Criteria for selection of curriculm development
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The document outlines the criteria for selecting curriculum content, including psychological, philosophical, and sociological/cultural factors. It also describes the main elements of curriculum development as aims and objectives, content/subject matter, methods, and evaluation. The process of curriculum development involves situational analysis, formulating objectives, selecting content, and guidelines for selection based on priorities, balance, completeness, sequence, and comprehensiveness.
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Criteria for selection of educational objects in the process of curriculum de...
Criteria for selection of educational objects in the process of curriculum de...International advisers
This document discusses the criteria for selecting educational content in the curriculum development process. It defines curriculum as the sum of a learner's experiences under school guidance. The main elements of curriculum development are aims and objectives, content/subject matter, methods, and evaluation. The process involves situational analysis, formulating objectives, selecting content based on priorities, balance, completeness, and sequence. Content selection criteria include being philosophical, psychological, and sociological/cultural. Characteristics of good curriculum development include developing social understanding, promoting personal development, and promoting continuity of experiences.ย
Selection of content
This document discusses different aspects of curriculum content selection including definitions, elements, purposes, analysis, and procedures. It defines curriculum as all planned learning inside and outside of school. Content is the information to be learned and includes cognitive, skill, and affective components. Several procedures are described for selecting content including judgmental, experimental, analytical, and consensual. The analytical procedure involves job or activity analysis to determine useful knowledge. The goal of content selection is to choose material that meets objectives and learner needs.
Content Selection and Organization Principles and Procedures (8603)
I am from Multan Pakistan. I am uploading my Sessions recieved from my Teacher for all of my fellow learners. Unit # 6
Session 3 the content of education
This document discusses different views on the nature and purpose of knowledge and curriculum. It covers:
- Definitions of knowledge as justified true belief and the two types of knowledge: procedural and propositional.
- Schools aim to help students gain entry into a "common wealth" of knowledge including bodies of knowledge, arts, skills, languages, conventions and values which make up culture.
- There are debates around whether curriculum should be based on academic disciplines which provide objectively true knowledge about reality, or be more socially determined based on the needs of society.
- Different philosophers like Hirst propose knowledge is objective and distinguishable from opinion, while the sociology of knowledge sees it as socially constructed.
Curriculum content.ppt
The document discusses curriculum content and its elements. It defines curriculum as all learning planned by the school, whether individual or group activities inside or outside the school. Content is defined as information to be learned and can come in various forms like audio, text, or video. The document outlines criteria for selecting content, including significance, relevance to learners' lives, variety, suitability, validity, interest, utility, and feasibility. It emphasizes organizing content through sequencing, continuity, and integration to improve learning.
Criteria for selection of educational objects in the process of curriculum ...
Criteria for selection of educational objects in the process of curriculum ...International advisers
This document discusses the criteria for selecting educational objectives in the curriculum development process. It defines curriculum as the sum of all learner experiences guided by the school. The main elements of curriculum development are aims and objectives, content/subject matter, and methods of knowledge acquisition and evaluation. The process of curriculum development involves situational analysis, formulating objectives, selecting content, and establishing guidelines for selection. Content selection is based on priorities, balance, completeness, sequencing, comprehensiveness, and criteria such as being philosophically and psychologically sound as well as sociologically and culturally relevant.ย
Designing c urriculum new
This document discusses four key steps in curriculum development: 1) determining educational purposes, 2) selecting educational experiences, 3) organizing those experiences, and 4) evaluating whether purposes are being attained. It also describes different types of curriculum designs like subject-centered, learner-centered, humanistic, and problem-centered approaches. Participants in curriculum development can include teachers, students, administrators, specialists, and other groups. The goal is to organize educational experiences to reinforce each other and facilitate learning.
1.1lesson1 fundamentals of curriculum design marison salomon
This document outlines the key elements of an effective curriculum design:
1. Behavioral objectives or intended learning outcomes that are specific, measurable, attainable, results-oriented and time-bound. Objectives include cognitive, performance, and affective outcomes.
2. Relevant content and subject matter that is appropriate to the learning level and reflects current knowledge.
3. References citing sources of the content.
4. Engaging teaching and learning methods that allow for cooperation, competition, and independent learning.
5. Assessment and evaluation of learning through self-assessment, peer-assessment, and teacher-assessment to provide formative and summative feedback.
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Criteria for selection of educational objects in the process of curriculum de...
