This document discusses spiral curriculum and its key principles. It begins with an introduction to curriculum and discusses different approaches like concentric and spiral. It then explains the spiral curriculum in detail, noting that it involves revisiting topics with increasing complexity over multiple years. Key advocates like Jerome Bruner are discussed and his cognitive stages of learning. Empirical research on spiral curriculum is summarized as showing positive outcomes when implemented as a whole system and for reinforcing certain skills. The conclusion restates that spiral curriculum incorporates approaches shown to improve learning.
The document discusses several educational philosophies and their implications for curriculum development. It outlines four main philosophies: perennialism, rooted in realism, focuses on classical subjects, literacy analysis, and a constant curriculum. Essentialism, rooted in pragmatism, emphasizes mastery of basic skills and essential subjects. Progressivism, rooted in idealism and realism, uses interdisciplinary and interactive subjects based on student interests. Reconstructionism, also from pragmatism, concentrates on current issues of national and global importance. Each philosophy guides curriculum content, teaching methods, and goals in different ways.
The philosophical basis of education emphasizes that philosophy is the end and education is the means to achieve that end. In other words, philosophy determines the goal of life and education tries to achieve the goal through its aims and curriculum.
This document summarizes a webinar on curriculum studies organized by the Department of Education at Manonmaniam Sundaranar University. It discusses the meaning of curriculum, including the totality of learning experiences and planned activities for students. It also describes the differences between curriculum, course of study, and syllabus. The webinar addressed traditional and new concepts of curriculum, definitions of curriculum, its characteristics, whether it is a process or product, and principles and essential elements of curriculum planning.
The document discusses a humanistic curriculum, which focuses on the holistic development of students by addressing their cognitive, affective, and psychomotor development. A humanistic curriculum is rooted in humanistic psychology and aims to develop students' self-concept, interpersonal skills, and ultimately self-actualization. It views students as individuals and facilitates their growth through participatory learning methods rather than a didactic approach.
This document discusses guidelines and concepts related to curriculum organization, including:
1. It defines curriculum organization as the process of selecting, designing, and managing curriculum elements.
2. Horizontal and vertical organization are described as two aspects of curriculum organization - horizontal refers to concurrent integration of content, vertical refers to longitudinal placement of elements.
3. Scope and sequence are important concepts in curriculum organization. Scope refers to the breadth of content, while sequence refers to the placement of content over time based on maturity and prerequisites.
4. Several principles for organizing curriculum units are outlined, including world-related, concept-related, inquiry-related, learning-related, and utilization-related sequences.
5. Guidelines
The document discusses different types of curriculum designs including subject-centered, activity/experience-based, and core curriculum designs. It provides details on the key aspects of each design such as their organization, advantages, disadvantages, and limitations. Subject-centered designs focus on organizing curriculum around specific subjects. Activity/experience-based designs are based on students' needs, interests, and learning through experiences. Core curriculum designs focus on a set of common and essential learnings for all students.
in this ppt, we will discuss subject centred curriculum, it's characteristics, approach, assumptions, merits and demerits of subject centred curriculum
The document discusses several educational philosophies and their implications for curriculum development. It outlines four main philosophies: perennialism, rooted in realism, focuses on classical subjects, literacy analysis, and a constant curriculum. Essentialism, rooted in pragmatism, emphasizes mastery of basic skills and essential subjects. Progressivism, rooted in idealism and realism, uses interdisciplinary and interactive subjects based on student interests. Reconstructionism, also from pragmatism, concentrates on current issues of national and global importance. Each philosophy guides curriculum content, teaching methods, and goals in different ways.
The philosophical basis of education emphasizes that philosophy is the end and education is the means to achieve that end. In other words, philosophy determines the goal of life and education tries to achieve the goal through its aims and curriculum.
This document summarizes a webinar on curriculum studies organized by the Department of Education at Manonmaniam Sundaranar University. It discusses the meaning of curriculum, including the totality of learning experiences and planned activities for students. It also describes the differences between curriculum, course of study, and syllabus. The webinar addressed traditional and new concepts of curriculum, definitions of curriculum, its characteristics, whether it is a process or product, and principles and essential elements of curriculum planning.
The document discusses a humanistic curriculum, which focuses on the holistic development of students by addressing their cognitive, affective, and psychomotor development. A humanistic curriculum is rooted in humanistic psychology and aims to develop students' self-concept, interpersonal skills, and ultimately self-actualization. It views students as individuals and facilitates their growth through participatory learning methods rather than a didactic approach.
This document discusses guidelines and concepts related to curriculum organization, including:
1. It defines curriculum organization as the process of selecting, designing, and managing curriculum elements.
2. Horizontal and vertical organization are described as two aspects of curriculum organization - horizontal refers to concurrent integration of content, vertical refers to longitudinal placement of elements.
3. Scope and sequence are important concepts in curriculum organization. Scope refers to the breadth of content, while sequence refers to the placement of content over time based on maturity and prerequisites.
4. Several principles for organizing curriculum units are outlined, including world-related, concept-related, inquiry-related, learning-related, and utilization-related sequences.
