This document provides an overview and introduction to the Microfinance Opportunities Core Curriculum for financial education. It discusses the objectives of the training which are to define financial education and capability, examine the Core Curriculum modules and tools, and consider how to implement a financial education program using the Core Curriculum. The Core Curriculum was developed by Microfinance Opportunities and Freedom from Hunger to improve financial capability and consists of 5 modules covering topics like budgeting, savings, debt management, bank services, and financial negotiations. It provides various tools for training including trainer's guides, manuals, handouts, and videos to disseminate the curriculum.
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.
The document discusses learner-centered curriculum and contrasts it with teacher-centered approaches. It outlines that learner-centered curriculum focuses on individual growth and development, with the teacher as a facilitator rather than instructor. Key aspects include respecting the child, allowing freedom of action, and recognizing students' unique needs, interests and goals in curriculum design. Assessment is open-ended and meant to involve students examining their own learning rather than focusing on grades. The goal is to empower students to take ownership of their learning process.
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.
The document discusses the core curriculum, which consists of common learning including knowledge, skills, and values that are considered essential for students. The core curriculum includes compulsory subjects as well as optional subjects like fine arts, home economics, languages, and music. It emphasizes providing all learners with a set of common and essential learning necessary to function in society, though selecting appropriate content and assessing performance can be challenging issues.
The document discusses three different curriculum approaches: subject-centered curriculum, activity/experience-based curriculum, and core curriculum.
Subject-centered curriculum is rigid and focuses on covering specific amounts of material in specific subjects within set time periods, regardless of student abilities or interests. Activity/experience-based curriculum is based on determining student needs and interests to form the basis of hands-on learning experiences. Core curriculum identifies common knowledge, skills, and values that all students should learn to function in society.
Core curriculum is a set of basic courses considered essential for a well-rounded education. It includes compulsory subjects like social science, geography, biology, and history. Core curriculum also includes optional subjects like fine arts, home economics, languages, and music. Characteristics of a core curriculum include emphasizing discussion, group problem solving, integrating learning across disciplines, focusing on original source materials, and weaving common elements to encourage reflection and development of social skills.
The document discusses the importance of curriculum development in education. It defines curriculum as the total learning experiences for individuals in school and society. Curriculum development is described as a planned, purposeful, and systematic process to create improvements in education. The importance of curriculum development is that it supports learners' personal development, helps students unlock their skills and abilities, keeps teachers modernized and innovative, and provides solutions to pressing world issues like the environment and sustainable development. The ultimate goal is to improve educational practice through collaboration among curriculum leaders.
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.
The document discusses learner-centered curriculum and contrasts it with teacher-centered approaches. It outlines that learner-centered curriculum focuses on individual growth and development, with the teacher as a facilitator rather than instructor. Key aspects include respecting the child, allowing freedom of action, and recognizing students' unique needs, interests and goals in curriculum design. Assessment is open-ended and meant to involve students examining their own learning rather than focusing on grades. The goal is to empower students to take ownership of their learning process.
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.
The document discusses the core curriculum, which consists of common learning including knowledge, skills, and values that are considered essential for students. The core curriculum includes compulsory subjects as well as optional subjects like fine arts, home economics, languages, and music. It emphasizes providing all learners with a set of common and essential learning necessary to function in society, though selecting appropriate content and assessing performance can be challenging issues.
The document discusses three different curriculum approaches: subject-centered curriculum, activity/experience-based curriculum, and core curriculum.
Subject-centered curriculum is rigid and focuses on covering specific amounts of material in specific subjects within set time periods, regardless of student abilities or interests. Activity/experience-based curriculum is based on determining student needs and interests to form the basis of hands-on learning experiences. Core curriculum identifies common knowledge, skills, and values that all students should learn to function in society.
Core curriculum is a set of basic courses considered essential for a well-rounded education. It includes compulsory subjects like social science, geography, biology, and history. Core curriculum also includes optional subjects like fine arts, home economics, languages, and music. Characteristics of a core curriculum include emphasizing discussion, group problem solving, integrating learning across disciplines, focusing on original source materials, and weaving common elements to encourage reflection and development of social skills.
The document discusses the importance of curriculum development in education. It defines curriculum as the total learning experiences for individuals in school and society. Curriculum development is described as a planned, purposeful, and systematic process to create improvements in education. The importance of curriculum development is that it supports learners' personal development, helps students unlock their skills and abilities, keeps teachers modernized and innovative, and provides solutions to pressing world issues like the environment and sustainable development. The ultimate goal is to improve educational practice through collaboration among curriculum leaders.
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.