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This document discusses the criteria for selecting educational content in the curriculum development process. It defines curriculum as the sum of a learner's experiences under school guidance. The main elements of curriculum development are aims and objectives, content/subject matter, methods, and evaluation. The process involves situational analysis, formulating objectives, selecting content based on priorities, balance, completeness, and sequence. Content selection criteria include being philosophical, psychological, and sociological/cultural. Characteristics of good curriculum development include developing social understanding, promoting personal development, and promoting continuity of experiences.ย
Selection of content
This document discusses different aspects of curriculum content selection including definitions, elements, purposes, analysis, and procedures. It defines curriculum as all planned learning inside and outside of school. Content is the information to be learned and includes cognitive, skill, and affective components. Several procedures are described for selecting content including judgmental, experimental, analytical, and consensual. The analytical procedure involves job or activity analysis to determine useful knowledge. The goal of content selection is to choose material that meets objectives and learner needs.
Content Selection and Organization Principles and Procedures (8603)
I am from Multan Pakistan. I am uploading my Sessions recieved from my Teacher for all of my fellow learners. Unit # 6
Session 3 the content of education
This document discusses different views on the nature and purpose of knowledge and curriculum. It covers:
- Definitions of knowledge as justified true belief and the two types of knowledge: procedural and propositional.
- Schools aim to help students gain entry into a "common wealth" of knowledge including bodies of knowledge, arts, skills, languages, conventions and values which make up culture.
- There are debates around whether curriculum should be based on academic disciplines which provide objectively true knowledge about reality, or be more socially determined based on the needs of society.
- Different philosophers like Hirst propose knowledge is objective and distinguishable from opinion, while the sociology of knowledge sees it as socially constructed.
Curriculum content.ppt
The document discusses curriculum content and its elements. It defines curriculum as all learning planned by the school, whether individual or group activities inside or outside the school. Content is defined as information to be learned and can come in various forms like audio, text, or video. The document outlines criteria for selecting content, including significance, relevance to learners' lives, variety, suitability, validity, interest, utility, and feasibility. It emphasizes organizing content through sequencing, continuity, and integration to improve learning.
Criteria for selection of educational objects in the process of curriculum ...
Criteria for selection of educational objects in the process of curriculum ...International advisers
This document discusses the criteria for selecting educational objectives in the curriculum development process. It defines curriculum as the sum of all learner experiences guided by the school. The main elements of curriculum development are aims and objectives, content/subject matter, and methods of knowledge acquisition and evaluation. The process of curriculum development involves situational analysis, formulating objectives, selecting content, and establishing guidelines for selection. Content selection is based on priorities, balance, completeness, sequencing, comprehensiveness, and criteria such as being philosophically and psychologically sound as well as sociologically and culturally relevant.ย
Designing c urriculum new
This document discusses four key steps in curriculum development: 1) determining educational purposes, 2) selecting educational experiences, 3) organizing those experiences, and 4) evaluating whether purposes are being attained. It also describes different types of curriculum designs like subject-centered, learner-centered, humanistic, and problem-centered approaches. Participants in curriculum development can include teachers, students, administrators, specialists, and other groups. The goal is to organize educational experiences to reinforce each other and facilitate learning.
1.1lesson1 fundamentals of curriculum design marison salomon
This document outlines the key elements of an effective curriculum design:
1. Behavioral objectives or intended learning outcomes that are specific, measurable, attainable, results-oriented and time-bound. Objectives include cognitive, performance, and affective outcomes.
2. Relevant content and subject matter that is appropriate to the learning level and reflects current knowledge.
3. References citing sources of the content.
4. Engaging teaching and learning methods that allow for cooperation, competition, and independent learning.
5. Assessment and evaluation of learning through self-assessment, peer-assessment, and teacher-assessment to provide formative and summative feedback.
Scope and sequence of the curriculum design
The document outlines the key components of an effective curriculum design, including unit plans that define the concept, aim, objectives, knowledge, values, skills, attitude, method, resources and assessment. It distinguishes that values refer to the ethical elements taught while attitude is applying what is learned. The curriculum also focuses on developing knowledge, skills through action, and using various teaching methods with corresponding assessment strategies.
Curriculum content (section ii)
The document discusses teaching styles and curriculum content. It emphasizes promoting excellence through education that fosters critical thinking, creativity, and independence. Teachers should challenge students' boundaries of knowledge and provide unique learning opportunities for students to reach their fullest potential. The document also discusses five components of teaching including rules, goals, teaching philosophy, program selection, and motivation. It provides target points for evaluating teachers in these areas to improve student achievement and motivation.
Introduction to curriculum components lecture 1
This document provides an overview of curriculum components, including:
1. Definitions of curriculum, aims, goals, and objectives.
2. The stages of curriculum development, including situational analysis, formulation of aims and objectives, selection and organization of content and learning experiences, and evaluation.
3. Descriptions of the key elements at each stage, such as analyzing student and teacher factors for situational analysis, and ensuring content selection aligns with aims and objectives.
Learning content ppt
Learning content refers to the facts, principles, and concepts that are taught as part of the curriculum. It is the medium through which instructional objectives are accomplished. There are three key questions related to developing learning content: 1) What knowledge, skills, attitudes, or values are most worthwhile to teach? 2) Why are they considered worthwhile? 3) How will they be acquired by students? When selecting learning content, schools must make wise choices given the vast amount of knowledge available, focusing on only the most essential material.
