A look at curriculum design frameworks and tips for planning, instruction, and assessment in each design.
Designs: Student Centred, Problem Centred and Subject Centred
methodological issues of research in teacher educationDr. Sushma N Jogan
Hello everyone,
here is a presentation on methodological issues of research in teacher education. As a researcher we come across many issues and challenges of research in teacher education. So here is an elaborative part of it.
methodological issues of research in teacher educationDr. Sushma N Jogan
Hello everyone,
here is a presentation on methodological issues of research in teacher education. As a researcher we come across many issues and challenges of research in teacher education. So here is an elaborative part of it.
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
Interpretation construction (icon) design modelThiyagu K
One major and popular instructional model based the constructivist approach is Interpretation Construction Model or ICON model which emphasizes on learners’ encounter with authentic issues in pair or groups, on constructing interpretation by the learners in groups, searching for information about the problems in groups and facing different interpretations about the problems in groups. In other words, it is group-based teaching-learning co-operative as well as collaborative approach which, as it is evident, lays emphasis and importance on the inclusive and all round socio-academic growth of the learners and also in way has drawn insights from the concept of Multiple Intelligences as propounded by the eminent cognitive scientist Gardner (1993). ICON Model, as Tsai, Chin-Chung. 2011 and other scholars in educational psychology argue, mainly rests on the principles such as observation in authentic activities (Understanding Zone), contextualizing prior knowledge and interpretation construction (Understanding Zone), cognitive conflict and apprenticeship (Understanding Zone), collaboration (Application Zone), multiple interpretations (Higher Order Thinking Skill zone), and multiple manifestations (Higher Order Thinking Skill zone).
It is prepared to understand the basic concepts of syllabus, curriculum and types of curriculum construction. Teacher needs to add in the presentation before use.
Child or Learner-Centered Approach This approach to curriculum design is based on the underlying philosophy that the child is the center of the educational process. ... Problem-Centered Approach This approach is based on a curriculum design that assumes that in the process of living, children experience problems.
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
Interpretation construction (icon) design modelThiyagu K
One major and popular instructional model based the constructivist approach is Interpretation Construction Model or ICON model which emphasizes on learners’ encounter with authentic issues in pair or groups, on constructing interpretation by the learners in groups, searching for information about the problems in groups and facing different interpretations about the problems in groups. In other words, it is group-based teaching-learning co-operative as well as collaborative approach which, as it is evident, lays emphasis and importance on the inclusive and all round socio-academic growth of the learners and also in way has drawn insights from the concept of Multiple Intelligences as propounded by the eminent cognitive scientist Gardner (1993). ICON Model, as Tsai, Chin-Chung. 2011 and other scholars in educational psychology argue, mainly rests on the principles such as observation in authentic activities (Understanding Zone), contextualizing prior knowledge and interpretation construction (Understanding Zone), cognitive conflict and apprenticeship (Understanding Zone), collaboration (Application Zone), multiple interpretations (Higher Order Thinking Skill zone), and multiple manifestations (Higher Order Thinking Skill zone).
It is prepared to understand the basic concepts of syllabus, curriculum and types of curriculum construction. Teacher needs to add in the presentation before use.
Child or Learner-Centered Approach This approach to curriculum design is based on the underlying philosophy that the child is the center of the educational process. ... Problem-Centered Approach This approach is based on a curriculum design that assumes that in the process of living, children experience problems.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2. PME 810
M O D U L E 3
S T E P H A N I E S W A L E S & J A C Q U E L I N E S A M U E L S
I N T E G R AT E D P L A N N I N G , I N S T R U C T I O N A N D
A S S E S S M E N T
3. WHAT IS CURRICULUM DESIGN?
•The arrangement of curriculum, connecting all
the parts and showing how they interrelate.
‘Curriculum design is concerned with the
nature and arrangement of four basic parts:
objectives, content, learning experiences, and
evaluation.’ (Ornstein & Hunkins, 2013)
4. LEARNER CENTERED DESIGN
The learner centred design places the student at the
centre of learning. Students become active participants in
their own learning and find personal relevance to the
learning experience. Child Centred
Design
Humanistic
Design
Romantic
(Radical) Design
Experience
Centred Design
6. SUBJECT CENTERED DESIGN
Ornstein & Hunkins (2013), mentions that the subject
centred design is the oldest known curriculum design that
draws on Plato’s academic idea. There is a strong emphasis
on academic discipline and it is very knowledge based.
