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
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 document discusses different models of curriculum, including:
1. The Tyler Model which focuses on educational purposes, experiences, organization, and assessment.
2. The Taba Model which involves 7 steps including diagnosis of needs, formulation of objectives, and evaluation.
3. The Saylor and Alexander Model which views curriculum development as consisting of specifying goals and objectives, designing the curriculum, implementing it, and evaluating it.
4. Models for students with disabilities including developmental, functional, and ecological approaches.
5. Characteristics of different types of curriculums such as integrated, activity-based, learner-centered, core, hidden, null, and spiral curriculums.
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.
Introduction – Observation – Self-Reporting – Anecdotal Records – Check List – Rating Scale – Types of Tests –Assessment Tools for Affective Domain – Attitude Scale – Motivation Scale – Interest Scale – Types of Test Items – Essay Type Questions – Short Answer Question – Objective Type Questions – Principles for Constructing Test Items
The document discusses the CIPP model for curriculum evaluation developed by Daniel Stufflebeam. The CIPP model guides evaluators and stakeholders in systematically assessing a curriculum at four stages: context, input, process, and product. Context evaluation involves analyzing needs and goals. Input evaluation considers resources and design. Process evaluation monitors implementation. Product evaluation judges outcomes against anticipated results to determine if the curriculum should continue, be modified, or discontinued. The model helps answer four questions: what should we do, how should we do it, are we doing it as planned, and did the program work.
The document discusses the concepts of curriculum and hidden curriculum. It defines curriculum as a plan for bringing desirable changes in student behavior and a tool for teachers to mold students according to objectives. Hidden curriculum refers to the unwritten norms, values, and expectations that are unconsciously transmitted to students through various aspects of the school environment and teacher behaviors. Examples mentioned include gender roles, social class, and cultural expectations that influence the social relationships between teachers and students both consciously and unconsciously through the organization of classrooms and schools as well as varying teacher expectations.
The document discusses curriculum development and Ralph Tyler's model of curriculum planning. It provides background on Tyler, summarizes his four fundamental questions for curriculum planning, and outlines his model which begins with setting objectives based on studying learners, society, and subject matter. The model includes selecting learning experiences to meet objectives, organizing instruction, and evaluating effectiveness. Strengths are that it provides a clear starting point, while criticisms include that it can narrowly interpret objectives and be time-consuming. The document also contrasts Tyler's deductive approach with Taba's inductive model.
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
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 document discusses different models of curriculum, including:
1. The Tyler Model which focuses on educational purposes, experiences, organization, and assessment.
2. The Taba Model which involves 7 steps including diagnosis of needs, formulation of objectives, and evaluation.
3. The Saylor and Alexander Model which views curriculum development as consisting of specifying goals and objectives, designing the curriculum, implementing it, and evaluating it.
4. Models for students with disabilities including developmental, functional, and ecological approaches.
5. Characteristics of different types of curriculums such as integrated, activity-based, learner-centered, core, hidden, null, and spiral curriculums.
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.
Introduction – Observation – Self-Reporting – Anecdotal Records – Check List – Rating Scale – Types of Tests –Assessment Tools for Affective Domain – Attitude Scale – Motivation Scale – Interest Scale – Types of Test Items – Essay Type Questions – Short Answer Question – Objective Type Questions – Principles for Constructing Test Items
The document discusses the CIPP model for curriculum evaluation developed by Daniel Stufflebeam. The CIPP model guides evaluators and stakeholders in systematically assessing a curriculum at four stages: context, input, process, and product. Context evaluation involves analyzing needs and goals. Input evaluation considers resources and design. Process evaluation monitors implementation. Product evaluation judges outcomes against anticipated results to determine if the curriculum should continue, be modified, or discontinued. The model helps answer four questions: what should we do, how should we do it, are we doing it as planned, and did the program work.
The document discusses the concepts of curriculum and hidden curriculum. It defines curriculum as a plan for bringing desirable changes in student behavior and a tool for teachers to mold students according to objectives. Hidden curriculum refers to the unwritten norms, values, and expectations that are unconsciously transmitted to students through various aspects of the school environment and teacher behaviors. Examples mentioned include gender roles, social class, and cultural expectations that influence the social relationships between teachers and students both consciously and unconsciously through the organization of classrooms and schools as well as varying teacher expectations.