Method of content selection in the process of
The method of content selection in curriculum development focuses on choosing the strongest content that meets learning objectives, sequencing content in a developmental manner from less to more complex ideas, and spending more time on big ideas while eliminating less important topics.
Objectives of curriculum
The document summarizes the three domains of educational objectives: cognitive, affective, and psychomotor. For the cognitive domain, it lists the six categories of objectives - knowledge, comprehension, application, analysis, synthesis, and evaluation. For the affective domain, it discusses the categories of receiving, responding, and valuing. For the psychomotor domain, it outlines the five categories of imitation, manipulation, precision, articulation, and naturalization.
Criteria for the selection of subject matter or content of the curriculum
Criteria for the selection of subject matter or content of the curriculumThe Gandhigram Rural Institute (Deemed to be University)
The document outlines seven criteria for selecting subject matter for curriculum:
1) Self-sufficiency of learners - allowing independent learning through experimentation and observation
2) Significance of domains of learning - responding to learner needs, interests, and developing cognitive, affective, and psychomotor skills
3) Validity of subject matter - ensuring content remains relevant and up-to-date
4) Interest of learners - making content meaningful and centered around learner interests
5) Utility of subject matter - ensuring learners view content as useful
6) Learnability of students - designing content at an appropriate level for learner experiences and capacities
7) Feasibility of completion - enabling content to be fully coveredย
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.
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.
Organization & integration of experience and content
The document discusses criteria for organizing learning experiences: continuity, sequence, and integration. Continuity refers to the relationship between different levels of the same subjects. Sequence builds upon previous experiences, going deeper and broader. Integration brings about a unified view by relating learning across subjects and students' lives. Learning experiences should allow students to practice behaviors implied in objectives and derive satisfaction from doing so. Organization of experiences should be systematically planned and continuously appraised.
Lecture 1
The document defines curriculum and its key components. It begins by defining curriculum as the lessons and academic content taught in a school or program. It then outlines the main stages of curriculum development as situational analysis, formulation of aims and objectives, selection and organization of content and learning experiences, and evaluation. The document also differentiates between the related concepts of aims, goals, and objectives.
Curriculum development in higher education
The document discusses curriculum development in higher education. It defines curriculum and lists its key components. It describes different types of curriculums like discipline-based, competency-based, and integrated curriculums. It also lists the determinants and steps involved in curriculum planning. The document encourages participants to engage in discussions around curriculum evaluation and development to identify gaps and bring innovations, like integrating new content areas or teaching methods.
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The document discusses curriculum development in nursing education. It defines curriculum and different conceptualizations. Curriculum development is described as a scholarly, creative process to create an evidence-informed, context-relevant, and unified curriculum. It involves determining needs, organizing stakeholders, analyzing contexts, establishing approaches, designing goals and courses, implementing and evaluating the curriculum through ongoing refinement. Feedback loops allow modifications. Interpersonal dynamics are also part of the collaborative process that can involve significant change.
Chap1. lesson2
The document discusses three approaches to conceptualizing curriculum: as content, process, or product.
It describes curriculum as content as focusing on a body of knowledge to be transmitted to students. Approaches to organizing content include topical, conceptual, thematic, and modular. Criteria for selecting content include significance, validity, utility, learnability, and feasibility.
Curriculum as process views it as what happens in the classroom through teaching methods and student learning activities. The intersection of content and process is called pedagogical content knowledge.
Curriculum as product focuses on the desired learning outcomes for students and equipping them with knowledge, skills, and values to function effectively.
CTP Ed 4 Selection and Organization of Content
This document outlines principles for selecting and organizing content for teaching. It identifies seven qualities that content should have: validity, significance, self-sufficiency, balance, interest, utility, and feasibility. Content should include cognitive elements like facts and concepts, as well as skills and affective elements like values. Strategies are provided for helping students develop conceptual understanding, including exploring topics in depth, relating new ideas to prior knowledge, emphasizing conceptual understanding over isolated facts, and engaging students in teaching others. An effective integration of cognitive, skill, and affective elements is emphasized.
Management of instruction
This document discusses principles of managing instruction including identifying goals and objectives, selecting and organizing content, choosing teaching approaches, and assessing learning. It covers developing goals and objectives that are specific, measurable, achievable, relevant, and time-bound. Content should be valid, significant, balanced, self-sufficient, interesting, and useful. Teaching strategies should actively involve students' senses, emotions, and everyday lives to make learning more meaningful and support retention beyond recall of isolated facts.
