At the end of this presentation, participants will be able to:
- define curriculum
- define the concept of the curriculum model
- know the characteristics of a model curriculum
- know the different types of curriculum models
- The Framework Underlying All Curriculum Models
- Common elements of different Models
- The curriculum process
- Types of curriculum models
What is curriculum?
Curriculum is said to be a very ill-defined term (Huang, 1991)
It may carry different meanings when used by teachers, schools and academics. What makes the matter worse is that it is used interchangeably with terms like syllabus, examination syllabus and instruction (Chang,1998).
In this session, we would try to clarify what it is.
Interpretations of Curriculum
The amorphous nature of the word curriculum has given rise over the years to many interpretations. Depending on their philosophical beliefs, persons have conveyed these interpretations among others.
Curriculum is that which is taught in school.
Curriculum is a set of subjects.
Curriculum is content.
Curriculum is a program of studies.
Curriculum is a sequence of courses.
A model is really the first step in curriculum development. A curriculum model determines the type of curriculum used; it encompasses educational philosophy, approach to teaching, and methodology. The good news is, unless you've been hired to design curriculum, you won't come across many curriculum models. However, it's good for educators to be familiar with the models used in their schools
The basic tenet of the dynamic or interactional models of curriculum development is that curriculum development is a dynamic and interactive process which can begin with any curriculum element (Print 1989, Brady 1990).
Walkers Model of Curriculum develop by Decker Walker 1971.
The proponents of this approach to curriculum development argue that the curriculum process does not follow a lineal, sequential pattern. Dynamic models have emerged from a more descriptive approach to curriculum where researchers have observed the behavior of teachers and developers as they devise curricula. Consequently the analytical and prescriptive approach, the very basis of the objectives and cyclical models, is not prominent in the dynamic models.
Platform
The three phases of Walker's model are the platform phase, the deliberation phase and the design phase. In the platform phase, platform statements made up of ideas, preferences, points of view, beliefs and values that are held by curriculum developers are recognized.
Deliberation
When the curriculum developers start discussing on the basis of the recognized platform statements, this is the second stage of deliberation, which is a complex, randomized set of interactions that eventually achieves an enormous amount of background work before the actual curriculum is designed (Print 1989 ).
Design
In this phase developers make decisions about the various process components (the curriculum elements). Decisions have been reached after extended discussion and compromise by individuals. The decisions are then recorded and these become the basis for a curriculum document or specific curriculum materials.
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.
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.
The Taba Model was developed by Hilda Taba (1902 - 1967), an architect, a curriculum theorist, a curriculum reformer, and a teacher educator.Taba believed that there has to be a definite order in creating a curriculum.
She advocated that teachers take an inductive approach to curriculum development which meant starting with the specifics and building toward a general design, rather than the traditional deductive approach (starts with the general design and work towards the specifics) which was rooted in Tyler's model. Hilda Taba followed the grass-roots approach in developing curriculum
For her, it should be the teachers who should design the curriculum rather than the higher authorities (Oliva, 1992). More specifically stated, the Taba approach believes in allowing the curriculum to be developed and/or authored by the users (teachers). Under the Taba Model teachers are expected to begin each curriculum by creating specific teaching-learning units and building to a general design.
According to Khwaja, Akhtar, & Mirza (n.d.), "the Taba model was an attempt to ensure that decisions about curriculum are made on the basis of valid criteria and not whim or fancy." Her model of developing a curriculum consisted of seven main steps and over the years, these seven steps have formed the basis for Hilda Taba's ...
This solution provides information about Hilda Taba and her suggested approach to curriculum development. It also includes information about five of Taba's main elements required when developing a curriculum. The solution is referenced.
Diagnosis of needs
Formulation of learning objectives
Selection of learning content
Organization of learning content
Selection of learning experiences
Organization of learning activities
Evaluation and means of evaluation
What is curriculum?
Curriculum is said to be a very ill-defined term (Huang, 1991)
It may carry different meanings when used by teachers, schools and academics. What makes the matter worse is that it is used interchangeably with terms like syllabus, examination syllabus and instruction (Chang,1998).
In this session, we would try to clarify what it is.
Interpretations of Curriculum
The amorphous nature of the word curriculum has given rise over the years to many interpretations. Depending on their philosophical beliefs, persons have conveyed these interpretations among others.
Curriculum is that which is taught in school.
Curriculum is a set of subjects.
Curriculum is content.
Curriculum is a program of studies.
Curriculum is a sequence of courses.