The document discusses curriculum development and Ralph Tyler's model of curriculum planning. It provides background on Tyler, summarizes his four fundamental questions for curriculum planning, and outlines his model which begins with setting objectives based on studying learners, society, and subject matter. The model includes selecting learning experiences to meet objectives, organizing instruction, and evaluating effectiveness. Strengths are that it provides a clear starting point, while criticisms include that it can narrowly interpret objectives and be time-consuming. The document also contrasts Tyler's deductive approach with Taba's inductive model.
Curriculum Approaches (Systems-managerial and Intellectual-academic Approach)Angie Magdasoc
This document discusses two approaches to curriculum - systems-managerial and intellectual-academic. The systems-managerial approach views curriculum as a system with inputs, processes, and outputs, and emphasizes the managerial role of administrators. It lists the key functions of school leaders to ensure successful curriculum implementation. The intellectual-academic approach emphasizes using theories and principles in curriculum planning, influenced by philosophers like Dewey. It analyzes the historical, cultural, and philosophical underpinnings of curriculum.
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.
The document describes Hilda Taba's model of curriculum development, which consists of 7 steps: 1) Diagnosing student needs, 2) Formulating learning objectives, 3) Selecting learning content, 4) Organizing the content, 5) Selecting learning experiences, 6) Organizing learning activities, and 7) Evaluating outcomes. Taba believed teachers should play a leading role in curriculum development by identifying student needs and designing content and activities accordingly through an inductive, "grass-roots" approach.
The content provider has been teaching in a B.Ed. College. He was searching for content on this topic on the internet. But he failed to get relevant materials. eventually, he prepares one on his own and uploads the same in slideshare for the convenience of the learners. This topic will help B.Ed. trainess to a great extent.
This document provides an overview of curriculum models proposed by Hilda Taba, including a description of Taba's background and philosophical ideas. It outlines Taba's inductive model of curriculum development, which begins with diagnosing learner needs and involves teachers. The key steps in Taba's model are identifying student needs, formulating objectives, selecting and organizing content, choosing learning experiences, and determining evaluation. Taba's grassroots approach emphasizes addressing student needs and giving teachers a role in curriculum development.
The document discusses three different curriculum approaches: subject-centered curriculum, activity/experience-based curriculum, and core curriculum.
Subject-centered curriculum is rigid and focuses on covering specific amounts of material in specific subjects within set time periods, regardless of student abilities or interests. Activity/experience-based curriculum is based on determining student needs and interests to form the basis of hands-on learning experiences. Core curriculum identifies common knowledge, skills, and values that all students should learn to function in society.
The document discusses different approaches and principles for curriculum content selection, including significance, validity, utility, learnability, feasibility, and interest. It also examines curriculum as a process and compares models for curriculum development, focusing on the deductive Tyler and Saylor models and inductive Taba model which starts with teacher-created units. Guiding principles for curriculum emphasize balance, articulation, sequence, integration, and continuity in content and stimulating learning across cognitive, affective, and psychomotor domains.
Factors that influence curriculum change and innovation.pptxTanzeelaBashir1
The document discusses factors that influence curriculum development including political, social, economic, technological, environmental, and child psychology factors. It provides examples for each factor. Political factors include funding and standards that influence goals and materials. Social factors include societal expectations and resistance to subjects. Economic factors include job training and national economic returns. Technological factors include computers and new technology-focused degrees. Environmental factors include teaching practices like recycling and environmentally-focused higher education programs. Child psychology factors examine developmental changes and prepare students for careers in education.
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
This document discusses curriculum change and evaluation. It defines curriculum change as efforts to change aims, objectives, and content according to values, culture and resources. Factors influencing change include individuals, financial pressures, staffing issues, student abilities, and regulations. The phases of change include planning, implementation, and evaluation. Curriculum evaluation is done at the formative and summative levels to improve instruction and assess effectiveness in meeting objectives. Various stakeholders play important roles in the change and evaluation process.
Types of test items and principles for constructing test items rkbioraj24
Types of test items and principles for constructing test items discusses various types of test items including oral tests, essay tests, short answer questions, and objective tests. It also outlines principles for constructing good test items such as ensuring validity, reliability, objectivity, comprehensiveness, and clarity. A good test should measure what it intends to measure, function consistently, yield objective scores, cover the entire syllabus, and have clear directions.
1. Standards-based grading and measuring student proficiency based on clearly defined learning objectives will become more common, replacing traditional grading systems.