Curriculum Development - Teaching and Curriculum Design
The document discusses factors for teachers to consider when designing curriculum and teaching, including environment analysis, needs analysis, teaching principles, goals, content sequencing, format, presentation, monitoring, assessment, and evaluation. It provides examples of questions teachers should ask themselves in each of these areas, such as whether activities are suitable for the learners, provide new learning, and effectively teach the content and skills while monitoring learner progress.
situation analysis in planed curriculum project
Situation analysis is used to identify factors that could positively or negatively impact a curriculum project. It examines the internal strengths and weaknesses of a language program as well as external opportunities and threats. The goal is to uncover potential obstacles and consider important contextual factors when planning the parameters of the project. A situation analysis involves consulting stakeholders, studying relevant data, observing the existing situation, surveying participants, and reviewing documentation in order to understand social, project-related, institutional, teacher-related, learner-related, and adoption-related factors.
Selection of content and organization of learning experiences
The document discusses seven criteria for selecting curriculum content and organizing learning experiences:
1. Self-sufficiency - Content should help learners attain maximum independence in learning efficiently with minimal teaching resources. This suggests including independent learning activities.
2. Significance - Content should develop skills and address cognitive, affective, and psychomotor domains while considering learners' cultures.
3. Validity - Content should be up-to-date and not obsolete to ensure curriculum relevance.
4. Interest - Content should be meaningful and interesting to engage learners.
5. Utility - Content should be useful and applicable to learners' lives and careers.
6. Learnability - Content should build
Curriculum context
Typically, curriculum documents focus on specific subject matter content. However, if we are to take seriously broader notions of curriculum, then we must contend with multiple contexts that affect curriculum, students, and teachers. The following diagram provides and overview of some of these context
Chapter vii
This document outlines the key elements of instructional planning: 1) formulating goals and aims, 2) selecting and organizing subject matter, 3) determining methods and procedures, 4) evaluating effectiveness, 5) revising the plan, and 6) giving assignments. It discusses each element in detail, emphasizing the importance of setting challenging goals, incorporating a variety of teaching methods to engage students, and continually revising plans based on student growth and feedback. The overall purpose of instructional planning is to create a structured yet flexible approach to teaching that meets student needs and helps them achieve educational objectives.
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The document describes Open English, an online English language school serving over 20 countries. It offers customized 24/7 online instruction from native English teachers to help students achieve fluency quickly. The school has surpassed 400,000 students. It also describes Open English's new and improved learning platform, which features an updated curriculum, optimized study paths, mobile access, and more teacher interaction than before. Key aspects of the new platform include placement tests to assess students' English level, a weekly study plan to guide students' learning, unlimited live online classes taught around the clock, and feedback from teachers.
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Scope and sequence of the curriculum design
The document outlines the key components of an effective curriculum design, including unit plans that define the concept, aim, objectives, knowledge, values, skills, attitude, method, resources and assessment. It distinguishes that values refer to the ethical elements taught while attitude is applying what is learned. The curriculum also focuses on developing knowledge, skills through action, and using various teaching methods with corresponding assessment strategies.
Curriculum content (section ii)
The document discusses teaching styles and curriculum content. It emphasizes promoting excellence through education that fosters critical thinking, creativity, and independence. Teachers should challenge students' boundaries of knowledge and provide unique learning opportunities for students to reach their fullest potential. The document also discusses five components of teaching including rules, goals, teaching philosophy, program selection, and motivation. It provides target points for evaluating teachers in these areas to improve student achievement and motivation.
Introduction to curriculum components lecture 1
This document provides an overview of curriculum components, including:
1. Definitions of curriculum, aims, goals, and objectives.
2. The stages of curriculum development, including situational analysis, formulation of aims and objectives, selection and organization of content and learning experiences, and evaluation.
3. Descriptions of the key elements at each stage, such as analyzing student and teacher factors for situational analysis, and ensuring content selection aligns with aims and objectives.
Learning content ppt
Learning content refers to the facts, principles, and concepts that are taught as part of the curriculum. It is the medium through which instructional objectives are accomplished. There are three key questions related to developing learning content: 1) What knowledge, skills, attitudes, or values are most worthwhile to teach? 2) Why are they considered worthwhile? 3) How will they be acquired by students? When selecting learning content, schools must make wise choices given the vast amount of knowledge available, focusing on only the most essential material.
Method of content selection in the process of
The method of content selection in curriculum development focuses on choosing the strongest content that meets learning objectives, sequencing content in a developmental manner from less to more complex ideas, and spending more time on big ideas while eliminating less important topics.
Objectives of curriculum
The document summarizes the three domains of educational objectives: cognitive, affective, and psychomotor. For the cognitive domain, it lists the six categories of objectives - knowledge, comprehension, application, analysis, synthesis, and evaluation. For the affective domain, it discusses the categories of receiving, responding, and valuing. For the psychomotor domain, it outlines the five categories of imitation, manipulation, precision, articulation, and naturalization.