A model is really the first step in curriculum development. A curriculum model determines the type of curriculum used; it encompasses educational philosophy, approach to teaching, and methodology. The good news is, unless you've been hired to design curriculum, you won't come across many curriculum models. However, it's good for educators to be familiar with the models used in their schools
The basic tenet of the dynamic or interactional models of curriculum development is that curriculum development is a dynamic and interactive process which can begin with any curriculum element (Print 1989, Brady 1990).
Walkers Model of Curriculum develop by Decker Walker 1971.
The proponents of this approach to curriculum development argue that the curriculum process does not follow a lineal, sequential pattern. Dynamic models have emerged from a more descriptive approach to curriculum where researchers have observed the behavior of teachers and developers as they devise curricula. Consequently the analytical and prescriptive approach, the very basis of the objectives and cyclical models, is not prominent in the dynamic models.
Platform
The three phases of Walker's model are the platform phase, the deliberation phase and the design phase. In the platform phase, platform statements made up of ideas, preferences, points of view, beliefs and values that are held by curriculum developers are recognized.
Deliberation
When the curriculum developers start discussing on the basis of the recognized platform statements, this is the second stage of deliberation, which is a complex, randomized set of interactions that eventually achieves an enormous amount of background work before the actual curriculum is designed (Print 1989 ).
Design
In this phase developers make decisions about the various process components (the curriculum elements). Decisions have been reached after extended discussion and compromise by individuals. The decisions are then recorded and these become the basis for a curriculum document or specific curriculum materials.
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.
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.
The Taba Model was developed by Hilda Taba (1902 - 1967), an architect, a curriculum theorist, a curriculum reformer, and a teacher educator.Taba believed that there has to be a definite order in creating a curriculum.
She advocated that teachers take an inductive approach to curriculum development which meant starting with the specifics and building toward a general design, rather than the traditional deductive approach (starts with the general design and work towards the specifics) which was rooted in Tyler's model. Hilda Taba followed the grass-roots approach in developing curriculum
For her, it should be the teachers who should design the curriculum rather than the higher authorities (Oliva, 1992). More specifically stated, the Taba approach believes in allowing the curriculum to be developed and/or authored by the users (teachers). Under the Taba Model teachers are expected to begin each curriculum by creating specific teaching-learning units and building to a general design.
According to Khwaja, Akhtar, & Mirza (n.d.), "the Taba model was an attempt to ensure that decisions about curriculum are made on the basis of valid criteria and not whim or fancy." Her model of developing a curriculum consisted of seven main steps and over the years, these seven steps have formed the basis for Hilda Taba's ...
This solution provides information about Hilda Taba and her suggested approach to curriculum development. It also includes information about five of Taba's main elements required when developing a curriculum. The solution is referenced.
Diagnosis of needs
Formulation of learning objectives
Selection of learning content
Organization of learning content
Selection of learning experiences
Organization of learning activities
Evaluation and means of evaluation
Topic: Curriculum Development Process.pptxSobiaAlvi
Introduction
Curriculum development is a process through which an institute or the instructor designs or creates a plan for a course or program. Furthermore, it is not a stagnant approach and includes continuous improvement wherein, the content is reviewed, revised and updated according to the needs and demands.
Curriculum management is the process of developing, maintaining, and improving the quality of curricula for various educational intuitions. The curriculum manager is responsible for designing and developing the curriculum with a range of content, training programs, teaching methodologies, and assessment techniques for students, learners, and employees. The developed curriculum should meet the educational standards set by the government and academic bodies.
SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT RALPH TYLER AND HILDA TABASANA FATIMA
SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT RALPH TYLER AND HILDA TABA:(In detail)
Two famous scientific models of curriculum development are given by Ralph Tyler known as The Tyler model and Hilda Taba known as The Taba model.
THE TYLER MODEL: FOUR BASIC PRINCIPLES:
• Tyler’s model is one of the best known, technical scientific models.
• The Tyler model is often referred to as the “objective model” because of its objective approach to educational evaluation. It emphasizes consistency among objectives, learning experiences, and outcomes.
• In l949 Tyler published Basic Principles of Curriculum and Instruction , in which he outlined a rationale for examining the problems of curriculum and instruction.
