C8 unit 9 curriculum implementation-dr.c.thanavathi
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The document discusses curriculum implementation and development. It outlines four stages: curriculum enactment, implementation, evaluation, and improvement. Curriculum enactment involves formulating goals and objectives, selecting content, structuring the content, and selecting learning experiences. Content selection criteria include self-sufficiency, significance, validity, utility, interest, feasibility, and democratic values. Content is organized logically, psychologically, concentrically, spirally, or modularly. Learning experiences include mental, emotional, and physical. The document was authored by Dr. C. Thanavathi, an assistant professor of history in Tamil Nadu, India.
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KNOWLEDGE AND CURRICULUM PPT
A curriculum framework is a document that sets standards for curriculum and provides guidance for subject specialists in developing syllabuses. It describes the educational environment in which syllabuses are developed and defines a set of curriculum standards that allow different curricula to co-exist. A curriculum framework is significant for school education as it helps achieve the goals of developing well-rounded students, preparing them for their future roles in society, and enabling them to interpret and evaluate the world around them.
MEANING AND NATURE OF CURRICULUM
This PPT prepared by Teacher Educator from Thiagarajar College of Preceptors Madurai for B.Ed Trainees.
Curriculum
This document discusses curriculum and its various components. It defines curriculum as subjects, learning experiences, intended outcomes, and planned experiences. It also describes different types of curriculum, including ideal curriculum, written curriculum prescribed by governing bodies, implemented curriculum actually taught by teachers, achieved curriculum learned by students, and tested curriculum assessed on exams. The document outlines foundations of curriculum including objectives, student characteristics, learning processes, teaching methods, and evaluation procedures. It also discusses conceptions that guide curriculum design like academic, cognitive, humanistic, social reconstructionist, technological, and eclectic conceptions. Key elements of curriculum are identified as intent, content, learning experiences, and evaluation.
Unit 6 kn & curr a,b,c
This document discusses curriculum making and the role of power structures in society. It covers three key topics:
1) The translation of curriculum into textbooks and how this represents societal visions, though it does not encompass the entire curriculum experience. Textbooks are an important expression of curriculum goals.
2) The role of representing and not representing various social groups in curriculum making. Representation is actively constructed and linked to power relations. Ensuring diverse groups are represented in curriculum and textbooks is an ongoing challenge.
3) How power is embedded in societal structures and expressed through knowledge and discourse. Power is a social interaction, but some groups face domination unless resistance is possible. Curriculum making must consider various social perspectives
Curriculum Development NR
Here are the answers to your questions:
1. Student centered Curriculum development focuses on individual differences among students. It considers their needs, abilities, interests and learning styles.
2. Core subjects are broad areas of knowledge that are considered essential learning for all students. In Nursing, core subjects may include anatomy, physiology, microbiology, pharmacology etc.
3. Examples of Integration and Correlation in Nursing Curriculum include building knowledge from one course to the next in a meaningful sequence e.g. learning anatomy before physiology.
4. Areas where sensitivity and maturity is needed in Nursing include communicating with patients, handling sensitive issues like death, maintaining confidentiality etc.
5. Dignity of labour in Nursing
Curriculum nature, factors affecting curriculum
Curriculum development involves several key steps and considerations. It begins with formulating objectives based on goals of education, student needs, and societal factors. Next, appropriate teaching-learning experiences are selected and organized to meet the objectives. Finally, evaluation ensures the objectives are achieved. An effective curriculum requires input from various stakeholders, including students, teachers, administrators, parents, and the community. It also must be flexible and able to evolve with changes in different influencing factors.
Basic curriculum devlopment concept and curriculum devlopment models.
This document outlines key concepts in curriculum development including definitions of curriculum and models for developing curriculum. It discusses Tyler's influential model which uses 4 questions to guide the curriculum development process. Hilda Taba's similar but more detailed model is also described. The document then discusses curriculum development processes in Pakistan, noting it involves subject experts, teachers, and other stakeholders at different levels. At the tertiary level, it involves curriculum committees preparing drafts which undergo review before final approval.
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
Recommended
KNOWLEDGE AND CURRICULUM PPT
A curriculum framework is a document that sets standards for curriculum and provides guidance for subject specialists in developing syllabuses. It describes the educational environment in which syllabuses are developed and defines a set of curriculum standards that allow different curricula to co-exist. A curriculum framework is significant for school education as it helps achieve the goals of developing well-rounded students, preparing them for their future roles in society, and enabling them to interpret and evaluate the world around them.