Criteria for the selection of subject matter or content of the curriculum
Criteria for the selection of subject matter or content of the curriculumThe Gandhigram Rural Institute (Deemed to be University)
The document outlines seven criteria for selecting subject matter for curriculum:
1) Self-sufficiency of learners - allowing independent learning through experimentation and observation
2) Significance of domains of learning - responding to learner needs, interests, and developing cognitive, affective, and psychomotor skills
3) Validity of subject matter - ensuring content remains relevant and up-to-date
4) Interest of learners - making content meaningful and centered around learner interests
5) Utility of subject matter - ensuring learners view content as useful
6) Learnability of students - designing content at an appropriate level for learner experiences and capacities
7) Feasibility of completion - enabling content to be fully coveredย
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.
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.
Organization & integration of experience and content
The document discusses criteria for organizing learning experiences: continuity, sequence, and integration. Continuity refers to the relationship between different levels of the same subjects. Sequence builds upon previous experiences, going deeper and broader. Integration brings about a unified view by relating learning across subjects and students' lives. Learning experiences should allow students to practice behaviors implied in objectives and derive satisfaction from doing so. Organization of experiences should be systematically planned and continuously appraised.
Lecture 1
The document defines curriculum and its key components. It begins by defining curriculum as the lessons and academic content taught in a school or program. It then outlines the main stages of curriculum development as situational analysis, formulation of aims and objectives, selection and organization of content and learning experiences, and evaluation. The document also differentiates between the related concepts of aims, goals, and objectives.
Curriculum development in higher education
The document discusses curriculum development in higher education. It defines curriculum and lists its key components. It describes different types of curriculums like discipline-based, competency-based, and integrated curriculums. It also lists the determinants and steps involved in curriculum planning. The document encourages participants to engage in discussions around curriculum evaluation and development to identify gaps and bring innovations, like integrating new content areas or teaching methods.
Iwasiw ppts ch01_3_e
The document discusses curriculum development in nursing education. It defines curriculum and different conceptualizations. Curriculum development is described as a scholarly, creative process to create an evidence-informed, context-relevant, and unified curriculum. It involves determining needs, organizing stakeholders, analyzing contexts, establishing approaches, designing goals and courses, implementing and evaluating the curriculum through ongoing refinement. Feedback loops allow modifications. Interpersonal dynamics are also part of the collaborative process that can involve significant change.
Chap1. lesson2
The document discusses three approaches to conceptualizing curriculum: as content, process, or product.
It describes curriculum as content as focusing on a body of knowledge to be transmitted to students. Approaches to organizing content include topical, conceptual, thematic, and modular. Criteria for selecting content include significance, validity, utility, learnability, and feasibility.
Curriculum as process views it as what happens in the classroom through teaching methods and student learning activities. The intersection of content and process is called pedagogical content knowledge.
Curriculum as product focuses on the desired learning outcomes for students and equipping them with knowledge, skills, and values to function effectively.
CTP Ed 4 Selection and Organization of Content
This document outlines principles for selecting and organizing content for teaching. It identifies seven qualities that content should have: validity, significance, self-sufficiency, balance, interest, utility, and feasibility. Content should include cognitive elements like facts and concepts, as well as skills and affective elements like values. Strategies are provided for helping students develop conceptual understanding, including exploring topics in depth, relating new ideas to prior knowledge, emphasizing conceptual understanding over isolated facts, and engaging students in teaching others. An effective integration of cognitive, skill, and affective elements is emphasized.
Management of instruction
This document discusses principles of managing instruction including identifying goals and objectives, selecting and organizing content, choosing teaching approaches, and assessing learning. It covers developing goals and objectives that are specific, measurable, achievable, relevant, and time-bound. Content should be valid, significant, balanced, self-sufficient, interesting, and useful. Teaching strategies should actively involve students' senses, emotions, and everyday lives to make learning more meaningful and support retention beyond recall of isolated facts.
Curriculum Development - Teaching and Curriculum Design
The document discusses factors for teachers to consider when designing curriculum and teaching, including environment analysis, needs analysis, teaching principles, goals, content sequencing, format, presentation, monitoring, assessment, and evaluation. It provides examples of questions teachers should ask themselves in each of these areas, such as whether activities are suitable for the learners, provide new learning, and effectively teach the content and skills while monitoring learner progress.
situation analysis in planed curriculum project
Situation analysis is used to identify factors that could positively or negatively impact a curriculum project. It examines the internal strengths and weaknesses of a language program as well as external opportunities and threats. The goal is to uncover potential obstacles and consider important contextual factors when planning the parameters of the project. A situation analysis involves consulting stakeholders, studying relevant data, observing the existing situation, surveying participants, and reviewing documentation in order to understand social, project-related, institutional, teacher-related, learner-related, and adoption-related factors.
