Classroom management graded presentation
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Curriculum Design Crayons2
The document outlines the 10 step process for curriculum design: 1) Needs assessment, 2) Rational statement, 3) Determining content, 4) Defining goals for topics, 5) Writing learning objectives, 6) Choosing instructional strategies, 7) Evaluation, 8) Constructing instructional units, 9) Implementation, and 10) Sharing the curriculum. It provides examples and descriptions for each step, emphasizing the importance of aligning objectives, content, instructional methods, and evaluation. The overall goal is to design an educational program that meets learners' needs and produces the intended outcomes.
Basic principles of curriculum development
This document outlines Tyler's rationale for curriculum development and evaluation. It discusses the purposes of education which are informed by studying learners, society, and subject specialists. Learning experiences must give opportunities to practice objectives, be satisfying, and developmentally appropriate. Experiences should achieve multiple outcomes and objectives in thinking, knowledge, and attitudes. Experiences must be organized with continuity, sequence, and integration. Evaluation assesses if objectives are met by measuring behavioral changes in students over time through early and later assessments.
Curriculum development process
Curriculum development is a process in which participants at many levels make decisions about the purposes of learning, teaching- learning situation.
It is the process of gathering, setting, selecting, balancing and synthesizing relevant information from many sources in order to design the goals of curriculum.
Criteria for Curriculum Assessment Defined
The document discusses different approaches to instruction - the generative approach and the supplantive approach. The generative approach positions the teacher as a facilitator and emphasizes student-directed learning through constructing their own understanding, while the supplantive approach involves direct, explicit instruction from the teacher with a focus on mastery of component skills. The document provides details on the underlying beliefs and common errors associated with each approach, and offers guidelines for selecting an instructional approach based on factors like the student, the task, and the setting.
Learning Objective
Topic: Learning Objective
Student Name: Misbah Shabbir
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Curriculum evaluation
The document discusses different approaches to curriculum evaluation and development. It outlines Stufflebeam's CIPP model for evaluation which examines curriculum context, inputs, processes, and products. It also describes four main approaches to curriculum: behavioral, managerial, systems, and humanistic. The behavioral approach specifies goals and arranges content to match objectives. The managerial approach involves administration and leadership. The systems approach views the school as an organizational system. And the humanistic approach places the learner at the center and considers their whole development.
Lesson Plan
The document outlines the key components and characteristics of an effective lesson plan, which includes defining objectives, selecting content, and determining methodology. An effective lesson plan is child-centered, uses age-appropriate examples and techniques, incorporates previous knowledge, allows for maximum student participation, and provides teaching aids and homework. It also includes steps for preparation, presentation, recapitulation, and assignment.
Criteria for Curriculum Assessment
The document discusses various criteria for curriculum assessment, goals and objectives, instruction, and evaluation. It provides:
1. Criteria are standards used to assess different elements of the curriculum and determine competency levels. Goals and objectives must reflect curriculum domains and student needs.
2. There are two approaches to instruction - supplantive is teacher-directed while generative is student-directed. The appropriate approach depends on student and task factors.
3. Evaluation determines the value or achievement of goals by collecting assessment data and making inferences. Formative evaluation provides ongoing feedback while summative evaluation assesses learning at the end.
Recommended
Curriculum Design Crayons2
The document outlines the 10 step process for curriculum design: 1) Needs assessment, 2) Rational statement, 3) Determining content, 4) Defining goals for topics, 5) Writing learning objectives, 6) Choosing instructional strategies, 7) Evaluation, 8) Constructing instructional units, 9) Implementation, and 10) Sharing the curriculum. It provides examples and descriptions for each step, emphasizing the importance of aligning objectives, content, instructional methods, and evaluation. The overall goal is to design an educational program that meets learners' needs and produces the intended outcomes.
Basic principles of curriculum development
This document outlines Tyler's rationale for curriculum development and evaluation. It discusses the purposes of education which are informed by studying learners, society, and subject specialists. Learning experiences must give opportunities to practice objectives, be satisfying, and developmentally appropriate. Experiences should achieve multiple outcomes and objectives in thinking, knowledge, and attitudes. Experiences must be organized with continuity, sequence, and integration. Evaluation assesses if objectives are met by measuring behavioral changes in students over time through early and later assessments.