MEANING AND NATURE OF CURRICULUM
This PPT prepared by Teacher Educator from Thiagarajar College of Preceptors Madurai for B.Ed Trainees.
Curriculum
This document discusses curriculum and its various components. It defines curriculum as subjects, learning experiences, intended outcomes, and planned experiences. It also describes different types of curriculum, including ideal curriculum, written curriculum prescribed by governing bodies, implemented curriculum actually taught by teachers, achieved curriculum learned by students, and tested curriculum assessed on exams. The document outlines foundations of curriculum including objectives, student characteristics, learning processes, teaching methods, and evaluation procedures. It also discusses conceptions that guide curriculum design like academic, cognitive, humanistic, social reconstructionist, technological, and eclectic conceptions. Key elements of curriculum are identified as intent, content, learning experiences, and evaluation.
Unit 6 kn & curr a,b,c
This document discusses curriculum making and the role of power structures in society. It covers three key topics:
1) The translation of curriculum into textbooks and how this represents societal visions, though it does not encompass the entire curriculum experience. Textbooks are an important expression of curriculum goals.
2) The role of representing and not representing various social groups in curriculum making. Representation is actively constructed and linked to power relations. Ensuring diverse groups are represented in curriculum and textbooks is an ongoing challenge.
3) How power is embedded in societal structures and expressed through knowledge and discourse. Power is a social interaction, but some groups face domination unless resistance is possible. Curriculum making must consider various social perspectives
Curriculum Development NR
Here are the answers to your questions:
1. Student centered Curriculum development focuses on individual differences among students. It considers their needs, abilities, interests and learning styles.
2. Core subjects are broad areas of knowledge that are considered essential learning for all students. In Nursing, core subjects may include anatomy, physiology, microbiology, pharmacology etc.
3. Examples of Integration and Correlation in Nursing Curriculum include building knowledge from one course to the next in a meaningful sequence e.g. learning anatomy before physiology.
4. Areas where sensitivity and maturity is needed in Nursing include communicating with patients, handling sensitive issues like death, maintaining confidentiality etc.
5. Dignity of labour in Nursing
Curriculum nature, factors affecting curriculum
Curriculum development involves several key steps and considerations. It begins with formulating objectives based on goals of education, student needs, and societal factors. Next, appropriate teaching-learning experiences are selected and organized to meet the objectives. Finally, evaluation ensures the objectives are achieved. An effective curriculum requires input from various stakeholders, including students, teachers, administrators, parents, and the community. It also must be flexible and able to evolve with changes in different influencing factors.
Basic curriculum devlopment concept and curriculum devlopment models.
This document outlines key concepts in curriculum development including definitions of curriculum and models for developing curriculum. It discusses Tyler's influential model which uses 4 questions to guide the curriculum development process. Hilda Taba's similar but more detailed model is also described. The document then discusses curriculum development processes in Pakistan, noting it involves subject experts, teachers, and other stakeholders at different levels. At the tertiary level, it involves curriculum committees preparing drafts which undergo review before final approval.
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
Process of Curriculum Development
The document discusses the process of curriculum development, which includes 5 phases: 1) needs assessment, 2) formulation of aims, goals and objectives, 3) selection of content, 4) organization of learning experiences and content, and 5) evaluation. It provides details on each phase, including the levels of objectives, criteria for selecting content and learning experiences, and principles of horizontal and vertical organization. The key aspects of curriculum development are establishing objectives, selecting appropriate content and learning experiences to meet the objectives, and evaluating the curriculum and student outcomes.
Concept of curriculum
The document discusses the concept of curriculum, defining it as the totality of a student's learning experiences, both inside and outside of the classroom, and describes the traditional subject-centered curriculum and more modern competency-based and experience-based models. It also outlines the main components of a curriculum, including its objectives, content, instructional methods, and evaluation processes.
UNDERLYING ELEMENTS INVOLVED IN DESIGNING A CURRICULUM
Refers to the structure of arrangement of the components or elements of a curriculum.
The arrangement and emphasis of the elements reflect the theoretical orientation of the curriculum developer. Technical-scientific approaches put a lot of emphasis on well formulated objectives as bases for the selection and organization of content and evaluation of learning that is taking place.
