There are several definitions of curriculum, including: the subjects taught in schools; all planned learning experiences provided by the school; and all experiences learners have under the school's guidance. There are also different types of curriculum, such as the intended/written curriculum, the operational/taught curriculum, and the learned/received curriculum. Additionally, there is the hidden curriculum which refers to the implicit lessons learned from the structure and nature of schooling. The null curriculum refers to topics that are not taught in school, implying they are not important.
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
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
It refers to the collection of information on which judgment might be made about the worth and the effectiveness of a particular programme. It includes making those judgments so that decision might be made about the future of programme, whether to retain the program as it stand, modify it or throw it out altogether.
Topic: Measurment, Assessment and Evaluation
Student Name: Amna Samo
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Placement assessments are used to “place” students into a course, course level, or academic program. For example, an assessment may be used to determine whether a student is ready for Algebra I or a higher-level algebra course, such as an honors-level course.
For this reason, placement assessments are administered before a course or program begins, and the basic intent is to match students with appropriate learning experiences that address their distinct learning needs.
Diagnostic Assessment Is An Essential Device In A Teacher's "Tool Kit", Which Can Be Used To Diagnose Strengths And Area Of Need In All Students.
▪ Diagnostic Assessment Involves The Gathering And Careful Evaluation Of Detailed Data Using Student’s Knowledge And Skills In A Given Learning Area.
A set of standards to be followed in assessment.
As they apply to curriculum, criteria are set of standards upon which the different elements of the curriculum are being tested.
It refers to the collection of information on which judgment might be made about the worth and the effectiveness of a particular programme. It includes making those judgments so that decision might be made about the future of programme, whether to retain the program as it stand, modify it or throw it out altogether.
Topic: Measurment, Assessment and Evaluation
Student Name: Amna Samo
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Placement assessments are used to “place” students into a course, course level, or academic program. For example, an assessment may be used to determine whether a student is ready for Algebra I or a higher-level algebra course, such as an honors-level course.
For this reason, placement assessments are administered before a course or program begins, and the basic intent is to match students with appropriate learning experiences that address their distinct learning needs.
Diagnostic Assessment Is An Essential Device In A Teacher's "Tool Kit", Which Can Be Used To Diagnose Strengths And Area Of Need In All Students.
▪ Diagnostic Assessment Involves The Gathering And Careful Evaluation Of Detailed Data Using Student’s Knowledge And Skills In A Given Learning Area.
A set of standards to be followed in assessment.
As they apply to curriculum, criteria are set of standards upon which the different elements of the curriculum are being tested.
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
What is Special Education 1iStockphotoThinkstockPre-.docxhelzerpatrina
What is Special Education? 1
iStockphoto/Thinkstock
Pre-Test
1. You can use the terms disability and handicap interchangeably. T/F
2. The history of special education began in Europe. T/F
3. The first American legislation that protected students with disabilities was passed in the 1950s. T/F
4. All students with disabilities should be educated in special education classrooms. T/F
5. Special education law is constantly reinterpreted. T/F
Answers can be found at the end of the chapter.
6Curriculum and
Assessment
Socialstock/Socialstock/Superstock
Learning Objectives
After reading this chapter, you should be able to
• Describe the various forms a curriculum can assume in the classroom.
• Identify and describe forces that shape curriculum development.
• Analyze key aspects of both formative and summative assessments, including validity, reliability, and
transparency.
• Define, compare, and contrast traditional quantitative measures with assessment for learning and
alternative/authentic assessment.
Section 6.1Defining Curriculum
The aim of education should be to teach us rather how to think, than what
to think—rather how to improve our minds, so as to enable us to think for
ourselves, than to load the memory with the thoughts of other men.
—John Dewey
Teachers make important decisions about what students should learn on a daily basis. How-
ever, they do not do so in a vacuum. In this chapter, you will examine the meaning of curricu-
lum, the process of curriculum development, and the forces that shape it. You will discover
that deciding what students should learn is not an easy task. It is further complicated by the
influence and expectations of several groups in addition to teachers. Expectations range from
standards set by state legislatures to national programs to recommendations espoused by
professional organizations. In the midst of all these influences, the teacher is expected to be a
pivotal player in making curricular decisions.
Teachers also determine what their students know or have learned, and this chapter also
introduces the role of assessment in the classroom. We have all taken assessments. In fact, a
good portion of the time you spent in school likely involved preparing for an exam or waiting
for its results. School is typically about defined stages: pre-assessment, teaching, learning,
and then post-assessment or evaluation. Assessments are meant as a guide to planning for
additional teaching and learning. Thus, it is important that they provide information that will
help teachers improve instruction. And yet, if teachers lack understanding of assessment’s
purposes, they may focus solely on determining what students have or have not learned, with
no plans for future learning. If teachers are to prepare students for the changing world they
will inherit, they must help them become resourceful, creative, lifelong learners who own
their learning by taking responsibility for it. Assessment ca ...
