Curriculum approaches in language teaching (mobin bozorgi)
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Central design curriculum starts with selecting teaching activities and methods rather than detailing a syllabus or outcomes. It focuses on processes like learner inquiry and deliberation that drive teaching and learning. The syllabus is dynamic rather than sequential, and evaluation improves teaching and learning rather than judging outcomes.
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November 8 class
This document discusses three approaches to curriculum design in language teaching: forward, central, and backward design. Forward design starts with choosing a topic and resource, then plans instructional methods and assessment. Central design prioritizes teaching activities over syllabus or outcomes. Backward design begins with specifying learning outcomes and uses them to develop the syllabus, materials, teaching, and assessment.
approaches to curriculum design
This chapter discusses different models of curriculum design, including Graves' model, Nation's Language Curriculum Design model, and Murdoch's model. It describes the goals, process, design questions, and constraints to consider in curriculum design. It then explains three approaches to curriculum design: the waterfall model, focused opportunistic approach, and layers of necessity model. The last approach involves choosing the necessary layers to complete based on available time and resources. Factors like language level, time, money, and skills influence which design approach to use.
Principles & theories in curriculum development ppt
The document discusses the definition and purpose of curriculum from several perspectives. It describes curriculum as the total learning experience for students, including academic subjects as well as informal activities. An effective curriculum considers students' needs, sets clear learning outcomes, and outlines the content and teaching methods needed to achieve those outcomes. It provides order and structure for administrators, teachers, and students to ensure students receive a well-rounded education that prepares them for further education and career opportunities.
Dynamic model of curriculum development
A model is really the first step in curriculum development. A curriculum model determines the type of curriculum used; it encompasses educational philosophy, approach to teaching, and methodology. The good news is, unless you've been hired to design curriculum, you won't come across many curriculum models. However, it's good for educators to be familiar with the models used in their schools
The basic tenet of the dynamic or interactional models of curriculum development is that curriculum development is a dynamic and interactive process which can begin with any curriculum element (Print 1989, Brady 1990).
Walkers Model of Curriculum develop by Decker Walker 1971.
The proponents of this approach to curriculum development argue that the curriculum process does not follow a lineal, sequential pattern. Dynamic models have emerged from a more descriptive approach to curriculum where researchers have observed the behavior of teachers and developers as they devise curricula. Consequently the analytical and prescriptive approach, the very basis of the objectives and cyclical models, is not prominent in the dynamic models.
Platform
The three phases of Walker's model are the platform phase, the deliberation phase and the design phase. In the platform phase, platform statements made up of ideas, preferences, points of view, beliefs and values that are held by curriculum developers are recognized.
Deliberation
When the curriculum developers start discussing on the basis of the recognized platform statements, this is the second stage of deliberation, which is a complex, randomized set of interactions that eventually achieves an enormous amount of background work before the actual curriculum is designed (Print 1989 ).
Design
In this phase developers make decisions about the various process components (the curriculum elements). Decisions have been reached after extended discussion and compromise by individuals. The decisions are then recorded and these become the basis for a curriculum document or specific curriculum materials.
Problems in curriculum implementation
There are several problems with curriculum implementation in Pakistan. Economic problems are a major issue, as Pakistan only spends 2.4% of its GDP on education, which is not enough to fund teaching resources, teacher training, and other necessities. Political instability also hinders curriculum implementation, as different political parties have varying education policies. Additionally, teachers are often not properly trained or reluctant to accept changes to the curriculum. Other issues include a lack of sequencing in curriculum, uncertainty among parents regarding changes, and outdated curriculum that does not match students' current needs and skills. Proposed solutions include developing comprehensive implementation plans, increasing funding and resources, providing quality teacher training, and improving monitoring and evaluation of teachers.
1.curriculum approaches-in-language-teaching
This document discusses three approaches to curriculum design in language teaching: forward design, central design, and backward design.
Forward design starts with determining the linguistic content or syllabus, then considers methodology, and finally assesses learning outcomes. It has traditionally been the dominant approach. Central design begins with the classroom processes and methodology, without fully specifying the syllabus or outcomes in advance. Backward design starts by defining the desired learning outcomes and then determines the syllabus and methodology based on those outcomes. The Common European Framework exemplifies backward design.
Tyler's model of curriculum development by SHAN MAHMOOD, WAQAR TIPU & ISHRAT ...