Selection of content and organization of learning experiences
The document discusses seven criteria for selecting curriculum content and organizing learning experiences:
1. Self-sufficiency - Content should help learners attain maximum independence in learning efficiently with minimal teaching resources. This suggests including independent learning activities.
2. Significance - Content should develop skills and address cognitive, affective, and psychomotor domains while considering learners' cultures.
3. Validity - Content should be up-to-date and not obsolete to ensure curriculum relevance.
4. Interest - Content should be meaningful and interesting to engage learners.
5. Utility - Content should be useful and applicable to learners' lives and careers.
6. Learnability - Content should build
Curriculum context
Typically, curriculum documents focus on specific subject matter content. However, if we are to take seriously broader notions of curriculum, then we must contend with multiple contexts that affect curriculum, students, and teachers. The following diagram provides and overview of some of these context
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Chapter vii
This document outlines the key elements of instructional planning: 1) formulating goals and aims, 2) selecting and organizing subject matter, 3) determining methods and procedures, 4) evaluating effectiveness, 5) revising the plan, and 6) giving assignments. It discusses each element in detail, emphasizing the importance of setting challenging goals, incorporating a variety of teaching methods to engage students, and continually revising plans based on student growth and feedback. The overall purpose of instructional planning is to create a structured yet flexible approach to teaching that meets student needs and helps them achieve educational objectives.
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The document describes Open English, an online English language school serving over 20 countries. It offers customized 24/7 online instruction from native English teachers to help students achieve fluency quickly. The school has surpassed 400,000 students. It also describes Open English's new and improved learning platform, which features an updated curriculum, optimized study paths, mobile access, and more teacher interaction than before. Key aspects of the new platform include placement tests to assess students' English level, a weekly study plan to guide students' learning, unlimited live online classes taught around the clock, and feedback from teachers.
Criteria for curriculum assessment
Criteria are sets of standards used to assess elements of curriculum and determine if goals and objectives have been met. Objectives must be clearly stated and used by teachers and students to guide content selection, materials, and learning activities. Evaluation is the process of making a judgment about student learning based on established criteria, and determines if the curriculum and instruction align with the objectives and recommended approaches.
Criteria for curriculum assessment
The document discusses criteria for assessing curriculum goals and objectives. It outlines seven criteria that goals and objectives should meet: 1) syntactic correctness, 2) compliance with legal requirements, 3) addressing both knowledge and behavior, 4) passing the "stranger test", 5) passing the "so-what test", 6) alignment with student assessments and goals, and 7) making common sense. Meeting all seven criteria ensures the goals and objectives adequately represent important learning outcomes and can be used to plan and evaluate instructional programs.
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.
Curriculum Development: Criteria for Curriculum Assessment_Hand-out
This document discusses criteria for assessing curriculum. It defines criteria as standards used to evaluate different elements of a curriculum. It outlines several criteria for evaluating curriculum goals and objectives, including that they are syntactically correct, comply with legal requirements, can pass the "stranger test" and "so what test," address both knowledge and behavior, and are aligned. It also discusses two approaches to instruction - supplantive and generative. Finally, it lists characteristics of a good curriculum, such as being continuously evolving, based on community needs, and providing logical sequencing of subject matter.
Curriculum Development:Criteria For Curriculum Assessment
This document discusses criteria for curriculum assessment. It defines criteria as standards used to assess different elements of the curriculum. Criteria determine competency levels and are used to formulate goals and objectives, which indicate what students will learn. Goals and objectives are formulated to focus instruction, meet standards, provide the best education, monitor progress, and motivate students and teachers. Effective goals and objectives include specific content, behaviors, performance levels, and learning conditions. The document also discusses approaches to instruction and criteria for evaluating instruction methods. Overall, it provides guidelines for developing and assessing curriculum using defined criteria.
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The document discusses sample and sampling techniques used in research. It defines key terms like population, sample, sampling, and element. It describes two main sampling techniques - probability sampling which uses random selection, and non-probability sampling which uses non-random methods. Some examples of probability sampling techniques include simple random sampling, systematic sampling, stratified random sampling, cluster sampling, and multi-stage sampling. Examples of non-probability sampling include convenience sampling, quota sampling, and purposive sampling. Sample size is determined using formulas like Slovin's formula.
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The Single National Curriculum for mathematics aims to develop mathematical literacy, logical thinking, and the ability to solve real-life problems. It is divided into four strands: numbers and operations, algebra, measurements and geometry, and data handling. The curriculum also emphasizes developing students' spiritual, moral, social, and cultural values through mathematics. It takes a concrete-pictorial-abstract approach and uses real-life situations, stories, mental math, and inquiry to engage students in mathematical reasoning from grades 1 to 5. Assessment includes formative methods like tests and projects as well as summative term and final exams. Teaching resources include manuals, workbooks, and online materials.