2. Curriculums will become more personalized to student interests to keep them engaged, enabled by new learning technologies allowing individualized lessons.
3. Digital integration in classrooms will continue growing exponentially, from e-textbooks to online degree programs, encouraging active participation and contribution to collective knowledge.
The document discusses several models of curriculum, including:
- The Tyler Model, which focuses on educational purposes, experiences, organization, and evaluation.
- The Taba Model, which is a grass-roots approach involving 7 steps like diagnosis of needs and selection of learning experiences.
- The Saylor and Alexander Model, which involves 4 steps of specifying goals and objectives, designing the curriculum, implementation, and evaluation.
- Models for students with special needs, including developmental, functional, and ecological approaches.
- The subject/teacher centered design which is based on teaching predefined subjects and has the objective of transferring cultural heritage. However, it ignores student interests.
philosophical sociological psychological of curriculum developmentANALUZFUENTEBELLA
The document discusses the philosophical, sociological, and psychological foundations of curriculum development. It addresses four major philosophical positions that have influenced curriculum - idealism, realism, pragmatism, and existentialism. It also examines learning theories from a behavioral, cognitive, and phenomenological perspective and how they contribute to curriculum. Finally, it outlines the sociological foundation for curriculum, including how social issues and the transmission of culture from groups and institutions should be considered in curriculum making.
This document discusses action research and its importance for teacher education. Action research is defined as research conducted by practitioners to study problems scientifically and guide decisions and actions. It aims to improve the quality of teaching. Action research is important as it helps develop scientific thinking, solve educational problems, and improve the educational system. For teachers, action research can improve teaching methods, use of aids, discipline issues, and examinations. It also fosters a progressive outlook, mutual understanding, and a research mindset among teachers. Action research utilizes experiences to study problems and changes in natural school conditions. Overall, action research enhances teacher knowledge, skills, and professional development, so it should be part of teacher education programs.
The document discusses curriculum content and its elements. It defines curriculum as all learning planned by the school, whether individual or group activities inside or outside the school. Content is defined as information to be learned and can come in various forms like audio, text, or video. The document outlines criteria for selecting content, including significance, relevance to learners' lives, variety, suitability, validity, interest, utility, and feasibility. It emphasizes organizing content through sequencing, continuity, and integration to improve learning.
TSL3143 Topic 2a Models of Curriculum DesignYee Bee Choo
The document discusses several models of curriculum design: Tyler's Objective Model (1949), Taba's Interactive Model (1962), Wheeler's Process Model (1967), and Walker's Naturalistic Model (1971). It provides details on the key aspects of each model, including their advantages and disadvantages. Tyler's model is linear and focuses on objectives. Taba's model is interactive and involves more teacher input. Wheeler's model is cyclical with feedback. Walker's model is descriptive and emphasizes stakeholder consensus. In conclusion, while the models provide useful frameworks, actual curriculum design in practice may vary and draw from multiple approaches.
This document discusses understanding disciplines and subjects as part of a half course consisting of 5 units. It defines key terms like disciplines, subjects, and curriculum content. It explains that disciplines emerged from historical and social contexts and have been redefined over time. The course aims to help students understand the nature of disciplinary knowledge, how content is selected for different subjects, and new approaches for teaching subjects. The first unit covers the meaning of disciplines and subjects, distinguishing them from academic fields, and their importance in curriculum. It also discusses John Dewey's ideas about disciplinary knowledge and curriculum.
The document discusses three types of curriculum: core, hidden, and null. The core curriculum includes required content areas and experiences needed by all students. The hidden curriculum refers to unintentionally taught behaviors, attitudes, and perspectives. The null curriculum consists of information not taught in schools and represents excluded topics, facts, or perspectives. Both the hidden and null curriculums can influence students' social development and perspectives.
Curriculum Approaches (Systems-managerial and Intellectual-academic Approach)Angie Magdasoc
This document discusses two approaches to curriculum - systems-managerial and intellectual-academic. The systems-managerial approach views curriculum as a system with inputs, processes, and outputs, and emphasizes the managerial role of administrators. It lists the key functions of school leaders to ensure successful curriculum implementation. The intellectual-academic approach emphasizes using theories and principles in curriculum planning, influenced by philosophers like Dewey. It analyzes the historical, cultural, and philosophical underpinnings of curriculum.
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.