This document discusses the concepts of normalization, mainstreaming, integration, and inclusion as they relate to educating students with disabilities. Normalization aims to make the environment as close to normal as possible for exceptional children. Mainstreaming involves placing disabled students in general education classes after demonstrating ability to keep up. Integration justifies including disabled students to limit infrastructure, underestimation, need for social integration, and expense. Inclusion focuses on recognizing differences, supporting all learners and the system, and overcoming barriers to meeting full learning needs.
The document discusses principles and models of curriculum development. It describes the need for curriculum development due to changing educational goals and societal needs. Two prominent models are explained - Tyler's 4-step model involving determining objectives, experiences, organization, and evaluation, and Taba's 7-step model starting with identifying needs and ending with evaluation. The document also outlines principles of curriculum development, types of curricula including subject-centered and student-centered, and the stages of the curriculum development process.
its about philosophy of education. it explains the aim of philosophy in the field of education, its scope and functions. Main philosophies of education are also explained here.
This document discusses curriculum design and related concepts. It defines curriculum as the deliberate design of the total school experience to produce an educational effect. Curriculum involves setting boundaries on what is taught, organizing educational experiences, and relating content to the learner, society, and subject matter. Effective curriculum design provides both structure and flexibility for teachers to exercise professional judgment in how content is taught.
Integrated curriculum brings together students and teachers to select topics of interest to study together. Students actively participate in deciding the direction of their learning. They explore issues to understand them and propose solutions. This develops essential skills while also building knowledge. Integrated programs emphasize making connections, developing significant topics, and seeing real purposes for learning. Students are involved in negotiating their learning and integrating knowledge, skills, attitudes, and values. The teacher acts as a guide rather than just imparting knowledge.
Activity based curriculum (Design/Model) (https://www.youtube.com/watch?v=Og8...Tasneem Ahmad
An activity-based curriculum is centered around using activities as the primary means for students to learn. It focuses on active, hands-on learning rather than passive reception of information. The key principles are that learning should be based on experiments and activities that engage students directly, as children learn best through doing rather than just listening. The role of the teacher is to guide students and help them select and analyze activities, acting as a facilitator rather than lecturer. Proponents argue this makes learning more engaging, memorable and empowering for students. However, critics note it is a radical departure from tradition and may not ensure retention of facts or cultural heritage.
The curriculum framework provides guidance for curriculum development committees on how to address state standards. It summarizes key educational issues, discusses how state goals relate to those issues, and provides a structure to help address student standards. The framework also guides professional development and recommends instructional and assessment strategies. It is not a detailed set of lesson plans, scope and sequence, or mandate for specific methodologies. The framework serves to outline meaningful curriculum experiences and activities, as well as constraints, in order to clarify what will and will not be covered.
To understand the concept of theory, it is essential to understand the nature of theory in general.
Historically, the Received View holds that a theory is a formalized, deductively connected bundle of laws that are applicable in specifiable ways to their observable manifestations. In the Received View, a small number of concepts are selected as bases for the theory; axioms are introduced that specify the fundamental relationships among those concepts; and definitions are provided, specifying the remaining concepts of the theory in terms of the basic ones.
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.
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.
The document discusses curriculum and factors that influence curriculum development. It defines curriculum as the lessons and academic content taught in a school or course, including learning standards, lessons, materials, and assessments. It identifies several factors that influence curriculum development, including political, social, economic, technological, environmental, and child psychology factors. For example, politics influences curriculum through funding and standards, while technology impacts curriculum development through increased computer use and new degree programs.
Factors and forces influencing on curriculum developmentUmair Ashraf
Several factors influence curriculum development in meeting the needs of 21st century learners, including government rules, society, politics, economics, technology, and learner diversity. Valid curriculum development requires awareness of the target community's social, financial, and psychological makeup. Politics affect curriculum through funding, goals, materials, and exams. Economics influences focus on career preparation and national economic returns. Technology is now integral to learning and influences goals and experiences via computers and multimedia. Diversity opens opportunities but requires relevant curricula for varied learners.
Robert Gagné was an educational psychologist known for his theory of instruction called the "Conditions of Learning". He studied how learning objectives relate to instructional design. Gagné identified 9 types or levels of learning - signal learning, stimulus-response learning, chaining, verbal association, discrimination learning, concept learning, rule learning, problem solving, and attitudes. Each type of learning requires different instructional events and conditions to be effectively taught.
Curriculum constrction sem i evaluation modelsRaj Kumar
The document discusses various approaches to curriculum evaluation including goal-based, goal-free, responsive, decision-making, and accreditation approaches. It then examines several models of curriculum evaluation, including Tyler's objectives-based model, Stake's responsive model focusing on antecedents, transactions, and outcomes, and Stufflebeam's CIPP model evaluating context, inputs, processes, and products. The models provide different conceptual frameworks for designing curriculum evaluations.
NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT SANA FATIMA
NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT:
GLATTHORN’S MODEL
NON-SCIENTIFIC MODELS:
1. Are Flexible and less structured without predetermined objectives to guide the teaching-learning process. It considers that the curriculum evolves rather than being planned precisely.
2. Based on the progressive philosophy where the needs and interests of individual learners and the needs of the society are the main concerns
3. Give recognition to the importance of music, arts, literature, health education & humanities.
4. The approaches in this category are humanistic and reconceptualist as this category prefers child centered and problem centered designs
• One of the most Recognized Nontechnical/Nonscientific Models is Allan Glatthorn’s model: Naturalistic Model
Glatthorn Model contains the following eight steps:
1. Assess the alternatives:
2. Stake out the territory:
3. Develop a constituency:
4, Build the knowledge base:
5. Block, in the Unit:
6. Plan quality learning experiences:
7. Develop the course examination:
8. Developing the learning scenarios:
The Taba Model was developed by Hilda Taba (1902 - 1967), an architect, a curriculum theorist, a curriculum reformer, and a teacher educator.Taba believed that there has to be a definite order in creating a curriculum.
She advocated that teachers take an inductive approach to curriculum development which meant starting with the specifics and building toward a general design, rather than the traditional deductive approach (starts with the general design and work towards the specifics) which was rooted in Tyler's model. Hilda Taba followed the grass-roots approach in developing curriculum
For her, it should be the teachers who should design the curriculum rather than the higher authorities (Oliva, 1992). More specifically stated, the Taba approach believes in allowing the curriculum to be developed and/or authored by the users (teachers). Under the Taba Model teachers are expected to begin each curriculum by creating specific teaching-learning units and building to a general design.
According to Khwaja, Akhtar, & Mirza (n.d.), "the Taba model was an attempt to ensure that decisions about curriculum are made on the basis of valid criteria and not whim or fancy." Her model of developing a curriculum consisted of seven main steps and over the years, these seven steps have formed the basis for Hilda Taba's ...
This solution provides information about Hilda Taba and her suggested approach to curriculum development. It also includes information about five of Taba's main elements required when developing a curriculum. The solution is referenced.
Diagnosis of needs
Formulation of learning objectives
Selection of learning content
Organization of learning content
Selection of learning experiences
Organization of learning activities
Evaluation and means of evaluation
The document describes four models of curriculum development:
1. The Hilda Taba model involves 8 steps beginning with identifying student needs and ending with evaluating to ensure mastery.
2. The Tyler model has four principles: determining education purposes, selecting learning experiences, organizing experiences effectively, and evaluating if purposes are met.
3. The Saylor, Alexander, and Lewis model starts with setting goals and objectives in four domains, then planning learning opportunities and implementation.
4. The Oliva model is simple, comprehensive, and systematic, involving 12 or 17 specific steps from specifying needs to curriculum evaluation.
The document discusses three approaches to curriculum design: subject-centered, learner-centered, and problem-centered. The subject-centered approach focuses on teaching academic subjects. The learner-centered approach places the learner at the center of the educational process and builds the curriculum based on their skills and knowledge. The problem-centered approach assumes learners experience problems in living and develops the curriculum to help them solve problems and become independent problem-solvers. Each approach has its own principles that guide the curriculum design.
This document discusses the process of curriculum change. It notes that change is a constant process that requires time, energy, and resources, and should lead to incremental improvements. Curriculum change is not a single event but an ongoing process that involves developing new skills and feelings around new programs. For curriculum change to be successful, it must be supported by individuals within institutions first before the institutions can change. The document also outlines some of the common feelings people experience during periods of change, as well as factors that can drive the need for curriculum change such as expanding knowledge and societal/economic shifts. It describes different types and stages of curriculum change processes.
The technology implementation team is responsible for installing and maintaining technology equipment and software in the school computer lab and media libraries. They provide ongoing training to classroom teachers on integrating technology into lessons. It is important for the team to discuss the "hidden curriculum", which refers to the unwritten social rules and behaviors implicitly taught. The team aims to model constructivist teaching methods using technology to improve student learning for teachers.
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.
This document discusses the concepts of normalization, mainstreaming, integration, and inclusion as they relate to educating students with disabilities. Normalization aims to make the environment as close to normal as possible for exceptional children. Mainstreaming involves placing disabled students in general education classes after demonstrating ability to keep up. Integration justifies including disabled students to limit infrastructure, underestimation, need for social integration, and expense. Inclusion focuses on recognizing differences, supporting all learners and the system, and overcoming barriers to meeting full learning needs.