Curriculum development process
Curriculum development is a process in which participants at many levels make decisions about the purposes of learning, teaching- learning situation.
It is the process of gathering, setting, selecting, balancing and synthesizing relevant information from many sources in order to design the goals of curriculum.
Criteria for Curriculum Assessment Defined
The document discusses different approaches to instruction - the generative approach and the supplantive approach. The generative approach positions the teacher as a facilitator and emphasizes student-directed learning through constructing their own understanding, while the supplantive approach involves direct, explicit instruction from the teacher with a focus on mastery of component skills. The document provides details on the underlying beliefs and common errors associated with each approach, and offers guidelines for selecting an instructional approach based on factors like the student, the task, and the setting.
Learning Objective
Topic: Learning Objective
Student Name: Misbah Shabbir
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Curriculum evaluation
The document discusses different approaches to curriculum evaluation and development. It outlines Stufflebeam's CIPP model for evaluation which examines curriculum context, inputs, processes, and products. It also describes four main approaches to curriculum: behavioral, managerial, systems, and humanistic. The behavioral approach specifies goals and arranges content to match objectives. The managerial approach involves administration and leadership. The systems approach views the school as an organizational system. And the humanistic approach places the learner at the center and considers their whole development.
Lesson Plan
The document outlines the key components and characteristics of an effective lesson plan, which includes defining objectives, selecting content, and determining methodology. An effective lesson plan is child-centered, uses age-appropriate examples and techniques, incorporates previous knowledge, allows for maximum student participation, and provides teaching aids and homework. It also includes steps for preparation, presentation, recapitulation, and assignment.
Criteria for Curriculum Assessment
The document discusses various criteria for curriculum assessment, goals and objectives, instruction, and evaluation. It provides:
1. Criteria are standards used to assess different elements of the curriculum and determine competency levels. Goals and objectives must reflect curriculum domains and student needs.
2. There are two approaches to instruction - supplantive is teacher-directed while generative is student-directed. The appropriate approach depends on student and task factors.
3. Evaluation determines the value or achievement of goals by collecting assessment data and making inferences. Formative evaluation provides ongoing feedback while summative evaluation assesses learning at the end.
7 Types of Curriculum Operating in Schools
used for reporting in Curriculum Development
focuses on the 7 types of curriculum operating in schools (recommended, taught, written, supported, learned, hidden, assessed curriculum)
Instruction, schooling & indoctrination
This document defines and compares instruction, schooling, and indoctrination. Instruction refers to teaching specific subjects and aims for intellectual development through methods like lectures. Schooling encompasses both academic and extracurricular activities during childhood with the goal of overall personality development. Indoctrination aims to shape beliefs and values through authoritative teaching of a confined curriculum with strict discipline and an emphasis on never questioning teachings.
Intended vs Implemented vs Achieved Curriculum
The document discusses the three types of curriculum: intended, implemented, and achieved.
1) The intended curriculum refers to the objectives and competencies students are meant to develop. The Basic Education Curriculum aims to raise learner quality and use innovative instruction.
2) The implemented curriculum involves learning activities like social studies and values education classes to achieve objectives.
3) Initial evaluations found the Basic Education Curriculum achieved increased student motivation, performance, and teacher development of facilitation skills.
CUrriculum Experiences
This document discusses different approaches to curriculum, including behavioral, managerial, systems, and humanistic approaches. The behavioral approach specifies goals and objectives and evaluates learning outcomes based on these. The managerial approach views the principal as the curriculum leader who sets policies and priorities. The systems approach examines how different parts of the school system relate to each other. The humanistic approach considers the whole child and believes the learner should be at the center of the curriculum.
Linking curriculum and assessment
Assessment for learning is a process where teachers use assessment to adjust their teaching strategies and students use it to adjust their learning strategies. It involves using a range of approaches, including day-to-day activities and observations, to plan instruction for individual students and groups, identify strengths and learning needs, and provide guidance so students can manage their own learning. Assessment can optimize or inhibit learning depending on how it is applied.