The document describes Hilda Taba's model of curriculum development, which consists of 7 steps: 1) Diagnosing student needs, 2) Formulating learning objectives, 3) Selecting learning content, 4) Organizing the content, 5) Selecting learning experiences, 6) Organizing learning activities, and 7) Evaluating outcomes. Taba believed teachers should play a leading role in curriculum development by identifying student needs and designing content and activities accordingly through an inductive, "grass-roots" approach.
The content provider has been teaching in a B.Ed. College. He was searching for content on this topic on the internet. But he failed to get relevant materials. eventually, he prepares one on his own and uploads the same in slideshare for the convenience of the learners. This topic will help B.Ed. trainess to a great extent.
This document provides an overview of curriculum models proposed by Hilda Taba, including a description of Taba's background and philosophical ideas. It outlines Taba's inductive model of curriculum development, which begins with diagnosing learner needs and involves teachers. The key steps in Taba's model are identifying student needs, formulating objectives, selecting and organizing content, choosing learning experiences, and determining evaluation. Taba's grassroots approach emphasizes addressing student needs and giving teachers a role in curriculum development.
The document discusses three different curriculum approaches: subject-centered curriculum, activity/experience-based curriculum, and core curriculum.
Subject-centered curriculum is rigid and focuses on covering specific amounts of material in specific subjects within set time periods, regardless of student abilities or interests. Activity/experience-based curriculum is based on determining student needs and interests to form the basis of hands-on learning experiences. Core curriculum identifies common knowledge, skills, and values that all students should learn to function in society.
The document discusses different approaches and principles for curriculum content selection, including significance, validity, utility, learnability, feasibility, and interest. It also examines curriculum as a process and compares models for curriculum development, focusing on the deductive Tyler and Saylor models and inductive Taba model which starts with teacher-created units. Guiding principles for curriculum emphasize balance, articulation, sequence, integration, and continuity in content and stimulating learning across cognitive, affective, and psychomotor domains.
Factors that influence curriculum change and innovation.pptxTanzeelaBashir1
The document discusses factors that influence curriculum development including political, social, economic, technological, environmental, and child psychology factors. It provides examples for each factor. Political factors include funding and standards that influence goals and materials. Social factors include societal expectations and resistance to subjects. Economic factors include job training and national economic returns. Technological factors include computers and new technology-focused degrees. Environmental factors include teaching practices like recycling and environmentally-focused higher education programs. Child psychology factors examine developmental changes and prepare students for careers in education.
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
This document discusses curriculum change and evaluation. It defines curriculum change as efforts to change aims, objectives, and content according to values, culture and resources. Factors influencing change include individuals, financial pressures, staffing issues, student abilities, and regulations. The phases of change include planning, implementation, and evaluation. Curriculum evaluation is done at the formative and summative levels to improve instruction and assess effectiveness in meeting objectives. Various stakeholders play important roles in the change and evaluation process.
Types of test items and principles for constructing test items rkbioraj24
Types of test items and principles for constructing test items discusses various types of test items including oral tests, essay tests, short answer questions, and objective tests. It also outlines principles for constructing good test items such as ensuring validity, reliability, objectivity, comprehensiveness, and clarity. A good test should measure what it intends to measure, function consistently, yield objective scores, cover the entire syllabus, and have clear directions.
1. Standards-based grading and measuring student proficiency based on clearly defined learning objectives will become more common, replacing traditional grading systems.
2. Curriculums will become more personalized to student interests to keep them engaged, enabled by new learning technologies allowing individualized lessons.
3. Digital integration in classrooms will continue growing exponentially, from e-textbooks to online degree programs, encouraging active participation and contribution to collective knowledge.
The document discusses several models of curriculum, including:
- The Tyler Model, which focuses on educational purposes, experiences, organization, and evaluation.
- The Taba Model, which is a grass-roots approach involving 7 steps like diagnosis of needs and selection of learning experiences.
- The Saylor and Alexander Model, which involves 4 steps of specifying goals and objectives, designing the curriculum, implementation, and evaluation.
- Models for students with special needs, including developmental, functional, and ecological approaches.
- The subject/teacher centered design which is based on teaching predefined subjects and has the objective of transferring cultural heritage. However, it ignores student interests.
philosophical sociological psychological of curriculum developmentANALUZFUENTEBELLA
The document discusses the philosophical, sociological, and psychological foundations of curriculum development. It addresses four major philosophical positions that have influenced curriculum - idealism, realism, pragmatism, and existentialism. It also examines learning theories from a behavioral, cognitive, and phenomenological perspective and how they contribute to curriculum. Finally, it outlines the sociological foundation for curriculum, including how social issues and the transmission of culture from groups and institutions should be considered in curriculum making.