Curriculum: Organizing Knowledge for the Classroom. Section 6
Section 6 is a particularly useful springboard for constructing a module on curriculum because:
Knowledge, when all is said and done, is the central issue in curriculum. Teachers have to be able to organize knowledge.
Section 6 introduces theoretical tools for understanding curriculum concepts. These concepts are invaluable tools for practitioners’ use in understanding the formal curriculum, organizing their own learning programmes, and then analyzing their own practice. (Concepts covered include: competence curricula / performance curricula; subject (or disciplinary) curricula / integrated curricula; everyday knowledge / school knowledge.)
Hidden Curriculum
The document discusses the concept of "hidden curriculum" which refers to the unofficial and often unintended lessons learned by students in school beyond the formal academic curriculum. It is described as "hidden" because it is usually unexamined. The hidden curriculum includes the academic, social, and cultural environment of the school. The academic environment includes topics taught, teaching methods, and school structures/rules. The social environment refers to student-student and student-teacher relationships. The cultural environment includes the values and expectations promoted in the school. The implications of hidden curriculum is that it affects students' behaviors and perspectives, though often ignored, and its impact can vary between different school cultures. It is important to examine the hidden curriculum to improve the teaching
Models of curriculum 1
Curriculum models are essential in determining programme content & in training & supervising staff to implement "high quality programmes."
Introduction to curriculum
This document provides an introduction to different types of curriculum. It defines curriculum as anything that teaches a lesson, whether planned or unplanned. It then outlines and describes several types of curriculum, including core curriculum which focuses on fundamental knowledge, integrated curriculum which combines subjects, learner-centered curriculum tailored to students' interests, and teacher-centered curriculum led by lectures. It also discusses hidden curriculum which conveys unintended values and null curriculum comprising topics not taught. Other curriculums covered are activity-based, spiral, explicit, electronic, and rhetorical. Examples are given for some types.
Curriculum Development and Instruction
This document discusses key concepts related to curriculum development. It defines curriculum in several ways, such as the totality of a student's learning experiences, everything planned by the school, and a series of experiences undergone by learners. The document also discusses curriculum construction, implementation, foundations, and design. It notes that curriculum development is the process of designing, implementing, and evaluating curriculum. Overall, the document provides an overview of important curriculum concepts and terms.
The Nature and Scope of Curriculum Development
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
Introduction to Curriculum/Understnading Curriculum
Curriculum can be defined and categorized in several ways. It includes the intended learning outcomes, the actual lessons and activities taught, and what students ultimately learn. There are different types of curriculum such as the ideal curriculum proposed by experts, the official written curriculum, how it is implemented in the classroom, what students achieve, what is tested, what society believes students should learn, how it is supported by resources, excluded topics, and the hidden curriculum of unintended lessons learned from school culture. Curriculum is a dynamic field that aims to define the knowledge and skills students will acquire.
Curriculum Development Process
The document discusses key elements of developing an effective curriculum:
1) A curriculum combines various elements like content, strategies, and methods to ensure quality education and student excellence, but these elements must be properly balanced.
2) A curriculum relates to an entire study program and consists of courses and subjects organized coherently to help students achieve learning objectives.
3) Regular evaluation of the curriculum is important to identify problems and ensure continuous improvement.
Curriculum
The document defines different types of curriculum and their foundations. It discusses 7 types of curriculum operating in schools: recommended, written, taught, supported, assessed, learned, and hidden. It also outlines 4 major foundations of curriculum: philosophical, historical, psychological, and social. Finally, it provides details on defining objectives, selecting content, and considering aims, goals and purposes in curriculum development.
Components of curriculum and curricular approaches
The document discusses the key components of curriculum: aims and objectives, curriculum content, curriculum experiences, and curriculum evaluation. It describes the criteria for selecting content, principles for organizing content, and approaches to teaching methods. It also explains Stufflebeam's CIPP model for evaluation and the steps in the evaluation process. Finally, it outlines different approaches to curriculum like behavioral, managerial, system, and humanistic approaches.
Process of curriculum development
This document discusses different approaches to curriculum development:
1) Subject centered approach focuses on academic subjects and emphasizes transferring cultural knowledge through rote memorization. It ignores students' interests and thinking processes.
2) Learner centered approach focuses on students' characteristics, psychology, and interests rather than academic subjects.
3) Social centered approach emphasizes addressing contemporary social problems and cultural issues in the curriculum.