Tyler's model of curriculum development involves 4 basic steps: 1) establishing the purpose of education, 2) determining what experiences will achieve that purpose, 3) organizing those experiences effectively, and 4) assessing when the purposes have been met. The first step involves identifying decision-makers and determining societal and student needs to outline broad goals and specific, measurable objectives. The second step is selecting teaching methods and grouping related objectives into courses. The third step is organizing experiences from simple to complex and general to specific. The final step involves follow-up studies, interviews, and reviews to evaluate if the objectives and purposes have been achieved.
Curriculum planning and development
This document discusses considerations for curriculum design and different approaches. It outlines eight common curriculum designs including content-based, skill-based, inquiry-based, and more. It also discusses the technical-scientific approach to curriculum design which views schools as factories producing students, and the non-technical, non-scientific existentialist approach which emphasizes personal freedom and journey. Finally, it synthesizes that curriculum planning requires extensive background and consideration, the Philippine system uses a scientific approach, and planning should be a collective effort.
Recommended
November 8 class
This document discusses three approaches to curriculum design in language teaching: forward, central, and backward design. Forward design starts with choosing a topic and resource, then plans instructional methods and assessment. Central design prioritizes teaching activities over syllabus or outcomes. Backward design begins with specifying learning outcomes and uses them to develop the syllabus, materials, teaching, and assessment.
approaches to curriculum design
This chapter discusses different models of curriculum design, including Graves' model, Nation's Language Curriculum Design model, and Murdoch's model. It describes the goals, process, design questions, and constraints to consider in curriculum design. It then explains three approaches to curriculum design: the waterfall model, focused opportunistic approach, and layers of necessity model. The last approach involves choosing the necessary layers to complete based on available time and resources. Factors like language level, time, money, and skills influence which design approach to use.
Principles & theories in curriculum development ppt
The document discusses the definition and purpose of curriculum from several perspectives. It describes curriculum as the total learning experience for students, including academic subjects as well as informal activities. An effective curriculum considers students' needs, sets clear learning outcomes, and outlines the content and teaching methods needed to achieve those outcomes. It provides order and structure for administrators, teachers, and students to ensure students receive a well-rounded education that prepares them for further education and career opportunities.
Dynamic model of curriculum development
A model is really the first step in curriculum development. A curriculum model determines the type of curriculum used; it encompasses educational philosophy, approach to teaching, and methodology. The good news is, unless you've been hired to design curriculum, you won't come across many curriculum models. However, it's good for educators to be familiar with the models used in their schools
The basic tenet of the dynamic or interactional models of curriculum development is that curriculum development is a dynamic and interactive process which can begin with any curriculum element (Print 1989, Brady 1990).
Walkers Model of Curriculum develop by Decker Walker 1971.
The proponents of this approach to curriculum development argue that the curriculum process does not follow a lineal, sequential pattern. Dynamic models have emerged from a more descriptive approach to curriculum where researchers have observed the behavior of teachers and developers as they devise curricula. Consequently the analytical and prescriptive approach, the very basis of the objectives and cyclical models, is not prominent in the dynamic models.
Platform
The three phases of Walker's model are the platform phase, the deliberation phase and the design phase. In the platform phase, platform statements made up of ideas, preferences, points of view, beliefs and values that are held by curriculum developers are recognized.
Deliberation
When the curriculum developers start discussing on the basis of the recognized platform statements, this is the second stage of deliberation, which is a complex, randomized set of interactions that eventually achieves an enormous amount of background work before the actual curriculum is designed (Print 1989 ).
Design
In this phase developers make decisions about the various process components (the curriculum elements). Decisions have been reached after extended discussion and compromise by individuals. The decisions are then recorded and these become the basis for a curriculum document or specific curriculum materials.
Problems in curriculum implementation
There are several problems with curriculum implementation in Pakistan. Economic problems are a major issue, as Pakistan only spends 2.4% of its GDP on education, which is not enough to fund teaching resources, teacher training, and other necessities. Political instability also hinders curriculum implementation, as different political parties have varying education policies. Additionally, teachers are often not properly trained or reluctant to accept changes to the curriculum. Other issues include a lack of sequencing in curriculum, uncertainty among parents regarding changes, and outdated curriculum that does not match students' current needs and skills. Proposed solutions include developing comprehensive implementation plans, increasing funding and resources, providing quality teacher training, and improving monitoring and evaluation of teachers.