5. Guidelines
The document discusses different types of curriculum designs including subject-centered, activity/experience-based, and core curriculum designs. It provides details on the key aspects of each design such as their organization, advantages, disadvantages, and limitations. Subject-centered designs focus on organizing curriculum around specific subjects. Activity/experience-based designs are based on students' needs, interests, and learning through experiences. Core curriculum designs focus on a set of common and essential learnings for all students.
in this ppt, we will discuss subject centred curriculum, it's characteristics, approach, assumptions, merits and demerits of subject centred curriculum
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 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
Ncfte- 2009 (National Curriculum Framework for Teacher Education)MDFAIZANALAM4
The document summarizes the National Curriculum Framework for Teacher Education (NCFTE) 2009 in India. It was created by a committee headed by Prof. C.L. Annand to improve teacher education. The framework has 6 chapters addressing the context, curriculum areas, evaluation, professional development, preparing teacher educators, and implementation strategies. Its objectives are to produce good teachers by improving teacher education qualitatively and quantitatively. It focuses on the social, personal and emerging school needs and promotes flexibility.
The document discusses different types of curriculum, including:
- Subject-based curriculum, which focuses on individual subjects taught separately.
- Teacher-centered curriculum, where the teacher plays a central role in curriculum development.
- Learner-centered curriculum, which prioritizes students' interests and needs.
- Activity-based curriculum, where learning takes place through purposeful hands-on activities.
- Integrated curriculum, which makes connections across different subject areas and to real life.
- Hidden curriculum, which refers to unintended lessons learned from the school environment.
The document discusses curriculum goals, learning objectives, and their importance in education. It defines goals as broad statements about what students should know or be able to do upon graduating. Objectives are more specific and measurable statements about the intended behavioral changes and skills students will exhibit after a learning experience. The document also outlines different types of objectives, such as general vs specific, and taxonomies for classifying objectives, including Bloom's Taxonomy for cognitive objectives, Krathwohl's Taxonomy for affective objectives, and Harrow's Taxonomy for psychomotor objectives. Goals are more general while objectives should be specific, measurable, attainable, relevant and time-bound to guide lesson planning and evaluation.
The Delors Report titled "Learning: The Treasure Within" submitted recommendations to UNESCO on education reform needs for the 21st century. The report was created by an international commission chaired by Jacques Delors that included members from different countries. The commission acknowledged tensions between globalization and localization, tradition and modernity, and other challenges. It defined education's role as fostering harmony and reducing issues like poverty. The report recommended expanding basic education and emphasizing four pillars of learning: learning to know, learning to do, learning to live together, and learning to be. It also stressed lifelong learning and international cooperation in education.
The document summarizes revisions made to Bloom's Taxonomy of learning domains. The original taxonomy developed in 1956 categorized learning objectives using nouns. It was revised in 2001 to use active verbs and be more relevant for teachers. The categories were renamed and the hierarchy was adjusted with Synthesis and Evaluation changing places. The revised taxonomy is also two-dimensional, with knowledge and cognitive process dimensions instead of being one-dimensional. It provides examples of applying the taxonomy to the story of Goldilocks.
The document discusses the bases of curriculum. It identifies four bases that influence curriculum development: social forces, theories of human development, the nature of learning and learning styles, and the nature of knowledge. It also examines four perspectives on curriculum traditions: intellectual traditionalism, social behaviorism, experientialism, and critical reconstructionism. Finally, the document outlines several trends that will influence education in the future, such as increasing diversity, environmental issues, technology advances, and global interdependence.
Schedules_Tools of Assessment in EducationNikhil D
Schedule is a kind of assessment tool. it is used in many fields like research, education, interviews etc. Schedules are included in Education generally in the portion tools of evaluation and assessment
The document outlines Hilda Taba's model of curriculum development. It discusses Taba's background and philosophical ideas, which emphasize involving teachers in curriculum development and seeing it as a long-term, bottom-up process. The document then details the 7 steps of Taba's model: 1) Diagnosing learner needs 2) Formulating objectives 3) Selecting content 4) Organizing content 5) Selecting learning experiences 6) Organizing activities 7) Determining evaluation. It assesses the model's strengths like its inductive approach and teacher involvement, and limitations like relying on teacher skills and balancing student needs.
NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT SANA FATIMA
Glatthorn's naturalistic model of curriculum development contains 8 steps: 1) Assess alternatives, 2) Define the course, 3) Develop support, 4) Build knowledge, 5) Design units, 6) Plan learning experiences, 7) Develop assessments, and 8) Create learning scenarios. It is a non-scientific model that emphasizes flexibility, child-centered learning, and evolving the curriculum based on needs and interests rather than predefined objectives.
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 National Curriculum Framework for Teacher Education (NCFTE) 2009 and issues in teacher education in India. It aims to improve teacher education by preparing ideal, innovative, humane and affectionate teachers. The NCFTE identifies three broad curricular areas for initial teacher preparation: foundations of education, curriculum and pedagogy, and school internship. However, there are still issues like lack of focus on stage-specific training for teacher educators, heavy curriculum with less emphasis on practical application, and insufficient school experience programs. The NCFTE 2009 promises to address these issues and help develop more professional and reflective teachers to improve education quality in India.
The document discusses a systems approach to curriculum development that views education as a system with interconnected elements including inputs, the processes within the system, and outputs. It presents a diagram labeling a typical system with inputs at A, processes from B to C, and outputs from the system into another system at D.
curriculum : meaning and concept, principles of curriculum, curriculum construction and curriculum organisation, bases of curriculum, types of curriculum, method of organisation of curriculum ppt
A good curriculum has several key characteristics: it is continuously evolving to meet the changing needs of students and society; it is based on assessing the needs of both individuals and communities; and it is developed through a collaborative process involving various stakeholders. Additionally, developing a high-quality curriculum requires a long-term effort, attention to sequencing and details, and flexibility to adapt over time. The curriculum also aims to complement other community programs.