The document discusses principles and models of curriculum development. It describes the need for curriculum development due to changing educational goals and societal needs. Two prominent models are explained - Tyler's 4-step model involving determining objectives, experiences, organization, and evaluation, and Taba's 7-step model starting with identifying needs and ending with evaluation. The document also outlines principles of curriculum development, types of curricula including subject-centered and student-centered, and the stages of the curriculum development process.
its about philosophy of education. it explains the aim of philosophy in the field of education, its scope and functions. Main philosophies of education are also explained here.
This document discusses curriculum design and related concepts. It defines curriculum as the deliberate design of the total school experience to produce an educational effect. Curriculum involves setting boundaries on what is taught, organizing educational experiences, and relating content to the learner, society, and subject matter. Effective curriculum design provides both structure and flexibility for teachers to exercise professional judgment in how content is taught.
Integrated curriculum brings together students and teachers to select topics of interest to study together. Students actively participate in deciding the direction of their learning. They explore issues to understand them and propose solutions. This develops essential skills while also building knowledge. Integrated programs emphasize making connections, developing significant topics, and seeing real purposes for learning. Students are involved in negotiating their learning and integrating knowledge, skills, attitudes, and values. The teacher acts as a guide rather than just imparting knowledge.
Activity based curriculum (Design/Model) (https://www.youtube.com/watch?v=Og8...Tasneem Ahmad
An activity-based curriculum is centered around using activities as the primary means for students to learn. It focuses on active, hands-on learning rather than passive reception of information. The key principles are that learning should be based on experiments and activities that engage students directly, as children learn best through doing rather than just listening. The role of the teacher is to guide students and help them select and analyze activities, acting as a facilitator rather than lecturer. Proponents argue this makes learning more engaging, memorable and empowering for students. However, critics note it is a radical departure from tradition and may not ensure retention of facts or cultural heritage.
The curriculum framework provides guidance for curriculum development committees on how to address state standards. It summarizes key educational issues, discusses how state goals relate to those issues, and provides a structure to help address student standards. The framework also guides professional development and recommends instructional and assessment strategies. It is not a detailed set of lesson plans, scope and sequence, or mandate for specific methodologies. The framework serves to outline meaningful curriculum experiences and activities, as well as constraints, in order to clarify what will and will not be covered.
To understand the concept of theory, it is essential to understand the nature of theory in general.
Historically, the Received View holds that a theory is a formalized, deductively connected bundle of laws that are applicable in specifiable ways to their observable manifestations. In the Received View, a small number of concepts are selected as bases for the theory; axioms are introduced that specify the fundamental relationships among those concepts; and definitions are provided, specifying the remaining concepts of the theory in terms of the basic ones.
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.
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.
The document discusses curriculum and factors that influence curriculum development. It defines curriculum as the lessons and academic content taught in a school or course, including learning standards, lessons, materials, and assessments. It identifies several factors that influence curriculum development, including political, social, economic, technological, environmental, and child psychology factors. For example, politics influences curriculum through funding and standards, while technology impacts curriculum development through increased computer use and new degree programs.
Factors and forces influencing on curriculum developmentUmair Ashraf
Several factors influence curriculum development in meeting the needs of 21st century learners, including government rules, society, politics, economics, technology, and learner diversity. Valid curriculum development requires awareness of the target community's social, financial, and psychological makeup. Politics affect curriculum through funding, goals, materials, and exams. Economics influences focus on career preparation and national economic returns. Technology is now integral to learning and influences goals and experiences via computers and multimedia. Diversity opens opportunities but requires relevant curricula for varied learners.
Robert Gagné was an educational psychologist known for his theory of instruction called the "Conditions of Learning". He studied how learning objectives relate to instructional design. Gagné identified 9 types or levels of learning - signal learning, stimulus-response learning, chaining, verbal association, discrimination learning, concept learning, rule learning, problem solving, and attitudes. Each type of learning requires different instructional events and conditions to be effectively taught.
Curriculum constrction sem i evaluation modelsRaj Kumar
The document discusses various approaches to curriculum evaluation including goal-based, goal-free, responsive, decision-making, and accreditation approaches. It then examines several models of curriculum evaluation, including Tyler's objectives-based model, Stake's responsive model focusing on antecedents, transactions, and outcomes, and Stufflebeam's CIPP model evaluating context, inputs, processes, and products. The models provide different conceptual frameworks for designing curriculum evaluations.
NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT SANA FATIMA
NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT:
GLATTHORN’S MODEL
NON-SCIENTIFIC MODELS:
1. Are Flexible and less structured without predetermined objectives to guide the teaching-learning process. It considers that the curriculum evolves rather than being planned precisely.