• He mentioned that those involved in curriculum inquiry must try to define the
1) PURPOSES OF THE SCHOOL:
(2) EDUCATIONAL EXPERIENCES RELATED TO THE PURPOSES
(3) ORGANIZATION OF THE EXPERIENCES
(4) EVALUATION OF THE PURPOSES
THE TABA MODEL: GRASS- ROOTS RATIONALE:
Taba noted seven major steps to her grass roots model in which teachers would have major input:
1) DIAGNOSIS OF NEEDS
2) FORMULATION OF OBJECTIVES:
3) SELECTION OF CONTENT
4) ORGANIZATION OF CONTENT:
5) SELECTION OF LEARNING EXPERIENCES:
6) ORGANIZATION OF LEARNING ACTIVITIES:
7) EVALUATION AND MEANS OF EVALUATION:
APPLICATION OF THE MODEL:
Curriculum: Concept, Models , Curriculum design and developmentMd. Nazrul Islam
the Concept of Curriculum
what is Curriculum Development?
the Purpose of Curriculum Development
Basic Elements of Curriculum
Curriculum strategies
Key aspects of the curriculum
Curriculum Development Process
Curriculum Evaluation and Review
Curriculum Format at Course and program Levels
Standard 4: Curriculum (BAC)
Curriculum Model
Characteristics of Exemplary Curriculum
Bloom’s Taxonomy and higher-order thinking
Take a walk down memory lane
Investigate the Revised Taxonomy
New terms
New emphasis
Explore each of the six levels
See how questioning plays an important role within the framework (oral language)
Use the taxonomy to plan a unit
Look at an integrated approach
Begin planning a unit with a SMART Blooms Planning Matrix
Bloom’s Taxonomy and higher-order thinking
Take a walk down memory lane
Investigate the Revised Taxonomy
New terms
New emphasis
Explore each of the six levels
See how questioning plays an important role within the framework (oral language)
Use the taxonomy to plan a unit
Look at an integrated approach
Begin planning a unit with a SMART Blooms Planning Matrix
Assessment
Bloom's Revised Taxonomy
Lower and higher order questions
Introduction
Governance
Curriculum Design & Review
Teaching Learning and Assessment
Student Entry Qualifications, Admission Procedure, Progress And Achievements
Physical facilities
Student Support Services
Research and Extension
Staff and Facilities: Recruitment and staff development
Process Management and Continuous Improvement
SWOT Analysis
Conclusion & Recommendation
Objectives of program level SA
4 important principles of Self-Assessment
Basic Principles of a Team
The key elements of a team
Objectives of team building
How to develop teamwork?
Steps in SA Process
Description of Curriculum Format Approved by UGCMd. Nazrul Islam
Content of the Curriculum
Vision, Mission of the University
Mission and Vision of the Program
Program Educational Objectives (PEO)
PEO to Mission Statement Mapping
Program Learning Outcomes (PLO) with Graduate Attributes
Mapping of PLOs with PEOs
Scheme of the Program
7.1 Scheme of Second Semester/year
7.2 Scheme of Third Semester/year
7.3 Scheme of Third Semester/year………………..
Content of the Curriculum
Description of all Courses of the program
8.1 Course 1
Introduction of the Course
Course Learning Outcome
Mapping of CLO to PLO
Summary of Course Content
Text Book and Reference Books
Assessment Pattern (Continuous, Semester/year exam)
Concept & Definition
Global Perspective on Self-Assessment
Significance of SA in Quality Assurance
Objectives of Self-Assessment Exercise
Principles of Self-Assessment
Program Self-Assessment
Understand the differences between statements of Vision, Mission, Values, Goals, and Objectives
Vision Statement
Mission Statement
Values Statement
Strategy Development
Goals and Objectives
Zoom meeting-presentation or How to conduct Online ClassMd. Nazrul Islam
Introduction
Web Portal
Login
Profile Settings
Meetings Settings
Reports
Desktop Application for Meetings
Meeting Settings
Schedule and Join Meetings
Desktop Application
Web Portal
Connecting to a Meeting
In Session Controls
Host – Camera View
In Meeting Control Bar
Participant Control
Invite and Group Chat
Share Screen
Annotate, More and End Meeting
Things to Remember
Helpful Links
Importance of Outcome Based Education (OBE) in the Quality Enhancement of Hig...Md. Nazrul Islam
Outcome-Based Education (OBE),
Traditional Education system
Comparison of Traditional and Outcome-based education
Focus and Benefits of OBE
Origin of OBE
Program Educational Objectives (PEOs).
Program Outcomes (PO)
OBE Framework Mappings
Attainment of Outcomes:
Conclusion
References
What is Homeopathy?
Principles of classical homeopathy
The sources of the remedies
Remedies from the animal and mineral kingdom
Who can homeopathy help?
Conditions homeopathy can treat
What happens at a visit to a homeopath
Repertorizing your case
Administering the remedy
The follow-up consultation
Additional healing method
Exercise and health
Objectives of program level SA
Why is the team needed?
What does a team mean?
Basic Principles of a Team
The key elements of a team
Objectives of team building
How to develop teamwork?
