ARCS Model Pamela Bautista Garcia and Susie Zavala
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The ARCS Model is a method for improving the motivational appeal of instructional materials developed by John Keller in 1984. It contains four conceptual categories - Attention, Relevance, Confidence and Satisfaction - that characterize human motivation. It also includes strategies specific to each category to enhance motivational appeal. The model can be applied to students, teachers and workers to identify motivational characteristics. Though widely used, it is not a simple model and further research is needed as motivation can vary between individuals.
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The document discusses different models of curriculum, including:
1. The Tyler Model which focuses on educational purposes, experiences, organization, and assessment.
2. The Taba Model which involves 7 steps including diagnosis of needs, formulation of objectives, and evaluation.
3. The Saylor and Alexander Model which views curriculum development as consisting of specifying goals and objectives, designing the curriculum, implementing it, and evaluating it.
4. Models for students with disabilities including developmental, functional, and ecological approaches.
5. Characteristics of different types of curriculums such as integrated, activity-based, learner-centered, core, hidden, null, and spiral curriculums.
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The document discusses different models of curriculum, including:
1. The Tyler model which focuses on educational purposes, experiences, organization, and assessment.
2. The Taba model which outlines a 7-step grassroots approach involving teachers.
3. The Saylor and Alexander model which involves specifying goals/objectives, designing learning opportunities, implementation, and evaluation.
4. Models for students with disabilities including developmental, functional, and ecological approaches.
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Introduction
To develop the curriculum is a tough and a dynamic process involving different procedures with the intention of improvement in the existing conditions. So its complexity is increased by the lack of the distinct ideas or models in the development and planning of curriculum. There are various important models for example principles of Ralph Tyler, Hilda Taba induction model, Galen Saylor and William Alexander etc. All models of curriculum development assist in the process of curriculum development.
The curriculum development models are very important for guiding all the planners of education, mentors, and administrators. Moreover; in order to produce positive changes, curriculum should be purposeful, planned and progressive. The objectives of a curriculum development model are based on the need of people at individual level as well as society level. Modeling is a way through which a curriculum development plan is defined. Models are samples that provide guidelines for educational purpose. The models are used in the development of curriculum for the better output.
This lesson examines the crucial stages of three curriculum development models known as Tyler, Taba , Galen Saylor and William Alexander .. For the use of specific way of teaching, learning and evaluation strategies, to plan an underlying principle, the curriculum development models help designers clearly and systematically.
Modelsofcurriculum 130905003417-
The document discusses several models of curriculum, including:
- The Tyler Model, which focuses on educational purposes, experiences, organization, and evaluation.
- The Taba Model, which is a grass-roots approach involving 7 steps like diagnosis of needs and selection of learning experiences.
- The Saylor and Alexander Model, which involves 4 steps of specifying goals and objectives, designing the curriculum, implementation, and evaluation.
- Models for students with special needs, including developmental, functional, and ecological approaches.
- The subject/teacher centered design which is based on teaching predefined subjects but can ignore student interests.
Curriculum Models
The document discusses various models of curriculum, including the Tyler model, Taba model, Saylor and Alexander model, and models for children with special needs. The Tyler model focuses on educational purposes, experiences, organization, and evaluation. The Taba model is a grass-roots approach with 7 steps including diagnosis, objectives, content selection, and evaluation. The Saylor and Alexander model includes goals, design, implementation, and evaluation. Models for children with special needs incorporate developmental, functional, and ecological approaches.
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The document discusses several models of curriculum, including:
- The Tyler Model, which focuses on educational purposes, experiences, organization, and evaluation.
- The Taba Model, which is a grass-roots approach involving 7 steps like diagnosis of needs and selection of learning experiences.
- The Saylor and Alexander Model, which involves 4 steps of specifying goals and objectives, designing the curriculum, implementation, and evaluation.
- Models for students with special needs, including developmental, functional, and ecological approaches.
- The subject/teacher centered design which is based on teaching predefined subjects and has the objective of transferring cultural heritage. However, it ignores student interests.