The document then outlines the basic process of curriculum development as diagnosing needs, formulating objectives, selecting and organizing content, choosing learning experiences, and determining evaluation methods.
Models of curriculum dvelopment
The document discusses different aspects of curriculum including definitions, designs, and models. It defines curriculum as the planned learning experiences and intended outcomes designed by schools. Three common curriculum designs are discussed - subject-centered focusing on content, learner-centered centered on learners, and problem-centered organizing around problems. Four curriculum development models are summarized - Tyler's model originating in 1949 uses objectives, Taba's grassroots model engages teachers, Saylor, Alexander, and Lewis's model specifies goals before design, and Oliva's deductive model allows faculty input.
Curriculum Development by Jamshah
This document discusses the key aspects of curriculum development including the six steps of identification of needs, setting goals and objectives, content selection, orientation and methods, and evaluation. It covers determining educational goals at the national, institutional, and subject levels. Content selection involves studying global trends, environmental forces, and national history. Curriculum design principles of personalization, relevance, coherence, challenge, balance, depth, and progression are also outlined.
Models of curriculum Sunil Joshi
Collaboration of nursing education into practice is the key to success for any nursing student, faculty and educators. It is vitally important to understand the need of this dynamism of carrying out exemplary practices through collaboration of education and practice into the curriculum
Curriculum Models
The document discusses several models of curriculum development, including the Taba model, Ralph Tyler's model, Kerr's model, and Wheeler's cyclic model. The Taba model takes a grassroots approach with teachers designing curriculum for their students initially before a broader design. Tyler's model outlines four basic principles: educational purposes, experiences, organization, and evaluation. Kerr and Wheeler argue curriculum development is not always linear and can involve interactions between different elements like objectives, content, experiences, and evaluation.
curriculum foundation,design and development
The document defines curriculum and discusses its key dimensions. It states that John Delnay defined curriculum as a purposeful plan for organizing learning interactions between teachers, students, and content. Some authors see curriculum as efforts to achieve desired student outcomes in and out of school. There are four major curriculum dimensions: informal, formal, non-formal, and guidance/counseling. The informal curriculum involves daily learning outside the classroom. The formal curriculum is structured learning in educational institutions. The non-formal curriculum involves daily activities related to work, family or leisure. [END SUMMARY]
Curriculum development
This document provides definitions and concepts related to curriculum. It discusses curriculum from different points of view including traditional, progressive, and various models of curriculum development. Specifically, it defines curriculum as the total learning experiences for students, discusses Ralph Tyler's 4 basic principles for curriculum development and Hilda Taba's grassroots approach. It also outlines Allan Glatthorn's 7 types of curriculum operating in schools, including the recommended, written, taught, supported, assessed, learned, and hidden curriculums.
Curriculum models
There are several common models for curriculum development that differ in their perspectives and approaches. The Tyler model is a linear, technical-scientific model that follows four basic steps: setting objectives, selecting content, organizing learning experiences, and evaluating outcomes. The Taba model is similar but emphasizes grassroots involvement of teachers. The Wheeler model depicts curriculum development as cyclical rather than linear. Walker's deliberative model describes how curriculum is naturally developed through platform-building, deliberation of alternatives, and consensus-based design.
Elements Of Curriculum Development
The document discusses the key elements and factors involved in curriculum development. It identifies five main elements of curriculum according to Wheeler: selection of aims/goals/objectives, selection of learning experiences, selection of content, organization of learning experiences and content, and evaluation. It also outlines several factors that influence curriculum development, including situational analysis, setting objectives, selecting subject matter/content, teaching methods, and evaluation. The roles of various stakeholders in implementing the curriculum are also highlighted.
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Process of Curriculum Development
The document discusses the process of curriculum development, which includes 5 phases: 1) needs assessment, 2) formulation of aims, goals and objectives, 3) selection of content, 4) organization of learning experiences and content, and 5) evaluation. It provides details on each phase, including the levels of objectives, criteria for selecting content and learning experiences, and principles of horizontal and vertical organization. The key aspects of curriculum development are establishing objectives, selecting appropriate content and learning experiences to meet the objectives, and evaluating the curriculum and student outcomes.
Concept of curriculum
The document discusses the concept of curriculum, defining it as the totality of a student's learning experiences, both inside and outside of the classroom, and describes the traditional subject-centered curriculum and more modern competency-based and experience-based models. It also outlines the main components of a curriculum, including its objectives, content, instructional methods, and evaluation processes.