Curriculum Development Essentials: The Teacher as A Curricularist
This is a slide presentation intended for the course on The Teacher and the Curriculum, particularly on the topic of the Teacher as a Curricularist. This presentation explores the extended important role of the teacher as an important member of the curriculum development process.
Planning at class level lesson plan
For a good lesson it is very important always to have learning objectives in mind for implementing important activities in the classroom. ;)
Competency based, performance-based and standard-based curriculum
Competencies are defined as the knowledge, skills, and attitudes necessary to be competitive in the 21st century workforce. They are real and demonstrated capabilities. Assessment in competency-based curriculum involves guiding learning processes through organized tests, using individual and group assignments to determine qualifications needed for particular workers, and having professors observe, register, classify, and evaluate. Developing a competency-based curriculum involves conducting a needs assessment, identifying competencies, writing goals and objectives, determining teaching and assessment methods, and determining program improvement methods.
Chapter 3 Curriculum Design
This document defines curriculum design and describes four common types: subject-centered, learner-centered, problem-centered, and core learning designs. It provides examples of specific designs within each type, such as subject design, integrated design, activity/experience design, and core design. The document also discusses macro and micro levels of organizing curriculum content and considerations for horizontal and vertical organization in curriculum design.
curriculum experiences
The document discusses curriculum experiences and teaching strategies that can be used to facilitate learning. It lists various teaching methods like time-tested methods, inquiry approaches, and constructivist techniques. It also outlines educational activities that can be part of the teaching repertoire, such as field viewing, experiments, computer programs, field trips, and experiential learning. Several guidelines are provided for selecting and using teaching methods, including matching the method to the learning objectives, considering students' learning styles, and ensuring flexibility.
Curriculum change
This document discusses curriculum change and evaluation. It defines curriculum change as efforts to change aims, objectives, and content according to values, culture and resources. Factors influencing change include individuals, financial pressures, staffing issues, student abilities, and regulations. The phases of change include planning, implementation, and evaluation. Curriculum evaluation is done at the formative and summative levels to improve instruction and assess effectiveness in meeting objectives. Various stakeholders play important roles in the change and evaluation process.
Components of Curriculum and Curriculum Approaches
This document discusses the major components of curriculum, including aims and objectives, subject matter/content, learning experiences, and evaluation approaches. It provides details on each component for different levels of education in the Philippine system. Various approaches to curriculum are also outlined, such as behavioral, managerial, systems, and humanistic approaches. The behavioral approach focuses on specified goals and objectives, while the managerial approach emphasizes organization and implementation. A systems approach examines how parts relate to each other, and a humanistic approach places the learner at the center.
Criteria for curriculum assessment
This document outlines criteria for assessing curriculum. It defines criteria, curriculum, and assessment. Criteria for curriculum assessment are standards used to evaluate the curriculum. Goals are broad statements of expected learning while objectives are more specific expectations. The purpose of developing goals and objectives is to provide focus and direction for curriculum and instruction, meet standards, provide the best education for students, monitor student progress, and motivate students and teachers. Elements for writing goals and objectives include content, behavior, criteria, and conditions. General criteria for effective goals and objectives are syntactic correctness, legal compliance, clarity for strangers, addressing knowledge and behavior, individualization, and common sense.
Curriculum Evaluation
This document discusses curriculum evaluation. It defines evaluation as determining the value or extent to which goals are achieved. Curriculum evaluation obtains information to judge the worth of an educational program or objectives. There are two types of curriculum evaluation: formative evaluation occurs during development to improve the program, and summative evaluation assesses the final program based on its stated objectives. The document outlines several objectives and criteria for curriculum evaluation, including determining outcomes, revising content, and improving teaching methods.
Types of curriculum operating in schools
There are several types of curriculum:
1. Recommended curriculum is proposed by scholars and professionals to guide education.
2. Written curriculum appears in official documents outlining plans for schools.
3. Taught curriculum is what teachers implement in classrooms through varied activities to meet written curriculum goals.