SNC 2020 MATHEMATICS Lesson plan.pptx
This document outlines a unit on number operations from the Single National Curriculum for Class 2. It includes 1) comprehensive student learning outcomes like adding two-digit numbers, 2) using conceptual understanding with examples, 3) integrated methodologies like a lab activity using spinners to practice addition, 4) student worksheets and homework assignments, and 5) assessment measures like a class quiz with addition word problems. Remedial assistance is also provided for students who need extra help mastering the key concepts.
SNC 2020 MATHEMATICS requirment.pptx
The document compares the mathematics curriculum and standards between the 2006 National Curriculum and the 2020 Single National Curriculum (SNC) in Pakistan. It shows that the core strands and standards of Numbers and Operations, Algebra, Geometry and Measurement, and Data Handling remain the same, but Reasoning and Logical Thinking is now underpinned across all strands in the SNC. The SNC also re-groups grades, updates benchmarks, standards, and student learning outcomes to emphasize application, problem-solving, and mathematical thinking over rote learning. Unit structures, weightages, and cognitive domains are also adjusted in the SNC.
SNC 2020 MATHEMATICS Final final.pptx
The 2020 curriculum focuses on developing logical and procedural fluency through reasoning and situational based questions compared to the 2006 curriculum which focused on conceptual understanding and real life applications. Some key differences include introducing new concepts through warm-up activities and using math labs rather than real-life situations, assessing students through portfolios and project-based work rather than just pen and paper tests, and incorporating ICT like GeoGebra. Both curricula aim to develop conceptual understanding, but the 2020 version emphasizes linking past experiences and deriving formulas independently through activities while the 2006 version focused more on memorizing formulas through worksheets.
GRAVITATION Day 1 final.pptx
This document discusses the key concepts of gravitation, including:
1) Isaac Newton discovered the law of universal gravitation after observing an apple fall from a tree, realizing all objects attract each other with a gravitational force.
2) Newton's law of universal gravitation states that every object in the universe attracts every other object with a force directly proportional to the product of their masses and inversely proportional to the square of the distance between them.
3) The gravitational force between two objects follows Newton's third law of motion, with equal but opposite forces between the objects.
GRAVITATION Day 1 sample.pptx
This document discusses Newton's law of universal gravitation. It begins by stating the aims of understanding force of gravitation and deriving the mathematical law. It then defines gravity as a force that causes every object in the universe to attract each other. The key points are that Newton's law states that the gravitational force between two objects is directly proportional to their masses and inversely proportional to the square of the distance between them. The document derives the gravitational formula and notes that gravitational force is very small between everyday objects, which is why we do not notice it.
GRAVITATION Day 1 final own voice.pptx
This chapter discusses gravitation and covers:
- Isaac Newton discovered gravity by observing an apple fall from a tree.
- Newton concluded that a force called gravitation causes objects to attract each other, deriving the inverse square law of universal gravitation.
- The gravitational force between two objects is directly proportional to their masses and inversely proportional to the square of the distance between them.
RATIO & PROPORTION.pptx
This document discusses ratios and proportions. It provides a hierarchy of ratio-related concepts including fractions, equivalent ratios, ratios, unitary method, proportions, direct proportions, and inverse proportions. It includes learning objectives about understanding ratios, using ratio notation, dividing quantities in a given ratio, and recognizing the relationship between ratios and proportions. It provides examples of setting up and comparing ratios between quantities like weights of objects. It also gives examples of ratio assessment questions and converting units to the same units to simplify ratios.
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The document discusses the difference between active and passive voice. In passive voice, the subject receives the action while in active voice, the subject performs the action. Passive voice uses helping verbs like "be" and "by" while active voice is more concise and direct. The document provides examples of sentences in both voices and offers tips on changing passive sentences to active sentences by identifying the subject and changing the verb form.
Chapter 19.ppt
The document summarizes sections from Chapter 19 of Magruder's American Government textbook about civil liberties protections in the United States Constitution. It discusses the rights to freedom of religion, speech, press, assembly, and petition as protected by the First Amendment, and how the Supreme Court has interpreted and placed limits on these rights over time. It also examines how principles of limited government and federalism have impacted civil liberties.
Checks and Balances.ppt
The document discusses checks and balances in the US government. It outlines the checks that each branch of government (Congress, the presidency, and the judiciary) has on the others, such as congressional oversight of the presidency and judicial review. Potential threats to checks and balances are also examined, like executive orders and signing statements. Finally, it notes that the US has a stronger system of checks and balances than the UK to limit government power.