1.curriculum approaches-in-language-teaching
This document discusses three approaches to curriculum design in language teaching: forward design, central design, and backward design.
Forward design starts with determining the linguistic content or syllabus, then considers methodology, and finally assesses learning outcomes. It has traditionally been the dominant approach. Central design begins with the classroom processes and methodology, without fully specifying the syllabus or outcomes in advance. Backward design starts by defining the desired learning outcomes and then determines the syllabus and methodology based on those outcomes. The Common European Framework exemplifies backward design.
Tyler's model of curriculum development by SHAN MAHMOOD, WAQAR TIPU & ISHRAT ...
Tyler's model of curriculum development involves 4 basic steps: 1) establishing the purpose of education, 2) determining what experiences will achieve that purpose, 3) organizing those experiences effectively, and 4) assessing when the purposes have been met. The first step involves identifying decision-makers and determining societal and student needs to outline broad goals and specific, measurable objectives. The second step is selecting teaching methods and grouping related objectives into courses. The third step is organizing experiences from simple to complex and general to specific. The final step involves follow-up studies, interviews, and reviews to evaluate if the objectives and purposes have been achieved.
Curriculum planning and development
This document discusses considerations for curriculum design and different approaches. It outlines eight common curriculum designs including content-based, skill-based, inquiry-based, and more. It also discusses the technical-scientific approach to curriculum design which views schools as factories producing students, and the non-technical, non-scientific existentialist approach which emphasizes personal freedom and journey. Finally, it synthesizes that curriculum planning requires extensive background and consideration, the Philippine system uses a scientific approach, and planning should be a collective effort.
Curriculum Development Models
The document discusses various models for curriculum development in higher education. It describes 11 different curriculum models including differentiated curriculum models, integrated curriculum models, and inquiry-based models. It also discusses factors to consider when developing or updating curriculum, such as learning environments, processes, and outcomes. The key aspects of different approaches to curriculum development are outlined as well, including behavioral, managerial, and academic approaches.
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.
Approaches to curriculum design
The document discusses three common approaches to curriculum design: the child/learner-centered approach which divides activities into units and allows freedom for self-discovery using various media; the subject-centered approach which focuses primarily on detached subject matter bits; and the problem-centered approach which develops independent, civic-minded learners by engaging them in problem recognition and solution-seeking.
Models of curriculum
The document discusses several models of curriculum, including:
- The Tyler Model, which focuses on educational purposes, experiences, organization, and evaluation.
- The Taba Model, which is a grass-roots approach involving 7 steps like diagnosis of needs and selection of learning experiences.
- The Saylor and Alexander Model, which involves 4 steps of specifying goals and objectives, designing the curriculum, implementation, and evaluation.
- Models for students with special needs, including developmental, functional, and ecological approaches.
- The subject/teacher centered design which is based on teaching predefined subjects and has the objective of transferring cultural heritage. However, it ignores student interests.
Process of Curriculum Development
The document discusses the process of curriculum development, which includes 5 phases: 1) needs assessment, 2) formulation of aims, goals and objectives, 3) selection of content, 4) organization of learning experiences and content, and 5) evaluation. It provides details on each phase, including the levels of objectives, criteria for selecting content and learning experiences, and principles of horizontal and vertical organization. The key aspects of curriculum development are establishing objectives, selecting appropriate content and learning experiences to meet the objectives, and evaluating the curriculum and student outcomes.
Curriculum Mapping
After completion of the presentation, the participants will be able to know:
- Curriculum Structures
- What is Curriculum Alignment?
- A Curriculum Pacing Guide
- What is Curriculum Mapping?
- Why Curriculum Mapping?
- What is a curriculum alignment matrix?
- Steps for mapping
- Ten Tenets of Curriculum Mapping
Curriculum: Relevance and Effectiveness
Curriculum: Relevance and Effectiveness Presented
by: - Sindhu Joyo
Key points
* What is Curriculum?
* Elements of curriculum.
* Types of curriculum
* why we develop the Curriculum
* 7 points in focus while preparing a good curriculum
* What kind of challenges, curriculum developers face while preparing the curriculum.
* 10 standards of a Good curriculum.
* conclusion
Models of curriculum 1
Curriculum models are essential in determining programme content & in training & supervising staff to implement "high quality programmes."