This document discusses action research and its importance for teacher education. Action research is defined as research conducted by practitioners to study problems scientifically and guide decisions and actions. It aims to improve the quality of teaching. Action research is important as it helps develop scientific thinking, solve educational problems, and improve the educational system. For teachers, action research can improve teaching methods, use of aids, discipline issues, and examinations. It also fosters a progressive outlook, mutual understanding, and a research mindset among teachers. Action research utilizes experiences to study problems and changes in natural school conditions. Overall, action research enhances teacher knowledge, skills, and professional development, so it should be part of teacher education programs.
The document discusses curriculum content and its elements. It defines curriculum as all learning planned by the school, whether individual or group activities inside or outside the school. Content is defined as information to be learned and can come in various forms like audio, text, or video. The document outlines criteria for selecting content, including significance, relevance to learners' lives, variety, suitability, validity, interest, utility, and feasibility. It emphasizes organizing content through sequencing, continuity, and integration to improve learning.
TSL3143 Topic 2a Models of Curriculum DesignYee Bee Choo
The document discusses several models of curriculum design: Tyler's Objective Model (1949), Taba's Interactive Model (1962), Wheeler's Process Model (1967), and Walker's Naturalistic Model (1971). It provides details on the key aspects of each model, including their advantages and disadvantages. Tyler's model is linear and focuses on objectives. Taba's model is interactive and involves more teacher input. Wheeler's model is cyclical with feedback. Walker's model is descriptive and emphasizes stakeholder consensus. In conclusion, while the models provide useful frameworks, actual curriculum design in practice may vary and draw from multiple approaches.
This document discusses understanding disciplines and subjects as part of a half course consisting of 5 units. It defines key terms like disciplines, subjects, and curriculum content. It explains that disciplines emerged from historical and social contexts and have been redefined over time. The course aims to help students understand the nature of disciplinary knowledge, how content is selected for different subjects, and new approaches for teaching subjects. The first unit covers the meaning of disciplines and subjects, distinguishing them from academic fields, and their importance in curriculum. It also discusses John Dewey's ideas about disciplinary knowledge and curriculum.
The document discusses three types of curriculum: core, hidden, and null. The core curriculum includes required content areas and experiences needed by all students. The hidden curriculum refers to unintentionally taught behaviors, attitudes, and perspectives. The null curriculum consists of information not taught in schools and represents excluded topics, facts, or perspectives. Both the hidden and null curriculums can influence students' social development and perspectives.
This document discusses the foundations of curriculum from philosophical, historical, psychological, and social perspectives. It provides definitions and viewpoints on curriculum from different scholars and eras. Some key points include:
- Curriculum has philosophical foundations in educational philosophies like perennialism, progressivism, essentialism, and reconstructionism.
- Historically, curriculum has evolved due to changes in purposes, principles and content influenced by educational trends.
- Psychologically, curriculum is informed by behavioral, cognitive, and humanistic theories of learning and child development.
- Socially, curriculum reflects and is shaped by the needs and culture of the society it serves.
The document discusses traditional and modern definitions of curriculum, as well as types of curriculums such as the recommended, written, taught, and tested curriculums. It then covers curriculum planning, development, elements, factors to consider, and approaches. The remainder summarizes the 2002 Basic Education Curriculum in the Philippines, compares it to the K-12 education structure, outlines concerns with K-12, and highlights its salient features such as building proficiency through language and gearing students up for the future through senior high school.
The document defines curriculum in several ways:
- As the content standards, objectives, and skills taught to students across subjects and grade levels.
- As everything taught in school, including subjects, sequences of courses, and performance objectives.
- More broadly, as all planned learning experiences under the guidance of the school, including both formal and informal lessons.
The history of defining curriculum is explored, from traditional views focusing on academic disciplines, to progressive views emphasizing student experiences. Different eras of curriculum development in America are also summarized, from colonial times to the 20th century reforms.
1. Society and student needs change over time, so the curriculum needs to be updated periodically to remain relevant.
2. Keeping the curriculum static means students are not learning the latest knowledge and skills needed in the current world.