Variables & Functions of Teaching शिक्षण के चर व कार्य.pptxDR KRISHAN KANT
The document discusses the variables and functions of teaching. It identifies the key variables in teaching as the teacher, student, textbooks/content, instructional methods, instructional aids, and classroom environment. These variables can be classified as independent, dependent, or intervening. The teacher acts as the independent variable, the student is the dependent variable, and the content/strategy of presentation are intervening variables. The main functions of teaching variables are diagnostic (identifying student needs), prescriptive (selecting appropriate content and methods), and evaluative (assessing outcomes). Together, the variables and their functions work to create an effective teaching and learning process.
Ebben a témában megtekinthő a kommunikáció fogalma. a kifejezés jelentései, eltérő értelmezései, a legfőbb jellemzői és funkciói, a kommunikáció kiindulási feltételei, posztulátumai.
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 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
Ncfte- 2009 (National Curriculum Framework for Teacher Education)MDFAIZANALAM4
The document summarizes the National Curriculum Framework for Teacher Education (NCFTE) 2009 in India. It was created by a committee headed by Prof. C.L. Annand to improve teacher education. The framework has 6 chapters addressing the context, curriculum areas, evaluation, professional development, preparing teacher educators, and implementation strategies. Its objectives are to produce good teachers by improving teacher education qualitatively and quantitatively. It focuses on the social, personal and emerging school needs and promotes flexibility.
The document discusses different types of curriculum, including:
- Subject-based curriculum, which focuses on individual subjects taught separately.
- Teacher-centered curriculum, where the teacher plays a central role in curriculum development.
- Learner-centered curriculum, which prioritizes students' interests and needs.
- Activity-based curriculum, where learning takes place through purposeful hands-on activities.
- Integrated curriculum, which makes connections across different subject areas and to real life.
- Hidden curriculum, which refers to unintended lessons learned from the school environment.
The document discusses curriculum goals, learning objectives, and their importance in education. It defines goals as broad statements about what students should know or be able to do upon graduating. Objectives are more specific and measurable statements about the intended behavioral changes and skills students will exhibit after a learning experience. The document also outlines different types of objectives, such as general vs specific, and taxonomies for classifying objectives, including Bloom's Taxonomy for cognitive objectives, Krathwohl's Taxonomy for affective objectives, and Harrow's Taxonomy for psychomotor objectives. Goals are more general while objectives should be specific, measurable, attainable, relevant and time-bound to guide lesson planning and evaluation.
The Delors Report titled "Learning: The Treasure Within" submitted recommendations to UNESCO on education reform needs for the 21st century. The report was created by an international commission chaired by Jacques Delors that included members from different countries. The commission acknowledged tensions between globalization and localization, tradition and modernity, and other challenges. It defined education's role as fostering harmony and reducing issues like poverty. The report recommended expanding basic education and emphasizing four pillars of learning: learning to know, learning to do, learning to live together, and learning to be. It also stressed lifelong learning and international cooperation in education.
The document summarizes revisions made to Bloom's Taxonomy of learning domains. The original taxonomy developed in 1956 categorized learning objectives using nouns. It was revised in 2001 to use active verbs and be more relevant for teachers. The categories were renamed and the hierarchy was adjusted with Synthesis and Evaluation changing places. The revised taxonomy is also two-dimensional, with knowledge and cognitive process dimensions instead of being one-dimensional. It provides examples of applying the taxonomy to the story of Goldilocks.
The document discusses the bases of curriculum. It identifies four bases that influence curriculum development: social forces, theories of human development, the nature of learning and learning styles, and the nature of knowledge. It also examines four perspectives on curriculum traditions: intellectual traditionalism, social behaviorism, experientialism, and critical reconstructionism. Finally, the document outlines several trends that will influence education in the future, such as increasing diversity, environmental issues, technology advances, and global interdependence.
Schedules_Tools of Assessment in EducationNikhil D
Schedule is a kind of assessment tool. it is used in many fields like research, education, interviews etc. Schedules are included in Education generally in the portion tools of evaluation and assessment
The document outlines Hilda Taba's model of curriculum development. It discusses Taba's background and philosophical ideas, which emphasize involving teachers in curriculum development and seeing it as a long-term, bottom-up process. The document then details the 7 steps of Taba's model: 1) Diagnosing learner needs 2) Formulating objectives 3) Selecting content 4) Organizing content 5) Selecting learning experiences 6) Organizing activities 7) Determining evaluation. It assesses the model's strengths like its inductive approach and teacher involvement, and limitations like relying on teacher skills and balancing student needs.
NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT SANA FATIMA
Glatthorn's naturalistic model of curriculum development contains 8 steps: 1) Assess alternatives, 2) Define the course, 3) Develop support, 4) Build knowledge, 5) Design units, 6) Plan learning experiences, 7) Develop assessments, and 8) Create learning scenarios. It is a non-scientific model that emphasizes flexibility, child-centered learning, and evolving the curriculum based on needs and interests rather than predefined objectives.
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 National Curriculum Framework for Teacher Education (NCFTE) 2009 and issues in teacher education in India. It aims to improve teacher education by preparing ideal, innovative, humane and affectionate teachers. The NCFTE identifies three broad curricular areas for initial teacher preparation: foundations of education, curriculum and pedagogy, and school internship. However, there are still issues like lack of focus on stage-specific training for teacher educators, heavy curriculum with less emphasis on practical application, and insufficient school experience programs. The NCFTE 2009 promises to address these issues and help develop more professional and reflective teachers to improve education quality in India.