UNDERLYING ELEMENTS INVOLVED IN DESIGNING A CURRICULUM
Refers to the structure of arrangement of the components or elements of a curriculum.
The arrangement and emphasis of the elements reflect the theoretical orientation of the curriculum developer. Technical-scientific approaches put a lot of emphasis on well formulated objectives as bases for the selection and organization of content and evaluation of learning that is taking place.
Curriculum: Organizing Knowledge for the Classroom. Section 6
Section 6 is a particularly useful springboard for constructing a module on curriculum because:
Knowledge, when all is said and done, is the central issue in curriculum. Teachers have to be able to organize knowledge.
Section 6 introduces theoretical tools for understanding curriculum concepts. These concepts are invaluable tools for practitioners’ use in understanding the formal curriculum, organizing their own learning programmes, and then analyzing their own practice. (Concepts covered include: competence curricula / performance curricula; subject (or disciplinary) curricula / integrated curricula; everyday knowledge / school knowledge.)
Hidden Curriculum
The document discusses the concept of "hidden curriculum" which refers to the unofficial and often unintended lessons learned by students in school beyond the formal academic curriculum. It is described as "hidden" because it is usually unexamined. The hidden curriculum includes the academic, social, and cultural environment of the school. The academic environment includes topics taught, teaching methods, and school structures/rules. The social environment refers to student-student and student-teacher relationships. The cultural environment includes the values and expectations promoted in the school. The implications of hidden curriculum is that it affects students' behaviors and perspectives, though often ignored, and its impact can vary between different school cultures. It is important to examine the hidden curriculum to improve the teaching
Models of curriculum 1
Curriculum models are essential in determining programme content & in training & supervising staff to implement "high quality programmes."
Introduction to curriculum
This document provides an introduction to different types of curriculum. It defines curriculum as anything that teaches a lesson, whether planned or unplanned. It then outlines and describes several types of curriculum, including core curriculum which focuses on fundamental knowledge, integrated curriculum which combines subjects, learner-centered curriculum tailored to students' interests, and teacher-centered curriculum led by lectures. It also discusses hidden curriculum which conveys unintended values and null curriculum comprising topics not taught. Other curriculums covered are activity-based, spiral, explicit, electronic, and rhetorical. Examples are given for some types.
Curriculum Development and Instruction
This document discusses key concepts related to curriculum development. It defines curriculum in several ways, such as the totality of a student's learning experiences, everything planned by the school, and a series of experiences undergone by learners. The document also discusses curriculum construction, implementation, foundations, and design. It notes that curriculum development is the process of designing, implementing, and evaluating curriculum. Overall, the document provides an overview of important curriculum concepts and terms.
The Nature and Scope of Curriculum Development
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
Introduction to Curriculum/Understnading Curriculum
Curriculum can be defined and categorized in several ways. It includes the intended learning outcomes, the actual lessons and activities taught, and what students ultimately learn. There are different types of curriculum such as the ideal curriculum proposed by experts, the official written curriculum, how it is implemented in the classroom, what students achieve, what is tested, what society believes students should learn, how it is supported by resources, excluded topics, and the hidden curriculum of unintended lessons learned from school culture. Curriculum is a dynamic field that aims to define the knowledge and skills students will acquire.
Curriculum Development Process
The document discusses key elements of developing an effective curriculum:
1) A curriculum combines various elements like content, strategies, and methods to ensure quality education and student excellence, but these elements must be properly balanced.
2) A curriculum relates to an entire study program and consists of courses and subjects organized coherently to help students achieve learning objectives.
3) Regular evaluation of the curriculum is important to identify problems and ensure continuous improvement.
Curriculum
The document defines different types of curriculum and their foundations. It discusses 7 types of curriculum operating in schools: recommended, written, taught, supported, assessed, learned, and hidden. It also outlines 4 major foundations of curriculum: philosophical, historical, psychological, and social. Finally, it provides details on defining objectives, selecting content, and considering aims, goals and purposes in curriculum development.
Components of curriculum and curricular approaches
The document discusses the key components of curriculum: aims and objectives, curriculum content, curriculum experiences, and curriculum evaluation. It describes the criteria for selecting content, principles for organizing content, and approaches to teaching methods. It also explains Stufflebeam's CIPP model for evaluation and the steps in the evaluation process. Finally, it outlines different approaches to curriculum like behavioral, managerial, system, and humanistic approaches.
