Approaches to curriculum design
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This document outlines Murdoch's model for curriculum design which includes 7 key aspects to consider: 1) the learner's present level of competence, 2) target culture aspects that interest learners, 3) course objectives, 4) learner demographics and interests, 5) reasons for studying and long-term goals, 6) resource limitations, and 7) sociocultural factors relevant to English learning. The model also emphasizes choosing a language and procedures to cover, particular skills to emphasize, methodology and activity sequencing, and selecting course materials and themes.
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approaches to curriculum design
This chapter discusses different models of curriculum design, including Graves' model, Nation's Language Curriculum Design model, and Murdoch's model. It describes the goals, process, design questions, and constraints to consider in curriculum design. It then explains three approaches to curriculum design: the waterfall model, focused opportunistic approach, and layers of necessity model. The last approach involves choosing the necessary layers to complete based on available time and resources. Factors like language level, time, money, and skills influence which design approach to use.
Approaches to Curriculum Design
MST Course Design and Dev't
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
The Universal Design Curriculum Model
The Universal Design Curriculum Model originated from considerations of physical access for individuals with disabilities and incorporates assistive technologies and adaptations into instructional design. It provides flexible options for recognizing patterns, mastering skills/strategies, and engaging in learning. Universal Design is the design of instructional materials and activities that allows for achievement by individuals with wide differences in abilities through flexible curricular materials and alternative assessments. Key benefits include accommodations being built-in from the start, materials that can accommodate diverse learners, and blending whole-class with small group and individualized instruction.
Tyler s model_of_curriculum_development
Tyler's model of curriculum development involves 4 basic steps: 1) Establishing the educational purpose, 2) Determining educational experiences to achieve the purpose, 3) Organizing those experiences effectively, and 4) Evaluating if the purposes have been met. The document outlines Tyler's view that establishing clear instructional objectives is important for developing a coherent curriculum, selecting appropriate teaching methods and materials, and assessing learning outcomes. Objectives should be specific, measurable, and focused on student outcomes rather than teaching processes.
Curriculum Designing Process
The document outlines the process of designing a curriculum. It discusses that curriculum design involves determining what students will learn over multiple years, while lesson plans focus on daily learning and unit plans span several lessons or weeks. The key parts of an effective curriculum include a statement of philosophy, specific goals for student learning, a sequence of objectives by grade, an organized content framework by unit, a yearly block plan, and an assessment plan. When developing a curriculum, it is important to consider the context, standards, and ensure alignment between all parts.
components of curriculum and curricular approaches
This document discusses the major components of curriculum and different approaches to curriculum. It identifies the key components of curriculum as aims and objectives, subject matter or content, learning experiences, and evaluation approaches. It also outlines the aims of education at the primary, secondary, and tertiary levels based on Philippine law and policy. The document further discusses criteria for selecting subject matter and organizing content, as well as different teaching strategies and methods. It analyzes approaches to curriculum, including behavioral, managerial, systems, and humanistic approaches.
models for curriculum development
This document discusses curriculum development and Hilda Taba's model for curriculum design. It defines curriculum as activities designed by teachers and students to achieve educational goals. Curriculum development is the systematic planning of what is taught and learned, as reflected in courses of study. Taba's model involves 7 steps: 1) diagnosing student needs, 2) formulating objectives, 3) selecting content, 4) organizing content, 5) selecting learning experiences, 6) organizing learning experiences, and 7) evaluating. This grass-roots approach places teachers at the center of curriculum design rather than higher authorities.
Me
The document discusses various approaches to curriculum development including content-based, objective-based, and process-based models and highlights factors that must be considered in curriculum planning like learners' needs, objectives, assessment procedures, and the balance between prescribed materials and teacher autonomy. It also examines different dimensions of curriculum, types of objectives and evaluation, and the role of materials in language teaching.
Recommended
approaches to curriculum design
This chapter discusses different models of curriculum design, including Graves' model, Nation's Language Curriculum Design model, and Murdoch's model. It describes the goals, process, design questions, and constraints to consider in curriculum design. It then explains three approaches to curriculum design: the waterfall model, focused opportunistic approach, and layers of necessity model. The last approach involves choosing the necessary layers to complete based on available time and resources. Factors like language level, time, money, and skills influence which design approach to use.
