The document outlines the 5 phases of the curriculum process:
1. Formulating the educational philosophy and objectives of the program.
2. Establishing specific purposes and goals to achieve the objectives.
3. Selecting relevant learning experiences, like direct experiences, reading, and observation to meet the objectives.
4. Organizing the selected learning experiences effectively.
5. Evaluating the total curriculum program to ensure the objectives are being met.
Selection and organization of learning experienceNursing Path
Curriculum is the educational design of learning experiences for the students. Curricular experiences include course content as well as learning activities. The selection and organization of curricular experiences must also reflect the philosophy of the school. The identifying and organizing of curricular experiences begins with the analysis of curriculum objectives. The most commonly used approach in selecting learning experiences is the logical approach in which the process is treated as content in curriculum development.
Selection and organization of learning experienceNursing Path
Curriculum is the educational design of learning experiences for the students. Curricular experiences include course content as well as learning activities. The selection and organization of curricular experiences must also reflect the philosophy of the school. The identifying and organizing of curricular experiences begins with the analysis of curriculum objectives. The most commonly used approach in selecting learning experiences is the logical approach in which the process is treated as content in curriculum development.
A curriculum Plan is the advance arrangement of learning opportunities for a particular population of learners.
Curriculum guide is a written curriculum.
Curriculum Planning is the process whereby the arrangement of curriculum plans or learning opportunities are created.
Models of curriculum evaluation and application in educationalKoledafe Olawale
Curriculum can be defined as the planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners’ continuous and willful growth in personal social competence (Tanner & Tanner, 1975)
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.
Constructivism, modular curriculum, credit system, Information technology these all are the emerging trends in curriculum development. These trends should be given proper justice while developing curriculum. Educators should learn to work together with their students, and with other experts in creating content, and are able to tailor it to exactly what they need.
A curriculum Plan is the advance arrangement of learning opportunities for a particular population of learners.
Curriculum guide is a written curriculum.
Curriculum Planning is the process whereby the arrangement of curriculum plans or learning opportunities are created.
Models of curriculum evaluation and application in educationalKoledafe Olawale
Curriculum can be defined as the planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners’ continuous and willful growth in personal social competence (Tanner & Tanner, 1975)
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.
Constructivism, modular curriculum, credit system, Information technology these all are the emerging trends in curriculum development. These trends should be given proper justice while developing curriculum. Educators should learn to work together with their students, and with other experts in creating content, and are able to tailor it to exactly what they need.
The term philosophy is derived from the Greek word Philein meaning to love, to strive after or search for and from the word Sophia which means wisdom.
Therefore, Philosophy is the search for wisdom by philosophers.
*Introduction
Curriculum it is the blue print of an any educational programme.
*Definition
Curriculum development is the multi-step process of creating and improving a course taught at a school or university. While the exact process will vary from institution to institution, the broad framework includes stages of analysis, building, implementation, and evaluation.
*uses
1.Curriculum development allows teachers to take a thoughtful and methodical approach to determine what students will be required to learn.
2.Curriculum development takes care of the big-picture strategy required to successfully teach a course.
*Different Curriculum Process
Are there different curriculum development processes or models?
First, there are generally two types of curriculum models: the product model and the process model. The model you choose to follow will influence the steps you'll take to develop the course.
Entire textbooks have been written on these long-standing models, but here's a brief explanation of each to make sure everyone is on the same page:
Product model:
Also known as the objectives model, this model focuses on evaluations, outcomes, and results. It determines what learning has occurred. If you need to develop a curriculum that prioritizes standardized test scores, you'll need to adhere to the product model. Generally, this model is thought to be more rigid and more difficult to adapt to your students' unique needs, but it does provide quantitative learning assessments.
Process model:
This model focuses on how learning develops over time. There's an emphasis on how the students are learning, and what thoughts they have throughout the process. This approach is more open-ended and considers the overall growth and development of a student rather than their performance on an exam.
Consider the characteristics of each model as well as any institutional requirements you need to adhere to. You may already have a strong preference for one of the two! It is also possible to develop a curriculum that values both product and process.