2. Based on the progressive philosophy where the needs and interests of individual learners and the needs of the society are the main concerns
3. Give recognition to the importance of music, arts, literature, health education & humanities.
4. The approaches in this category are humanistic and reconceptualist as this category prefers child centered and problem centered designs
• One of the most Recognized Nontechnical/Nonscientific Models is Allan Glatthorn’s model: Naturalistic Model
Glatthorn Model contains the following eight steps:
1. Assess the alternatives:
2. Stake out the territory:
3. Develop a constituency:
4, Build the knowledge base:
5. Block, in the Unit:
6. Plan quality learning experiences:
7. Develop the course examination:
8. Developing the learning scenarios:
The Taba Model was developed by Hilda Taba (1902 - 1967), an architect, a curriculum theorist, a curriculum reformer, and a teacher educator.Taba believed that there has to be a definite order in creating a curriculum.
She advocated that teachers take an inductive approach to curriculum development which meant starting with the specifics and building toward a general design, rather than the traditional deductive approach (starts with the general design and work towards the specifics) which was rooted in Tyler's model. Hilda Taba followed the grass-roots approach in developing curriculum
For her, it should be the teachers who should design the curriculum rather than the higher authorities (Oliva, 1992). More specifically stated, the Taba approach believes in allowing the curriculum to be developed and/or authored by the users (teachers). Under the Taba Model teachers are expected to begin each curriculum by creating specific teaching-learning units and building to a general design.
According to Khwaja, Akhtar, & Mirza (n.d.), "the Taba model was an attempt to ensure that decisions about curriculum are made on the basis of valid criteria and not whim or fancy." Her model of developing a curriculum consisted of seven main steps and over the years, these seven steps have formed the basis for Hilda Taba's ...
This solution provides information about Hilda Taba and her suggested approach to curriculum development. It also includes information about five of Taba's main elements required when developing a curriculum. The solution is referenced.
Diagnosis of needs
Formulation of learning objectives
Selection of learning content
Organization of learning content
Selection of learning experiences
Organization of learning activities
Evaluation and means of evaluation
The document describes four models of curriculum development:
1. The Hilda Taba model involves 8 steps beginning with identifying student needs and ending with evaluating to ensure mastery.
2. The Tyler model has four principles: determining education purposes, selecting learning experiences, organizing experiences effectively, and evaluating if purposes are met.
3. The Saylor, Alexander, and Lewis model starts with setting goals and objectives in four domains, then planning learning opportunities and implementation.
4. The Oliva model is simple, comprehensive, and systematic, involving 12 or 17 specific steps from specifying needs to curriculum evaluation.
The document discusses three approaches to curriculum design: subject-centered, learner-centered, and problem-centered. The subject-centered approach focuses on teaching academic subjects. The learner-centered approach places the learner at the center of the educational process and builds the curriculum based on their skills and knowledge. The problem-centered approach assumes learners experience problems in living and develops the curriculum to help them solve problems and become independent problem-solvers. Each approach has its own principles that guide the curriculum design.
This document discusses the process of curriculum change. It notes that change is a constant process that requires time, energy, and resources, and should lead to incremental improvements. Curriculum change is not a single event but an ongoing process that involves developing new skills and feelings around new programs. For curriculum change to be successful, it must be supported by individuals within institutions first before the institutions can change. The document also outlines some of the common feelings people experience during periods of change, as well as factors that can drive the need for curriculum change such as expanding knowledge and societal/economic shifts. It describes different types and stages of curriculum change processes.
The technology implementation team is responsible for installing and maintaining technology equipment and software in the school computer lab and media libraries. They provide ongoing training to classroom teachers on integrating technology into lessons. It is important for the team to discuss the "hidden curriculum", which refers to the unwritten social rules and behaviors implicitly taught. The team aims to model constructivist teaching methods using technology to improve student learning for teachers.
The document discusses definitions of curriculum from various academics. A curriculum is more than just a syllabus, which lists content to be assessed, but also includes the methods and educational activities used by teachers. It typically includes objectives, content selection and organization, implied or explicit learning patterns, and an evaluation program. Curriculum also encompasses all the planned learning experiences for students under school guidance. There is no single agreed-upon definition of curriculum.
Types of Curriculums operating in schoolsedwin53021
This document outlines the different types of curriculum that operate in schools:
1) Recommended curriculum refers to what is proposed by experts but may not be what is actually taught.
2) Written curriculum appears in official documents and is developed by curriculum experts and teachers.
3) Taught curriculum is what teachers implement in the classroom and can vary between teachers and learning styles.