The document discusses a systems approach to curriculum development that views education as a system with interconnected elements including inputs, the processes within the system, and outputs. It presents a diagram labeling a typical system with inputs at A, processes from B to C, and outputs from the system into another system at D.
curriculum : meaning and concept, principles of curriculum, curriculum construction and curriculum organisation, bases of curriculum, types of curriculum, method of organisation of curriculum ppt
A good curriculum has several key characteristics: it is continuously evolving to meet the changing needs of students and society; it is based on assessing the needs of both individuals and communities; and it is developed through a collaborative process involving various stakeholders. Additionally, developing a high-quality curriculum requires a long-term effort, attention to sequencing and details, and flexibility to adapt over time. The curriculum also aims to complement other community programs.
Variables & Functions of Teaching शिक्षण के चर व कार्य.pptxDR KRISHAN KANT
The document discusses the variables and functions of teaching. It identifies the key variables in teaching as the teacher, student, textbooks/content, instructional methods, instructional aids, and classroom environment. These variables can be classified as independent, dependent, or intervening. The teacher acts as the independent variable, the student is the dependent variable, and the content/strategy of presentation are intervening variables. The main functions of teaching variables are diagnostic (identifying student needs), prescriptive (selecting appropriate content and methods), and evaluative (assessing outcomes). Together, the variables and their functions work to create an effective teaching and learning process.
Ebben a témában megtekinthő a kommunikáció fogalma. a kifejezés jelentései, eltérő értelmezései, a legfőbb jellemzői és funkciói, a kommunikáció kiindulási feltételei, posztulátumai.
A ray of white light enters a glass prism and is refracted. Different colors of light are refracted by different angles, dispersing the white light into a visible spectrum on the screen. Violet light is refracted at the greatest angle and red light at the smallest angle, producing the rainbow of colors from red to violet in order of the letters in ROYGBIV. When sunlight passes through raindrops, the water droplets act as prisms and disperse the light into a rainbow through refraction.
Topologi bus menggunakan satu kabel tunggal untuk menghubungkan semua komputer, dimana kabel koaksial digunakan dan dihubungkan dengan T-Connector. Penggunaan kabel serat optik disarankan agar dapat mengirimkan data lebih baik. Kelebihan topologi bus adalah mudah dikembangkan dan hemat biaya, tetapi kelemahannya adalah gangguan pada kabel utama akan mempengaruhi seluruh jaringan.
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Хотите вернуть подвижность своим суставам ?Irena Brown
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Trabalho Interdisciplinar de graduação - PEPS: Produção e Experimentação em Projetos Sociais, apresentado ao curso de Publicidade e Propaganda do Centro Universitário de Belo Horizonte - UNIBH. Visa pesquisar e analisar o tema Adoção usando como base o Abrigo Pró-Criança.
Force is any influence that causes an object to change its motion, shape, or state of rest. There are different types of forces, including contact forces that require touching an object, like pushing a table. Balanced forces occur when multiple forces cancel each other out, while unbalanced forces result in a net force that changes the motion of an object. Internal forces cause acceleration within an object due to its mass, while external forces interact with the environment and are needed to move objects.
This document is a PowerPoint presentation on the periodic table submitted by a student named Sreekala T. It provides a brief history of how the periodic table developed from early classifications by scientists like Lavoisier, Dobereiner, and Newlands. It describes Mendeleev's periodic table and the improvements made in the modern periodic table, which arranges elements by atomic number instead of mass. Key aspects of the periodic table like periods, groups, valence electrons, and periodic trends in properties are summarized.
This document is a PowerPoint presentation on the periodic table submitted by a student named Sreekala T. It provides a brief history of how the periodic table developed from early classifications by scientists like Lavoisier, Dobereiner, and Newlands. It describes Mendeleev's periodic table and the improvements made in the modern periodic table, which arranges elements by atomic number instead of mass. Key aspects of the modern periodic table discussed include its 7 periods and 18 groups, including properties that vary periodically like valence electrons and valency.
The document discusses different types of curriculum, including traditional subject-centered, activity-centered, child-centered, experience-centered, undifferentiated, written, social, hidden, phantom, received, concentric/spiral, and topical/unit curriculums. It provides definitions and explanations of each type of curriculum, noting that different educational systems and philosophies have led to variations in conceptualizations of curriculum over time. The document concludes that curriculum is central to the educational process and should aim to facilitate complete development of students.
1. The document discusses different types of curriculums, including traditional subject-centered, activity-centered, child-centered, experience-centered, and undifferentiated curriculums.
2. It also examines written, social, hidden, phantom, received, concentric/spiral, and topical/unit curriculums.
3. The conclusion states that the curriculum is essential to the educational process and aims to provide a complete development for students through various experiences and influences.
There are several types of curriculum that have emerged corresponding to different educational systems and philosophies. The major types discussed include traditional subject-centered curriculum, activity-centered curriculum, child-centered curriculum, experience-centered curriculum, undifferentiated curriculum, written curriculum, social curriculum, hidden curriculum, phantom curriculum, received curriculum, concentric/spiral curriculum, and topical/unit curriculum. The curriculum aims to facilitate a student's holistic development through integrated learning experiences that follow principles like moving from simple to complex and whole to part.