CHS281Recap and assignment guidanceThis module addressedVinaOconner450
CHS281
Recap and assignment guidance
This module addressed creative approaches to the primary curriculum.
What is creative in all these approaches is the fact that they do not focus on one subject at any one time and as a result they do not follow a ‘traditional, conventional even conservative’ way of teaching school subjects to pupils.
Hence, we talk about pedagogic approaches that are promoting connections.
Cross-curricular (connecting curriculum) is a major theoretical underpinning of these approaches. Barnes labelled cross-curriculum approaches as liberating.
Barnes (2012, p.236) argued that: “Today cross-curricular approaches are believed to open up a narrowed curriculum, ensure greater breadth and balance and potential give each child the opportunity to find what Robinson and Aronica (2009) call their ‘element’”.
Barnes (2012, p.239-240) argued that: “…neuroscience, psychology and social science lead us to suspect that effective, lasting, transferable learning in both pure subject and cross-curricular contexts may be generated by: emotional relevance, engagement in fulfilling activity, working on shared challenges with others.”
Throughout the course of this module we saw how different, creative, pedagogic (inherently cross-curricular) approaches attempted to strike such emotional relevance with pupils, such a motivating engagement and all these within a ‘sharing’ context with others.
HOWEVER: The cross-curricular dimensions are essentially the responsibility of the teachers, especially in terms of devising, expediting and completing projects.
Cross-curricular teaching is not an easy task – teachers need to be mindful of their planning; Barnes (2012, p.248) tells us about: ‘…spurious links were often made between too many subjects, and little sense of progression or subject record keeping were possible.’ This is why teachers need to carefully decide which subjects can contribute and carefully write up learning objectives accordingly.
What is the theoretical underpinning of cross-curricular approaches?
Cross-curricular approaches reflect a constructivist and social constructivist approach to learning.
In constructivism, the basic idea is that the individual learner must actively construct knowledge and skills.
Dewey, Bruner, Vygotsky, Piaget have contributed to this notion of constructivism in learning.
Cognitive constructivism draws mainly from Piaget’s work on his theory of cognitive development. Piaget proposed that individuals construct their knowledge through experience and interaction with the environment.
Social constructivism with Vygotsky its main proponent, claims that the social context of learning is also very important.
Creative approaches
Story
Project/problem-based
Enquiry
Outdoors
Environmental Education
Education for sustainability
Margaret Dolnaldson (1978) Children’s Minds – embedded/dis-embedded contexts.
Szurnak and Thuna (2013, p.550-551) argued that: “Narrative is a powerful tool for teaching a ...
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Antifertility, Toxicity studies as per OECD guidelines
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This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Definitions of curriculum
1. Definitions of Curriculum
Definition 1: Curriculum is such “permanent” subjects as grammar, reading, logic, rhetoric, mathematics,
and the greatest books of the Western world that best embody essential knowledge
Definition 2: Curriculum is those subjects that are most useful for living in contemporary society.
Definition 3: Curriculum is all planned learnings for which the school is responsible
Definition 4: Curriculum is all the experiences learners have under the guidance of the school.
Definition 5: Curriculum is the totality of learning experiences provided to students so that they can
attain general skills and knowledge at a variety of learning sites.
Definition 6: Curriculum is what the student constructs from working with the computer and its various
networks, such as the Internet.
Definition 7: Curriculum is the questioning of authority and the searching for complex views of human
situations.
Definition 8: Curriculum is all the experiences that learners have in the course of living.
(From Marsh, C. J. & Willis, G. (2003). Curriculum: Alternative approaches, ongoing issues. (3rd ed.).
Upper Saddle River, NJ: Merrill Prentice Hall.)
Types of Curriculum
—from Leslie Wilson’s website and Larry Cuban
(Courtesy of Dr. Judith Irvin, Florida State University)
Overt, explicit or written curriculum is simply that which is written as part of formal instruction of the
schooling experience. It may refer to a curriculum document, texts, and supportive materials that are
overtly chosen to support the intentional instructional agenda of a school.
2. Cuban (1992) calls it an intended curriculum (recommended, adopted, official). It serves as a
documented map of theories, beliefs, and intentions about schooling, teaching, learning, and
knowledge—evidence in the development of teacher proof curriculum.