Approaches to Curriculum Design
MST Course Design and Dev't
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
The Universal Design Curriculum Model
The Universal Design Curriculum Model originated from considerations of physical access for individuals with disabilities and incorporates assistive technologies and adaptations into instructional design. It provides flexible options for recognizing patterns, mastering skills/strategies, and engaging in learning. Universal Design is the design of instructional materials and activities that allows for achievement by individuals with wide differences in abilities through flexible curricular materials and alternative assessments. Key benefits include accommodations being built-in from the start, materials that can accommodate diverse learners, and blending whole-class with small group and individualized instruction.
Tyler s model_of_curriculum_development
Tyler's model of curriculum development involves 4 basic steps: 1) Establishing the educational purpose, 2) Determining educational experiences to achieve the purpose, 3) Organizing those experiences effectively, and 4) Evaluating if the purposes have been met. The document outlines Tyler's view that establishing clear instructional objectives is important for developing a coherent curriculum, selecting appropriate teaching methods and materials, and assessing learning outcomes. Objectives should be specific, measurable, and focused on student outcomes rather than teaching processes.
Curriculum Designing Process
The document outlines the process of designing a curriculum. It discusses that curriculum design involves determining what students will learn over multiple years, while lesson plans focus on daily learning and unit plans span several lessons or weeks. The key parts of an effective curriculum include a statement of philosophy, specific goals for student learning, a sequence of objectives by grade, an organized content framework by unit, a yearly block plan, and an assessment plan. When developing a curriculum, it is important to consider the context, standards, and ensure alignment between all parts.
components of curriculum and curricular approaches
This document discusses the major components of curriculum and different approaches to curriculum. It identifies the key components of curriculum as aims and objectives, subject matter or content, learning experiences, and evaluation approaches. It also outlines the aims of education at the primary, secondary, and tertiary levels based on Philippine law and policy. The document further discusses criteria for selecting subject matter and organizing content, as well as different teaching strategies and methods. It analyzes approaches to curriculum, including behavioral, managerial, systems, and humanistic approaches.
models for curriculum development
This document discusses curriculum development and Hilda Taba's model for curriculum design. It defines curriculum as activities designed by teachers and students to achieve educational goals. Curriculum development is the systematic planning of what is taught and learned, as reflected in courses of study. Taba's model involves 7 steps: 1) diagnosing student needs, 2) formulating objectives, 3) selecting content, 4) organizing content, 5) selecting learning experiences, 6) organizing learning experiences, and 7) evaluating. This grass-roots approach places teachers at the center of curriculum design rather than higher authorities.
Me
The document discusses various approaches to curriculum development including content-based, objective-based, and process-based models and highlights factors that must be considered in curriculum planning like learners' needs, objectives, assessment procedures, and the balance between prescribed materials and teacher autonomy. It also examines different dimensions of curriculum, types of objectives and evaluation, and the role of materials in language teaching.
Module 2 assignment rogue
This document discusses curriculum implementation and enrichment. It defines curriculum and describes two curriculum models - Ralph Tyler's objectives model and the Kellough & Kellough model. It emphasizes that curriculum should meet students', society's, and subject's needs. The document also discusses implementing curriculum through fidelity or adaptation and creating enrichment curriculum through Type 1, 2, and 3 enrichment to supplement the core curriculum. The goal of enrichment is to support all students' unique skills, interests, and needs.
The Oliva Model of Curriculum
The document describes Peter Oliva's model of curriculum development, which includes 12 components and 17 specific steps. The model is linear, deductive, and prescriptive. It combines a scheme for curriculum development with a design for instruction. The model emphasizes analyzing community needs and specifying goals and objectives at each level before implementation and evaluation. It is intended to provide curriculum planners with a systematic framework to develop and improve curriculum.
Curriculum design and models
The document discusses several curriculum models including subject-centered, learner-centered, and problem-centered models. It describes key aspects of each model, such as the subject-centered model focusing on content divided into subjects. The learner-centered model emphasizes the needs and interests of students, while the problem-centered model organizes curriculum around solving real-world problems. It also covers curriculum development models like Tyler's model and Taba's inductive model.
Three Curriculum Approaches
1. The document discusses three approaches to curriculum design: forward design, central design, and backward design.
2. Forward design starts with planning the syllabus, then the methodology, and ends with assessing learning outcomes. Central design begins with classroom processes and methodology, without fully specifying the syllabus or outcomes in advance. Backward design starts by specifying learning outcomes and then determines the methodology and syllabus based on the outcomes.
3. The differences between curriculum and syllabus are discussed. A curriculum is designed by specialists and considers learning outcomes and assessment, acting as guidance for teachers. Teachers are responsible for preparing the syllabus, which selects and grades materials to be taught.