Motivation is the key to learning
Keller developed the ARCS model of motivation which consists of Attention, Relevance, Confidence and Satisfaction. The model provides strategies to gain and maintain learner attention through sensory stimuli and thought-provoking questions. Relevance is established through concrete examples familiar to learners. Confidence is built by setting attainable objectives and providing feedback. Satisfaction comes from ensuring learning experiences are rewarding and knowledge gained is beneficial.
Motivation is the key to learning
Keller developed the ARCS model of motivation which consists of Attention, Relevance, Confidence and Satisfaction. The model provides strategies to gain and maintain learner attention through sensory stimuli and thought-provoking questions. Relevance is established through concrete examples familiar to learners. Confidence is built by setting attainable objectives and providing feedback. Satisfaction comes from ensuring learning experiences are rewarding and knowledge gained is beneficial.
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This document provides an overview of different curriculum models, including their key components and steps. It discusses the Wheeler, Tyler, Dynamic, Skilbeck, and Taba models. The Wheeler model focuses on situational analysis and a continuous cycle of curriculum development. The Tyler model consists of four steps: determining objectives, identifying educational experiences, organizing experiences, and evaluating objectives. The Dynamic model sees curriculum development as flexible and interactive. The Skilbeck model locates curriculum within a cultural framework. The Taba model advocates an inductive approach starting with specifics and allows teachers to design curriculum from the ground up.
Cyclical-and-dynamic-models-of-curriculum-development.pptx
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Instructional design and Dick and Carey model and ARCS model project
The document provides an overview of two instructional design models: the ARCS model and the Dick and Carey model. It defines instructional design and describes the key elements of each model. The ARCS model focuses on motivating learners through attention, relevance, confidence, and satisfaction. The Dick and Carey model is a systematic process with nine stages for identifying goals, developing assessments, instructional strategies, and evaluations. Both models require time, resources, and motivated learners and instructors but differ in their approaches.
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The document discusses three models of curriculum development:
1. Tyler's Model focuses on consistency between objectives, outcomes and experiences through a 4-step process.
2. Taba's Model emphasizes planning instructional strategies through a 7-step holistic process.
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Curriculum development Process Models.pptx
This document discusses several models for curriculum development. It begins by explaining that curriculum development models help map out teaching, learning, and assessment approaches based on learner needs. It then describes Robert Diamond's Systematic Design model from 1989, which has two phases: project selection and production/implementation/evaluation for each unit. Another model discussed is Murray Print's model from 1988, which takes a sequential approach through phases. Finally, the document outlines dynamic models advocated by Walker, Skilbeck, and Stenhouse that view curriculum elements as flexible and interactive rather than linear.
Dynamic model and Skilbeck Model of Curriculum
The document discusses two models of curriculum development: the dynamic model and Skilbeck model. The dynamic model proposes that curriculum development is a non-linear, interactive process that can begin with any element. It involves three phases: platform statements, deliberations, and curriculum design. The Skilbeck model involves five stages: situation analysis, objectives, design, interpretation and implementation, and evaluation. It is a flexible framework that allows teachers to design curriculum based on an analysis of internal and external factors. Both models aim to make curriculum development more practical and responsive to changing needs compared to strictly linear models.
Approaches to curriculum
The document discusses different approaches and principles for curriculum content selection, including significance, validity, utility, learnability, feasibility, and interest. It also examines curriculum as a process and compares models for curriculum development, focusing on the deductive Tyler and Saylor models and inductive Taba model which starts with teacher-created units. Guiding principles for curriculum emphasize balance, articulation, sequence, integration, and continuity in content and stimulating learning across cognitive, affective, and psychomotor domains.
EDUPRO5- The Teacher and the School Curriculum 2.docx
This document discusses various models of curriculum development, including linear, cyclical, and dynamic models. It describes Decker Walker's naturalistic model of curriculum development, published in 1971, which contends curriculum developers do not always follow a prescriptive linear sequence. Malcolm Skilbeck's 1976 model for developing school-based curriculum in Australia presents a dynamic view where workers can start from any phase. The document also defines Elliot Eisner's artistic approach to curriculum development, which emphasizes less defined objectives, transforming goals/content into significant learning events, and using diverse modes of communication and evaluation. It concludes by mentioning Pawilen's model for developing curriculum in the Philippines, shown in Figure 12, which the author developed for his dissertation.
