The Robinson model provides a systematic approach for curriculum development with detailed procedures and tasks. It involves identifying goals, objectives, growth schemes, and instructional methods. The model assumes curriculum guidelines do not adequately support teaching complex skills and that curriculum design requires defensible choices. It explicates procedures for each design task and uses matrices to relate qualities of an educated person with course content. The goal is to move students through levels of a growth scheme towards higher cognitive skills through interactive instruction and curriculum materials. The model offers a sophisticated, theoretically grounded approach to curriculum development and analysis.
This presentation is about Negotiated Syllabus in Course Design. It includes the definition of negotiated syllabus, needs, components, steps, examples, adventages and disadventage of negotiated syllabus.
This presentation is about Negotiated Syllabus in Course Design. It includes the definition of negotiated syllabus, needs, components, steps, examples, adventages and disadventage of negotiated syllabus.
Task based syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
Approaches, methods, procedures and techniquesCarmen Bazurto
The speech production derives from speech comprehension, because learners always are able to understand first than speak. Besides the basis of language is used words with a significant contexts in order to produce language meaningfully (lexicon).
Task based syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
Approaches, methods, procedures and techniquesCarmen Bazurto
The speech production derives from speech comprehension, because learners always are able to understand first than speak. Besides the basis of language is used words with a significant contexts in order to produce language meaningfully (lexicon).
It is a plan created before design/ development of a curriculum. There are various type of models. It is normally made according to the need of the society, learner and nation.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Walker's deliberative approach emphasizes the process of curriculum development. The ways of proceeding were not predetermined but negotiated and documented as stakeholders worked towards completing the task.
To understand the concept of theory, it is essential to understand the nature of theory in general.
Historically, the Received View holds that a theory is a formalized, deductively connected bundle of laws that are applicable in specifiable ways to their observable manifestations. In the Received View, a small number of concepts are selected as bases for the theory; axioms are introduced that specify the fundamental relationships among those concepts; and definitions are provided, specifying the remaining concepts of the theory in terms of the basic ones.
Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme. The public want to know whether the curriculum implemented has achieved its aims and objectives; teachers want to know whether what they are doing in the classroom is effective; and the developer or planner wants to know how to improve the curriculum product.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Robinson model
Is related to the inquiry and
problem-solving model . Robinson
has focused on curriculum design
in order to ensure that his inquiry
programs can be more easily
integrated into the schools’
existing curricula .
3. The Robinson approach is to
start with specific tasks that
teachers and curriculum
workers usually address when
they are designing or
revamping curricula . These
tasks which Robinson calls
surface tasks are:
4. 1.Developing goal statements.
2.Developing defensible sets of
objectives.
3.Developing descriptions of growth.
4.Develoing instructional objectives.
5.Sequencing objectives.
6.Devising growth schemes related to
instruction and assessment methods.
7.Developing written curriculum
materials.
5. Robinson found out that most
curriculum teams need
assistance in clarifying the
procedures associated with these
tasks e . g the teacher might
generate a list of goals by simply
writing down possible goals as
they come to mind(e.g.
brainstorming) or by recalling
goals statements employed in the
6. Robinson argues that
without more-detailed
procedures for curriculum
design , this type of
activity will not have
much of an impact on
student growth.
8. A. Curriculum guidelines do not provide the
teacher with much assistance in actually
instructing students about complex
intellectual tasks.
B . The task of curriculum design involves
matters of choice , such as the selection of
objectives and intended learning outcomes .
C. The goal of curriculum developer is to
make defensible choice that can be
supported with reference to specific criteria.
9. The uniqueness of the
Robinson model is its
explication of detailed
procedures for each of the
surface tasks. These
procedures are elaborated into
two stages:
10. 1. In the first step , each task
is approached as a problem to
be solved , so that the
curriculum worker must
identify the framework for each
problem . This framework then
will be used to clarify further
procedures.
11. 2. In the second step, an image of what is an
educated person is used to develop the
content of the matrix . Robinson calls the
second step a recovery task . In this task , the
dominant qualities of an educated person (e .
g the ability to solve problems) are listed
across the top of the matrix and the dominant
contexts in which these qualities are found
are listed from top to bottom in the matrix. To
develop the goals for a course, these
dominant qualities and contexts are adapted
to specific courses .
12. In the Robinson model , each
surface task generates one or
more analytic tasks and one or
more recovery tasks. For the
curriculum designer to go from
major goal statements to
specific instructional course
objectives , he/she must do
the following :
13. 1. Develop an objectives-
classification scheme.
2.Develop(organizing sets) for
each relevant category in this
scheme.
3.Adapt the material in the
organizing sets to fit the
particular curriculum space.
14. The organizing sets allow the teacher
to identify the knowledge and skills
that are most important and can thus
act as organizers for other concepts
and skills in the curriculum ,
organizing sets can be developed for
knowledge , skills , and beliefs
.Robinson acknowledges that this
process is arduous , but he claims
that it is necessary if objectives are
to move beyond low-level cognitive
skill level
15. A key feature of Robinson
system is that it offers field-
developed procedures for
describing growth toward the
attainment of educational
objectives.
There are four basic steps in
developing a growth scheme for
any objective:
16. 1.Identify a task that calls for a behavior
designated by the objective.
2.Adminster the task to groups of
increasingly greater maturity in respect to
this behavior.
3. By comparing performances of groups of
different maturity. Identify major differences
and articulate them as dimensions of
growth.
4.Identify describable levels within each
dimension.
17. A summary of Robinson model
A . It has developed instructional procedures
for moving students through the stages of
growth scheme.
B . The most effective procedure involves a
highly interactive process in which students
articulate and gradually incorporate rules for
operating at the higher levels of the particular
growth scheme.
18. C . written curriculum materials, developed
by Robinson are related to this instructional
process .Robinson has studied how these
written materials can be related to teacher
behavior and teacher growth.
D. Robinson model includes one of the most
sophisticated curriculum system that we
know of. The uniqueness of this model is the
powerful procedures it contains for
developing and analyzing curriculum.
19. E. These procedures are rooted in a clear
conception of inquiry and problem-solving ,
because of its clear theoretical base ,this
model should be very appealing to curriculum
workers who are concerned with teaching
higher level cognitive skills.
F. the concern about this model is that it is
not easily accessible . some tasks are
complex , the text will help making this model
more accessible.