Curriculum
The document discusses curriculum development and evaluation. It begins by defining curriculum and explaining its meaning and concepts. It then covers the basic tasks and process of curriculum development, which includes determining needs, objectives, content, organization, and evaluation. The document outlines several approaches to curriculum design, implementation, and evaluation. It emphasizes that curriculum evaluation is important for assessing effectiveness and facilitating continuous improvement. Overall, the document provides a comprehensive overview of curriculum from conceptualization to implementation and assessment.
Curriculum Models
The document discusses various models of curriculum, including the Tyler model, Taba model, Saylor and Alexander model, and models for children with special needs. The Tyler model focuses on educational purposes, experiences, organization, and evaluation. The Taba model is a grass-roots approach with 7 steps including diagnosis, objectives, content selection, and evaluation. The Saylor and Alexander model includes goals, design, implementation, and evaluation. Models for children with special needs incorporate developmental, functional, and ecological approaches.
components of curriculum and curricular approaches
This document discusses the major components of curriculum and different approaches to curriculum. It identifies the key components of curriculum as aims and objectives, subject matter or content, learning experiences, and evaluation approaches. It also outlines the aims of education at the primary, secondary, and tertiary levels based on Philippine law and policy. The document further discusses criteria for selecting subject matter and organizing content, as well as different teaching strategies and methods. It analyzes approaches to curriculum, including behavioral, managerial, systems, and humanistic approaches.
Tyler model
The document discusses curriculum development and Ralph Tyler's model of curriculum planning. It provides background on Tyler, summarizes his four fundamental questions for curriculum planning, and outlines his model which begins with setting objectives based on studying learners, society, and subject matter. The model includes selecting learning experiences to meet objectives, organizing instruction, and evaluating effectiveness. Strengths are that it provides a clear starting point, while criticisms include that it can narrowly interpret objectives and be time-consuming. The document also contrasts Tyler's deductive approach with Taba's inductive model.
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.
Curriculum design and models
The document discusses several curriculum models including subject-centered, learner-centered, and problem-centered models. It describes key aspects of each model, such as the subject-centered model focusing on content divided into subjects. The learner-centered model emphasizes the needs and interests of students, while the problem-centered model organizes curriculum around solving real-world problems. It also covers curriculum development models like Tyler's model and Taba's inductive model.
Curriculum development
The information content of this slide was taken from the book of Bilbao, Purita,. et.al, (2008) Curriculum Development,. LORIMAR Publishing Company. And I am very thankful to have further knowledge because of her book.
Curriculum Approaches (Systems-managerial and Intellectual-academic Approach)
This document discusses two approaches to curriculum - systems-managerial and intellectual-academic. The systems-managerial approach views curriculum as a system with inputs, processes, and outputs, and emphasizes the managerial role of administrators. It lists the key functions of school leaders to ensure successful curriculum implementation. The intellectual-academic approach emphasizes using theories and principles in curriculum planning, influenced by philosophers like Dewey. It analyzes the historical, cultural, and philosophical underpinnings of curriculum.
National Curriculum Design
This presentation highlights the importance of curriculum design, structure of unite and provides a reminder of the curriculum development process after designing...THE WAY FORWARD - piloting, implementing, monitoring, evaluation,
Curriculum approaches
Curriculum Approaches
(1) Behavioral-Rational Approach
(2) Systems-Managerial Approach
Source:
Bago, A. (2008)
Taba model of curriculum development
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
Features, planning, & phases of teaching
This document discusses key aspects of effective teaching methods including features of teaching, planning for teaching, and phases of teaching. It notes that good teaching is stimulating, guided, and well-planned. Planning is important and should involve clarifying objectives, addressing individual differences, and selecting instructional content and methods. The planning process should consider teacher and student factors. Teaching involves three phases - pre-active planning, interactive presentation, and post-active evaluation to assess achievement of objectives.
SLA: Approaches, methods and techniques
This document discusses different aspects of language teaching approaches, methods, and techniques. It provides reasons for studying teaching methods, such as gaining perspective on how the field has evolved, accessing established practices, and expanding one's teaching skills. Studying methods allows teachers to reflect on their assumptions and make informed choices in their teaching. The roles of the teacher, students, and instructional materials may vary depending on the approach and objectives. Techniques implement methods, which are informed by approaches. Approaches define underlying theories but not specific classroom practices.
