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Curriculum Design Approach
- 1. CURRICULUM DESIGN APPROACH Authored byAdithya Ligory
- 2. Introduction Multiple approaches tothe development of a curriculum have been catalogued with the guidelines proposed by Kerr, Tyler, Kern and Taba being the most prominent. The approach to curriculum development may also be based on the theories of learning that elaborates on how students grasp learning in an academic setting.
- 3. Components of theCurriculum Intended Outcomes - behavioural, cognitive, societal Subjects Taught - science, humanities, art Implementation Technique - classroom, lab, field study, budget
- 4. Postulates and Assumptionsfor Curriculum Design Hilda Taba’s Assumptions ● Thinking is an active transaction between the individual and data ● Thinking can be taught ● Processes of thought evolve by a sequence that is "lawful" Edward Throndike’s Postulates ● Abstract intelligence - the ability to process and understand different concepts ● Mechanical intelligence - the ability to handle physical objects ● Social intelligence - the ability to handle human interaction
- 5. Explicit, Hidden andNull Curriculums Explicit: formal/stated mandated curricula that contain explicit steps and procedures to follow for proper implementation; stated and intended outcomes. Hidden: Practices and procedures resulting from decisions made when implementing the explicit curriculum, unintended outcomes that occur as the explicit curriculum is implemented. Null: Curricular aspects excluded (either intentionally or unintentionally from classroom instruction that are appropriate to the explicit curriculum.
- 6. Student Centred ApproachCase Samples In San Francisco, at City Arts and Technology High School, curriculum includes a strong focus on social justice and identity. Social justice themes are used as a strategy to empower youth and encourage them to think critically. At Life Academy of Health and Bioscience in Oakland, the culminating and most rigorous work for students is the senior research paper, a yearlong and multistage assignment that many graduates describe as one of the academic experiences that was most helpful for the first year of college. At Impact Academy of Arts and Technology in Hayward, teachers emphasize that there are multiple perspectives to any issue. A history teacher describes a unit on Reconstruction: "We looked at different historical interpretations…. from the 1870s and from the 1920s and from the 1960s and they had to pick a claim that a historian … made about Reconstruction.
- 7. Maastricht Seven JumpProcess PROBLEM BASED LEARNING
- 8. Elaboration of MaastrichtSeven Jump Process 1. Clarification: Explanations and discussion 2. Formulation of Problem Statement: Invoke wider research options 3. Brainstorm: Collection of ideas with regards to the problem statement 4. Formulate Learning Objectives: Formulate a central research topic obtained from brainstorming 5. Self Study: Exposure to research topic oriented literature and related media 6. Share Results: Exchange arguments, compare results and concepts acquired. 7. Evaluate Results: Assessment of the learning process as well as the students, reflecting on methods and outcomes.
- 9. Cognitive Approach Illustrated Theoretical Introduction Applied Work RealLife Situatio ns The difference between the classic diagram and the cognitive one is not formal, it is a difference in depth between an acquisition of information that applies too late to real life situations, and a knowledge building anchored from the very beginning in real life situations. Use in Real Life Situations Real Life Situations Theoretical Developme nt Concept Creation CLASSIC PROCESS COGNITIVE PROCESS
- 10. Lev Vygotsky Postulate WHATIS NOT KNOWN? Skills difficult to grasp by a student, is acquired with the appropriate guidance and encouragement from a knowledgeable person. ZONE OF PROXIMAL DEVELOPMENT WHAT IS KNOWN? LEARNING
- 11. Observations from theApplication of Constructivism in the Curriculum
- 12. Bibliography https://www.scribd.com/doc/46297439/Curriculum-Approaches https://www.scribd.com/document/105892804/Curriculum-Approaches https://link.springer.com/chapter/10.1007/978-94-017-1205-7_1 (preview ofpaper) https://www.tandfonline.com/doi/abs/10.1080/07294360.2016.1170765 (abstract) https://www.voced.edu.au/content/ngv%3A2888 https://icss.uni.edu/352/sp13/top3.html https://www.researchgate.net/publication/280554159_APPROACHES_TO_CURRICULUM_DEVELOPMENT http://www.stanswartz.com/adminbook/Chapter%202%20Billie%20Blair.htm https://www.slideshare.net/ahmedabbas1121/tyler-model?next_slideshow=2 https://educationalresearchtechniques.com/2014/07/01/curriculum-development-the-tyler-model/ http://infed.org/mobi/curriculum-theory-and-practice/ https://prezi.com/yjeqntj_hzdd/three-types-of-curriculum/ https://thesecondprinciple.com/instructional-design/types-of-curriculum/ https://www.slideshare.net/melodaryl/field-study-4-67608711?next_slideshow=1 https://prezi.com/da3udpcazs0-/common-approaches-to-curriculum-design/ https://ianpace.files.wordpress.com/2014/08/peter-righton-four-approaches-to-curriculum-design.pdf https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=2169&context=ajte http://portal.sriramachandra.edu.in/Documents/Prof%20P%20V%20V.pdf http://www.acornhouse.school/2017/01/22/approaches-may-enable-curriculum-development-international- schools/
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