The document discusses three approaches to constructing social science curriculum: concentric, spiral, and topical. The concentric approach teaches from simple to complex concepts in a sequential manner. The spiral approach revisits topics over time to provide continuity and linkage while increasing complexity. The topical approach selects age-appropriate topics to study completely before moving to new topics. Each approach has advantages like following learning principles or adapting to students, and limitations like lacking continuity or being too complex. The author concludes different approaches can help construct curriculum systematically to achieve social science objectives.
The document discusses three approaches to constructing social science curriculum: concentric, spiral, and topical. The concentric approach teaches from simple to complex concepts in a sequential manner. The spiral approach revisits topics over time to provide continuity and linkage while increasing complexity. The topical approach focuses on certain topics at each grade level according to students' ages, abilities, and interests. The approaches each have advantages like supporting cumulative learning or adapting to students, as well as limitations like lacking continuity or being too complex.
The document discusses curriculum in education. It defines curriculum as the totality of a student's learning experiences, including a planned sequence of instruction aligned with educational goals. It notes there are different types of curriculums, such as traditional subject-centered, activity-centered, child-centered, and experience-centered curriculums. Principles for developing curriculum include making it child-centered, community-centered, activity-centered, integrated, and forward-looking to prepare students for adult life.
1. The document discusses curriculum concepts and objectives, including defining curriculum and exploring its philosophical foundations. It describes an activity called "Arrange Me" that divides students into groups to match scrambled words with their definitions.
2. It then provides definitions of key curriculum concepts like curriculum, concepts, nature, and purpose. It outlines Tyler's model of curriculum development and Taba's improvement on this model.
3. The document also examines the philosophical, historical, psychological, and social foundations of curriculum, describing how different educational philosophies influence curriculum aims, roles, focus, and trends.
There are many different definitions and types of curriculum. Curriculum can refer to the explicit written goals and objectives, the content that is taught, or the implicit lessons learned from the structure and culture of the school. Some key types of curriculum include the overt written curriculum, the hidden curriculum learned from routines and norms of the school, and the null curriculum which refers to important topics that are intentionally not taught. Curriculums can also be defined by their source or audience such as the societal curriculum learned from outside influences, or the internal curriculum uniquely constructed by each student. In total, the document outlines 11 different types of curriculum.
This document discusses principles of social science curriculum construction and new trends in social science curriculum. It outlines 15 principles of social science curriculum construction including child-centeredness, community-centeredness, integration, being forward-looking, and preparation for life. It then describes four new trends: the spiral approach, topical approach, unit approach, and chronological approach. It concludes that the curriculum is the means of achieving educational goals and is intimately related to all aspects of education, providing goal-oriented direction to the learning process.
The document discusses the concepts, nature, and purposes of curriculum development in professional education. It provides definitions of curriculum from various perspectives over time. Curriculum encompasses the total learning experience of individuals both in school and society. Major foundations of curriculum development include philosophical, historical, psychological, and social influences. Philosophies like perennialism, essentialism, progressivism, and reconstructivism provide frameworks for curriculum planning. Historical influences include theories from Franklin Bobbitt, Werett Characters, William Kilpatrick, Harold Rugg, Hollis Caswell, and Ralph Tyler. Psychological foundations draw from behaviorist theories like conditioning as well as cognitive theories involving stages of development, social constructivism, and multiple intelligences.
The document provides an overview of curriculum development. It discusses various definitions and points of view of curriculum. Curriculum can be viewed traditionally as a body of subjects or progressively as total learning experiences. The document also covers foundations of curriculum including philosophical, historical, psychological and social foundations. Models of curriculum design are presented including subject-centered, learner-centered and problem-centered designs. Principles for organizing curriculum contents into units are also outlined such as world-related sequence and concept-related sequence.
Curriculumconceptsnatureandpurposes powerpoint report of antonio corulloAntonio Corullo
The document discusses the concepts, nature, and purposes of curriculum from different perspectives. It defines curriculum narrowly as a listing of subjects taught in school but also more broadly as the total learning experiences of individuals in and out of school. It explores traditional and progressive views of curriculum and different models of curriculum development. The major foundations of curriculum development discussed are philosophical, historical, psychological, and social.
The document provides an overview of mathematics curriculum, including its definition, objectives, principles of construction, approaches to organization, characteristics of modern curriculums, and major reforms. It defines curriculum as the sum of planned learning experiences and activities provided to students. The objectives of mathematics curriculum are to develop fundamental skills, comprehension of concepts, appreciation of meanings, desirable attitudes, and ability to apply mathematics. Principles for developing curriculum include being child-centered, activity-based, integrated, and flexible. Approaches to organizing curriculum include topical, spiral, logical/psychological, unitary, and integrated approaches. Modern curriculums should prepare students for the future, incorporate new concepts, and be culturally relevant. Major reforms discussed
This document provides an overview of mathematics curriculum. It begins with definitions of curriculum from various sources, emphasizing that curriculum includes all planned learning activities and experiences provided by the school. It then distinguishes curriculum from syllabus, noting that curriculum is broader and includes co-curricular activities. The document outlines major objectives of mathematics curriculum and general principles for curriculum construction, such as being child-centered, community-centered, and activity-based. It concludes by describing different approaches to organizing mathematics curriculum, including topical, spiral, and logical/psychological approaches.