Subject
Design
Broad Fields
Design
Process
Design
Correlation
Design
Discipline
Design
8. PROBLEM CENTERED
DESIGN
Problem centred design focuses on real-life
problems that individuals experience
personally or in the society. Ornstein &
Hunkins suggests that these designs are
intended to ‘reinforce cultural traditions
and address unmet needs of the
community and society.’ Social issues are
prominent in problem centred designs.
Life Situations
Design
Reconstructionist
Design
10. PLANNING
T H E K E Y TO A N E F F E C T I V E C U R R I C U L U M
11. LEARNER CENTERED PLANNING
• Teacher is a facilitator
• Inquiry based learning guides the planning process
• Focus on the interests of students
– What do students like?
– What are their natural abilities or skills?
– Is there a place for student voice?
– How do students learn? (What are their learning styles?)
– Use differentiation or modification to meet the needs of learners
– Place high value on student contribution to the learning
• The success story of the Finnish model is rooted in learner centred planning . The
teachers use the national curriculum as more of a guide not a blue print.
12. SUBJECT CENTERED PLANNING
• Teacher is the master/authority of the subjects/disciplines e.g. reading, writing
arithmetic
• Content must be aligned with an expected coverage in order to later assess students
• Knowledge is accumulated over time
• Traditional teaching values of institutional studies of mankind
Single subject approach:
one discipline is
thoroughly covered at a
time
Multidisciplinary
approach: curriculum with
alignment of subjects
13. PROBLEM CENTERED PLANNING
• Teacher is a guide to facilitate student
problem solving
• The problems to be solved are regarding
creating a just society in which all
members are equal
• Subject matter involves aspects of the
learners' lives outside of the classroom
• Knowledge leads to individual growth
• Perspective that the world needs to be
fixed
15. LEARNER CENTERED
INSTRUCTION
Instruction in the learner centered curriculum is rooted in inquiry
based and collaborative learning. This is a move away from the
traditional instruction model to a more open and personal approach
where students are able to make connections to the learning.
Instruction needs to be hands on and relevant to the students. Help
students make connections to the real world through various
instructional approaches.
Make a commitment to student choice, voice and engagement.
Instructional approaches should vary based on the needs of the
students in the class. (not all learners are the same or learn the same
way)
16. A FEW LEARNER CENTERED
INSTRUCTIONAL APPROACHES
• Students work in small groups to accomplish a task
Cooperative Learning
• Use a variety of games to teach concepts or principles
Games
• What are students curious about? Inquiry starts with a
question
Inquiry
Problem Based
Learning
Learners explore problems and possible
solutions while the teacher facilitates the
process
17. SUBJECT CENTERED INSTRUCTION
• Subject centered instruction is the traditional and widely practiced
method of the transfer of information from the teacher to the student.
The teacher is the master of the subjects to be learned and the students
are working toward achieving mastery and intellectual depth within
these subjects. The truths of these subjects are fixed and are factually
concrete, there is only one interpretation of these subjects.
• Classical subjects, known as the disciplines, are emphasized in this
teaching design. The disciplines are well established subjects of learning,
such as literature, history, geography, science and mathematics. These
subjects are taught in a hierarchical manner where knowledge is built
upon itself until the students become masters of the subject.
• Information is passed in a linear pattern from teacher to student.
18. SUBJECT CENTERED INSTRUCTIONAL
TECHNIQUES
Scientific
Experiments
• Using traditional scientific methods to acquire knowledge
• Single outcome to these experiments, proof of fixed truths
Reading
the"great
books"
• Students become familiar with institutional beliefs about education, e.g. Socrates
• Knowledge is transferred from paper to mind
Repetition
• Continually asking students to recall information to ensure it has been delivered and received effectively
19. PROBLEM CENTERED INSTRUCTION
• The entire curriculum is based on students learning
via problem solving problems that they perceive
within society. This learning style is influenced by the
culture in which the students live and what their
perception of a just society is. Students are agents of
change and are expected to be innovative in their
problem solving.