Curriculum Design
Curriculum design involves creating curriculum maps to organize standards and benchmarks by timeline. Understanding by Design (UbD) is a framework for designing curriculum units that begin with identifying desired student learning outcomes and assessments. The three stages of UbD include: 1) identifying desired results like understandings, knowledge, and skills; 2) determining acceptable evidence of student learning through assessments; and 3) planning learning experiences and instruction to achieve the desired results. Assessment evidence in UbD considers six facets of student understanding. Curriculum design tools help plan and reflect on curriculum to ensure it meets learning goals.
EDUP 3013 Philosophy and Education in Malaysia
The document summarizes Tyler's model of curriculum development. It discusses the 4 key elements of Tyler's model: 1) defining learning objectives, 2) establishing learning experiences, 3) organizing learning experiences, and 4) evaluating learning outcomes. An example lesson plan on teaching healthy eating to primary students is provided to demonstrate how Tyler's model is applied. The lesson identifies objectives, learning activities, resources, and evaluates student learning to improve the curriculum. In conclusion, the document emphasizes the importance of Tyler's model in developing effective lesson plans that meet student needs and abilities.
Curriculum approaches in language teaching (mobin bozorgi)
Central design curriculum starts with selecting teaching activities and methods rather than detailing a syllabus or outcomes. It focuses on processes like learner inquiry and deliberation that drive teaching and learning. The syllabus is dynamic rather than sequential, and evaluation improves teaching and learning rather than judging outcomes.
Criteria for curriculum assessment
Criteria are sets of standards used to assess elements of curriculum and determine if goals and objectives have been met. Objectives must be clearly stated and used by teachers and students to guide content selection, materials, and learning activities. Evaluation is the process of making a judgment about student learning based on established criteria, and determines if the curriculum and instruction align with the objectives and recommended approaches.
Approaches to School Curriculum
This document discusses three approaches to school curriculum: as content, process, and product. It describes each approach and provides examples. Curriculum as content focuses on transmitting a body of knowledge to students. As process, it emphasizes teaching methods and student learning activities. As product, it formulates behavioral objectives and intended learning outcomes demonstrated by students. The document explores each approach in depth and how they relate to defining and implementing an effective curriculum.
Curriculum Development
The document provides an overview of curriculum development, including its definition, objectives, challenges and process. It discusses the bases and approaches to curriculum development, as well as the key considerations and models for developing curriculum. The Tyler and Taba models of curriculum development are described. The document also covers developing goals and objectives, selecting content and learning experiences, and evaluation of curriculum through both formative and summative approaches. Overall, the document provides a comprehensive overview of the concepts, approaches and process involved in curriculum development.
Approaches to Curriculum Design-Language Curriculum Design I.S.P. Nation and ...
Language Curriculum Design by
I.S.P. Nation and John Macalister.
Chapter 9
Approaches to Curriculum Design
Curriculum Models
At the end of this presentation, participants will be able to:
- define curriculum
- define the concept of the curriculum model
- know the characteristics of a model curriculum
- know the different types of curriculum models
- The Framework Underlying All Curriculum Models
- Common elements of different Models
- The curriculum process
- Types of curriculum models
Developing a curriculum framework
The document discusses developing curriculum frameworks at different levels. It begins by explaining that the first step in integrating standards into curriculum is developing a curriculum framework, which can be done at the national, state, or district level. National frameworks are written by national organizations and represent specific content areas, while state frameworks are written by state departments of education and tend to be complex due to multiple purposes and audiences. District frameworks are developed by local committees made up of administrators, teachers, parents, and community members to increase student learning and achievement.
SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT RALPH TYLER AND HILDA TABA
SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT RALPH TYLER AND HILDA TABA:(In detail)
Two famous scientific models of curriculum development are given by Ralph Tyler known as The Tyler model and Hilda Taba known as The Taba model.
THE TYLER MODEL: FOUR BASIC PRINCIPLES:
• Tyler’s model is one of the best known, technical scientific models.
• The Tyler model is often referred to as the “objective model” because of its objective approach to educational evaluation. It emphasizes consistency among objectives, learning experiences, and outcomes.
• In l949 Tyler published Basic Principles of Curriculum and Instruction , in which he outlined a rationale for examining the problems of curriculum and instruction.