The document provides an overview of mathematics curriculum, including its definition, objectives, principles of construction, approaches to organization, characteristics of modern curriculums, and major reforms. It defines curriculum as the sum of planned learning experiences and activities provided to students. The objectives of mathematics curriculum are to develop fundamental skills, comprehension of concepts, appreciation of meanings, desirable attitudes, and ability to apply mathematics. Principles of construction include being child-centered, activity-based, integrated, and balanced. Approaches to organization include topical, spiral, logical/psychological, unitary, and integrated. Modern curriculums are updated based on students' present and future needs and allow for exploration of new concepts. Major reforms discussed are the
The document discusses definitions and philosophies of curriculum. It defines curriculum as the experiences learners have under teacher guidance, including a set of objectives and content knowledge to acquire. Four educational philosophies are described: idealism focuses on ideas and intellectual development; realism emphasizes the physical world and basic skills; pragmatism sees learning as problem-solving; and existentialism prioritizes self-direction. The document also outlines philosophies that influence curriculum models like perennialism, essentialism, progressivism, and reconstructionism. Overall, the document examines how history and philosophy shape understandings of curriculum.
1. The document discusses various approaches to organizing the curriculum for social science education, including the correlated, integrated, topical, concentric/spiral, and unit approaches.
2. It also outlines several principles for designing social science curriculum, such as being child-centered, activity-centered, environment-centered, focused on human relationships, and community-centered. Additional principles include correlation, interest, individual differences, utility, and fulfilling the needs of higher grades.
3. The conclusion emphasizes that developing social science curriculum should involve all stakeholders and consider the advice of experts to be most effective.
I do not actually have experiences as a student or observations of changes in student needs over time. As an AI assistant, I was created by Anthropic to be helpful, harmless, and honest. I don't have personal experiences to draw from. However, based on what I've read, some ways student needs may be changing include:
- Increased needs around social-emotional learning and mental health support due to more screen time and connectivity
- Different career preparation needs due to changing job markets and automation
- Growing diversity of student backgrounds and identities
- New skills around technology, media literacy and digital citizenship
- Continued needs around core subjects plus civic engagement and real-world problem solving
Meeting basic human needs is important for
CURRICULUM DEVELOPMENT for thursday class (1).pptxmahaliacaraan
This document discusses the concepts, nature, and purposes of curriculum. It defines curriculum broadly as the entire educational environment, noting it is dynamic and encompasses more than simple definitions. The document then reviews the traditional and progressive views of curriculum, highlighting key theorists. It also examines the major foundations of curriculum, including philosophical, historical, psychological, and social foundations. It analyzes aspects of curriculum such as aims and objectives, subject matter, learning experiences, and evaluation approaches.
This document analyzes the significance of curriculum principles. It begins with definitions of curriculum and discusses the need for curriculum development. The objectives are to understand curriculum development principles and educational needs in curriculum. It describes categories of curriculum and principles of curriculum development. Key principles include that curriculum changes with time and society, involves cooperative groups, and requires continuous revision. The conclusion is that applying principles during planning with teachers, students and parents can develop an effective curriculum, though it requires ongoing updates.
3. Jerome Bruner
“We begin with the hypothesis that any subject can be taught
effectively in some intellectually honest form to any child at any
stage of development”
‘Curriculum’ is a word with many commonly accepted meanings. We have seen that
science is taught to pupils as its would help to realize certain values and aims by which
they could become better individuals. But such goals cannot be reached through a
vacuum. We require some appropriate medium through which the anticipated change
as could be brought about. Every science teacher has to get a clear and thorough
4. knowledge about the importance, meaning, scope and nature of a good science
curriculum together with the principles for its development and transaction.
A). Curriculum – A conceptual Analysis
Curriculum is the back born of the whole educational process. Without curriculum, we
cannot conceive any educational Endeavour. School curriculum of a country, like its
constitution reflects the ethos of that country.
a. The concept of curriculum
The term curriculum is derived from the Latin word ‘Curriculum for a course of
study may be conceived as the totality of experiences a pupils is exposed to
within the boundaries of the school and outside while under going that course,
with a view to achieve the anticipated educational goals.
b. Definition of Curriculum
Curriculum has been defined by different persons in different ways. They are as
follows.
1. Munroe defines curriculum:-
“Curriculum embodies all the experiences which are utilized by the school to
attain the aims of education”
2. Curriculum defined by Arthur Cunningham as; “Curriculum is a tool in the hands
of an artist (teacher)to mould his materials (pupils) according to his ideals
(objectives)in this studio (School)”.
3. Curriculum is defined by H.L. Laswll as;
Curriculum is made up of everything that surrounds the learner in all this working
hours.
c. Curriculum and Syllabus
Curriculum s not merely syllabus, because the latter is only verbal, book oriented
and theoretical, while the former is not. What is prescribed in the syllabus, the
curriculum encompasses various kinds of curricular and co curricular activities
as well as the various aspects are transacted.
d. Curriculum and education
5. Curriculum is intimately related with all aspects of education. Education is a
developmental process and it geared to a goal curriculum is the input as well as
the medium that provides with the goal oriented direction to that process. This
plan considers four important components. Namely;
1. The objectives
2. The content or learning material
3. Teaching – learning strategies and activities (transaction)
4. Evaluation
e. Function served by a Curriculum
A Curriculum is said to have the following major functions to realize:-
1. Synthesis of the subjects of study and life.
2. Acquisition and strengthening of knowledge.
3. Complete development
4. Development of democratic values.
5. Satisfaction of the educand’s needs
6. Realization of values
7. Harmony between individual and Society
8. Creation of suitable environment.
f. Foundations of Curriculum Development
Any curriculum, if it is said to serve the purpose for which it is constructed must
be based on sound foundations. They are;
1. Philosophical foundations.
2. Sociological foundations.
3. Psychological foundations.
g. Types of Curricula
Various educational systems have been introduced in the concept and nature of
their curricula too. Based on these new types of curricula also have emerged.