Process of curriculum development
This document discusses different approaches to curriculum development:
1) Subject centered approach focuses on academic subjects and emphasizes transferring cultural knowledge through rote memorization. It ignores students' interests and thinking processes.
2) Learner centered approach focuses on students' characteristics, psychology, and interests rather than academic subjects.
3) Social centered approach emphasizes addressing contemporary social problems and cultural issues in the curriculum.
The document then outlines the basic process of curriculum development as diagnosing needs, formulating objectives, selecting and organizing content, choosing learning experiences, and determining evaluation methods.
Models of curriculum dvelopment
The document discusses different aspects of curriculum including definitions, designs, and models. It defines curriculum as the planned learning experiences and intended outcomes designed by schools. Three common curriculum designs are discussed - subject-centered focusing on content, learner-centered centered on learners, and problem-centered organizing around problems. Four curriculum development models are summarized - Tyler's model originating in 1949 uses objectives, Taba's grassroots model engages teachers, Saylor, Alexander, and Lewis's model specifies goals before design, and Oliva's deductive model allows faculty input.
Curriculum Development by Jamshah
This document discusses the key aspects of curriculum development including the six steps of identification of needs, setting goals and objectives, content selection, orientation and methods, and evaluation. It covers determining educational goals at the national, institutional, and subject levels. Content selection involves studying global trends, environmental forces, and national history. Curriculum design principles of personalization, relevance, coherence, challenge, balance, depth, and progression are also outlined.
Models of curriculum Sunil Joshi
Collaboration of nursing education into practice is the key to success for any nursing student, faculty and educators. It is vitally important to understand the need of this dynamism of carrying out exemplary practices through collaboration of education and practice into the curriculum
Curriculum Models
The document discusses several models of curriculum development, including the Taba model, Ralph Tyler's model, Kerr's model, and Wheeler's cyclic model. The Taba model takes a grassroots approach with teachers designing curriculum for their students initially before a broader design. Tyler's model outlines four basic principles: educational purposes, experiences, organization, and evaluation. Kerr and Wheeler argue curriculum development is not always linear and can involve interactions between different elements like objectives, content, experiences, and evaluation.
curriculum foundation,design and development
The document defines curriculum and discusses its key dimensions. It states that John Delnay defined curriculum as a purposeful plan for organizing learning interactions between teachers, students, and content. Some authors see curriculum as efforts to achieve desired student outcomes in and out of school. There are four major curriculum dimensions: informal, formal, non-formal, and guidance/counseling. The informal curriculum involves daily learning outside the classroom. The formal curriculum is structured learning in educational institutions. The non-formal curriculum involves daily activities related to work, family or leisure. [END SUMMARY]
Curriculum development
This document provides definitions and concepts related to curriculum. It discusses curriculum from different points of view including traditional, progressive, and various models of curriculum development. Specifically, it defines curriculum as the total learning experiences for students, discusses Ralph Tyler's 4 basic principles for curriculum development and Hilda Taba's grassroots approach. It also outlines Allan Glatthorn's 7 types of curriculum operating in schools, including the recommended, written, taught, supported, assessed, learned, and hidden curriculums.
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UNDERLYING ELEMENTS INVOLVED IN DESIGNING A CURRICULUM
UNDERLYING ELEMENTS INVOLVED IN DESIGNING A CURRICULUM
Curriculum: Organizing Knowledge for the Classroom. Section 6
Curriculum: Organizing Knowledge for the Classroom. Section 6
Introduction to Curriculum/Understnading Curriculum
Introduction to Curriculum/Understnading Curriculum
Components of curriculum and curricular approaches
Components of curriculum and curricular approaches
Similar to C8 unit 9 curriculum implementation-dr.c.thanavathi
Curriculum models
There are several common models for curriculum development that differ in their perspectives and approaches. The Tyler model is a linear, technical-scientific model that follows four basic steps: setting objectives, selecting content, organizing learning experiences, and evaluating outcomes. The Taba model is similar but emphasizes grassroots involvement of teachers. The Wheeler model depicts curriculum development as cyclical rather than linear. Walker's deliberative model describes how curriculum is naturally developed through platform-building, deliberation of alternatives, and consensus-based design.