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Curriculum Development Models
The document discusses various models for curriculum development in higher education. It describes 11 different curriculum models including differentiated curriculum models, integrated curriculum models, and inquiry-based models. It also discusses factors to consider when developing or updating curriculum, such as learning environments, processes, and outcomes. The key aspects of different approaches to curriculum development are outlined as well, including behavioral, managerial, and academic approaches.
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.
Approaches to curriculum design
The document discusses three common approaches to curriculum design: the child/learner-centered approach which divides activities into units and allows freedom for self-discovery using various media; the subject-centered approach which focuses primarily on detached subject matter bits; and the problem-centered approach which develops independent, civic-minded learners by engaging them in problem recognition and solution-seeking.
Models of curriculum
The document discusses several models of curriculum, including:
- The Tyler Model, which focuses on educational purposes, experiences, organization, and evaluation.
- The Taba Model, which is a grass-roots approach involving 7 steps like diagnosis of needs and selection of learning experiences.
- The Saylor and Alexander Model, which involves 4 steps of specifying goals and objectives, designing the curriculum, implementation, and evaluation.
- Models for students with special needs, including developmental, functional, and ecological approaches.
- The subject/teacher centered design which is based on teaching predefined subjects and has the objective of transferring cultural heritage. However, it ignores student interests.
Process of Curriculum Development
The document discusses the process of curriculum development, which includes 5 phases: 1) needs assessment, 2) formulation of aims, goals and objectives, 3) selection of content, 4) organization of learning experiences and content, and 5) evaluation. It provides details on each phase, including the levels of objectives, criteria for selecting content and learning experiences, and principles of horizontal and vertical organization. The key aspects of curriculum development are establishing objectives, selecting appropriate content and learning experiences to meet the objectives, and evaluating the curriculum and student outcomes.
Curriculum Mapping
After completion of the presentation, the participants will be able to know:
- Curriculum Structures
- What is Curriculum Alignment?
- A Curriculum Pacing Guide
- What is Curriculum Mapping?
- Why Curriculum Mapping?
- What is a curriculum alignment matrix?
- Steps for mapping
- Ten Tenets of Curriculum Mapping
Curriculum: Relevance and Effectiveness
Curriculum: Relevance and Effectiveness Presented
by: - Sindhu Joyo
Key points
* What is Curriculum?
* Elements of curriculum.
* Types of curriculum
* why we develop the Curriculum
* 7 points in focus while preparing a good curriculum
* What kind of challenges, curriculum developers face while preparing the curriculum.
* 10 standards of a Good curriculum.
* conclusion
Models of curriculum 1
Curriculum models are essential in determining programme content & in training & supervising staff to implement "high quality programmes."
Curriculum
The document discusses curriculum development and evaluation. It begins by defining curriculum and explaining its meaning and concepts. It then covers the basic tasks and process of curriculum development, which includes determining needs, objectives, content, organization, and evaluation. The document outlines several approaches to curriculum design, implementation, and evaluation. It emphasizes that curriculum evaluation is important for assessing effectiveness and facilitating continuous improvement. Overall, the document provides a comprehensive overview of curriculum from conceptualization to implementation and assessment.
Curriculum Models
The document discusses various models of curriculum, including the Tyler model, Taba model, Saylor and Alexander model, and models for children with special needs. The Tyler model focuses on educational purposes, experiences, organization, and evaluation. The Taba model is a grass-roots approach with 7 steps including diagnosis, objectives, content selection, and evaluation. The Saylor and Alexander model includes goals, design, implementation, and evaluation. Models for children with special needs incorporate developmental, functional, and ecological approaches.
components of curriculum and curricular approaches
This document discusses the major components of curriculum and different approaches to curriculum. It identifies the key components of curriculum as aims and objectives, subject matter or content, learning experiences, and evaluation approaches. It also outlines the aims of education at the primary, secondary, and tertiary levels based on Philippine law and policy. The document further discusses criteria for selecting subject matter and organizing content, as well as different teaching strategies and methods. It analyzes approaches to curriculum, including behavioral, managerial, systems, and humanistic approaches.
Tyler model
The document discusses curriculum development and Ralph Tyler's model of curriculum planning. It provides background on Tyler, summarizes his four fundamental questions for curriculum planning, and outlines his model which begins with setting objectives based on studying learners, society, and subject matter. The model includes selecting learning experiences to meet objectives, organizing instruction, and evaluating effectiveness. Strengths are that it provides a clear starting point, while criticisms include that it can narrowly interpret objectives and be time-consuming. The document also contrasts Tyler's deductive approach with Taba's inductive model.
