curriculum experiences
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The document discusses curriculum experiences and teaching strategies that can be used to facilitate learning. It lists various teaching methods like time-tested methods, inquiry approaches, and constructivist techniques. It also outlines educational activities that can be part of the teaching repertoire, such as field viewing, experiments, computer programs, field trips, and experiential learning. Several guidelines are provided for selecting and using teaching methods, including matching the method to the learning objectives, considering students' learning styles, and ensuring flexibility.
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CUrriculum Experiences
This document discusses different approaches to curriculum, including behavioral, managerial, systems, and humanistic approaches. The behavioral approach specifies goals and objectives and evaluates learning outcomes based on these. The managerial approach views the principal as the curriculum leader who sets policies and priorities. The systems approach examines how different parts of the school system relate to each other. The humanistic approach considers the whole child and believes the learner should be at the center of the curriculum.
Curriculum innovations
Three key elements define quality in education according to UNESCO and UNICEF:
1) Quality learners who are healthy, supported by families and communities
2) Quality learning environments that are safe, protective with adequate facilities
3) Quality processes including well-trained teachers who use child-centered teaching and assessment to reduce disparities
Global concerns regarding these elements include ensuring healthy, nourished students; safe, inclusive schools; literacy and numeracy in curricula; and outcomes such as community participation and lifelong learning. Quality education prepares students for productive lives.
Curriculum and School Purpoe
This document discusses the nature and scope of curriculum development. It begins by outlining the presentation topics which include school purpose, goals, and sources of goals. It then defines key terms like vision, philosophy, mission, goals, and objectives which articulate a school's purpose. The document also categorizes different types of goals and lists three main sources of data for developing goals: the learner, society, and the fund of knowledge. Finally, it describes how goals are implemented at different levels from institutional down to the classroom level.
Teaching learning process and curriculum development
This document discusses teaching and learning processes in curriculum development. It defines teaching as a complex process that stimulates and guides learners to learn on their own. The teaching process involves planning, implementing, and evaluating in a cycle. Planning includes determining learner needs, goals, content, strategies, and evaluation. Implementation puts the plan into action through teacher-learner interaction. Evaluation assesses if objectives match learning outcomes. Learning is defined as a change in behavior through experiences. Learning theories include behavioral theories focusing on observable behaviors and cognitive theories describing mental processes. Teaching and learning are interconnected processes, as effective teaching leads to intended learning outcomes.
Chapter 4: Evaluating the curriculum
This document discusses various models and approaches for evaluating curriculum. It begins by defining curriculum evaluation and its purposes. Several evaluation models are then described in detail, including the Bradley Model, Tyler's Objectives Model, Stufflebeam's CIPP Model, Stake's Responsive Model, and Scriven's Consumer Oriented Approach. Common steps in the evaluation process are also outlined, such as identifying stakeholders, issues to examine, appropriate data sources and collection techniques. The overall goal of curriculum evaluation is to assess the strengths and weaknesses of the curriculum to inform necessary improvements or changes.
Factors affecting curriculum implementation
This document discusses the various stakeholders involved in curriculum implementation, including learners, teachers, parents, school administrators/managers, community members, and other stakeholders like the government. It describes the key roles each stakeholder plays - learners are the primary beneficiaries, teachers develop and deliver the curriculum, parents and community provide support, while administrators oversee the process and ensure resources are available. The success of curriculum implementation requires participation and collaboration between all these stakeholders.
Approaches to curriculum
1. True - Activities are chosen based on the developmental growth of learners which is a characteristic of human relations-centered curriculum.
