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The document describes two models of curriculum development: the Interaction Model and Taba's Model. The Interaction Model is a modification of Tyler's Model that views curriculum development as a dynamic process where the four elements (objectives, content, methods, evaluation) can be addressed in any order and influence each other. Taba's Model is a grassroots approach based on Tyler's Model that emphasizes teacher input and includes seven steps: diagnosis of needs, formulation of objectives, selection of content, organization of content, selection of learning experiences, organization of learning experiences, and evaluation. The document concludes by outlining a contemporary five-step framework for curriculum development that incorporates needs analysis, objectives, content selection and organization, implementation, and evaluation
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Tabamodel 140505014309-phpapp01
Hilda Taba was a curriculum theorist and teacher educator known for developing a model for curriculum development. Her model is inductive and teacher-centered, believing teachers should develop curriculum based on their understanding of student needs. The key steps in Taba's model are: 1) Diagnosing student needs, 2) Formulating objectives, 3) Selecting content, 4) Organizing content, 5) Selecting learning experiences, 6) Organizing experiences, and 7) Evaluating student learning. Taba's model emphasizes identifying student needs and developing objectives to guide curriculum design.
Models of Curriculum planning
This document discusses two major models of curriculum planning: the Tyler model and the Taba model. The Tyler model focuses on answering four fundamental questions to shape curriculum, including goals, content, learning experiences, and evaluation. It provides an easy step-by-step process but lacks feedback. The Taba model takes a more inductive and teacher-focused approach, starting with diagnosing student needs and having teachers develop curriculum. It emphasizes the specific needs of students but teachers may not understand connections between elements. Both models aim to provide guidance for curriculum planning and development.
Curri
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 outlines a 7-step grassroots approach involving teachers.
3. The Saylor and Alexander model which involves specifying goals/objectives, designing learning opportunities, implementation, and evaluation.
4. Models for students with disabilities including developmental, functional, and ecological approaches.
Curriculum development model:tyler model
The Tyler Model is a classic 4-step approach to curriculum development consisting of determining objectives, identifying learning experiences, organizing experiences, and evaluating objectives. The model was developed by Ralph Tyler in the 1940s and has influenced curriculum development. It focuses on aligning learning experiences with objectives based on the needs and philosophy of the school. Objectives are indicators of student mastery, experiences help achieve the objectives, experiences are logically organized, and objectives are then evaluated through assessment of student achievement.
SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT RALPH TYLER AND HILDA TABA
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:
Critical curriculum design
The document summarizes a workshop on curriculum design theory and practice. It discusses different definitions of curriculum, including focusing on content, restrictions, or the wider purpose. Paradigms for curriculum design include focusing on products, processes, or praxis. Approaches discussed include Tyler's rational planning, Bruner's spiral curriculum, curriculum as a planned process, constructive alignment, and curriculum as a social process. The workshop emphasizes developing students' knowledge, skills, and attitudes; challenging students; and making learning meaningful through choices.
Curriculum Development Models
The document discusses various models for curriculum development in higher education. It describes 11 different curriculum models including differentiated curriculum models, integrated curriculum models, and inquiry-based models. It also discusses factors to consider when developing or updating curriculum, such as learning environments, processes, and outcomes. The key aspects of different approaches to curriculum development are outlined as well, including behavioral, managerial, and academic approaches.
Curriculum development sreens
This document discusses different types of screens used to examine educational objectives, including psychological, philosophical, and sociological screens. Psychological screens draw from theories of human development and learning to determine appropriate objectives for students' cognitive, affective, and psychomotor development. Philosophical screens consider a society's core values to ensure objectives align with those values. Sociological screens analyze a society's practices and needs to set objectives that provide skills for survival and participation in that society.
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Tabamodel 140505014309-phpapp01
Hilda Taba was a curriculum theorist and teacher educator known for developing a model for curriculum development. Her model is inductive and teacher-centered, believing teachers should develop curriculum based on their understanding of student needs. The key steps in Taba's model are: 1) Diagnosing student needs, 2) Formulating objectives, 3) Selecting content, 4) Organizing content, 5) Selecting learning experiences, 6) Organizing experiences, and 7) Evaluating student learning. Taba's model emphasizes identifying student needs and developing objectives to guide curriculum design.
Models of Curriculum planning
This document discusses two major models of curriculum planning: the Tyler model and the Taba model. The Tyler model focuses on answering four fundamental questions to shape curriculum, including goals, content, learning experiences, and evaluation. It provides an easy step-by-step process but lacks feedback. The Taba model takes a more inductive and teacher-focused approach, starting with diagnosing student needs and having teachers develop curriculum. It emphasizes the specific needs of students but teachers may not understand connections between elements. Both models aim to provide guidance for curriculum planning and development.