First Task of the team
Steps in SA Process
Role of Online Learning in the Quality Improvement of Higher Education Md. Nazrul Islam
Introduction
Definition and Importance of E-Learning
Types of E-Learning
Approaches To E-Learning
E-Learning Improve The Quality Of Higher Education
Conclusion
References
Learning Outcomes
At the end of the workshop, the participants will be able to:
-Define and Classify the Types of Research
-Write the Research Proposal
How? Online or offline?
What Is the Meaning of Online Education?
Online?
Online Learning
Types of Online Learning or e-learning
Advantages Of e-Learning
Disadvantages Of e-Learning
Video on Tips for Online Learning
Supplemental Resources link
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Chapter 3 - Islamic Banking Products and Services.pptx
Curriculum Models
1. Curriculum Models
Professor Dr. Md. Nazrul Islam
Dept. of Anatomy and Histology
Faculty of Veterinary and Animal Science
and Former Director, IQAC, SAU, Sylhet
5/9/2020 1
2. Objectives
At the end of this presentation, participants
will be able to:
1. define curriculum
2. define the concept of curriculum model
3. know the characteristics of a model
curriculum
4. Know the different types of curriculum
models
3. What is curriculum?
Curriculum is a comprehensive plan for an
educational/ training programme / course to
training programme /course to offer new /
improved manpower to fulfil the rising needs
of a dynamic society
4. Some of the components of a comprehensive
curriculum unit
Content
Assessment
Introduction/Closure
Teaching Strategies
Learning Activities
Grouping and
Pacing
Products
Resources
Extension Activities
Differentiation
5. Characteristics of a Model Curriculum
•Powerful knowledge goals, representative or
generative topics, and big ideas
•Advance organizers that clarify prior knowledge,
future activities, and expectations
•Motivating introductory experiences
•Challenging and active learning activities
•Authentic resources and products
•Aligned assessment strategies and growth criteria,
feedback, debriefing, transfer and extension
opportunities, interaction, and support
•Interest-based applications and extensions
•Modifications that attend to powerful student
differences
6. What is a curriculum model?
A model is a format for
curriculum design
developed to meet
unique needs, contexts,
and/or purposes. In
order to address these
goals, curriculum
developers design,
reconfigure, or rearrange
one or more key
curriculum components.
7. The Framework Underlying All
Curriculum Models
Content
Assessment
Intro
Teaching
Learning
Products
Resources
Grouping
Extensions
Modifications
KEY CURRICULUM COMPONENTS
8. Common elements of different Models
Hilda Taba Kerr & Nicholls NCTB
Need identification Situation/
Need analysis
…..
Objective setting Objectives Aims & Objectives
Content selection Content Content selection
Content
organization
….. …..
Teaching strategy Teaching
strategy
Teaching materials
devt.
Organizing
teaching
….. Teacher training
8
9. Curriculum models
Models are used to explain:
levels of curriculum
aspects of organization practice
aspects of classroom instruction
types of decision making
10. The curriculum process
The development of a curriculum involves
the developer in decisions about the nature
and appropriateness of the substantive
(basic) elements, e.g. the
Outcomes
Content
method
assessment strategies
These decisions are made in relation to the
context in which the curriculum will
operate.
12. Hilda Taba's Linear Model
Hilda Taba believed that teachers who
teach or implement the curriculum should
participate in developing it.
Her advocacy was commonly called the
"grassroots approach" where teachers
could have a major input.
13. Hilda Taba's Linear Model
1. Diagnosis of needs. The teacher (curriculum
designer) starts the process by identifying the
needs of the students for whom the
curriculum is to be planned
2. Formulation of learning objectives. After the
teacher has identified the needs that require
attention, he or she specifies objectives to be
accomplished.
She presented seven major steps:
14. Contd.
3. Selection of learning content. The objectives
selected or created suggest the subject matter
or content of the curriculum. Not only should
objectives and content match but also the
validity and significance of the content chosen
needs to be determined.
4. Organization of learning content. A teacher
can not just select content, but must organize
it in some type of sequence, taking into
consideration the maturity of the learners, their
academic achievement, and their interests.
15. Contd.
5. Selection of learning experiences. Content
must be presented to pupils and pupils must
engage the content. At this point, the teacher
select instructional methods that will involve
students with the content.
6. Organization of learning activities. Just as
content must be sequenced and organized, so
must the learning activities. Often the
sequence of the learning activities is
determined by the content. But the teacher
needs to keep in mind the particular students
whom he or she will be teaching.
16. Contd.
7. Evaluation and means of evaluation. The
curriculum planner must determine just what
objectives have been accomplished.
Evaluation procedures need to be
considered by the students and teachers.