Curriculum Models
This document defines curriculum models and describes three important models:
The Tyler Model focuses on formulating objectives, selecting learning experiences, organizing activities, and evaluating outcomes. The Taba Model emphasizes a grass-roots approach with teacher input in diagnosis, objectives, content selection, organization, experiences, activities, and evaluation. The Saylor and Alexander Model views curriculum as a plan providing learning opportunities to achieve goals and objectives, with four steps of goals/objectives, design, implementation, and evaluation. Curriculum models are important as they guide implementation, target learner needs, and increase efficiency.
Curriclum types
The document discusses different models of curriculum, including:
1. The Tyler Model which focuses on educational purposes, experiences, organization, and assessment.
2. The Taba Model which involves 7 steps including diagnosis of needs, formulation of objectives, and evaluation.
3. The Saylor and Alexander Model which views curriculum development as consisting of specifying goals and objectives, designing the curriculum, implementing it, and evaluating it.
4. Models for students with disabilities including developmental, functional, and ecological approaches.
5. Characteristics of different types of curriculums such as integrated, activity-based, learner-centered, core, hidden, null, and spiral curriculums.
Curriculum Development - models
An Introduction to the Models of Curriculum Development with special reference to the classification of models
Curri
The document discusses different models of curriculum, including:
1. The Tyler model which focuses on educational purposes, experiences, organization, and assessment.
2. The Taba model which outlines a 7-step grassroots approach involving teachers.
3. The Saylor and Alexander model which involves specifying goals/objectives, designing learning opportunities, implementation, and evaluation.
4. Models for students with disabilities including developmental, functional, and ecological approaches.
module 5: curriculum development process and modelpptx
Module 5 : Curriculum Development Process and Modeld
Introduction
To develop the curriculum is a tough and a dynamic process involving different procedures with the intention of improvement in the existing conditions. So its complexity is increased by the lack of the distinct ideas or models in the development and planning of curriculum. There are various important models for example principles of Ralph Tyler, Hilda Taba induction model, Galen Saylor and William Alexander etc. All models of curriculum development assist in the process of curriculum development.
The curriculum development models are very important for guiding all the planners of education, mentors, and administrators. Moreover; in order to produce positive changes, curriculum should be purposeful, planned and progressive. The objectives of a curriculum development model are based on the need of people at individual level as well as society level. Modeling is a way through which a curriculum development plan is defined. Models are samples that provide guidelines for educational purpose. The models are used in the development of curriculum for the better output.
This lesson examines the crucial stages of three curriculum development models known as Tyler, Taba , Galen Saylor and William Alexander .. For the use of specific way of teaching, learning and evaluation strategies, to plan an underlying principle, the curriculum development models help designers clearly and systematically.
Modelsofcurriculum 130905003417-
The document discusses several models of curriculum, including:
- The Tyler Model, which focuses on educational purposes, experiences, organization, and evaluation.
- The Taba Model, which is a grass-roots approach involving 7 steps like diagnosis of needs and selection of learning experiences.
- The Saylor and Alexander Model, which involves 4 steps of specifying goals and objectives, designing the curriculum, implementation, and evaluation.
- Models for students with special needs, including developmental, functional, and ecological approaches.
- The subject/teacher centered design which is based on teaching predefined subjects but can ignore student interests.
Curriculum Models
The document discusses various models of curriculum, including the Tyler model, Taba model, Saylor and Alexander model, and models for children with special needs. The Tyler model focuses on educational purposes, experiences, organization, and evaluation. The Taba model is a grass-roots approach with 7 steps including diagnosis, objectives, content selection, and evaluation. The Saylor and Alexander model includes goals, design, implementation, and evaluation. Models for children with special needs incorporate developmental, functional, and ecological approaches.
Models of curriculum
The document discusses several models of curriculum, including:
- The Tyler Model, which focuses on educational purposes, experiences, organization, and evaluation.
- The Taba Model, which is a grass-roots approach involving 7 steps like diagnosis of needs and selection of learning experiences.