4. Supported curriculum includes resources like textbooks and technology that help implement the written curriculum.
Steps in planning a lesson
This document outlines the steps in planning an effective lesson, including defining a lesson plan, its key characteristics, bases, and types. An effective lesson plan includes clear objectives, motivational techniques, evaluation methods, student-centered activities, anticipation of difficulties, relevant assignments, skill-building opportunities, proper time allocation, and accommodation of individual differences. Lesson plans can be categorized based on learning objectives - those focusing on knowledge, appreciation, or skills development. A strong lesson plan is grounded in preliminary requirements, writing procedures, and evaluation measures.
Planning for effective learning
The document discusses planning for teaching through schemes of work and lesson plans. It explains that schemes of work involve breaking down the syllabus into logical units and sequencing topics. They include objectives, resources, teaching activities, learning activities, and evaluation. Lesson plans detail activities for a single lesson and include objectives, resources, methodology, presentation of activities, and assessment. Careful planning is important for effective teaching and learning.
Teaching as Process in Curriculum
Teaching involves imparting knowledge and skills to help students learn and understand a subject. The teaching process involves three main phases: planning, implementation, and evaluation. In the planning phase, teachers determine learners' needs, goals, content, strategies, and evaluation methods. They implement their plans by putting activities and strategies into action. Evaluation assesses whether objectives were achieved. Teachers provide feedback and reflect on their process to improve.
Curriculum assessment Instruction
The document discusses the relationships between curriculum, instruction, and assessment. It defines curriculum as the structured set of learning outcomes and objectives that make up the "what" of teaching. Several criteria for selecting curriculum content are described, including significance, utility, validity, learnability, and feasibility. Assessment is defined as collecting information on student achievement related to curriculum expectations. Instruction refers to teaching methods and styles used to deliver the curriculum. The quality of instruction depends on several factors, and a close link is needed between curriculum, instruction, and assessment for effective teaching and learning.
Need for Curriculum revision
This document discusses the need for curriculum revision and renewal. It defines curriculum and explains its significance as a plan for instruction and achieving educational goals. Regular revision is necessary to eliminate outdated content, introduce new knowledge and teaching methods, and align the curriculum with learner needs, interests, and societal changes. The curriculum renewal process should involve stakeholders and allow for continuous improvement based on assessment and evaluation of student learning. It is a significant undertaking that requires careful planning and implementation to be effective in facilitating social change.
Curriculum Development.pptx
A detail perspective of Curriculum development its definition, stages, types and explanation of each of its model
Curriculum design 101
This presentation will assist people in developing customized curricula based on multiple approaches. The Kern methodology is highly recommended.
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7 Types of Curriculum Operating in Schools
used for reporting in Curriculum Development
focuses on the 7 types of curriculum operating in schools (recommended, taught, written, supported, learned, hidden, assessed curriculum)
Instruction, schooling & indoctrination
This document defines and compares instruction, schooling, and indoctrination. Instruction refers to teaching specific subjects and aims for intellectual development through methods like lectures. Schooling encompasses both academic and extracurricular activities during childhood with the goal of overall personality development. Indoctrination aims to shape beliefs and values through authoritative teaching of a confined curriculum with strict discipline and an emphasis on never questioning teachings.
Intended vs Implemented vs Achieved Curriculum
The document discusses the three types of curriculum: intended, implemented, and achieved.
1) The intended curriculum refers to the objectives and competencies students are meant to develop. The Basic Education Curriculum aims to raise learner quality and use innovative instruction.
2) The implemented curriculum involves learning activities like social studies and values education classes to achieve objectives.
3) Initial evaluations found the Basic Education Curriculum achieved increased student motivation, performance, and teacher development of facilitation skills.
CUrriculum Experiences
This document discusses different approaches to curriculum, including behavioral, managerial, systems, and humanistic approaches. The behavioral approach specifies goals and objectives and evaluates learning outcomes based on these. The managerial approach views the principal as the curriculum leader who sets policies and priorities. The systems approach examines how different parts of the school system relate to each other. The humanistic approach considers the whole child and believes the learner should be at the center of the curriculum.