• He mentioned that those involved in curriculum inquiry must try to define the
1) PURPOSES OF THE SCHOOL:
(2) EDUCATIONAL EXPERIENCES RELATED TO THE PURPOSES
(3) ORGANIZATION OF THE EXPERIENCES
(4) EVALUATION OF THE PURPOSES
THE TABA MODEL: GRASS- ROOTS RATIONALE:
Taba noted seven major steps to her grass roots model in which teachers would have major input:
1) DIAGNOSIS OF NEEDS
2) FORMULATION OF OBJECTIVES:
3) SELECTION OF CONTENT
4) ORGANIZATION OF CONTENT:
5) SELECTION OF LEARNING EXPERIENCES:
6) ORGANIZATION OF LEARNING ACTIVITIES:
7) EVALUATION AND MEANS OF EVALUATION:
APPLICATION OF THE MODEL:
Curriculum development saylor and alexander model
The document outlines the Alexander Curriculum Model which provides a plan for delivering learning opportunities to achieve broad educational goals and specific objectives for students. It describes the major components of the model including goals, objectives and domains, curriculum design, implementation, and evaluation. The curriculum can be designed based on academic disciplines or student needs and interests, and implementation involves instructional objectives, teaching methods, and strategies to achieve learning outcomes which are then evaluated.
Content for in the process of curriculum development
This document outlines criteria for developing curriculum content and selecting appropriate content. It discusses analyzing student needs, addressing skills for future careers, ensuring the "big ideas" are covered, and using a variety of principles like validity, comprehensiveness, variety, suitability, cumulative tendency, multiple learning, and relevance. The content should be valid, useful, interesting, and learnable. It should also follow the logic of the subject matter and psychological sequence of learning.
100205001
The document defines curriculum in several ways, including as a scope and sequence document listing intended learning outcomes by grade level and topic, as textbooks that function as daily guides to instructional ends and means, and at different levels from the individual student to the international level. It also describes different types of curriculum, such as the official/written curriculum, operational curriculum, hidden curriculum, and extra curriculum.
TSL3143 Topic 5b Relationship Between Teacher Belief and Implementation
Teachers play a central role in curriculum implementation. There are two perspectives on how teachers should implement curriculum - fidelity and mutual adaptation. The fidelity perspective believes teachers should closely follow the written curriculum, while the mutual adaptation perspective believes teachers should creatively adapt curriculum to meet student needs. Factors like teachers' beliefs, knowledge, resources and support can influence how successfully they implement curriculum.
Curriculum approaches
The document discusses different approaches to curriculum development and management. The behavioral approach uses goals and objectives to structure content and activities. The managerial approach became dominant in the 1950s-1960s and focused on administering resources and innovating schools. The systems approach examines how different parts of a school system relate to each other, like administration, counseling, curriculum, instruction, and evaluation. The humanistic approach considers both the formal planned curriculum as well as the informal hidden curriculum.
Models of curriculum development
This document discusses different types of curriculum designs including subject-centered, learner-centered, and problem-centered curriculums. It also describes several influential curriculum development models such as Tyler's model from 1949, Taba's grassroots approach, and the Saylor, Alexander, and Lewis model. The Oliva model provides a process for schools to develop curriculums that meet the specific needs of their student communities. Key aspects of these models include identifying student needs, formulating objectives, organizing content and learning experiences, and determining evaluations.
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Module 2 assignment rogue
This document discusses curriculum implementation and enrichment. It defines curriculum and describes two curriculum models - Ralph Tyler's objectives model and the Kellough & Kellough model. It emphasizes that curriculum should meet students', society's, and subject's needs. The document also discusses implementing curriculum through fidelity or adaptation and creating enrichment curriculum through Type 1, 2, and 3 enrichment to supplement the core curriculum. The goal of enrichment is to support all students' unique skills, interests, and needs.
The Oliva Model of Curriculum
The document describes Peter Oliva's model of curriculum development, which includes 12 components and 17 specific steps. The model is linear, deductive, and prescriptive. It combines a scheme for curriculum development with a design for instruction. The model emphasizes analyzing community needs and specifying goals and objectives at each level before implementation and evaluation. It is intended to provide curriculum planners with a systematic framework to develop and improve curriculum.
Curriculum design and models
The document discusses several curriculum models including subject-centered, learner-centered, and problem-centered models. It describes key aspects of each model, such as the subject-centered model focusing on content divided into subjects. The learner-centered model emphasizes the needs and interests of students, while the problem-centered model organizes curriculum around solving real-world problems. It also covers curriculum development models like Tyler's model and Taba's inductive model.