Curri
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 outlines a 7-step grassroots approach involving teachers.
3. The Saylor and Alexander model which involves specifying goals/objectives, designing learning opportunities, implementation, and evaluation.
4. Models for students with disabilities including developmental, functional, and ecological approaches.
Curriculum development model:tyler model
The Tyler Model is a classic 4-step approach to curriculum development consisting of determining objectives, identifying learning experiences, organizing experiences, and evaluating objectives. The model was developed by Ralph Tyler in the 1940s and has influenced curriculum development. It focuses on aligning learning experiences with objectives based on the needs and philosophy of the school. Objectives are indicators of student mastery, experiences help achieve the objectives, experiences are logically organized, and objectives are then evaluated through assessment of student achievement.
SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT RALPH TYLER AND HILDA TABA
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:
Critical curriculum design
The document summarizes a workshop on curriculum design theory and practice. It discusses different definitions of curriculum, including focusing on content, restrictions, or the wider purpose. Paradigms for curriculum design include focusing on products, processes, or praxis. Approaches discussed include Tyler's rational planning, Bruner's spiral curriculum, curriculum as a planned process, constructive alignment, and curriculum as a social process. The workshop emphasizes developing students' knowledge, skills, and attitudes; challenging students; and making learning meaningful through choices.
Curriculum Development Models
The document discusses various models for curriculum development in higher education. It describes 11 different curriculum models including differentiated curriculum models, integrated curriculum models, and inquiry-based models. It also discusses factors to consider when developing or updating curriculum, such as learning environments, processes, and outcomes. The key aspects of different approaches to curriculum development are outlined as well, including behavioral, managerial, and academic approaches.
Curriculum development sreens
This document discusses different types of screens used to examine educational objectives, including psychological, philosophical, and sociological screens. Psychological screens draw from theories of human development and learning to determine appropriate objectives for students' cognitive, affective, and psychomotor development. Philosophical screens consider a society's core values to ensure objectives align with those values. Sociological screens analyze a society's practices and needs to set objectives that provide skills for survival and participation in that society.
Curriculum development model
The Robinson model provides a systematic approach for curriculum development with detailed procedures and tasks. It involves identifying goals, objectives, growth schemes, and instructional methods. The model assumes curriculum guidelines do not adequately support teaching complex skills and that curriculum design requires defensible choices. It explicates procedures for each design task and uses matrices to relate qualities of an educated person with course content. The goal is to move students through levels of a growth scheme towards higher cognitive skills through interactive instruction and curriculum materials. The model offers a sophisticated, theoretically grounded approach to curriculum development and analysis.
Curriculum development process
The document discusses several models of the curriculum development process proposed by influential educators including Ralph Tyler, Hilda Taba, Galen Saylor, and William Alexander. Tyler's model focuses on determining educational purposes, experiences, organization, and evaluation. Taba's model takes a bottom-up grassroots approach starting with learner needs. Saylor and Alexander define curriculum and their model includes goals, objectives, design, implementation, and evaluation. Commonalities among the models are that they incorporate planning, design, implementation, and evaluation phases and focus on learner-centered goals. Differences include whether the process starts from the top-down or bottom-up.
Curriculum Models
The document discusses several models of curriculum development, including the Taba model, Ralph Tyler's model, Kerr's model, and Wheeler's cyclic model. The Taba model takes a grassroots approach with teachers designing curriculum for their students initially before a broader design. Tyler's model outlines four basic principles: educational purposes, experiences, organization, and evaluation. Kerr and Wheeler argue curriculum development is not always linear and can involve interactions between different elements like objectives, content, experiences, and evaluation.
Curricular desing two different countries
The document compares the objective model of curriculum design used in the United States to the Ban Chiao model used in Taiwan. The objective model has 7 steps including diagnosing needs, drafting objectives, choosing content, and deciding evaluation targets. It aims to develop student behavior and carefully manages objectives. The Ban Chiao model aims to help students develop good attitudes and become lifelong learners and good citizens. It considers editorial basis, subject composition, and total objectives. Both models have advantages like flexibility but also limitations like unrealistic objectives that are difficult to implement. Good curriculum design is important for preparing students.