4) Supported curriculum includes resources like textbooks and materials that support the curriculum.
5) Assessed curriculum refers to evaluations used to determine student progress and teaching effectiveness.
This document discusses different models and types of curriculum. It describes curriculum models as approaches, methods, and procedures for teaching and learning tailored to specific student groups. Curriculum can be subject-centered or student-centered, traditional or innovative, topic-based or competency-based. Four broad categories of curriculum design are presented: traditional, student-centered, critical, and structural. Specific models like Tyler, Taba, and Saylor/Alexander are outlined. Eleven different types of curriculum are also defined, including overt, societal, hidden, null, phantom, concomitant, rhetorical, curriculum-in-use, received, internal, and electronic curriculum.
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.
This document provides an overview of a budgeting curriculum aimed at improving financial skills. It discusses how budgeting can help people achieve financial goals by mapping out income and expenses. The curriculum aims to change behaviors by addressing attitudes, knowledge, skills and self-efficacy related to budgeting. It includes learning sessions, activities and a video to illustrate budgeting challenges and lessons. The overview explores how to best deliver the curriculum content to target audiences.
The document provides an overview of a savings module curriculum aimed at improving money management skills. It discusses how the curriculum addresses key aspects of behavior change, including attitudes, knowledge, skills and self-efficacy to help participants develop better savings habits. Interactive learning methods are used, including activities, videos and practice opportunities. The overall goal is for participants to understand the importance of savings and learn concrete skills to set savings goals and plans.
This document provides an overview of the Debt Management Module curriculum for financial education. It discusses how the module aims to change consumers' debt management behaviors by addressing their attitudes, knowledge, skills, and self-efficacy. It reviews the objectives and content of the module, including exploring common consumer debt behaviors, desired new behaviors, and how the learning sessions incorporate activities and adult learning principles to build skills and confidence in participants. The overview encourages users to consider how to apply the module most effectively in their local communities.
Financial Negotiations Communicate with Confidencemfopps
The document provides an overview of the Financial Negotiations module of a financial education curriculum. It discusses the importance of financial negotiations for consumers and reviews how the module aims to change behaviors related to negotiations by addressing attitudes, knowledge, skills and self-efficacy. It also explores common consumer behaviors around negotiations, desired new behaviors and considers how to best deliver the module's learning sessions to a target population.
This document provides an overview of a training module on bank services. It discusses how the module aims to change consumers' behaviors related to bank services by addressing their attitudes, knowledge, skills, and self-efficacy. It explores common consumer behaviors around savings, desired new behaviors, and the types of knowledge and skills participants will gain from the learning sessions, such as describing different bank accounts and practicing using bank services. The methodology uses principles like respect, relevance and engagement to integrate activities, group work and role-plays to help participants practice skills.
This document provides an overview of international good practices and effective approaches to financial education. It discusses the need for financial education as a complement to financial inclusion and consumer protection. It outlines the global recognition of financial literacy as a life skill and describes how countries can design enabling frameworks through national strategies for financial education. It identifies common barriers to financial education and discusses effective approaches, including identifying the target audience, training trusted providers, addressing contextual factors, and monitoring and evaluating interventions. The document concludes that while financial education can improve financial well-being, it requires a long-term process and other policies may also be needed to fully protect consumers.
Education for the Success of Cooperatives PA113jo bitonio
Here are some key points in formulating training objectives:
- Objectives should be specific, measurable, achievable, relevant and time-bound (SMART)
- They identify the skills, knowledge or attitudes to be developed through training
- Objectives are formulated based on the training needs identified and in consultation with stakeholders
- Objectives are written from the participant's perspective, focusing on what participants will be able to do after training
- Both immediate/short term and long term objectives can be set
- Objectives are formulated at different levels - overall, module, session to guide the training design, delivery and evaluation
- Verbs like "explain", "demonstrate", "apply" are used to make objectives action-
This document outlines a Career Guidance and Advocacy Program plan for 2018-2022. It aims to address unemployment and underemployment among Filipino youth through expanded career guidance services. Key elements include developing career counseling networks, providing labor market information, and improving access to guidance resources. The plan involves government agencies, educators, and industry collaborating on initiatives like career weeks, seminars, and scholarships to help youth make informed career choices. Progress will be monitored through activity reports and a 2022 review to help more young people transition successfully from education to suitable employment.
motivate | today provides independent financial wellness coaching and workshops for employers, retirement funds, universities, schools and individuals. Their workshops cover topics like personal finances, budgeting, debt management, wealth accumulation, and family money discussions. They aim to empower people to take charge of their financial decisions without affiliations to banks or advisors. Their programs are modular and customizable to meet specific client needs.