Three Curriculum Approaches
1. The document discusses three approaches to curriculum design: forward design, central design, and backward design.
2. Forward design starts with planning the syllabus, then the methodology, and ends with assessing learning outcomes. Central design begins with classroom processes and methodology, without fully specifying the syllabus or outcomes in advance. Backward design starts by specifying learning outcomes and then determines the methodology and syllabus based on the outcomes.
3. The differences between curriculum and syllabus are discussed. A curriculum is designed by specialists and considers learning outcomes and assessment, acting as guidance for teachers. Teachers are responsible for preparing the syllabus, which selects and grades materials to be taught.
Curriculum Design
Curriculum design involves creating curriculum maps to organize standards and benchmarks by timeline. Understanding by Design (UbD) is a framework for designing curriculum units that begin with identifying desired student learning outcomes and assessments. The three stages of UbD include: 1) identifying desired results like understandings, knowledge, and skills; 2) determining acceptable evidence of student learning through assessments; and 3) planning learning experiences and instruction to achieve the desired results. Assessment evidence in UbD considers six facets of student understanding. Curriculum design tools help plan and reflect on curriculum to ensure it meets learning goals.
EDUP 3013 Philosophy and Education in Malaysia
The document summarizes Tyler's model of curriculum development. It discusses the 4 key elements of Tyler's model: 1) defining learning objectives, 2) establishing learning experiences, 3) organizing learning experiences, and 4) evaluating learning outcomes. An example lesson plan on teaching healthy eating to primary students is provided to demonstrate how Tyler's model is applied. The lesson identifies objectives, learning activities, resources, and evaluates student learning to improve the curriculum. In conclusion, the document emphasizes the importance of Tyler's model in developing effective lesson plans that meet student needs and abilities.
Curriculum approaches in language teaching (mobin bozorgi)
Central design curriculum starts with selecting teaching activities and methods rather than detailing a syllabus or outcomes. It focuses on processes like learner inquiry and deliberation that drive teaching and learning. The syllabus is dynamic rather than sequential, and evaluation improves teaching and learning rather than judging outcomes.
Criteria for curriculum assessment
Criteria are sets of standards used to assess elements of curriculum and determine if goals and objectives have been met. Objectives must be clearly stated and used by teachers and students to guide content selection, materials, and learning activities. Evaluation is the process of making a judgment about student learning based on established criteria, and determines if the curriculum and instruction align with the objectives and recommended approaches.
Approaches to School Curriculum
This document discusses three approaches to school curriculum: as content, process, and product. It describes each approach and provides examples. Curriculum as content focuses on transmitting a body of knowledge to students. As process, it emphasizes teaching methods and student learning activities. As product, it formulates behavioral objectives and intended learning outcomes demonstrated by students. The document explores each approach in depth and how they relate to defining and implementing an effective curriculum.
Curriculum Development
The document provides an overview of curriculum development, including its definition, objectives, challenges and process. It discusses the bases and approaches to curriculum development, as well as the key considerations and models for developing curriculum. The Tyler and Taba models of curriculum development are described. The document also covers developing goals and objectives, selecting content and learning experiences, and evaluation of curriculum through both formative and summative approaches. Overall, the document provides a comprehensive overview of the concepts, approaches and process involved in curriculum development.
Approaches to Curriculum Design-Language Curriculum Design I.S.P. Nation and ...
Language Curriculum Design by
I.S.P. Nation and John Macalister.
Chapter 9
Approaches to Curriculum Design
Curriculum Models
At the end of this presentation, participants will be able to:
- define curriculum
- define the concept of the curriculum model
- know the characteristics of a model curriculum
- know the different types of curriculum models
- The Framework Underlying All Curriculum Models
- Common elements of different Models
- The curriculum process
- Types of curriculum models
Developing a curriculum framework
The document discusses developing curriculum frameworks at different levels. It begins by explaining that the first step in integrating standards into curriculum is developing a curriculum framework, which can be done at the national, state, or district level. National frameworks are written by national organizations and represent specific content areas, while state frameworks are written by state departments of education and tend to be complex due to multiple purposes and audiences. District frameworks are developed by local committees made up of administrators, teachers, parents, and community members to increase student learning and achievement.
SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT RALPH TYLER AND HILDA TABA
SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT RALPH TYLER AND HILDA TABA:(In detail)
Two famous scientific models of curriculum development are given by Ralph Tyler known as The Tyler model and Hilda Taba known as The Taba model.