curriculum foundation,design and development
The document defines curriculum and discusses its key dimensions. It states that John Delnay defined curriculum as a purposeful plan for organizing learning interactions between teachers, students, and content. Some authors see curriculum as efforts to achieve desired student outcomes in and out of school. There are four major curriculum dimensions: informal, formal, non-formal, and guidance/counseling. The informal curriculum involves daily learning outside the classroom. The formal curriculum is structured learning in educational institutions. The non-formal curriculum involves daily activities related to work, family or leisure. [END SUMMARY]
SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT RALPH TYLER AND HILDA TABA
The document discusses models of curriculum development, focusing on the Tyler model and Taba model. The Tyler model emphasizes consistency between objectives, learning experiences, and outcomes. It involves determining objectives based on subject matter, learners, and society. Taba's model takes a grassroots approach, starting with teacher input to diagnose needs, formulate objectives, select content, organize and sequence content and learning experiences, and evaluate outcomes. Both models remain influential frameworks that emphasize defining objectives, designing learning experiences, and conducting evaluations.
Tyler objective model group presentation
The document summarizes Ralph Tyler's Objective Model of curriculum development. The model emphasizes defining clear learning objectives, selecting learning experiences aligned with the objectives, organizing experiences for maximum effect, and evaluating outcomes to determine if objectives were met. It describes the model's evolution, major components including Tyler's four principles, primary terms, strengths such as involvement of learners, and criticisms such as difficulty defining objectives. Implications for applying the model in nursing education are discussed.
Models of curriculum || Curriculum model || Tyler's Curriculum Model
Ralph Tyler's curriculum model is a linear model consisting of 4 steps: 1) defining learning objectives based on students, society, and subject matter experts, 2) selecting learning experiences to meet the objectives, 3) organizing learning experiences for maximum effect, and 4) evaluating if the objectives were met. The model emphasizes clear, measurable objectives and uses evaluation to improve the curriculum. It provides an easy guide for planning but lacks flexibility and fails to consider changes in learning contexts over time.
Tyler model
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.
The AIM Model
The AIM Model is a three-stage tool to help educators analyze, intend, and measure their use of digital technology in teaching and learning across six dimensions: investigating, motivating, differentiating, planning, collaborating, and assessing. The first stage involves understanding current practice, the second reflecting on changes and goals, and the third summarizing progress and next steps. Educators map where common tools like YouTube, Prezi, and Kahoot fall within each dimension as an analysis activity.
A classic model
The document discusses the Tyler Curriculum Evaluation Model. Some key points:
1) The Tyler Model from 1949 lays out four principles for curriculum design: defining learning objectives, establishing learning experiences, organizing experiences for maximum effect, and evaluating/revising the curriculum.
2) The model emphasizes consistency between objectives, learning experiences, and outcomes. Objectives indicate the behaviors and content to be taught.
3) While providing a simple linear approach, critics argue the model restricts curriculum and has difficulties with objectives. However, clearly stated objectives are a good starting point.
4) For nursing, outcomes-based education has emerged as a focus on student behaviors and outcomes rather than staff. Accrediting bodies
Curriculum development report
The document discusses principles of curriculum design including that a curriculum communicates educational proposals for critical review and practical application. It aims to represent a profession's best thinking and includes both intentional and unintentional elements determined by what is included and omitted. Values of designers, teachers, learners, and society influence curriculum which can exist at planned, delivered, and experienced levels. Approaches like subject-centered, child-centered, problem-centered and behavioral are described. The roles of curriculum supervisors and people involved in curriculum are also outlined.
Curriculum model by nicholls
The cyclical curriculum model views the curriculum process as circular rather than fixed and rigid. It is responsive to ongoing needs and requires constant updating. The model emphasizes situational analysis of environmental factors and sees curriculum elements as interrelated. Nicholls and Nicholls' 1976 model represents the cyclical approach well, with curriculum development as a never-ending process that allows educators to continually refine and improve the curriculum over time based on new information and changes.
Models of curriculum development
The document describes four models of curriculum development:
1. The Hilda Taba model involves 8 steps beginning with identifying student needs and ending with evaluating to ensure mastery.
2. The Tyler model has four principles: determining education purposes, selecting learning experiences, organizing experiences effectively, and evaluating if purposes are met.
3. The Saylor, Alexander, and Lewis model starts with setting goals and objectives in four domains, then planning learning opportunities and implementation.
4. The Oliva model is simple, comprehensive, and systematic, involving 12 or 17 specific steps from specifying needs to curriculum evaluation.
1.1lesson1 fundamentals of curriculum design marison salomon
This document outlines the key elements of an effective curriculum design:
1. Behavioral objectives or intended learning outcomes that are specific, measurable, attainable, results-oriented and time-bound. Objectives include cognitive, performance, and affective outcomes.
