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Curriculum Development Models By Dr.Kumuda Gurruao Advisor / Consultant to Hr.Edu / Corporate Sectors www.advisor2u.com
Why should we consider various models? ,[object Object],[object Object],[object Object],[object Object],[object Object]
When should you consider introducing new curriculum models? ,[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Curriculum Development ,[object Object],[object Object],[object Object]
Curriculum Design ,[object Object],[object Object]
Curriculum Model ,[object Object],[object Object]
Various Curriculum Models ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
6. Using a Learning Outcome-Led  Model 7. Prescriptive & Descriptive models  8.  iCarnegie's dynamic curriculum delivery model  9.  Transformative curriculum model 10. Model based on  faculty-driven processes and practices through dept initiatives
11. Inquiry based model
According to  Duncan McCallum , the deputy academic secretary at the University of Cambridge,  “ A good curriculum should engage and challenge the student”.
Curriculum Design in a Context of Widening Participation in Higher Education ,[object Object],[object Object],[object Object]
separate,  semi-integrated and  Integrated approaches and  associated models  ‘ separate’ provision of the ‘academic support’ type has a limited impact, and that a  mix of semi-integrated  and  integrated models  of curriculum provision offers better prospects for helping a wide spectrum of students to succeed at university.
According to  Digby Warren  a learning, teaching and curriculum developer at London Metropolitan University, " Semi-integrated models of provision allow space within curricula for assisting less-prepared students to develop fundamental skills ," he says. "In addition, further individual help remains through forms of academic support congruent with discipline-specific needs."
Integrated curriculum:  “A curriculum that is organized in such a way that it cuts across subject-matter lines and brings together various aspects of the curriculum. A meaningful association focuses upon broad areas of study in a holistic way and  reflects the real world, which is interactive”  (Shoemaker, 1989).
New Design to face the   challenges of   21 st  century. ,[object Object],[object Object],[object Object],[object Object],[object Object]
Source :  http://vocserve.berkeley.edu/CW81/NewDesigns.html
[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object]
Source :  http://vocserve.berkeley.edu/CW81/NewDesigns.html
The Differentiated Curriculum model ,[object Object],[object Object]
(ICAM) System provided teachers with the facility to identify the strengths and weaknesses of students and automatically prompted component lessons for remediation in weak concepts.
Integrating Information Literacy into the Higher Education Curriculum ,[object Object]
Interdisciplinary curriculum model ,[object Object],[object Object],[object Object],[object Object]
Internationalizing the Higher Education Curriculum ,[object Object],[object Object],[object Object],[object Object]
Using a Learning Outcome-Led  Model ,[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object]
Prescriptive & Descriptive models ,[object Object],[object Object],[object Object],[object Object]
How can these educational experiences be organised effectively?  How can we determine whether these purposes are being attained?
iCarnegie's dynamic curriculum delivery model ,[object Object]
Source:  http://www.icarnegie.com/curriculum/model.html
Transformative curriculum model ,[object Object],[object Object]
Model based on  faculty-driven processes and practices through dept initiatives ,[object Object]
Inquiry based model ,[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object]
Things to be done after choosing curriculum model ,[object Object]
Various Approaches to Curriculum Development ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Behavioral Viewpoint   ,[object Object],[object Object],[object Object]
Managerial Viewpoint   ,[object Object],[object Object]
Systems Viewpoint   ,[object Object]
Academic Viewpoint   ,[object Object],[object Object],[object Object]
Reconceptualist Viewpoint   ,[object Object],[object Object]
Curriculum Practioners   ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Thank You   ,[object Object],[object Object],[object Object],[object Object]

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Curriculum Development Models

  • 1. Curriculum Development Models By Dr.Kumuda Gurruao Advisor / Consultant to Hr.Edu / Corporate Sectors www.advisor2u.com
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  • 9. 6. Using a Learning Outcome-Led Model 7. Prescriptive & Descriptive models 8. iCarnegie's dynamic curriculum delivery model 9. Transformative curriculum model 10. Model based on faculty-driven processes and practices through dept initiatives
  • 11. According to Duncan McCallum , the deputy academic secretary at the University of Cambridge, “ A good curriculum should engage and challenge the student”.
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  • 13. separate, semi-integrated and Integrated approaches and associated models ‘ separate’ provision of the ‘academic support’ type has a limited impact, and that a mix of semi-integrated and integrated models of curriculum provision offers better prospects for helping a wide spectrum of students to succeed at university.
  • 14. According to Digby Warren a learning, teaching and curriculum developer at London Metropolitan University, " Semi-integrated models of provision allow space within curricula for assisting less-prepared students to develop fundamental skills ," he says. "In addition, further individual help remains through forms of academic support congruent with discipline-specific needs."
  • 15. Integrated curriculum: “A curriculum that is organized in such a way that it cuts across subject-matter lines and brings together various aspects of the curriculum. A meaningful association focuses upon broad areas of study in a holistic way and reflects the real world, which is interactive” (Shoemaker, 1989).
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  • 17. Source : http://vocserve.berkeley.edu/CW81/NewDesigns.html
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  • 20. Source : http://vocserve.berkeley.edu/CW81/NewDesigns.html
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  • 22. (ICAM) System provided teachers with the facility to identify the strengths and weaknesses of students and automatically prompted component lessons for remediation in weak concepts.
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  • 29. How can these educational experiences be organised effectively? How can we determine whether these purposes are being attained?
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