Once you've determined what type of curriculum you want to create, it's time to choose an approach. There are three widely accepted methodologies for curriculum design:
1.Subject-Centered
This model emphasizes the specific skills and knowledge associated with a subject area. Most kinds of widely standardized curriculum fall under the subject-centered approach.
2.Problem-Centered
This approach aims to provide students with relevant real-world skills. Learners are taught how to look at a problem and come to a solution.Students still learn key skills and knowledge.
3.Learner-Centered
Learner-centered design emphasizes the needs and goals of each learner as an individual.
*Steps of Curriculum Developement
Generally, the steps to curriculum development will fall into a framework that mirrors many instructional design approaches. Each process looks something like this:
Analysis
Design
Selecting
Formation
Review
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2. INTRODUCTION
Curriculum planning is based on philosophy
and objectives.
Curriculum construction requires an
understanding of educational
psychology, together with knowledge and
skill in the practice of nursing education.
There are five steps in the development of
curriculum.
3. CURRICULUM PROCESS
Philosophy
Evaluation of total
Purpose /
Program Objective
Organization of
Selection of
learning
learning
experience and
content
experiences
4. 1. Formulating the statement of philosophy
and purposes of the school or college or
university.
2. Establishments of purposes and
objectives of the School or college or
university
3. Selection of learning experience to
achieve the purpose and objective.
4. Effecting organization of the selected
learning experience.
5. Evaluation of the total program.
5. FORMULATING THE STATEMENT OF
THE PHILOSOPHY
Philosophies are the beliefs and standards of the
persons who starts a programme.
The philosophy serves as a framework within
which an organization, school or college or
educational programme can function with an
objective and purpose.
The philosophy is expressed in different ways as
the quality of education, selection, of teachers
and students.
6. Guidelines for development
of philosophy
An educational philosophy states the
values which are believed to be right, true
and good by the persons responsibilities
for the school or college.
An educational philosophy will be unique
to the particular society and individual
whom it serves.
All teaching staff should participate in
the formulation of the school philosophy
or college philosophy.
7. College or school philosophy is used as a
screen.
College or school philosophy should not
conflict with the philosophy of the
institution of which it is a part.
College or school philosophy should be re
– examined periodically to determine its
suitability in the light of the changing
conditions.
8. AIMS GOALS AND OBJECTIVES
The term ‘Purposes’ refers to describe
the overall goals of the total education
program and the term ‘objective’ refers
to the breakdown of purposes into the
specific goals which can be used to
pinpoint the content.
The objective is developed to indicate
what changes in behavior it is hoped to
bring about in the student as a result of
the courses being offered.
9. Factors to be considered
Statement of philosophy.
Social and health needs of the people.
Kind of students to be expected in the
education program.
Level of professional competence to be
attained.
Role of nurse (after qualifying) in society.
Statutory minimum requirements.
Teaching, physical and clinical resources
availability.
10. SELECTION OF A LEARNING
EXPERIENCES
A learning experience is something in
which the student actively participate
and which results in a change of behavior.
The teacher should select only
experiences which will result in a change
in behavior outlined in the objectives of
the program.
11. CLASSIFICATION OF LEARNING
EXPERIENCES
Direct Learning Experiences
These are first hand experiences with various objects
or symbols.
Examples for direct learning experiences are as follows
• Observing samples or specimens
• Experimenting with physical and chemical
materials
• Setting up apparatus for experiment
• Operating machines
• Constructing models, charts, plans
• Drawing pictures and painting models
12. Dramatizing historical events
Summarizing a lengthy description
Collecting, analyzing and interpreting the
data and generalizing.
Listing important facts and points
Presenting ideas orally or in writing
Conducting physical examination of
clients
Performing nursing procedures
Handling different types of medical
equipments and articles.
13. Indirect Learning experiences
Those experiences which are not the
first hand information.
Reading accounts or descriptions or
discussion in books, journals,
magazines and newspaper.
Observing pictures photos maps and
models
Listenning to oral descriptions and
lecture talks