Elements Of Curriculum Development
The document discusses the key elements and factors involved in curriculum development. It identifies five main elements of curriculum according to Wheeler: selection of aims/goals/objectives, selection of learning experiences, selection of content, organization of learning experiences and content, and evaluation. It also outlines several factors that influence curriculum development, including situational analysis, setting objectives, selecting subject matter/content, teaching methods, and evaluation. The roles of various stakeholders in implementing the curriculum are also highlighted.
Curriculum Approaches (Systems-managerial and Intellectual-academic Approach)
This document discusses two approaches to curriculum - systems-managerial and intellectual-academic. The systems-managerial approach views curriculum as a system with inputs, processes, and outputs, and emphasizes the managerial role of administrators. It lists the key functions of school leaders to ensure successful curriculum implementation. The intellectual-academic approach emphasizes using theories and principles in curriculum planning, influenced by philosophers like Dewey. It analyzes the historical, cultural, and philosophical underpinnings of curriculum.
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The document discusses the concept of curriculum. It defines curriculum as a template or design that enables learning to take place. It discusses curriculum theory, noting that curriculum theory provides meaning to a school's curriculum by explaining the relationships between its elements and directing its development, use, and evaluation. It also outlines four main approaches to curriculum - behavioral, managerial, systems, and humanistic. Additionally, it discusses aims and objectives of curriculum development at the secondary level, criteria for developing curriculum objectives, and characteristics and principles of curriculum construction. It concludes by discussing evaluation of curriculum and determination of curriculum in Pakistan.
Curriculum development
Curriculum Development
by
Dr. Qaisar Abbas
Assistant Professor
Riphah International University
Faisalabad
Tyler model
The document discusses curriculum development and Ralph Tyler's model of curriculum planning. It provides background on Tyler, summarizes his four fundamental questions for curriculum planning, and outlines his model which begins with setting objectives based on studying learners, society, and subject matter. The model includes selecting learning experiences to meet objectives, organizing instruction, and evaluating effectiveness. Strengths are that it provides a clear starting point, while criticisms include that it can narrowly interpret objectives and be time-consuming. The document also contrasts Tyler's deductive approach with Taba's inductive model.
Models of curriculum || Curriculum model || Tyler's Curriculum Model
Ralph Tyler's curriculum model is a linear model consisting of 4 steps: 1) defining learning objectives based on students, society, and subject matter experts, 2) selecting learning experiences to meet the objectives, 3) organizing learning experiences for maximum effect, and 4) evaluating if the objectives were met. The model emphasizes clear, measurable objectives and uses evaluation to improve the curriculum. It provides an easy guide for planning but lacks flexibility and fails to consider changes in learning contexts over time.
Discuss three models of Curriculum Development.pptx
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.
3. Wheeler's Model views development as cyclical with 5 phases including aims, experiences, content, organization and evaluation.
Each model provides a framework but implementation depends on context and priorities.
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The document discusses the vocationalization of education in developing countries from a political and economic perspective rather than just an educational one. It argues that vocationalization has been approached differently in developing countries compared to developed countries due to factors like their social and economic structures, role as price-takers on the world market, and development strategies used. Specifically, the problems arising from efforts to vocationalize school curriculums in developing countries are often more complex due to these contextual differences. While vocational education aims to improve workforce skills, political leaders in developing countries have not always implemented it in a way that considers their unique economic realities and resource constraints.
Curriculumdevelopment
This document discusses curriculum development in the Philippine context. It defines curriculum as the sum of all learning experiences organized by the school. It also discusses different approaches to curriculum such as technical, behavioral, systems-based, and humanistic approaches. It outlines factors that influence curriculum development like society, learners' needs, and educational principles. The document also compares essentialist and progressive philosophies of curriculum, which see it as rigid vs flexible respectively. It examines elements of curriculum like intent, content, learning experiences, and evaluation.
curriculum-implementation.pdf
This document discusses curriculum implementation. It defines curriculum implementation as a process of professional development and growth that requires educators to shift to a new program while managing change. Curriculum implementation can take different approaches, from a laissez-faire model that gives teachers full control to an authoritarian model with strict directives. The document recommends a balanced approach between these extremes. It also examines factors that influence implementation and provides examples of implementation models like the overcoming resistance to change model. Finally, it offers best practices for implementing curriculum in the classroom through clear objectives and lesson planning.