This document discusses the role of private and non-profit stakeholders in financial education according to OECD/INFE Guidelines. It notes that while private stakeholders can provide expertise, resources, and outreach, their involvement also risks conflicts of interest, short-term initiatives, and leaving some consumers out. The Guidelines provide a framework for their coordinated, monitored participation according to key criteria like objectivity, quality, and evaluation. Private groups' activities should support public strategies, have educational activities separate from commercial ones, and comply with voluntary or mandatory codes of conduct.
COPIE Action Plan: 7 steps to promote inclusive entrepreneurshipOECD CFE
The 7-step COPIE action plan provides guidance for promoting inclusive entrepreneurship through the next round of European Structural Funds. The steps include: 1) obtaining information on entrepreneurship programs; 2) following an integrated policy approach; 3) ensuring high-quality startup support; 4) integrating different service providers; 5) supporting microcredit; 6) promoting skills development and entrepreneurship education; and 7) raising awareness of inclusive entrepreneurship benefits. The plan recommends collecting feedback, engaging stakeholders, developing quality standards, mapping resources, exploiting microfinance opportunities, investing in teacher training, and disseminating good practices.
This document discusses raising awareness of sustainability in the hotel industry. It provides tips for communicating sustainability to guests, improving employee engagement through training and meaningful work, and making environmental training ongoing and enjoyable at all levels of an organization. Regular monitoring and evaluation of awareness campaigns is important to address the needs of the target group. The key is to identify objectives, target groups, tools, partners and funding sources to develop an effective campaign that encourages learning and involvement. Environmental awareness and training in businesses helps ensure expectations of stakeholders are met and policies are successfully implemented.
This document provides an overview of work-based learning. It discusses why work-based learning is important for various stakeholders, including learners, employees, employers, and policymakers. It outlines some of the key challenges of implementing work-based learning programs, emphasizing that cooperation between education institutions, employers, and government agencies is essential. The document also provides examples of work-based learning programs in middle- and low-income countries to illustrate the diversity of approaches taken.
- Both deductive and inductive learning should be emphasized in entrepreneurship education. Deductive learning involves applying existing knowledge while inductive learning involves developing creative solutions to new problems.
- Incubator programs provide support for new ventures during their vulnerable startup period by giving them skills and resources to survive. Mentoring from professionals further helps entrepreneurs develop their ideas and skills.
- Some programs establish venture capital funds for selecting student ventures to fund based on evaluations of their business plans and management teams. Students can gain experience evaluating potential investments.
- Field consulting with local businesses allows students to assist organizations in later growth stages and gain awareness of managing a growing company, including expansion and exit strategies. This benefits both
1. Both deductive and inductive learning should be emphasized in entrepreneurship education. Deductive learning involves applying existing knowledge while inductive learning focuses on formulating creative solutions to new problems.
2. Entrepreneurship programs like incubators and intensive mentoring help students explore entrepreneurship, gain skills to start ventures, and get funding through connections with investors.
3. Field consulting provides students opportunities to assist real businesses and understand the complexities of managing growing companies. This helps develop important entrepreneurial skills.
1. Both deductive and inductive learning should be emphasized in entrepreneurship education. Deductive learning involves applying existing knowledge while inductive learning focuses on formulating creative solutions to new problems.
2. Entrepreneurship programs like incubators and intensive mentoring help students explore entrepreneurship, gain skills to start ventures, and get funding through connections with investors.
3. Field consulting provides students opportunities to assist real businesses and understand the complexities of managing growing companies. This helps develop important entrepreneurial skills.
This presentation by Marusa Freire was made during session 4 at the High-level Conference on Global and European Trends in Financial Education held on 22-23 May 2014 in Istanbul, which explored the role(s) of the private and not-for-profit sectors in financial education, financial literacy and innovation for young people and financial education for migrant workers and their families. Find out more at http://www.oecd.org/daf/fin/financial-education/2014-conference-global-european-trends-financial-education.htm
This 3-credit course aims to make students aware of developments in India's fast-growing financial services sector and impart knowledge of financial products/services and their marketing. The course covers topics such as banking, insurance, mutual funds and allied fields. Students will analyze marketing strategies of banks, insurance companies and mutual funds in India. Course delivery will include self-learning, lectures, case studies, guest lectures and a student project analyzing the marketing strategy of a financial organization. Assessment includes internal evaluation of students' project reports and presentations, as well as an end-term examination.
Similar to Core curriculum orientation ppt final v5 (20)
A empresa XYZ registrou um aumento nas vendas no último trimestre devido aos novos esforços de marketing digital e ao lançamento de novos produtos. No entanto, os lucros permaneceram estáveis devido ao aumento dos custos de produção e frete. A administração está otimista com as perspectivas para o próximo ano fiscal, à medida que novas iniciativas de redução de custos são implementadas.