2. False - The focus is not on test scores but on solving common problems as manifested by individuals in the group.
3. True - The teacher considers the practicalities of group life which includes circumstances affecting learners.
4. False - The curriculum recognizes that all can learn and succeed, not just the "best".
5. False - The school environment fostered is not one of competition but of solving problems together.
Recommended
The Nature and Scope of Curriculum Development
MST Course Design and Dev't
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
CUrriculum Experiences
This document discusses different approaches to curriculum, including behavioral, managerial, systems, and humanistic approaches. The behavioral approach specifies goals and objectives and evaluates learning outcomes based on these. The managerial approach views the principal as the curriculum leader who sets policies and priorities. The systems approach examines how different parts of the school system relate to each other. The humanistic approach considers the whole child and believes the learner should be at the center of the curriculum.
Curriculum innovations
Three key elements define quality in education according to UNESCO and UNICEF:
1) Quality learners who are healthy, supported by families and communities
2) Quality learning environments that are safe, protective with adequate facilities
3) Quality processes including well-trained teachers who use child-centered teaching and assessment to reduce disparities
Global concerns regarding these elements include ensuring healthy, nourished students; safe, inclusive schools; literacy and numeracy in curricula; and outcomes such as community participation and lifelong learning. Quality education prepares students for productive lives.
Curriculum and School Purpoe
This document discusses the nature and scope of curriculum development. It begins by outlining the presentation topics which include school purpose, goals, and sources of goals. It then defines key terms like vision, philosophy, mission, goals, and objectives which articulate a school's purpose. The document also categorizes different types of goals and lists three main sources of data for developing goals: the learner, society, and the fund of knowledge. Finally, it describes how goals are implemented at different levels from institutional down to the classroom level.
Teaching learning process and curriculum development
This document discusses teaching and learning processes in curriculum development. It defines teaching as a complex process that stimulates and guides learners to learn on their own. The teaching process involves planning, implementing, and evaluating in a cycle. Planning includes determining learner needs, goals, content, strategies, and evaluation. Implementation puts the plan into action through teacher-learner interaction. Evaluation assesses if objectives match learning outcomes. Learning is defined as a change in behavior through experiences. Learning theories include behavioral theories focusing on observable behaviors and cognitive theories describing mental processes. Teaching and learning are interconnected processes, as effective teaching leads to intended learning outcomes.
Chapter 4: Evaluating the curriculum
This document discusses various models and approaches for evaluating curriculum. It begins by defining curriculum evaluation and its purposes. Several evaluation models are then described in detail, including the Bradley Model, Tyler's Objectives Model, Stufflebeam's CIPP Model, Stake's Responsive Model, and Scriven's Consumer Oriented Approach. Common steps in the evaluation process are also outlined, such as identifying stakeholders, issues to examine, appropriate data sources and collection techniques. The overall goal of curriculum evaluation is to assess the strengths and weaknesses of the curriculum to inform necessary improvements or changes.
Factors affecting curriculum implementation
This document discusses the various stakeholders involved in curriculum implementation, including learners, teachers, parents, school administrators/managers, community members, and other stakeholders like the government. It describes the key roles each stakeholder plays - learners are the primary beneficiaries, teachers develop and deliver the curriculum, parents and community provide support, while administrators oversee the process and ensure resources are available. The success of curriculum implementation requires participation and collaboration between all these stakeholders.
Approaches to curriculum
1. True - Activities are chosen based on the developmental growth of learners which is a characteristic of human relations-centered curriculum.
2. False - The focus is not on test scores but on solving common problems as manifested by individuals in the group.
3. True - The teacher considers the practicalities of group life which includes circumstances affecting learners.
4. False - The curriculum recognizes that all can learn and succeed, not just the "best".
5. False - The school environment fostered is not one of competition but of solving problems together.
Approaches to curriculum development
This document discusses different approaches to curriculum design:
1. Subject-centered designs focus on academic content and include subject, discipline, correlation, and broad field models. These can compartmentalize learning.
2. Learner-centered designs focus on students and their experiences, interests, and development. These include child-centered, experience-centered, and problem-centered models.
3. Problem-centered designs organize curriculum around real or hypothetical problems for students to solve, such as life-situation and core designs that connect lessons to students' lives.