• The needs of society must be evaluated by the
students, not the teacher, and a lesson is planned
around the subject of these needs. The students
exercise their critical thinking in examining society.
• The students lead the choice of subject.
20. PROBLEM CENTERED INSTRUCTIONAL
TECHNIQUES
Students call
teachers by first
name: creates a
more equal
community for
discussion
Groups share experiences
outside of the classroom
with interests of students,
e.g. environmental clean
up: creates shared
interest among
classmates
Allow students to
choose topic of
study: increased
engagement =
increased
motivation
22. HIGH QUALITY CLASSROOM ASSESSMENT
McMillan, J. H. (2014). Classroom assessment: Principles and practice for effective standards-based instruction (6th ed., pp. 1-20, 57-64,74-88). Boston,
MA: Pearson.
23. LEARNER CENTERED ASSESSMENT
The curriculum that is designed from a learner centred
framework, makes room for variable assessment. If all students
learn differently, then assessment must align with the students
way of learning.
The focus of assessment is not merely to acquire a grade,
instead, the teacher uses assessment to understand their
learners and create lessons to meet their needs
Learner Centred Assessment (interesting read)
24. LEARNER CENTERED ASSESSMENT
(EXAMPLES)
• The use of rubrics
• Self/peer assessment
• Portfolio assessment
• Observation notes/ anecdotal records
• Performance assessment (projects, interviews, presentations
etc.)
• Reflective writing
25. SUBJECT CENTERED ASSESSMENT
TOOLS
• Standardized testing allowing for objective scoring
• Multiple choice tests, assessing recall of information
• Assessments are done by the teacher and do not require reflection on
part of the student
• High stakes testing, placing importance on ensuring the student has
mastered the discipline
• Oral questioning to determine student understanding of a discipline
26. PROBLEM CENTERED ASSESSMENT
TOOLS
• Well constructed-response 'requires students to create or
produce their own answer in response to a question or task'
(McMillan 2014)
• Journaling, to assess student's thought process on problem
solving
• Rubric to determine if student's concepts align with those of
creating a just society
27. IN SUMMARY
• Curriculum design presents a framework to plan for student learning. The chosen design
will be influenced by the learning context and needs of learners. The subject centred
design is the most traditional and is widely used in colleges and universities. Despite its
rigid structure, there is a need for learning to be more relevant and personal to learners
so they can gain maximum returns as they invest in their own learning.
• There are numerous benefits to be gained from a focus on the problem based or learner
centred design. 21st century learners demand a deeper connection to the classroom
experience and finding relevance in information that is linked to real world situations.
Collaboration, critical thinking, communication and problem solving are important
elements that must be embedded in the learning.
• As we read about the success of the Finnish model, the Summerhill School and other
similar learner centered experiences, it presents us with nuggets for application in the
context that we operate. We might not have the power to change things at the
administrative or government level, however, within our own classrooms, we can create
the environment that inspires critical thinkers and problem solvers.
28. REFERENCES
• Bombicino E. (2012). Why Are Finnish Kids so Smart? Retrieved from:
http://tvo.org/blog/current-affairs/inside-agenda/why-are-finnish-kids-so-smart, July 26,
2017
• Hayes, D. (2003) Making learning an effect of schooling: aligning curriculum, assessment
and pedagogy, Discourse: studies in the cultural politics of education, 24(2), 225-245.
• McMillan, J. H. (2014). Classroom assessment: Principles and practice for effective
standards-based instruction (6th ed., pp. 1-20, 57-64,74-88). Boston, MA: Pearson.
• Ornstein, A. C. (1990/1991). Philosophy as a basis for curriculum decisions. The High School
Journal, 74, 102-109.
• Shiro, M. S. (2008). Introduction to the curriculum ideologies. In M. S. Shiro, Curriculum
theory: Conflicting visions and enduring concerns (pp. 1-12). Thousand Oaks, CA: Sage.
• Sowell, E. J. (2005). Curriculum: An integrative introduction (3rd ed., pp. 55-61). Upper
Saddle River, NJ: Pearson.
• (2009, 15 May) Imagine student success ursula franklin academy. Retrieved
from http://www.youtube.com/watch?v=DKp0TElK1O0