxonomy
Bloom's taxonomy is a classification system used to categorize levels of thinking according to their complexity. It originally categorized thinking into six levels moving from simple recall or recognition of facts to the more complex levels of analysis, synthesis, and evaluation. In 2001, Bloom's taxonomy was revised to change nouns to verbs and rearrange the order, moving from lower order thinking skills like remembering to higher order skills like creating. The revised taxonomy is more inclusive of digital technologies and cognitive objectives relevant to students' lives. While the taxonomy represents a learning process moving from basic recall to more complex thinking, learning can begin at any point in the process and involve collaboration at various levels.
Invention
The document provides information on various prewriting techniques for invention and idea generation when composing, including critical thinking, brainstorming methods like questioning, clustering/mapping, recipes, and freewriting. It also discusses outlining, specifically the requirements of parallelism, coordination, subordination, and division in effective outlining. Key brainstorming techniques covered are question storms/starbursting, clustering/mapping, recipes, and freewriting.
Synthesis Essay Ideas
The document discusses three topics the author has chosen for their special education synthesis paper: teacher education, trends in special education service provisions, and impacts of accountability models. The author intends to examine how each topic has impacted students, parents, and teachers, and how they are linked to changes in the No Child Left Behind Act. They hope to learn more about each area and their effects on both general and special education teachers.
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The document provides a reflection on a portfolio module focused on e-learning. It discusses the author's expectations for the module, issues with the module design, struggles engaging with directed tasks and research, insights gained from the structured research, and opportunities to improve collaborative elements and make resources more openly accessible. The author felt the module provided a useful framework for developing an understanding of e-learning but that some tasks seemed tokenistic and that the resources could be better shared to build a wider learning community.
Visualization Types Codex
The document discusses the challenges of visualizing complex systems and presents an ongoing project called SystemViz that aims to address these challenges. It notes that complex systems are difficult for humans to understand without visual aids due to limits in working memory. The project involves taking stock of existing visualization methods, identifying concepts that are not easily depicted, and exploring recurring visualization problems. The overall goal is to develop guidelines and tools to help design effective visualizations for understanding complex systems.
Sna demo apr 11 annotated
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Solo Taxonomy
- 1. SOLO TAXONONY Overview Use Thinking Pre-Structural Uni-Structural Multi-Structural Relational Extended Abstract Prepared by Mike Whiteman: Waitomo ICT Cluster 3 Story Links Example Hoi An Click on these symbols to reveal an item of information. Click on the symbol again to hide the information.
- 2. SOLO stands for Structure of the Observed Learning Outcomes and was developed by John Biggs and Kevin Collis. In simple terms, the taxonomy presents a systematic way to describe how learner performance grows in complexity when mastering tasks (in an educational setting). It defines levels of increasing complexity in a learners understanding of an idea. Learners may not exhibit all stages. Biggs describes it as “a framework for understanding understanding.” It seeks to provide a way to identify connections that learners make, with each level adding more. MENU
- 3. Helping learners to look at their own work in relation to this taxonomy can help in two ways: * an assessment framework independent of ‘content knowledge’ * a model to help show how a piece of work can be improved MENU
- 4. If you are using rubrics and/or success criteria , then use of the SOLO Taxonomy may be more productive educationally, because thinking about the structure responses may provide better understanding of ideas than the listing of specific knowledge bytes. As such, it can help learners develop an understanding of thinking, rather than knowing of thinking. MENU
- 5. the point hasn’t been understood the task has not been worked on in an appropriate way a too simple way of going about something has been used bits without any organisation or sense irrelevant information no meaningful response may appear to be learning, but just ‘chanting’ no understanding QUANTITAVE Pre - Structural misses the point MENU
- 6. one aspect of a task is picked up and used maybe a simple, obvious connection but no significance attached only focuses on one relevant aspect terms may be used but are not developed further in any way focuses on one issue in a complex case Uni - Structural identify, memorise, carry out a simple procedure QUANTITAVE MENU
- 7. several aspects of a tasked picked up and used, but not linked aspects of a task are treated independently and additively aspects like a disorganised list with no relationships recognised a number of statements that are not built on in any way if there are connections they are very simple the significance of statements as a whole is not grasped ‘ knowledge telling,’ ‘cut and paste’ described by Biggs as “seeing the trees but not the wood” Multi - Structural enumerate, classify, describe, list, combine, do algorithms QUANTITAVE MENU
- 8. integration of ideas/aspects of the task into a coherent whole this is usually seen to be an adequate understanding of a topic significance of the parts in relation to the whole is recognised several parts are integrated into a coherent whole details link to conclusions meaning is understood able to apply a concept to a familiar situation QUALITATIVE Relational compare/contrast, explain causes, analyse, relate, apply MENU
- 9. connections are made not only within a topic, but beyond it there is transfer from the specific to the general generalisations are made beyond the information given new and broader issues are identified the ‘through the roof’ notion of the Three Story Intellect model the Relational level at a higher level of abstraction QUALITATIVE Extended Abstract theorise, generalise, hypothesise, reflect, generate MENU
- 10. MENU OUTPUT PROCESS Surface Deep Pre-Structural Uni-Structural Multi-Structural Relational Extended Abstract INPUT Surface - Deep Learning SOLO Taxonomy 3 Story Intellect
- 11. MENU
- 12. MENU
- 13. MENU
- 14. MENU
- 15. Pre - Structural Uni - Structural Multi - Structural Relational Extended Abstract dunno digging a hole making a trench lots of wires Hoi An is pretty Trenches were made so that the power and phone lines would be under the streets. Hoi An is starting to look like it did years ago. Trenches were made so that the power and phone lines would be under the streets in Hoi An. Just as the Cu Chi tunnels were a safe hiding place in the American war, these Hoi An tunnels make communication safer and help restore the natural beauty of the town. MENU