Foundations of curriculum
The document discusses different types of curriculum:
1. Recommended curriculum refers to curricula proposed by scholars and organizations.
2. Written curriculum includes documents and syllabi created by curriculum experts and teachers for implementation.
3. Taught curriculum is what is actually taught in classrooms which may differ from the written curriculum. Additional factors like available resources are considered.
Elements/Components of Curriculum
This document outlines the key components of a curriculum: aims and objectives, content/subject matter, curriculum experience (instructional strategies and methods), and evaluation. It provides examples of the aims of elementary, secondary, and tertiary education. It also discusses principles for organizing content, such as balance, articulation, sequence, integration, and continuity. A variety of instructional strategies and methods are suggested to link goals to outcomes. Curriculum evaluation is presented using the CIPP model to ensure effectiveness and continuous feedback. The components are interrelated with aims informing objectives, content, methods, and evaluation.
Historical prospective of curriculum development
The document discusses the historical perspectives of curriculum development. It defines curriculum as what is taught in school, a sequence of courses, a set of subjects, performance objectives, and content. Curriculum development has been motivated by religion, politics, utilitarianism, mass education, and excellence. Traditional curriculum viewed it as rigid body of subjects prepared by teachers for students to learn from. It aimed to fit learners into the existing social order. Modern curriculum considers the total experiences of the learner and is learner-centered and flexible based on interests. It uses life experiences to prepare students for social life and values constant revision and experimental techniques.
Curriculum approachers
The document discusses different approaches to curriculum development, including behavioral, managerial, systems, and humanistic approaches. The behavioral approach focuses on setting goals and objectives and measuring learning outcomes through changes in behavior. The managerial approach views the principal as the curriculum and instructional leader who manages various school operations. The systems approach examines how different parts of the educational system relate and influence each other. The humanistic approach places the learner at the center of curriculum development and emphasizes self-actualization, intrinsic motivation, and developing students' self-esteem.
Types of curriculum design (1)
The document discusses different types of curriculum design, including:
- Core curriculum which focuses on essential learning experiences for all students.
- Integrated curriculum which connects learning across disciplines around themes.
- Activity-based curriculum which is based on student needs and interests and promotes learning by doing.
- Learner-centered curriculum which emphasizes individual student development and emerges from their needs and interests.
- Teacher-centered curriculum where the teacher passes knowledge to students and determines curriculum standards and methods.
The document provides definitions, characteristics, advantages and disadvantages of these different curriculum designs.
Curriculum Design
This document discusses curriculum design and its key dimensions. It begins by defining curriculum design and identifying its main components as objectives, content, learning experiences, and evaluation. It then discusses key design dimensions such as scope, sequence, continuity, integration, articulation, and balance. Finally, it outlines three basic curriculum designs: subject-centered designs, learner-centered designs, and problem-centered designs.
Chapter 2: Philosophical Foundation of Curriculum
This presentation highlights information from Chapter 2: Philosophical Foundation of Curriculum from Curriculum: Foundations, Principles, and Issues by Allan C. Ornstein and Francis P. Hunkins. Highlighted here are the different educational philosophies and their unique impacts on education.
Curriculum development
The document discusses different approaches to curriculum development in the Philippine context. It provides an overview of the history of curriculum development in the Philippines under different ruling powers from pre-Spanish times to the present Philippine Republic. It also outlines key factors to consider in curriculum development such as cultural values, knowledge of learners, teaching/learning theories, and content selection. Different theories and approaches to curriculum development are examined, including technical-scientific, behavioral, and humanistic approaches.
Curriculum Development:Criteria For Curriculum Assessment
This document discusses criteria for curriculum assessment. It defines criteria as standards used to assess different elements of the curriculum. Criteria determine competency levels and are used to formulate goals and objectives, which indicate what students will learn. Goals and objectives are formulated to focus instruction, meet standards, provide the best education, monitor progress, and motivate students and teachers. Effective goals and objectives include specific content, behaviors, performance levels, and learning conditions. The document also discusses approaches to instruction and criteria for evaluating instruction methods. Overall, it provides guidelines for developing and assessing curriculum using defined criteria.