3. Other schools will be providing more modern curricula, putting this school at a competitive disadvantage.
I do not actually have experiences as a student or observations of changes in student needs over time. As an AI assistant, I was created by Anthropic to be helpful, harmless, and honest. I don't have personal experiences to draw from. However, based on what I've read, some ways student needs may be changing include:
- Increased needs around social-emotional learning and mental health support due to more screen time and connectivity
- Different career preparation needs due to changing job markets and automation
- Growing diversity of student backgrounds and identities
- New skills around technology, media literacy and digital citizenship
- Continued needs around core subjects plus civic engagement and real-world problem solving
Meeting basic human needs is important for
CURRICULAR AREAS OF PRE-SERVICE TEACHER EDUCATION PROGRAMMEarunillam2000
The document discusses concerns with the current teacher education system in India and proposed reforms based on the National Curriculum Framework (NCF) 2005. It notes that the current system treats knowledge as fixed and does not allow critical examination of curriculum. It also lacks opportunities for student teachers to reflect on their experiences. The proposed reforms aim to shift to a learner-centered approach with the teacher acting as a facilitator rather than source of knowledge. The curriculum would focus on understanding learners, participatory learning processes, examining one's own beliefs and biases, and relating academic learning to students' social realities. The reformed teacher education curriculum would include courses in learner studies, contemporary studies, educational studies, curriculum studies, pedagogic studies,
The document outlines the units covered in a curriculum development syllabus, including concepts of curriculum, models of curriculum development, curriculum organization, and curriculum evaluation. It discusses key aspects of organizing curriculum content, such as sequencing topics from foundational to complex, ensuring continuity across grade levels, and integrating different subjects. Common methods for organizing content include chronological order, conceptual order, difficulty level, integration, spiral progression, and problem-based approaches.
nursing education curriculum and models CURRICULUM.pptxDONABIBIN
This document discusses different aspects of curriculum, including:
- Definitions of curriculum from various perspectives and how it relates to educational goals.
- The types of curriculum such as child-centered, subject-centered, and integrated curriculum.
- The components and nature of nursing curriculum specifically.
- Factors that influence curriculum design like technological advances and societal needs.
Curr development; Concepts, nature and purposenhiecu
The document discusses different perspectives on curriculum including traditional, progressive, and types of curriculum operating in schools. It also covers major foundations of curriculum such as philosophical, historical, psychological, and social foundations. Specifically, it provides examples of prominent curriculum theorists that viewed curriculum from historical perspectives like Bobbitt, Charters, and Kilpatrick. It also describes three groups of learning theories from a psychological perspective: behaviorist, cognitive, and humanistic psychology. Lastly, it notes that societal culture shapes schools and curricula, and curricula should address diversity, knowledge growth, reforms, and education for all to remain relevant.
The document discusses curriculum and the hidden curriculum. It provides definitions of curriculum from various sources that describe curriculum as comprising all planned learning experiences in and outside of school. It outlines principles of curriculum construction such as being child-centered, community-centered, balanced, needed-based, useful, creative, and contemporary. It notes major defects in current curriculums such as being exam-oriented, theory-focused, and not developing the whole personality. It defines hidden curriculum as unintended lessons learned from social environments and norms conveyed in school. It concludes that the current curriculum needs reorganization to align with curriculum principles and that hidden curriculums will always be present in schools to some degree.
The document discusses curriculum and the hidden curriculum. It provides definitions of curriculum from various sources that describe it as comprising all planned learning within and outside of school. It outlines principles of curriculum construction including being child-centered, community-centered, balanced, needs-based, useful, creative, and flexible. It notes major defects in current curriculums like being exam-oriented and lacking practical elements. It defines hidden curriculum as unintended lessons learned from social environments and structures within schools. These can reinforce social inequalities by educating students according to their class or status. The conclusion states that the current curriculum needs reorganization to align with principles and address its rigidness across age groups, while the hidden curriculum will always be present in
This document discusses the bases and foundations of curriculum adaptation. It identifies several factors that influence curriculum goals and design, including social forces, theories of human development, learning styles, and technology. It also outlines several curriculum criteria like goals, diversity, flexibility, and problem solving. The document then examines the nature of subject matter, society, and individuals as basic focal points for curriculum decisions. It explores the philosophical foundations of curriculum in perennialism, essentialism, progressivism, and reconstructionism. Finally, it analyzes the psychological foundations in behaviorism, cognitivism, humanism, and social foundations.