A reunião discutiu 5 pontos principais: 1) os resultados financeiros do último trimestre, 2) as metas de vendas para o próximo ano, 3) a abertura de uma nova fábrica, 4) a contratação de mais funcionários e 5) os planos para lançar um novo produto.
El uso de servicios de dinero móvil se ha expandido rápidamente en los últimos años, con 150 servicios operando en 72 países en 2012, incluyendo 41 nuevos lanzamientos. La mayoría de los nuevos servicios se lanzaron en África subsahariana, América Latina y el Caribe, Asia oriental y el Pacífico.
- The document discusses developing a consumer education strategy for a branchless banking program. It provides guidance on defining objectives, understanding customer needs, developing key messages and content, selecting appropriate education tools, integrating education with marketing efforts, and planning implementation.
- The strategy template is to be completed, incorporating insights on challenges customers face, their perceptions of benefits, segmentation of the target market, priority messages, alignment with branding and marketing, and resources required for execution.
- Feedback on the draft strategy will be gathered from stakeholders to ensure alignment and buy-in before finalizing and regularly reviewing the living document.
Module 8 finalizing your cebb strategy ppt slidesharemfopps
- The document discusses developing a consumer education strategy for a branchless banking program. It provides guidance on defining objectives, understanding customer needs, developing key messages and content, selecting appropriate education tools, integrating education with marketing efforts, and planning implementation.
- The strategy template is to be completed, incorporating insights on challenges, target customers, benefits of the banking service, education themes and messages, tool selection, resource requirements, and gaining approval from stakeholders.
Module 7 selecting the right tools for the right job ppt slidesharemfopps
This document discusses various consumer education tools that can be used to build a consumer education strategy. It describes several types of tools including mass media, posters, flip books, customer activity books, and SMS/automated voice messaging. For each tool, it outlines what they are good for and other considerations when selecting and using the tools. The key factors discussed for selecting the right tools include the program objective, expected reach, depth of message, level of interactivity needed, learning preferences of consumers, existing contact points, who will deliver the training, and available budget. The document emphasizes using a variety of complementary tools to effectively communicate messages through different phases of a program.
This document discusses the importance of intentionally embedding consumer education and behavior change (CEBB) into existing consumer contact points. Embedding CEBB refers to strategically integrating consumer education programs into an institution's core operations and customer touchpoints. It is an intentional process of identifying contact points and innovating ways to frequently expose consumers to education. Embedded CEBB utilizes staff at contact points for direct training, awareness raising, and reinforcing messages. Case studies from FINO India and Zoona Zambia demonstrate leveraging agents and group meetings to deliver and reinforce CEBB. The benefits of an embedded approach include already having customers present, reinforcing marketing strategies, and allowing multiple ways to reach customers. Challenges include CEB
Module 5 determining key messages and creating content ppt slidesharemfopps
The document discusses developing effective content for consumer education behavior change (CEBB) programs. It emphasizes using consumer market research to understand current behaviors and identify desired behaviors. The key steps are:
1. Analyze market research to understand current behaviors and identify knowledge, skills, and attitudes needed for desired behaviors.
2. Prioritize behaviors and knowledge, skills, and attitudes to focus messaging and content.
3. Develop themes, key messages, sub-messages, and content to address prioritized areas. Key messages should be concise, simple, and memorable.
4. Test key messages and content with target consumers, frontline staff, and stakeholders and refine based on feedback before finalizing.
The document discusses planning a market research study to inform the design of a consumer education strategy for branchless banking. It emphasizes the importance of understanding the consumer perspective and experience with branchless banking services. A well-planned market research study should identify barriers preventing adoption, insights on customer expectations and experiences, and behavioral determinants impacting use. The planning process involves defining objectives, selecting a target market, choosing a qualitative research methodology, outlining key questions, and developing sampling and segmentation. Understanding consumers is key to creating an effective strategy to promote uptake and use of branchless banking.
Module 3 what enables behavior change ppt slidesharemfopps
This document discusses the importance of understanding consumer behavior change when thinking about adoption of branchless banking (BB). It explains that while many people may register for BB services, far fewer are active users, so it is important to understand what prevents inactive customers from becoming regular active users. The document also discusses the different types of internal and external factors that can influence a customer's adoption process and behavior change. It emphasizes that learning should involve thinking, emotions, and doing in order to inspire action and change behavior. Finally, it presents a model for customer education and behavior change that includes awareness, direct training, practice, and reinforcement activities.