Curriculum concepts
Describes curriculum concepts from prescriptive or descriptive, with the nature of a curriculum and its purpose
Approaches to Curriculum Design
Approaches to Curriculum Design
Learner-Centered Approach
Subject-Centered Approach
Problem-Centered Approach
Features of a Curriculum
Approaches to School Curriculum
This document discusses three approaches to school curriculum: as content, process, and product. It describes each approach and provides examples. Curriculum as content focuses on transmitting a body of knowledge to students. As process, it emphasizes teaching methods and student learning activities. As product, it formulates behavioral objectives and intended learning outcomes demonstrated by students. The document explores each approach in depth and how they relate to defining and implementing an effective curriculum.
Curriculum Evaluation
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.
Curriculum Development Process
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.
DEFINITION AND IMPORTANCE OF PRINCIPLES OF TEACHING
Principles are fundamental truths or guiding rules that govern processes and conduct. They represent the origin, laws, objectives, and nature of things. Principles are generalized statements that systematize and interpret data. In education, principles guide the path and are compasses that direct the ship. Principles are important for making teaching and learning effective by proceeding from one situation to another and governing actions and techniques. Principles also explain educational processes by showing how things are done and results are achieved.
CURRICULUM IMPLEMENTATION.pptx
This document discusses curriculum implementation and various models of implementation. It defines curriculum as a planned sequence of learning experiences and implementations as how teachers deliver instruction using specified resources. It describes several models of implementation including the Overcoming Resistance to Change Model (ORC) which focuses on gaining teacher advocates and flexibility, the Leadership Obstacle Course Model which treats resistance as problematic, and the Rand Change Agent Model which sees organizational dynamics as barriers. It emphasizes the importance of support, communication and pacing when implementing new curriculums.
Curriculum its meaning, nature and scope
A curriculum is the instructional and the educative programme by following which the pupils achieve their goals, ideals and aspirations of life. It is curriculum through which the general aims of a school education receive concrete expression
Linking curriculum, instruction & assessment
The document defines key concepts related to curriculum including that a curriculum is a structured set of learning outcomes and objectives that define the "what" of teaching. It also discusses factors that determine the significance, learnability, and feasibility of curriculum content. Assessment in relation to curriculum is described as collecting student achievement information based on curriculum expectations. Different levels of student achievement standards are outlined. Instruction is defined as the methods used to deliver the curriculum and several factors that influence the effectiveness of instruction are provided.
Curriculum Theory
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.
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This document discusses the approaches to school curriculum and the foundations of curriculum development. It describes three approaches to curriculum - as content or body of knowledge, as a process, and as a product. It then discusses the foundations of curriculum development, including philosophical foundations like perennialism and essentialism, historical foundations highlighting important contributors, psychological foundations based on theories of learning, and social foundations focusing on thinkers like Dewey. It provides details on models of curriculum development and the phases of the curriculum development process.
Interview guide
The document outlines criteria for assessing teachers' understanding of Outcome-Based Education (OBE), including utilizing interactive teaching strategies, learner-centered instruction, formative and summative assessment, and giving feedback. It also provides questions that could be asked in an interview to determine if teachers integrate OBE premises and principles in their teaching practices and differentiate between traditional and OBE approaches. The questions aim to discover how teachers facilitate learning, engage students, and assess performance.
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Approaches to curriculum development
This document discusses different approaches to curriculum design:
1. Subject-centered designs focus on academic content and include subject, discipline, correlation, and broad field models. These can compartmentalize learning.
2. Learner-centered designs focus on students and their experiences, interests, and development. These include child-centered, experience-centered, and problem-centered models.