THE TYLER MODEL: FOUR BASIC PRINCIPLES:
• Tyler’s model is one of the best known, technical scientific models.
• The Tyler model is often referred to as the “objective model” because of its objective approach to educational evaluation. It emphasizes consistency among objectives, learning experiences, and outcomes.
• In l949 Tyler published Basic Principles of Curriculum and Instruction , in which he outlined a rationale for examining the problems of curriculum and instruction.
• He mentioned that those involved in curriculum inquiry must try to define the
1) PURPOSES OF THE SCHOOL:
(2) EDUCATIONAL EXPERIENCES RELATED TO THE PURPOSES
(3) ORGANIZATION OF THE EXPERIENCES
(4) EVALUATION OF THE PURPOSES
THE TABA MODEL: GRASS- ROOTS RATIONALE:
Taba noted seven major steps to her grass roots model in which teachers would have major input:
1) DIAGNOSIS OF NEEDS
2) FORMULATION OF OBJECTIVES:
3) SELECTION OF CONTENT
4) ORGANIZATION OF CONTENT:
5) SELECTION OF LEARNING EXPERIENCES:
6) ORGANIZATION OF LEARNING ACTIVITIES:
7) EVALUATION AND MEANS OF EVALUATION:
APPLICATION OF THE MODEL:
Curriculum development saylor and alexander model
The document outlines the Alexander Curriculum Model which provides a plan for delivering learning opportunities to achieve broad educational goals and specific objectives for students. It describes the major components of the model including goals, objectives and domains, curriculum design, implementation, and evaluation. The curriculum can be designed based on academic disciplines or student needs and interests, and implementation involves instructional objectives, teaching methods, and strategies to achieve learning outcomes which are then evaluated.
Content for in the process of curriculum development
This document outlines criteria for developing curriculum content and selecting appropriate content. It discusses analyzing student needs, addressing skills for future careers, ensuring the "big ideas" are covered, and using a variety of principles like validity, comprehensiveness, variety, suitability, cumulative tendency, multiple learning, and relevance. The content should be valid, useful, interesting, and learnable. It should also follow the logic of the subject matter and psychological sequence of learning.
100205001
The document defines curriculum in several ways, including as a scope and sequence document listing intended learning outcomes by grade level and topic, as textbooks that function as daily guides to instructional ends and means, and at different levels from the individual student to the international level. It also describes different types of curriculum, such as the official/written curriculum, operational curriculum, hidden curriculum, and extra curriculum.
TSL3143 Topic 5b Relationship Between Teacher Belief and Implementation
Teachers play a central role in curriculum implementation. There are two perspectives on how teachers should implement curriculum - fidelity and mutual adaptation. The fidelity perspective believes teachers should closely follow the written curriculum, while the mutual adaptation perspective believes teachers should creatively adapt curriculum to meet student needs. Factors like teachers' beliefs, knowledge, resources and support can influence how successfully they implement curriculum.
Curriculum approaches
The document discusses different approaches to curriculum development and management. The behavioral approach uses goals and objectives to structure content and activities. The managerial approach became dominant in the 1950s-1960s and focused on administering resources and innovating schools. The systems approach examines how different parts of a school system relate to each other, like administration, counseling, curriculum, instruction, and evaluation. The humanistic approach considers both the formal planned curriculum as well as the informal hidden curriculum.
Models of curriculum development
This document discusses different types of curriculum designs including subject-centered, learner-centered, and problem-centered curriculums. It also describes several influential curriculum development models such as Tyler's model from 1949, Taba's grassroots approach, and the Saylor, Alexander, and Lewis model. The Oliva model provides a process for schools to develop curriculums that meet the specific needs of their student communities. Key aspects of these models include identifying student needs, formulating objectives, organizing content and learning experiences, and determining evaluations.
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SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT RALPH TYLER AND HILDA TABA
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- 1. Approaches to Curriculum Design Learner’s present level of competence Aspects of target culture that will interest learners and can be exploited in materials Course objectives Learner’s age group, present lifestyle and interests Reasons for studying English and long -term learning aims Resource limitation that affect classroom activity Sociocultural factors and learning and habits of relevance English teaching A Language and procedures to be covered by the course B Emphasizes on particular skill C Methodology to be used; type and sequencing of activities Themes for course materials and text; choice of suitable textbooks 1. 2. 3. 4. 5. 6. 7. D Figure 9.2 Murdoch’s model of curriculum design.