Linking curriculum and assessment
Assessment for learning is a process where teachers use assessment to adjust their teaching strategies and students use it to adjust their learning strategies. It involves using a range of approaches, including day-to-day activities and observations, to plan instruction for individual students and groups, identify strengths and learning needs, and provide guidance so students can manage their own learning. Assessment can optimize or inhibit learning depending on how it is applied.
Curriculum Development Essentials: The Teacher as A Curricularist
This is a slide presentation intended for the course on The Teacher and the Curriculum, particularly on the topic of the Teacher as a Curricularist. This presentation explores the extended important role of the teacher as an important member of the curriculum development process.
Planning at class level lesson plan
For a good lesson it is very important always to have learning objectives in mind for implementing important activities in the classroom. ;)
Competency based, performance-based and standard-based curriculum
Competencies are defined as the knowledge, skills, and attitudes necessary to be competitive in the 21st century workforce. They are real and demonstrated capabilities. Assessment in competency-based curriculum involves guiding learning processes through organized tests, using individual and group assignments to determine qualifications needed for particular workers, and having professors observe, register, classify, and evaluate. Developing a competency-based curriculum involves conducting a needs assessment, identifying competencies, writing goals and objectives, determining teaching and assessment methods, and determining program improvement methods.
Chapter 3 Curriculum Design
This document defines curriculum design and describes four common types: subject-centered, learner-centered, problem-centered, and core learning designs. It provides examples of specific designs within each type, such as subject design, integrated design, activity/experience design, and core design. The document also discusses macro and micro levels of organizing curriculum content and considerations for horizontal and vertical organization in curriculum design.
curriculum experiences
The document discusses curriculum experiences and teaching strategies that can be used to facilitate learning. It lists various teaching methods like time-tested methods, inquiry approaches, and constructivist techniques. It also outlines educational activities that can be part of the teaching repertoire, such as field viewing, experiments, computer programs, field trips, and experiential learning. Several guidelines are provided for selecting and using teaching methods, including matching the method to the learning objectives, considering students' learning styles, and ensuring flexibility.
Curriculum change
This document discusses curriculum change and evaluation. It defines curriculum change as efforts to change aims, objectives, and content according to values, culture and resources. Factors influencing change include individuals, financial pressures, staffing issues, student abilities, and regulations. The phases of change include planning, implementation, and evaluation. Curriculum evaluation is done at the formative and summative levels to improve instruction and assess effectiveness in meeting objectives. Various stakeholders play important roles in the change and evaluation process.
Components of Curriculum and Curriculum Approaches
This document discusses the major components of curriculum, including aims and objectives, subject matter/content, learning experiences, and evaluation approaches. It provides details on each component for different levels of education in the Philippine system. Various approaches to curriculum are also outlined, such as behavioral, managerial, systems, and humanistic approaches. The behavioral approach focuses on specified goals and objectives, while the managerial approach emphasizes organization and implementation. A systems approach examines how parts relate to each other, and a humanistic approach places the learner at the center.
Criteria for curriculum assessment
This document outlines criteria for assessing curriculum. It defines criteria, curriculum, and assessment. Criteria for curriculum assessment are standards used to evaluate the curriculum. Goals are broad statements of expected learning while objectives are more specific expectations. The purpose of developing goals and objectives is to provide focus and direction for curriculum and instruction, meet standards, provide the best education for students, monitor student progress, and motivate students and teachers. Elements for writing goals and objectives include content, behavior, criteria, and conditions. General criteria for effective goals and objectives are syntactic correctness, legal compliance, clarity for strangers, addressing knowledge and behavior, individualization, and common sense.
Curriculum Evaluation
This document discusses curriculum evaluation. It defines evaluation as determining the value or extent to which goals are achieved. Curriculum evaluation obtains information to judge the worth of an educational program or objectives. There are two types of curriculum evaluation: formative evaluation occurs during development to improve the program, and summative evaluation assesses the final program based on its stated objectives. The document outlines several objectives and criteria for curriculum evaluation, including determining outcomes, revising content, and improving teaching methods.
Types of curriculum operating in schools
There are several types of curriculum:
1. Recommended curriculum is proposed by scholars and professionals to guide education.
2. Written curriculum appears in official documents outlining plans for schools.
3. Taught curriculum is what teachers implement in classrooms through varied activities to meet written curriculum goals.