3. Problem-centered designs organize curriculum around real or hypothetical problems for students to solve, such as life-situation and core designs that connect lessons to students' lives.
Foundations of curriculum
The document discusses different types of curriculum:
1. Recommended curriculum refers to curricula proposed by scholars and organizations.
2. Written curriculum includes documents and syllabi created by curriculum experts and teachers for implementation.
3. Taught curriculum is what is actually taught in classrooms which may differ from the written curriculum. Additional factors like available resources are considered.
Elements/Components of Curriculum
This document outlines the key components of a curriculum: aims and objectives, content/subject matter, curriculum experience (instructional strategies and methods), and evaluation. It provides examples of the aims of elementary, secondary, and tertiary education. It also discusses principles for organizing content, such as balance, articulation, sequence, integration, and continuity. A variety of instructional strategies and methods are suggested to link goals to outcomes. Curriculum evaluation is presented using the CIPP model to ensure effectiveness and continuous feedback. The components are interrelated with aims informing objectives, content, methods, and evaluation.
Historical prospective of curriculum development
The document discusses the historical perspectives of curriculum development. It defines curriculum as what is taught in school, a sequence of courses, a set of subjects, performance objectives, and content. Curriculum development has been motivated by religion, politics, utilitarianism, mass education, and excellence. Traditional curriculum viewed it as rigid body of subjects prepared by teachers for students to learn from. It aimed to fit learners into the existing social order. Modern curriculum considers the total experiences of the learner and is learner-centered and flexible based on interests. It uses life experiences to prepare students for social life and values constant revision and experimental techniques.
Curriculum approachers
The document discusses different approaches to curriculum development, including behavioral, managerial, systems, and humanistic approaches. The behavioral approach focuses on setting goals and objectives and measuring learning outcomes through changes in behavior. The managerial approach views the principal as the curriculum and instructional leader who manages various school operations. The systems approach examines how different parts of the educational system relate and influence each other. The humanistic approach places the learner at the center of curriculum development and emphasizes self-actualization, intrinsic motivation, and developing students' self-esteem.
Types of curriculum design (1)
The document discusses different types of curriculum design, including:
- Core curriculum which focuses on essential learning experiences for all students.
- Integrated curriculum which connects learning across disciplines around themes.
- Activity-based curriculum which is based on student needs and interests and promotes learning by doing.
- Learner-centered curriculum which emphasizes individual student development and emerges from their needs and interests.
- Teacher-centered curriculum where the teacher passes knowledge to students and determines curriculum standards and methods.
The document provides definitions, characteristics, advantages and disadvantages of these different curriculum designs.
Curriculum Design
This document discusses curriculum design and its key dimensions. It begins by defining curriculum design and identifying its main components as objectives, content, learning experiences, and evaluation. It then discusses key design dimensions such as scope, sequence, continuity, integration, articulation, and balance. Finally, it outlines three basic curriculum designs: subject-centered designs, learner-centered designs, and problem-centered designs.
Chapter 2: Philosophical Foundation of Curriculum
This presentation highlights information from Chapter 2: Philosophical Foundation of Curriculum from Curriculum: Foundations, Principles, and Issues by Allan C. Ornstein and Francis P. Hunkins. Highlighted here are the different educational philosophies and their unique impacts on education.
Curriculum development
The document discusses different approaches to curriculum development in the Philippine context. It provides an overview of the history of curriculum development in the Philippines under different ruling powers from pre-Spanish times to the present Philippine Republic. It also outlines key factors to consider in curriculum development such as cultural values, knowledge of learners, teaching/learning theories, and content selection. Different theories and approaches to curriculum development are examined, including technical-scientific, behavioral, and humanistic approaches.