Unit 4 456+:5676532567&5555445556665.pdf
Here are the key characteristics of curriculum at the secondary level in Pakistan based on the document:
- The curriculum is determined nationally and aims to achieve the objectives outlined in the National Education Policy. It focuses on cognitive, affective, and psychomotor domains of learning.
- The scheme of studies and syllabi for each subject are developed through consultation with subject experts, psychologists, and teachers to ensure they are based on learner needs and help achieve the curriculum objectives.
- Textbooks are developed by Provincial Textbook Boards according to the approved syllabi and national curriculum. Writers are commissioned, material is reviewed against the syllabus, and selected material is transformed into textbooks.
- Teacher training is provided by provincial governments to
Unit 4 ";$+$(_$(9$_+299$_($($($(_(++.pdf
Here are the key characteristics of curriculum at the secondary level in Pakistan based on the document:
- The curriculum is determined nationally and aims to achieve the objectives outlined in the National Education Policy. It focuses on cognitive, affective, and psychomotor domains of learning.
- The scheme of studies and syllabi for each subject are developed in consultation with subject experts, psychologists, and teachers. They are based on the needs and abilities of learners.
- Textbooks are developed by Provincial Textbook Boards according to the approved syllabi. Writers are commissioned, material is reviewed against the syllabus, and selected material is transformed into textbooks.
- Teacher training is provided by provincial governments to ensure effective implementation of the
Curriculum development
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C8 unit 9 curriculum implementation-dr.c.thanavathi
- 1. DR.C.THANAVATHI Assistant Professor of History V.O.C.College of Education Thoothukudi - 628008 Tamil Nadu. India. thanavathic@thanavathi-edu.in http://thanavathi-edu.in/index.html Unit 9 CURRICULUM IMPLEMENTATION
- 2. Syllabus 2 Unit IX: Curriculum Implementation Curriculum as an enacted process – curriculum as process and practices - Personnel participated in development of curriculum - Role of the state in the development of curriculum – curriculum from the top to down and curriculum for down to top – Meritocracy and its impact on curriculum – Valuing of rituals in schools and its celebrations – recreation of norms in society –relationship between power, ideology and the curriculum. (Suggested instructional approaches/methods: i) Teacher talk on curriculum as an enacted process and practice. ii) Debate on the impact of Meritocracy on curriculum –factors influencing curriculum implementation.)
- 3. four stages in the process of curriculum development 1.1. Curriculum enactment 1.2. Implementation 1.3. Evaluation 1.4. Improvement 1. Curriculum Enactment as a Process 3
- 4. ▪ In this stage 1.1.1. Formulating the goals and objectives of the curriculum 1.1.2. Selecting the content of the curriculum 1.1.3. Structuring / Organization the selected curriculum content 1.1.4. Selection and Organization of the curricular experiences. 1.1. Curriculum Enactment 4
- 5. 1.1.1. formulation of Objectives ▪ In the view of Ralph Taylor, curriculum objectives refer to instructional objectives. The curriculum planner begins his work by formulating the curriculum goals. Aims serve as milestones to reach the goals. Aims or general objectives are derived from the following three sources; ▪ i) Subject matter (from the world of knowledge) ▪ ii) Needs of the learner ▪ iii) Needs of the society 5
- 6. 1.1.2. Selection of Curriculum Content ▪ Selection of relevant areas of subject matter or topics and sub-units in each. 1.1.2.1. Meaning of curriculum content Refers to subject content 1.1.2.2. Criteria for content selection i) Self sufficiency ii) Significance iii)Validity iv)Utility v) Kindling of interest vi)Feasibility or practicability vii)Learnability viii)Orientation to democratic values 6
- 7. 1.1.3. Content Organization in Curriculum 1.1.3.1. Meaning of content organization Refers to orderly and meaningful sequencing of the subject matter 1.1.3.2. Types of content organization 1. Logical organization 2. Psychological organization 3. Concentric organization 4. Spiral organization 5. Modular organization 7
- 8. 1.1.4. Organization of Curriculum Experiences ▪ Learning experiences three categories i) Mental ii) Emotional iii) Physical 8
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- 50. 50 THANK YOU DR.C.THANAVATHI Assistant Professor of History V.O.C.College of Education Thoothukudi - 628008 Tamil Nadu. India. thanavathic@thanavathi-edu.in http://thanavathi-edu.in/index.html