- The Saylor and Alexander Model, which involves 4 steps of specifying goals and objectives, designing the curriculum, implementation, and evaluation.
- Models for students with special needs, including developmental, functional, and ecological approaches.
- The subject/teacher centered design which is based on teaching predefined subjects and has the objective of transferring cultural heritage. However, it ignores student interests.
Motivation is the key to learning
Keller developed the ARCS model of motivation which consists of Attention, Relevance, Confidence and Satisfaction. The model provides strategies to gain and maintain learner attention through sensory stimuli and thought-provoking questions. Relevance is established through concrete examples familiar to learners. Confidence is built by setting attainable objectives and providing feedback. Satisfaction comes from ensuring learning experiences are rewarding and knowledge gained is beneficial.
Motivation is the key to learning
Keller developed the ARCS model of motivation which consists of Attention, Relevance, Confidence and Satisfaction. The model provides strategies to gain and maintain learner attention through sensory stimuli and thought-provoking questions. Relevance is established through concrete examples familiar to learners. Confidence is built by setting attainable objectives and providing feedback. Satisfaction comes from ensuring learning experiences are rewarding and knowledge gained is beneficial.
Curriculum models
This document provides an overview of different curriculum models, including their key components and steps. It discusses the Wheeler, Tyler, Dynamic, Skilbeck, and Taba models. The Wheeler model focuses on situational analysis and a continuous cycle of curriculum development. The Tyler model consists of four steps: determining objectives, identifying educational experiences, organizing experiences, and evaluating objectives. The Dynamic model sees curriculum development as flexible and interactive. The Skilbeck model locates curriculum within a cultural framework. The Taba model advocates an inductive approach starting with specifics and allows teachers to design curriculum from the ground up.
Cyclical-and-dynamic-models-of-curriculum-development.pptx
Cyclical models of curriculum development prescribe a continuous process where each stage informs the next in an interconnected cycle.
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ARCS Model Pamela Bautista Garcia and Susie Zavala
- 1. ARCS Model by John Keller using H5P Tools Presented by Pamela Bautista Garcia Susie Zavala
- 2. The ARCS Model (Keller, 1984) is a method for improving the motivational appeal of instructional materials. Its distinctive features are: First, it contains four conceptual categories that subsume many of the specific concepts and variables that characterize human motivation: Attention, Relevance, Confidence and Satisfaction. Second, it includes sets of strategies specific to each of the conceptual categories and that are to be used to enhance the motivational appeal of instruction. We decided to include the H5P activities here as video to be able to better manipulate and have them better represent the order established by the model.
- 4. Relevance
- 7. Strengths of ARCS Model Weaknesses of ARCS Model • Model can be applied to anyone: students, teachers, workers, etc. • Because it can be difficult to identify different characteristics of learner motivation, the ARCS Model provides categories and the motivational variables in each in order to identify these characteristics. • It has been validated in research studies and used around the world. • “One of the goals of motivational design is to prepare a set of motivational tactics that are in alignment with learners’ motivational needs and are complimentary with the overall instructional plan. In order to do this, it is necessary to have a good understanding of the different characteristics of learner motivation and to understand what kinds of tactics go with each characteristic” (Keller, 2016). This can be difficult to do because there are many things that can affect a learner’s motivation. • Though it is currently being used by people around the world and has been validated by researchers, it is an evolving model and further research needs to take place. • It is not a simple, prescriptive model to apply. • If applying the ARCS model to a class, students could have different motivations and goals, which makes the analysis difficult to apply to everyone in one class.
- 8. References Culatta, R. (2018). ARCS Model. Retrieved from http://www.instructionaldesign.org/models/arcs/ Keller, J. M. (1987). Development and use of the ARCS model of motivational design.Journal of Instructional Development, 10(3), 2 – 10. Keller, J.M. (2016). ARCS.com. Retrieved from https://www.arcsmodel.com/ Keller, J.M. (February 2000). How to integrate learner motivation planning into lesson planning: The ARCS model approach. VII Semanario. Retrieved from https://app.nova.edu/toolbox/instructionalproducts/ITDE_8005/weeklys/2000- Keller-ARCSLessonPlanning.pdf