Curriculum Development:Criteria For Curriculum Assessment
This document discusses criteria for curriculum assessment. It defines criteria as standards used to assess different elements of the curriculum. Criteria determine competency levels and are used to formulate goals and objectives, which indicate what students will learn. Goals and objectives are formulated to focus instruction, meet standards, provide the best education, monitor progress, and motivate students and teachers. Effective goals and objectives include specific content, behaviors, performance levels, and learning conditions. The document also discusses approaches to instruction and criteria for evaluating instruction methods. Overall, it provides guidelines for developing and assessing curriculum using defined criteria.
Curriculum concepts
Describes curriculum concepts from prescriptive or descriptive, with the nature of a curriculum and its purpose
Approaches to Curriculum Design
Approaches to Curriculum Design
Learner-Centered Approach
Subject-Centered Approach
Problem-Centered Approach
Features of a Curriculum
Approaches to School Curriculum
This document discusses three approaches to school curriculum: as content, process, and product. It describes each approach and provides examples. Curriculum as content focuses on transmitting a body of knowledge to students. As process, it emphasizes teaching methods and student learning activities. As product, it formulates behavioral objectives and intended learning outcomes demonstrated by students. The document explores each approach in depth and how they relate to defining and implementing an effective curriculum.
Curriculum Evaluation
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.
Curriculum Development Process
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.
DEFINITION AND IMPORTANCE OF PRINCIPLES OF TEACHING
Principles are fundamental truths or guiding rules that govern processes and conduct. They represent the origin, laws, objectives, and nature of things. Principles are generalized statements that systematize and interpret data. In education, principles guide the path and are compasses that direct the ship. Principles are important for making teaching and learning effective by proceeding from one situation to another and governing actions and techniques. Principles also explain educational processes by showing how things are done and results are achieved.
CURRICULUM IMPLEMENTATION.pptx
This document discusses curriculum implementation and various models of implementation. It defines curriculum as a planned sequence of learning experiences and implementations as how teachers deliver instruction using specified resources. It describes several models of implementation including the Overcoming Resistance to Change Model (ORC) which focuses on gaining teacher advocates and flexibility, the Leadership Obstacle Course Model which treats resistance as problematic, and the Rand Change Agent Model which sees organizational dynamics as barriers. It emphasizes the importance of support, communication and pacing when implementing new curriculums.
Curriculum its meaning, nature and scope
A curriculum is the instructional and the educative programme by following which the pupils achieve their goals, ideals and aspirations of life. It is curriculum through which the general aims of a school education receive concrete expression
Linking curriculum, instruction & assessment
The document defines key concepts related to curriculum including that a curriculum is a structured set of learning outcomes and objectives that define the "what" of teaching. It also discusses factors that determine the significance, learnability, and feasibility of curriculum content. Assessment in relation to curriculum is described as collecting student achievement information based on curriculum expectations. Different levels of student achievement standards are outlined. Instruction is defined as the methods used to deliver the curriculum and several factors that influence the effectiveness of instruction are provided.
Curriculum Theory
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.
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Curriculum Development:Criteria For Curriculum Assessment
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This document discusses the approaches to school curriculum and the foundations of curriculum development. It describes three approaches to curriculum - as content or body of knowledge, as a process, and as a product. It then discusses the foundations of curriculum development, including philosophical foundations like perennialism and essentialism, historical foundations highlighting important contributors, psychological foundations based on theories of learning, and social foundations focusing on thinkers like Dewey. It provides details on models of curriculum development and the phases of the curriculum development process.
Interview guide
The document outlines criteria for assessing teachers' understanding of Outcome-Based Education (OBE), including utilizing interactive teaching strategies, learner-centered instruction, formative and summative assessment, and giving feedback. It also provides questions that could be asked in an interview to determine if teachers integrate OBE premises and principles in their teaching practices and differentiate between traditional and OBE approaches. The questions aim to discover how teachers facilitate learning, engage students, and assess performance.