4. Supported curriculum includes resources like textbooks and technology that help implement the written curriculum.
Steps in planning a lesson
This document outlines the steps in planning an effective lesson, including defining a lesson plan, its key characteristics, bases, and types. An effective lesson plan includes clear objectives, motivational techniques, evaluation methods, student-centered activities, anticipation of difficulties, relevant assignments, skill-building opportunities, proper time allocation, and accommodation of individual differences. Lesson plans can be categorized based on learning objectives - those focusing on knowledge, appreciation, or skills development. A strong lesson plan is grounded in preliminary requirements, writing procedures, and evaluation measures.
Planning for effective learning
The document discusses planning for teaching through schemes of work and lesson plans. It explains that schemes of work involve breaking down the syllabus into logical units and sequencing topics. They include objectives, resources, teaching activities, learning activities, and evaluation. Lesson plans detail activities for a single lesson and include objectives, resources, methodology, presentation of activities, and assessment. Careful planning is important for effective teaching and learning.
Teaching as Process in Curriculum
Teaching involves imparting knowledge and skills to help students learn and understand a subject. The teaching process involves three main phases: planning, implementation, and evaluation. In the planning phase, teachers determine learners' needs, goals, content, strategies, and evaluation methods. They implement their plans by putting activities and strategies into action. Evaluation assesses whether objectives were achieved. Teachers provide feedback and reflect on their process to improve.
Curriculum assessment Instruction
The document discusses the relationships between curriculum, instruction, and assessment. It defines curriculum as the structured set of learning outcomes and objectives that make up the "what" of teaching. Several criteria for selecting curriculum content are described, including significance, utility, validity, learnability, and feasibility. Assessment is defined as collecting information on student achievement related to curriculum expectations. Instruction refers to teaching methods and styles used to deliver the curriculum. The quality of instruction depends on several factors, and a close link is needed between curriculum, instruction, and assessment for effective teaching and learning.
Need for Curriculum revision
This document discusses the need for curriculum revision and renewal. It defines curriculum and explains its significance as a plan for instruction and achieving educational goals. Regular revision is necessary to eliminate outdated content, introduce new knowledge and teaching methods, and align the curriculum with learner needs, interests, and societal changes. The curriculum renewal process should involve stakeholders and allow for continuous improvement based on assessment and evaluation of student learning. It is a significant undertaking that requires careful planning and implementation to be effective in facilitating social change.
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Curriculum Development Essentials: The Teacher as A Curricularist
Curriculum Development Essentials: The Teacher as A Curricularist
Competency based, performance-based and standard-based curriculum
Competency based, performance-based and standard-based curriculum
Components of Curriculum and Curriculum Approaches
Components of Curriculum and Curriculum Approaches
Similar to Classroom management graded presentation
Curriculum Development.pptx
A detail perspective of Curriculum development its definition, stages, types and explanation of each of its model
Curriculum design 101
This presentation will assist people in developing customized curricula based on multiple approaches. The Kern methodology is highly recommended.
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.
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.
Topic: Curriculum Development Process.pptx
Introduction
Curriculum development is a process through which an institute or the instructor designs or creates a plan for a course or program. Furthermore, it is not a stagnant approach and includes continuous improvement wherein, the content is reviewed, revised and updated according to the needs and demands.
Curriculum management is the process of developing, maintaining, and improving the quality of curricula for various educational intuitions. The curriculum manager is responsible for designing and developing the curriculum with a range of content, training programs, teaching methodologies, and assessment techniques for students, learners, and employees. The developed curriculum should meet the educational standards set by the government and academic bodies.
Curriculam and types
The document discusses curriculum design and its types. It defines curriculum design as the purposeful planning of instruction to identify what will be taught, who will teach it, and the schedule. There are three main types of curriculum design: subject-centered, which focuses on teaching a subject matter; learner-centered, which customizes learning to each student's needs; and problem-centered, which exposes students to real-world problems to develop skills. Effective curriculum design considers student needs, sets clear learning goals, identifies constraints, chooses appropriate instructional methods, and establishes evaluation methods to assess student learning and make improvements.