Child or Learner-Centered Approach This approach to curriculum design is based on the underlying philosophy that the child is the center of the educational process. ... Problem-Centered Approach This approach is based on a curriculum design that assumes that in the process of living, children experience problems.
This document discusses curriculum development. It defines curriculum as including concepts, nature, purposes and levels. It also covers the foundations of curriculum, including psychological foundations like behaviorism and cognitive development theories. Philosophical foundations discuss traditional vs progressive views. Socio-cultural foundations examine the influence of society and culture. Finally, it discusses types of curriculum including subject-centered designs like separate subject, correlated, and broad field designs.
This document discusses curriculum planning and identifies various influences on the curriculum development process. It explains that curriculum is influenced by learners, subject matter, society, and educational philosophies. Additional influences include school mission/vision, government policies, accreditation standards, market demands, and available resources. The roles of teachers, administrators, students and other stakeholders in curriculum planning are also outlined. Understanding these influences is important for developing a curriculum that meets learner and societal needs.
The document discusses different definitions and perspectives on curriculum. It begins by defining curriculum as the planned interaction between students and instructional content, materials, resources, and processes for evaluating educational objectives. It then provides definitions from various sources that describe curriculum as the total learning experience in school, the content and sequencing of courses, and the program provided by a classroom or school. The document also discusses the etymology of the word curriculum and different traditional and progressive points of view on how curriculum should be defined and designed.
The document discusses medical surgical nursing curriculum presented by Mrs. Shalini. It begins with defining curriculum and the curriculum development process. It then outlines various concepts of curriculum including subject-based, teacher-centered, learner-centered, integrated, core, activity-based, board field, hidden curriculum and more. Examples of each type are provided.
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Erikson's psychosocial development theory.pptxMonojitGope
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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2. INTRODUCTION
Curriculum is the set of courses, learning objectives, and teaching
methods used to educate students. There are several types of
curriculum in education that can vary depending on the goals,
content, and teaching methods.
4. EXPLICIT CURRICULUM
Explicit curriculum is the formal curriculum that is taught in
schools. It includes subjects such as mathematics, science,
language arts, and social studies. Explicit curriculum is
often standardized and subject to government regulations.
5. EXAMPLE OF EXPLICIT CURRICULUM
• Here's an example of Explicit Curriculum in education:
• In a high school math class, the teacher follows a specific curriculum that has been
outlined by the state or district. The curriculum specifies the content that must be
covered during the course, such as algebra, geometry, trigonometry, and calculus.
• The teacher may use textbooks, worksheets, and other resources that align with the
curriculum to teach the material. They may also use assessments such as tests and
quizzes to measure students' progress and determine whether they have met the
learning objectives set by the curriculum.
6. HIDDEN CURRICULUM
Hidden curriculum is the informal curriculum that is learned
through the socialization process in school. It includes
values, beliefs, and attitudes that are not explicitly taught in
the classroom but are conveyed through interactions with
teachers and peers.
7. EXAMPLE OF HIDDEN CURRICULUM
• Here's an example of Hidden Curriculum in education:
• In a high school classroom, students are expected to arrive on time, sit quietly at
their desks, and raise their hands to speak. These behaviors are not explicitly
taught, but are conveyed through the socialization process in school.
• This is an example of the hidden curriculum, which refers to the informal lessons
that are learned through the culture and climate of the school. The hidden
curriculum can include values, beliefs, and attitudes that are not explicitly taught
in the classroom, but are conveyed through interactions with teachers and peers.
8. NULL CURRICULUM
Null curriculum refers to the topics and subjects that are not taught in school,
but should be. For example, some schools may not teach sex education or
LGBTQ+ history, which can lead to significant gaps in students' knowledge
and understanding.
This is an example of the null curriculum, which refers to the topics and
subjects that are not included in the formal curriculum. The null curriculum
can be influenced by a variety of factors, including cultural biases, limited
resources, and competing priorities.
9. INTERDISCIPLINARY CURRICULUM
Interdisciplinary curriculum combines multiple subject areas
into a cohesive curriculum. For example, a science class
may integrate mathematics concepts or a language arts class
may explore historical events through literature.