Curriculum-in-use The formal curriculum (written or overt) comprises those things in textbooks, and
content and concepts in the district curriculum guides. However, those "formal" elements are frequently
not taught. The curriculum-in-use is the actual curriculum that is delivered and presented by each
teacher.
Cuban (1992) calls it the taught curriculum (implicit, delivered, operational) where teacher beliefs begin
altering the curriculum/teaching style. Relates to Hidden curriculum (see below).
Received curriculum Those things that students actually take out of classroom; those concepts and
content that are truly learned and remembered.
Cuban (1992) calls it the learned curriculum. "The gap between what is taught and what is learned—
both intended and unintended—is large." Cuban, p. 223, 1992)
• Anderson (1984) found that primary grade students were most concerned about finishing their work,
not understanding it.
• Schoenfeld (1990) found that elementary students often solved math problems in a mechanical way
even when answers don’t make sense in the real world. Students learn that school math is arbitrary.
• Many researchers have given evidence about misconceptions that students and adults have—naïve
theories.
Rhetorical curriculum Elements from the rhetorical curriculum are comprised from ideas offered by
policymakers, school officials, administrators, or politicians. This curriculum may also come from those
professionals involved in concept formation and content changes; or from those educational initiatives
resulting from decisions based on national and state reports, public speeches, or from texts critiquing
outdated educational practices. The rhetorical curriculum may also come from the publicized works
offering updates in pedagogical knowledge.
3. Societal curriculum Cortes (1981) defines societal curricula as:
"...[the] massive, ongoing, informal curriculum of family, peer groups, neighborhoods, churches
organizations, occupations, mass, media and other socializing forces that "educate" all of us throughout
our lives. " (p. 25)
Concomitant curriculum - What is taught, or emphasized at home, or those experiences that are part of
a family's experiences, or related experiences sanctioned by the family. (This type of curriculum may be
received at church, in the context of religious expression, lessons on values, ethics or morals, molded
behaviors, or social experiences based on a family's preferences.)
Phantom curriculum -The messages prevalent in and through exposure to media.
The hidden or covert curriculum -That which is implied by the very structure and nature of schools,
much of what revolves around daily or established routines.
Longstreet and Shane (1993) offer a commonly accepted definition for this term.
. . . the "hidden curriculum," which refers to the kinds of learnings children derive from the very nature
and organizational design of the public school, as well as from the behaviors and attitudes of teachers
and administrators.... " (p. 46)
Examples of the hidden curriculum might include the messages and lessons derived from the mere
organization of schools -- the emphasis on:
- sequential room arrangements;
- the cellular, timed segments of formal instruction;
- an annual schedule that is still arranged to accommodate an agrarian age;
- disciplined messages that concentration equates to classrooms where students are sitting up straight
and are continually quiet;
4. - students getting in and standing in line silently;
- students quietly raising their hands to be called on; competition for grades, and so on.
The hidden curriculum may include both positive or negative messages, depending on the perspective of
the learner or the observer.
David P. Gardner is reported to have said:
‘We learn simply by the exposure of living. Much that passes for education is not education at all but
ritual. The fact is that we are being educated when we know it least."
The null curriculum - That which we do not teach, thus giving students the message that these elements
are not important in their educational experiences or in our society. Eisner offers some major points as
he concludes his discussion of the null curriculum.
"The major point I have been trying to make thus far is that schools have consequences not only by
virtue of what they do not teach, but also by virtue of what they neglect to teach. What students cannot
consider, what they don't processes they are unable to use, have consequences for the kinds of lives
they lead. p. 103"
Eisner (1985, 1994) first described and defined aspects of this curriculum. He states:
"There is something of a paradox involved in writing about a curriculum that does not exist. Yet, if we
are concerned with the consequences of school programs and the role of curriculum in shaping those
consequences, then it seems to me that we are well advised to consider not only the explicit and implicit
curricula of schools but also what schools do not teach. It is my thesis that what schools do not teach
may be as important as what they do teach. I argue this position because ignorance is not simply a
neutral void; it has important effects on the kinds of options one is able to consider, the alternatives
that one can examine, and the perspectives from which one can view a situation or problems. ...p. 97"
From Eisner's perspective the null curriculum is simply that which is not taught in schools. Somehow,
somewhere, some people are empowered to make conscious decisions as to what is to be included and
what is to be excluded from the overt curriculum. Since it is physically impossible to teach everything in
schools, many topics and subject areas must be excluded from the written curriculum. But Eisner's
position on the null curriculum is that when certain subjects or topics are left out of the curriculum,
school personnel are sending messages to students that certain content and processes are not