AP Gov Federalism Lyberger 2015.pptx
Federalism divides power between the national and state governments in order to limit the power of government. The national government has enumerated powers listed in the Constitution like regulating interstate commerce, while states have reserve powers like regulating intrastate commerce. This system aims to promote political participation, innovation, and diversity while avoiding concentrated power. However, it can also lead to complexity, inequity between states, and conflicts between levels of government.
ap gov ppt ch01.ppt
This chapter introduces key concepts in the study of American government such as who governs, the purpose of government, and different theories of government. It defines political power, authority, and legitimacy. It also outlines different forms of democracy like direct and representative democracy and discusses the Framers' view of balancing popular views with limiting majority abuse of power. Finally, it summarizes theories of government like Marxism, elitism, bureaucratic, and pluralist theories.
Teacher Notes MODULE 25.pptx
The United States becomes involved in the Vietnam War to stop the spread of communism in Southeast Asia. Over time, the war becomes increasingly unpopular and divisive in the US as it drags on without clear progress. Protests and opposition to the war intensify during the 1960s. Finally, in the early 1970s, President Nixon begins withdrawing US troops from Vietnam as part of his Vietnamization policy. The last US troops depart in 1973 after over a decade of involvement, leaving South Vietnam to fight on its own.
Teacher Notes MODULE 28.pptx
This document is from an American history textbook and outlines several lessons on key issues facing the United States in the 21st century, including national security, foreign policy, poverty, and the environment. It introduces topics like terrorism, surveillance, globalization, and climate change. Each lesson contains subsections that provide more details on related policies, events, debates, and challenges. The overall document serves as a guide for students to learn about significant domestic and international concerns confronting America today.
Teacher Notes MODULE 20.pptx
Germany invades neighboring countries and launches the Holocaust, systematically killing millions of Jews and others. The United States remains neutral at first but begins providing military and economic aid to Britain and other Allied nations. In 1941, Japan attacks the US naval base at Pearl Harbor, bringing America fully into World War II against Germany, Italy and Japan.
Teacher Notes MODULE 21.pptx
The Cold War defined international affairs after World War 2, especially following the Korean War. The document outlines 6 lessons on the Cold War: 1) The Origins of the Cold War as the US and USSR emerged as superpowers with opposing political/economic systems; 2) The Cold War Heats Up as China became communist and Korea was divided; 3) The Cold War at Home and McCarthyism led to accusations against innocent US citizens; 4) Two Nations Live on the Edge as the nuclear arms race and brinksmanship brought the two countries to the edge of war; 5) Mounting Tensions in the Sixties led to further conflicts; and 6) The End of the Cold War in the late 1980s.
Teacher Notes MODULE 23.pptx
The document summarizes key events and policies during the Kennedy and Johnson administrations from the 1960s. It discusses Kennedy's New Frontier agenda which aimed to address social issues and confront the Soviet Union, but was cut short by his 1963 assassination. It then outlines Lyndon Johnson's Great Society programs that aimed to eliminate poverty and racial injustice through major civil rights laws and social welfare programs. However, Johnson also greatly escalated US involvement in the Vietnam War during this period of significant social change and cultural upheaval in America.
Teacher Notes MODULE 24.pptx
Activism and new civil rights legislation in the 1950s and 1960s advanced equal rights for African Americans. However, disagreements arose among civil rights groups about strategies and priorities, leading to a more violent period. Court decisions and laws banned segregation and expanded voting rights, but resistance remained strong in some areas.
Chapter_20.pptx
The document summarizes key aspects of US national security policymaking, including foreign policy instruments like the military, economics, and diplomacy. It outlines actors involved in foreign relations such as international organizations, regional groups, companies, NGOs, and individuals. It describes policymakers like the President, diplomats, national security establishment, and Congress. It provides an overview of periods in US foreign policy history from isolationism to the present War on Terror. It also briefly mentions military policy areas.
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BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
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This slide will guide us through the process of predicting vendor bill products based on previous purchases from the vendor in Odoo 17.
skeleton System.pdf (skeleton system wow)
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How Barcodes Can Be Leveraged Within Odoo 17
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Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
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Bossa Nโ Roll Records by Ismael Vazquez.
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The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
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Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
โ What is event processing in MuleSoft?
โ Types of event processing models in Mule 4
โ Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
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Criteria for selection of curriculm development
- 1. CRITERIA FOR SELECTION OF CURRICULM DEVELOPMENT
- 2. DEFINATION โข Curriculum can be defined as sum total of all the experiences a learner undergoes under the guidance of the school, institution.
- 3. The main elements of curriculum development; 1: Aims and objectives 2: Content/Subject matter: 3: Methods: 4: Evaluation:
- 4. THE PROCESS CURRICULUM DEVELOPMENT 1:Situational analysis 2:Formulating objectives 3:Selection of content 4:Guidlines for selection 5:Need for selection 6:Criteria for selecting content
- 8. 04/11/15 Criteria for selecting content โข 1:Psychological โข 2:Philosophical โข 3:Sociological/Cultural