10. EXAMPLE OF INTERDISCIPLINARY
CURRICULUM
• Here's an example of Interdisciplinary Curriculum in education:
• In a middle school, students participate in an interdisciplinary project that integrates science,
technology, engineering, and mathematics (STEM) with language arts and social studies. The
project involves designing and building a sustainable community that addresses environmental
and social issues.
• Students work in teams to research and develop a plan for their community, using skills and
knowledge from multiple subject areas. They use math to calculate the resources needed for the
community, science to understand the environmental impact of their plan, language arts to write a
persuasive argument for their design, and social studies to consider the historical and cultural
context of their community.
11. MULTICULTURAL CURRICULUM
Multicultural curriculum emphasizes the contributions and
experiences of diverse cultures and perspectives. It seeks to
create a more inclusive and equitable education for students
from all backgrounds.
12. EXAMPLE OF MULTICULTURAL
CURRICULUM
• Here's an example of Multicultural Curriculum in education:
• In an elementary school, students participate in a multicultural curriculum that celebrates
diversity and promotes cultural awareness. The curriculum includes lessons and activities
that explore the traditions, beliefs, and customs of different cultures from around the
world.
• For example, students might learn about Chinese New Year, the traditions of the Native
American tribes in their region, or the cultural significance of African masks. They might
also explore the contributions of diverse historical figures, such as Martin Luther King
Jr., Cesar Chavez, or Frida Kahlo.
13. CORE CURRICULUM
Core curriculum is a set of courses and subjects that all
students are required to take. It often includes subjects such
as English, math, science, and social studies.
14. EXAMPLE OF CORE CURRICULUM
• Here's an example of Core Curriculum in education:
• In a high school, students are required to complete a core curriculum that includes
courses in English, math, science, and social studies. The core curriculum is
designed to provide a foundation of knowledge and skills that all students need in
order to be successful in college and the workforce.
• For example, students might take courses in algebra, biology, American literature,
and world history as part of the core curriculum. These courses are typically
required for graduation and provide a broad base of knowledge and skills that are
essential for success in a variety of fields.
15. VOCATIONAL CURRICULUM
Vocational curriculum focuses on teaching practical skills
that are applicable to specific careers or trades. Examples
may include automotive technology, culinary arts, or
cosmetology.
16. EXAMPLE OF VOCATIONAL CURRICULUM
• Here's an example of Vocational Curriculum in education:
• In a high school, students have the option to participate in a vocational curriculum that
focuses on preparing them for careers in specific trades or industries. The vocational
curriculum provides hands-on training and technical skills that are essential for success
in these fields.
• For example, students might choose to pursue a career in automotive technology,
culinary arts, or nursing. They would take courses and participate in internships or
apprenticeships to gain practical experience in these fields. The vocational curriculum is
designed to provide a pathway to meaningful employment and career advancement.
17. MONTESSORI CURRICULUM
Montessori curriculum is an educational approach that
emphasizes self-directed learning and hands-on experiences.
It often includes mixed-age classrooms and individualized
learning plans.
18. EXAMPLE OF MONTESSORI CURRICULUM
• Here's an example of Montessori Curriculum in education:
• In a Montessori school, students participate in a curriculum that emphasizes
hands-on learning and individualized instruction. The Montessori curriculum is
designed to help students develop independence, creativity, and a love of learning.
• For example, students might work with a variety of Montessori materials, such as
the Pink Tower, the Binomial Cube, or the Metal Insets. These materials are
designed to help students learn math, science, language, and other subjects
through hands-on exploration and discovery.
19. WALDORF CURRICULUM
Waldorf curriculum is an educational approach that
emphasizes creativity and imagination. It often includes art,
music, and movement as key components.
20. EXAMPLE OF WALDORF CURRICULUM
• Here's an example of Waldorf Curriculum in education:
• In a Waldorf school, students participate in a curriculum that emphasizes
experiential, arts-based learning and holistic development. The Waldorf
curriculum is designed to help students develop creativity, critical thinking, and a
sense of social responsibility.
• For example, students might participate in activities such as storytelling, drawing,
painting, drama, music, and movement as part of their daily lessons. The Waldorf
curriculum is organized into several key areas, including language arts, math,
science, social studies, and the arts.
21. CONCLUSION
In conclusion, there are various types of curriculum in education
that can vary in content, teaching methods, and goals. Each type of
curriculum has its own strengths and weaknesses and may be more
appropriate for certain student populations or educational goals. It
is important for educators to consider the various types of
curriculum and choose the best approach for their students.