Lesson planning
A lesson plan is a teacher's detailed description of the course of instruction or "learning trajectory" for a lesson. A daily lesson plan is developed by a teacher to guide class learning. Details will vary depending on the preference of the teacher, subject being covered, and the needs of the students
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The document discusses the steps in curriculum design, which are planning, implementing, and evaluating. It provides details on the components of curriculum planning, including objectives, content, learning experiences, and evaluation. It also discusses curriculum implementation models and key considerations for curriculum evaluation such as examining student achievement of goals and whether the curriculum encourages critical thinking.
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The document discusses different teaching methods and approaches. It describes teacher-centered versus student-centered approaches. Teacher-centered approaches view the teacher as the main authority who passes knowledge to passive students, while student-centered approaches view both teachers and students as actively involved in the learning process.
It also outlines three main teaching styles: direct instruction which relies on lectures and demonstrations; inquiry-based learning where students investigate hands-on; and cooperative learning which emphasizes group work.
Finally, it stresses the importance of understanding one's own teaching style and balancing teaching preferences with how students learn best. A variety of factors should guide the selection and use of teaching methods.
Curriculum development
Curriculum Development
by
Dr. Qaisar Abbas
Assistant Professor
Riphah International University
Faisalabad
What are Curriculum Criteria
Curriculum criteria are guidelines used to make decisions about curriculum and evaluate learning achievement. They include clearly stating curriculum goals and using them to choose content, materials, and activities. The criteria also involve engaging students in planning goals and assessing whether goals relate to society, community, individual learners, and are used to select learning materials and evaluate achievement. Characteristics of a good curriculum are that it evolves over time, is based on community needs, involves democratic input, results from long-term efforts, includes detailed plans, sequences subjects logically, complements other community programs, has educational quality, and allows flexible administration.
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The document discusses different types of curriculum used in schools. It outlines two main categories of curriculum: formal curriculum which consists of official subjects and courses, and hidden curriculum which refers to unintended lessons learned through school environment and activities. There are two general types of curriculum - traditional and progressive. Traditional is teacher-centered while progressive is learner-centered. The document also discusses various curriculum design models and subtypes such as problem-centered, life-situations, core, and broad-field curriculums.
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The document discusses the definition, nature, and scope of curriculum. It defines curriculum as the total learning experiences of students under a teacher's guidance, including a set of subjects, content, materials, and performance objectives taught inside and outside of school. Curriculum can be viewed as a content, process, or product. As content, it focuses on the body of knowledge transmitted to students. As a process, it emphasizes teaching methods and student learning activities. As a product, it refers to the intended learning outcomes and skills achieved by students.
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This document discusses different teaching approaches, strategies, methods and techniques. It defines each term and explains the relationship between them. It provides examples of various teaching approaches like teacher-centered vs learner-centered, subject matter-centered vs learner-centered, and "banking" approach vs constructivist approach. It also discusses direct/expository approaches like direct instruction and demonstration method, and indirect/guided approaches like inquiry-based learning and problem-solving method. Cooperative learning and peer tutoring are also explained.
Constructive alignment in university teaching and curriculum
The document discusses constructive alignment in university teaching. It describes constructive alignment as aligning learning outcomes, teaching methods, and assessments. The key aspects of constructive alignment are:
1. Clearly defining intended learning outcomes.
2. Choosing teaching methods that will help students achieve the learning outcomes.
3. Using assessments that evaluate if students have achieved the intended learning outcomes.
It emphasizes the importance of student-centered learning over teacher-centered transmission of information. A reflective, student-focused approach to teaching is advocated to ensure learning outcomes are effectively achieved.
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This document provides an overview of curriculum design concepts from a presentation by Dr. Sheila Marie N. Bugayong. It discusses how teachers serve as curriculum designers and should involve learners in a planned sequence of learning experiences. The document outlines Peter Oliva's 10 axioms for effective curriculum design, including that curriculum changes with the times and involves stakeholder input. It also describes the key elements of curriculum design, such as specifying intended learning outcomes, determining appropriate content and references, selecting teaching methods, and planning assessment of learning.