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.
Curriculum design and models
The document discusses several curriculum models including subject-centered, learner-centered, and problem-centered models. It describes key aspects of each model, such as the subject-centered model focusing on content divided into subjects. The learner-centered model emphasizes the needs and interests of students, while the problem-centered model organizes curriculum around solving real-world problems. It also covers curriculum development models like Tyler's model and Taba's inductive model.
Curriculum development
The information content of this slide was taken from the book of Bilbao, Purita,. et.al, (2008) Curriculum Development,. LORIMAR Publishing Company. And I am very thankful to have further knowledge because of her book.
Curriculum Approaches (Systems-managerial and Intellectual-academic Approach)
This document discusses two approaches to curriculum - systems-managerial and intellectual-academic. The systems-managerial approach views curriculum as a system with inputs, processes, and outputs, and emphasizes the managerial role of administrators. It lists the key functions of school leaders to ensure successful curriculum implementation. The intellectual-academic approach emphasizes using theories and principles in curriculum planning, influenced by philosophers like Dewey. It analyzes the historical, cultural, and philosophical underpinnings of curriculum.
National Curriculum Design
This presentation highlights the importance of curriculum design, structure of unite and provides a reminder of the curriculum development process after designing...THE WAY FORWARD - piloting, implementing, monitoring, evaluation,
Curriculum approaches
Curriculum Approaches
(1) Behavioral-Rational Approach
(2) Systems-Managerial Approach
Source:
Bago, A. (2008)
Taba model of curriculum development
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
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Curriculum Development - Teaching and Curriculum Design
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components of curriculum and curricular approaches
components of curriculum and curricular approaches
Curriculum Approaches (Systems-managerial and Intellectual-academic Approach)
Curriculum Approaches (Systems-managerial and Intellectual-academic Approach)
Similar to Curriculum approaches in language teaching (mobin bozorgi)
Features, planning, & phases of teaching
This document discusses key aspects of effective teaching methods including features of teaching, planning for teaching, and phases of teaching. It notes that good teaching is stimulating, guided, and well-planned. Planning is important and should involve clarifying objectives, addressing individual differences, and selecting instructional content and methods. The planning process should consider teacher and student factors. Teaching involves three phases - pre-active planning, interactive presentation, and post-active evaluation to assess achievement of objectives.
SLA: Approaches, methods and techniques
This document discusses different aspects of language teaching approaches, methods, and techniques. It provides reasons for studying teaching methods, such as gaining perspective on how the field has evolved, accessing established practices, and expanding one's teaching skills. Studying methods allows teachers to reflect on their assumptions and make informed choices in their teaching. The roles of the teacher, students, and instructional materials may vary depending on the approach and objectives. Techniques implement methods, which are informed by approaches. Approaches define underlying theories but not specific classroom practices.
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This document discusses communication in the classroom and provides an overview of several instructional design models. It defines communication and describes how teaching is a communication process. It also explains Bloom's taxonomy of learning domains, including cognitive, affective, and psychomotor. Several instructional design models are outlined, including Kibler's model, the ADDIE model, and its five phases of analysis, design, development, implementation, and evaluation. Effective communication in the classroom helps students learn and benefits both students and teachers.
Learning design
Learning design is the practice of planning, sequencing and managing learning activities to support instruction. It allows educators to design full lessons or programs using tools like LAMS. While design is inherent in teaching, making the process explicit can help share best practices and support teachers in selecting appropriate tools and activities. Learning design aims to capture expert teaching skills and represent pedagogy, technologies and intended student activities in a way that can be reused or adapted by other educators. However, challenges remain regarding ownership, representation formats and understanding the full impact of this approach.
Curriculum implementation
In this presentation, you will know the different topics that are useful in implementing a curriculum that will serve as your guide to create a better and effective curriculum that will benefit the students, teachers, and the community.
Credits to this websites for the content:
http://www.fao.org/3/ah650e/ah650e03.htm
http://beonnjuil.blogspot.com/2016/03/reflection-2-roles-of-curriculum-workers.html#:~:text=What%20understand%20about%20Curriculum%20workers,to%20emphasize%20appropriate%20learning%20experience
https://dmiffleton.wordpress.com/2015/03/30/stages-of-curriculum-implementation/#:~:text=The%20curriculum%20implementation%20process%20can,broken%20down%20into%2012%20steps.