The-3-Models-of-Curriculum-Design.pptx
Cognitive skills allow children to understand the relationships between ideas, to grasp the process of cause and effect and to improve their analytical skills. All in all, cognitive skill development not only can benefit your child in the classroom but outside of class as well. What is cognitive development in child development?
The term cognitive development refers to the process of growth and change in intellectual/mental abilities such as thinking, reasoning and understanding. It includes the acquisition and consolidation of knowledge.
Curriculum Designs (Lecture on 31st May).ppt
The document discusses different models of curriculum design, focusing on subject-centered and learner-centered approaches. Subject-centered design emphasizes mastery of core subjects through sequential learning and assessment of acquired knowledge. Learner-centered design gathers student interest and career data to create lesson plans, emphasizes active and cooperative learning, and positions the teacher as a facilitator with student involvement comprising 70-80% of activities. Examples of learner-centered activities include projects, presentations, competitions, debates, and educational trips.
Lesson Planning
The document provides information on lesson planning. It defines a lesson plan as a teacher's guide for teaching a lesson in an organized manner that includes the goal, method, and assessment. It discusses different approaches to lesson planning such as Herbartian, unit, evaluation, and project approaches. It also outlines the key components of different lesson plan formats including objectives, materials, presentation, and assessment. Finally, it identifies characteristics of good and poor lesson planning.
CURRICULUM
This PPT prepared by Teacher Educator from Thiagarajar College of Preceptors-Madurai for B.Ed Trainees.
CURRICULUM
This PPT prepared by Teacher Educator from Thiagarajar college of preceptor -Madurai for B.Ed Trainees.
UNIT 3 CURRICULUM PLANNING AND ITS PROCESSES notes (1).docx.pptx
Curriculum planning is a process that defines learning outcomes, assessments, content, and teaching methods necessary for student success. It involves determining what students should learn, why, and how the learning process will be organized based on curriculum requirements and available resources. Effective curriculum planning requires collaboration between teachers, administrators, parents, and other stakeholders to develop coordinated programs that build students' knowledge and skills while meeting the needs of the community.
Curriculum models, typees, framework
A model is a three-dimensional representation of a person or thing or of a proposed structure, typically on a smaller scale than the original:"a model of St. Paul's Cathedral“
A Model is a pattern of something to be made or reproduced and means of transferring a relationship `or process from its real (actual) setting to one which it can be more conveniently studied.
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.
Nature of curriculum need and importance of curriculum development
Nature of curriculum need and importance of curriculum developmentThe Gandhigram Rural Institute (Deemed to be University)
The document discusses the nature and importance of curriculum development. It defines curriculum as including all learning experiences offered to learners under the school's direction. Curriculum can also be seen as a plan for achieving goals, or the total efforts of the school to bring about desired outcomes. Developing curriculum is important for several reasons: it helps realize educational objectives; makes efficient use of time and energy; facilitates the acquisition of knowledge through an organized structure of content; and helps develop students' personalities, knowledge, skills and attitudes. The curriculum also provides guidelines for preparing textbooks, conducting examinations, organizing teaching/learning, and deciding instructional methods. Overall, having a well-developed curriculum is essential for effectively guiding the education process.CURRICULUM DESIGN( Types of curriculum).pptx
The document discusses different models of curriculum design including subject-centered, learner-centered, and problem-centered approaches. Subject-centered curriculum focuses on content divided into separate subjects. Learner-centered designs emphasize the needs and interests of students, such as child-centered and experience-centered models. Problem-centered curricula draw on social issues and student abilities, like life-situation and core designs.
Curriculum and Course Planning_BINALET.pptx
The document discusses curriculum definitions and the process of curriculum development and course design. It provides definitions of curriculum from various scholars and outlines the key elements involved in curriculum planning including determining objectives, content, teaching methods, and assessment. It also describes the five phases of formal curriculum development as 1) defining learning outcomes, 2) selecting learning experiences, 3) choosing relevant content, 4) developing assessments, and 5) evaluating effectiveness. The five phases provide a systematic approach to curriculum design.
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Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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