Some of the major types are;
1. Traditional or subject – centered
6. 2. Activity centered
3. Child centered
4. Experience Centered
5. Undifferentiated curriculum
B. Principles of curriculum Development
Educationists have laid down certain general principles for developing curriculum.
Some of gives below.
1. The principles of child centered
2. The principle of community centeredness
3. The principle of Activity centeredness
4. The principle of integration
5. Forward looking principle
6. Conservative Principle
7. Renewal Principle
8. Creative Principle
9. Motivation Principle
10. Maturity Principle
11. The Principle of preparation for life
12. The principle of Elasticity and Flexibility
13. The principle of Comprehensiveness
14. The principle of Balance
15. The principle of Utility
In short, curriculum should be well-balanced, properly guided, fairly broad based and
appropriately designed for meeting the needs of child on the one hand and those of the
society on the other.
In short, curriculum should be well-balanced, properly gridded, fairly broad based and
appropriately designed for meeting the needs of the child on the one hand and those of
the society on the other.
Concentric and Spiral approaches
7. The whole curriculum is spread over a number of years. A general treatment of almost
all the topics are attempted at the beginning and its is developed in successive years
according to the mental development of the pupils. In the beginning of the course, the
whole aspect is given to pupils in a simplified way. In the next year more and more
details of its parts are added. It follows the maxims of teaching, such as from whole to
part, simple to complex, easy to difficult, etc. Among educationists of modern times,
Burner is the main exponent of this approach as he thinks that discovery learning is
possible only if this approach is maintained. Some times this approach is referred to as
concentric approach. But the term spiral approach is preferred to the other. The term
spiral gives the additional implication that while attempting gradation the linkage too is
taken care of and the continuity of the topic concerned is never broken. “while
conceiving it as concentric only the widening of the scope is indicated but the linkage is
not taken care of.
4. Traditional or Subject centered
5. Activity – Centered
6. Child Centered
7. Experience Centered
8. Undifferentiated Curriculum
C. Principles of curriculum Development
Educationists have laid down certain general principles for developing curriculum.
Some basic principles for developing curriculum are given below:-
1. The principles of child centeredness
2. The principle of community centeredness
3. The principles of Activity centeredness
4. The principles of integration
5. Forward looking principle
6. Conservative principle
7. Renewal principle
8. Motivation principle
9. Maturity principle
8. 10. Maturity principle
11. The principle of preparation for life
12. The principle of Elasticity and Flexibility
13. The principle of Comprehensiveness
14. The principle of balance
15. The principle of utility
The Spiral Curriculum
The Spiral Curriculum is predicated on cognitive theory advanced by Jerome
Bruner(1960), who wrote.”We begin with the hypothesis that any subject can be taught
in some intellectually honest form to any child at any stage of development”(p.33). In
other words, even the most complex material, if properly structured and presented, can
be understood by very young children.
Burner hypothesized human cognition occurred in three relatively discreet stages.
Enactive, or actually manipulating and interacting with objects; Iconic, or the
manipulation of representation of the actual objects or phenomena. The picture to the
left show how these stages would look if used to teach students about finding books in
the library, and provides an example of a rudimentary “Spiral Curriculum”. Key features
of the spiral curriculum based on Burner’s work are:
The student revisits a topic, theme or subject several times throughout their school
career.
The complexity of the topic or theme increases with each revisit.
New learning has a relationship with old learning and is put in context with the old
information.
The benefits ascribed to the Spiral Curriculum by its advocates are:
The information is reinforced and solidified each time the student revisits the subject
matter.
The spiral curriculum also allows a logical progression from simplistic ideas to
complicated ideas.
Students are encouraged to apply the early knowledge to later course objectives.
9. This image by Norman Herr shows how the spiral curriculum used in China for teaching
science contrasts with “layered” curriculum common in the U.S.
In Chinese schools, students revisit each of the basic sciences each year of their
secondary school experience. This argues Herr, is the reason that their performance is
so strong when compared with American students who study one subject per year.
Empirical Outcomes
Unfortunately, although the theoretical underpinnings of the spiral curriculum are sound
and sensible, there is relatively little empirical evidence of its overall effectiveness.
However, individual studies of specific curriculum manifestations of the spiral curriculum
do reveal that it has positive outcomes, especially for the teaching skills, such as
reading, writing or technical skills. Because the spiral curriculum is often interwoven with
other inquiry- based and constructivist learning approaches, it is often quite difficult to
assess the effects of the curriculum, rather than the delivery of that curriculum.
In essence, this body of research literature related to the spiral curriculum can be
summarized as follows:
Interactive, concrete, manipulative instructional approaches can be used in the early
grades to introduce very sophisticated topics in almost any subjects, although math and
science provide the greatest amount of evidence of this approach.
Activating prior knowledge, or building new learning on prior learning, produces good
learning gains for almost all students, regardless of age or developmental level.
When viewed as a feature of a national system of education (eg: China or Taiwan) the
use of spiral curriculum appears to produce very solid results.