The Curriculum and the Study of the Curriculum
Curriculum Theories and Approaches
Types of Curriculum
Categories of Curriculum
Elements of a Curriculum
EDUCATIONAL TECHNOLOGY
The document discusses the coursework development process. It involves identifying learning outcomes, planning teaching approaches and assessments aligned to the outcomes, sequencing content, and using technology tools. The process includes initiation, design, development, implementation, and evaluation stages. Key steps are writing objectives, brainstorming aligned activities and assessments, defining structure and sequence, drafting module objectives, and the syllabus.
TSL3143 Topic 4 Considerations in Curriculum Studies
The document discusses key considerations in designing curriculum, including needs analysis of the target group, aims and objectives, content, learning theories and approaches, personnel, material selection, assessment and evaluation, monitoring and support, and potential constraints. A needs analysis examines what learners know and need to know to effectively design a curriculum that meets their learning needs and objectives. Other important factors include learning theories and approaches, personnel to implement the curriculum, selecting appropriate materials, and ongoing assessment, evaluation and monitoring to ensure support for learners.
Curriculum
This document discusses the salient features of teacher education curriculum. It defines curriculum as the planned interaction of pupils with instructional content, materials, resources, and processes for evaluating educational objectives. It emphasizes that the quality of teacher education is maintained through the curriculum. The curriculum development process is dynamic and involves several stages: planning, preparing, designing, developing, implementing, evaluating, revising, and improving. The roles of teachers in curriculum development include understanding learner psychology, using effective teaching methods and strategies, evaluating learning outcomes, and taking on responsibilities as planners, designers, managers, evaluators, researchers, decision makers, and administrators. The document also outlines the broad curricular areas of teacher education programs.
Curriculum and Course Planning_BINALET.pptx
The document discusses curriculum definitions and the process of curriculum development and course design. It provides definitions of curriculum from various scholars and outlines the key elements involved in curriculum planning including determining objectives, content, teaching methods, and assessment. It also describes the five phases of formal curriculum development as 1) defining learning outcomes, 2) selecting learning experiences, 3) choosing relevant content, 4) developing assessments, and 5) evaluating effectiveness. The five phases provide a systematic approach to curriculum design.
OBE-TLP-RMY.pptx
This document discusses outcome-based education (OBE) and innovative teaching techniques. It begins by contrasting traditional, content-focused education with OBE, which prioritizes the outcomes students achieve. The document then outlines the steps for implementing OBE, emphasizing planning effective teaching strategies aligned to course outcomes. Finally, it explores several innovative teaching methods like problem-based learning, flipped classrooms, role plays, and gamification that can help engage students and improve learning outcomes.
TSL3143 Topic 1 Concepts and Issues in Curriculum
The document discusses key topics related to curriculum construction including definitions of curriculum, types of curriculum (planned, enacted, hidden), and relationships between curriculum, syllabus, course, and program. It also examines factors that influence curriculum construction such as political, economic, and social concerns. Finally, it addresses concerns of different stakeholders in the Malaysian educational context.
R What is learning design?
This document discusses learning design and its importance. It defines learning design as representing teaching and learning activities in a format that can be shared and adapted by teachers. This allows good practices to be transferred and helps teachers incorporate new technologies and resources into their lessons. The document outlines why focusing on design processes is important to improve teaching quality and support teachers in a time of many new tools and resources. It also defines key terms like learning activities and discusses different levels and interpretations of learning design.
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- 1. Curriculum Approaches in Language Teaching: Forward, Central, and Backward Design Jack C. Richards(2013) By : Mobin Bozorgi mobinbozorgi@yahoo.com
- 2. • Input refers to the linguistic content of a course. • Process(Methodology) refers to how teaching is carried out, it includes activities, procedures and techniques that are employed by teachers. • Output refers to learning outcomes, that is, what learners are able to do as a result of a period of instruction. Input / Process /Output Input: Syllabus Process: Methodology Output: Learning outcomes
- 4. CENTRAL DESIGN: curriculum development starts with the selection of teaching activities, techniques and methods rather than with the elaboration of a detailed language syllabus or specification of learning outcomes. Bruner and Stenhouse argue that curriculum development should start by identifying the processes of inquiry and deliberation that drive teaching and learning – processes such as :
- 5. Process • learner- focused • learning- oriented Syllabus • dynamic • not sequential Evaluation • improves teaching • learning In Central Design