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The document discusses curriculum approaches, determinants, and issues. It outlines four main curriculum approaches: behavioral, managerial, systems, and humanistic. It also identifies key determinants that influence curriculum development, including individual needs, social change, cultural change, and value systems. Finally, it lists several issues with curriculum, such as poor academic performance, overcrowded classrooms, lack of monitoring/evaluation, and ensuring proper scope, sequence, integration, and continuity.
Nature, concepts and purposes of curriculum
The document discusses the concepts of curriculum, teaching, and learning. It defines curriculum as the total learning experience, both planned and unplanned. Teaching is described as a three-phase process of planning, implementing, and evaluating lessons. Learning theories include behavioral and cognitive approaches. The relationship between teaching and learning is that teaching is the cause and learning is the effect, with the quality of one impacting the other.
the different components of curriculum design
This document outlines the key elements and components of curriculum:
1. Curriculum aims, goals and objectives which define what students should learn at different education levels from elementary to tertiary.
2. Curriculum content or subject matter, which can be either subject-centered or learner-centered. Criteria for selecting content include self-sufficiency, significance, validity, utility, and learnability.
3. Curriculum experience, which involves instructional strategies and methods to implement the curriculum through teaching and experiential learning activities.
4. Curriculum evaluation to determine the quality, effectiveness and value of the curriculum through formative and summative evaluation methods like the CIPP model.
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This document outlines the key components of a curriculum: aims and objectives, content/subject matter, curriculum experience (instructional strategies and methods), and evaluation. It provides examples of the aims of elementary, secondary, and tertiary education. It also discusses principles for organizing content, such as balance, articulation, sequence, integration, and continuity. A variety of instructional strategies and methods are suggested to link goals to outcomes. Curriculum evaluation is defined and the CIPP model is presented as a framework involving context, inputs, processes, and products.
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The document discusses various instructional approaches and methods, including direct/expositive instruction, deductive and inductive methods, demonstration method, inquiry/problem-solving method, project method, metacognitive approach, constructivist approach, cooperative learning approach, reflective teaching, peer tutoring/peer teaching, and partner learning. It provides details on the characteristics and strategies for each approach.
curriculum development
Curriculum assessment involves collecting information to evaluate curriculum goals, student learning, and instruction. There are three types of curriculum: intended, implemented, and achieved. The intended curriculum refers to initial objectives, the implemented curriculum involves teaching methods and activities, and the achieved curriculum assesses student learning outcomes. Effective curriculum assessment uses multiple strategies to evaluate student performance against clear criteria and curriculum goals throughout the learning process.
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- 2. ๏ชTeaching strategies convert the written curriculum to instruction. Both the teacher and the learner take actions to facilitate learning.
- 3. ๏ชTeaching methods: 1. Time-tested methods 2. Inquiry approaches 3. Constructivist 4. And other emerging strategies that complement new theories in teaching and learning.
- 4. ๏ชEducational Activities: 1. Field viewing 2. Conducting experiments 3. Interacting with computer programs 4. Field trips 5. And other experiential learning will also form part of the repertoire of teaching.
- 5. * Whatever methods the teacher utilizes to implement the curriculum, there will be some guide for the selections and use. Here are some of them: 1. Teaching methods are means to achieve the end. They are used to translate the objectives into action.
- 6. 2. There is no single best teaching method. Its effectiveness will depend on the learning objectives, the learners and skill of the teacher. 3. Teaching methods should be stimulate the learners desire to develop the cognitive, affective, psychomotor, social and spiritual domain of the individual.
- 7. 5. Every method should lead to the development of the learning outcomes in the three domains: cognitive, affective and psychomotor. 4. In the choice of the teaching methods, learning styles of the students should be considered.
- 8. 6. Flexibility should be a consideration in the use of the teaching methods.