The Bottom Line
Although there is no clear empirical evidence of the effects of the spiral
curriculum on student learning, features of that curriculum have been linked to improve
learning outcomes. In addition, the spiral curriculum incorporates many research based
10. approaches from cognitive science that have been linked, individually, to improved
student performance as well.
Jerome Bruner
Jerome Bruner was born in USA and his influence on teaching has been important. He
was possibly the leading proponent of discovery approach in mathematical education
although he was not the inventor of the concept.
Bruner describes the general learning process in the following manner. First the child
finds in his manipulation of the materials regularities that correspond with intuitive
regularities it has already come to understand. According to Bruner the child finds some
sort of match between what it is doing in the outside world and some models or
templates that it has already grasped intellectually. For Bruner it is seldom something
outside the learner that is discovered. Instead, the discovery involves an internal
reorganization of previously known ideas in order to establish a better fit between those
ideas and regularities of an encounter to which the learner has had to accommodate.
His approach was characterized by three stages which he calls enactive, i9conic and
symbolic and are solidly based on the development psychology of Jean Piaget. The
first, the enactive level 9s where the child manipulate materials directly. Then he
proceeds to the iconic level, where he deals with mental images of objects but does not
manipulate then directly. At least he moves to the symbolic level, where he is strictly
manipulating symbols and no longer mental images or objects. The optimum learning
process should according to Bruner go through these stages.
1. Enactive mode. When dealing with the enactive mode, one is using some known
aspects of reality without using words or imagination. Therefore, it involves
representing the past events through making motor responses. It involves manly
in knowing how to do something; it involves series of actions that are right for
achieving some result eg. Driving a card, skiing, typing a knot.
2. Iconic Mode. This mode deals with the internal, were the knowledge is
characterized by a set of images that stand for the concept. The iconic
representation depends on visual or other sensory association and is principally
11. defined by perceptual organization and techniques for economically transforming
perceptions into meaning for the individual.
3. Symbolic mode. Through life one is always adding to the resources to the
symbolic mode of representation of thought. This representation is based upon
an abstract discretionary and flexible thought. It allows one to deal with what
might be and what might no, and is a major tool in reflective thinking. This mode
is illustrative of a person’s competence to consider propositions rather than
objects, to give ideas hierarchical structure and to consider alternative
possibilities in a combinatorial fashion.
The association of these ideas of manipulations of actual materials as part of
developmental model and the Socraterian notion of learning as internal
reorganization into a learning by discovery approach is the unique contribution of
Bruner.
In 1960, Bruner (then a professor of Harvard University) proposed a “spiral
curriculum” concept to facilitate structuring a curriculum around the great issues,
principles, and values that a society deems worthy of the continual concern of its
members (Bruner, 1960). The next decades many school system educators
attempted to implement this concept into their curriculum. Bruner (1975)
described the principles behind the spiral curriculum in the following way:
…”I was struck by the fact that successful efforts to teach highly structured
bodies of knowledge like mathematics, physical science, and even the field of
history often took the form of metaphoric spiral in which at some simple level a
set of ideas or operations were introduced in a rather intuitive way and, once
mastered in that spirit, were then revisited and reconstructed in a more formal or
operational way, then being connected with other knowledge, the mastery at this
stage then being carried one step higher to a new level of formal or operational
rigor and to a broader level of abstraction and comprehensiveness. The end
stage of this process was eventual mastery of the convexity and structure of
large body of knowledge”…(p.3-4)
12. It was in the 1980s, that a body of literature had accumulated in support of
individual components of a spiral curriculum model. Reigeluth and Stein (1983)
published the seminal work on “The Elaboration Theory of Instruction”. It prposes
that when structuring a course, it should be organized in a simple to complex
general to detailed, abstract to concrete manner. Another principle is that one
should follow learning prerequisite sequence, it is applied to individual lessons
within a course. In order for a student to develop from simple to more complex
lessons, certain prerequisite knowledge and skills must first be mastered. This
prerequisite sequencing provides linkages between each lesson as student
spirals upwards in a course of study. As new knowledge and skills are introduced
in a subsequent lessons, they reinforce what is already learnt and become
related to previously learned information. What the student gradually achieves is
a rich breadth and depth of information that is not normally developed in curricula
where each topic is discrete and disconnected from each other (Dowding T.J
1993).
Bruner suggested that cognitive process precede perception rather than the
other way around, that a person may not perceive an object until he or she has
recognized it. These cognitive theories of perception emphasize the role of
knowledge in how e interpret the world.
Howard Gardner (1987 p.6) defined cognitive science as “ a contemporary,
empirically based effort to answer long standing epistemological questions
particularly those concerned with the nature of knowledge, its components, its
sources, its development, and its deployment.” The theories of the constructivist
are originated from this school of thought.
The beginning of the 1950s and maintaining through the 1990s, educators drew
on rising insight of communications specialist, learning theories, and systems
engineers. The 1990s have been marked by the challenge of constructivism.
The Concentric and Spiral curriculum can be simply explain and view the
importance of these………………….
13.
14.
15. CONCLUSION
Spiral curriculum incorporates many research based approaches from
cognitive science that have been linked individually, to improve the
student’s performance as well.
REFERENCE
1. Amitkumar , 1995 , Teaching of physical science
, Anmol publications page no: 240-268
2. P.C. Bhatt ,2004 , Science process skills in
Teaching & Learning , Commonwealth
Publishers , page no: 192-196
3. Dr. S.K. Mangal & Shubhra Mangal , 2005,
Teaching of physical science , International
Publishing House , page no: 28-32