2. Relevant content and subject matter that is appropriate to the learning level and reflects current knowledge.
3. References citing sources of the content.
4. Engaging teaching and learning methods that allow for cooperation, competition, and independent learning.
5. Assessment and evaluation of learning through self-assessment, peer-assessment, and teacher-assessment to provide formative and summative feedback.
Dynamic model and Skilbeck Model of Curriculum
The document discusses two models of curriculum development: the dynamic model and Skilbeck model. The dynamic model proposes that curriculum development is a non-linear, interactive process that can begin with any element. It involves three phases: platform statements, deliberations, and curriculum design. The Skilbeck model involves five stages: situation analysis, objectives, design, interpretation and implementation, and evaluation. It is a flexible framework that allows teachers to design curriculum based on an analysis of internal and external factors. Both models aim to make curriculum development more practical and responsive to changing needs compared to strictly linear models.
Process of Curriculum Development
The document discusses the process of curriculum development, which includes 5 phases: 1) needs assessment, 2) formulation of aims, goals and objectives, 3) selection of content, 4) selection of learning experiences, and 5) evaluation. It describes each phase in detail, explaining concepts like horizontal and vertical organization of content and learning experiences. The key aspects of organization are scope, integration, continuity and sequence. Different principles for sequencing curriculum are also outlined, such as world-related, concept-related, inquiry-related, learning-related and utilization-related sequences. Finally, the relationship between objectives and evaluation is discussed for both student and curriculum evaluation.
Curriculum
The document defines different types of curriculum and their foundations. It discusses 7 types of curriculum operating in schools: recommended, written, taught, supported, assessed, learned, and hidden. It also outlines 4 major foundations of curriculum: philosophical, historical, psychological, and social. Finally, it provides details on defining objectives, selecting content, and considering aims, goals and purposes in curriculum development.
Curriculum and instruction
This document discusses a study on verbal interaction in chemistry secondary school classrooms. The study examined how teachers implemented inquiry-based learning through verbal exchanges. It found that while teachers still dominated interactions, student questioning increased under this approach. However, most questions were low-level, and teachers sometimes incorrectly assumed all students understood. To fully realize the benefits of inquiry-based learning, the study suggests improving teacher questioning skills and minimizing drawbacks like generalizing student performance.
Models of curriculum development
This document discusses different types of curriculum designs including subject-centered, learner-centered, and problem-centered curriculums. It also describes several influential curriculum development models such as Tyler's model from 1949, Taba's grassroots approach, and the Saylor, Alexander, and Lewis model. The Oliva model provides a process for schools to develop curriculums that meet the specific needs of their student communities. Key aspects of these models include identifying student needs, formulating objectives, organizing content and learning experiences, and determining evaluations.
Taba model of curriculum development
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.
Models of curriculum
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.
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Curriculum development model
The Robinson model provides a systematic approach for curriculum development with detailed procedures and tasks. It involves identifying goals, objectives, growth schemes, and instructional methods. The model assumes curriculum guidelines do not adequately support teaching complex skills and that curriculum design requires defensible choices. It explicates procedures for each design task and uses matrices to relate qualities of an educated person with course content. The goal is to move students through levels of a growth scheme towards higher cognitive skills through interactive instruction and curriculum materials. The model offers a sophisticated, theoretically grounded approach to curriculum development and analysis.
Curriculum development process
The document discusses several models of the curriculum development process proposed by influential educators including Ralph Tyler, Hilda Taba, Galen Saylor, and William Alexander. Tyler's model focuses on determining educational purposes, experiences, organization, and evaluation. Taba's model takes a bottom-up grassroots approach starting with learner needs. Saylor and Alexander define curriculum and their model includes goals, objectives, design, implementation, and evaluation. Commonalities among the models are that they incorporate planning, design, implementation, and evaluation phases and focus on learner-centered goals. Differences include whether the process starts from the top-down or bottom-up.
Curriculum Models
The document discusses several models of curriculum development, including the Taba model, Ralph Tyler's model, Kerr's model, and Wheeler's cyclic model. The Taba model takes a grassroots approach with teachers designing curriculum for their students initially before a broader design. Tyler's model outlines four basic principles: educational purposes, experiences, organization, and evaluation. Kerr and Wheeler argue curriculum development is not always linear and can involve interactions between different elements like objectives, content, experiences, and evaluation.
Curricular desing two different countries
The document compares the objective model of curriculum design used in the United States to the Ban Chiao model used in Taiwan. The objective model has 7 steps including diagnosing needs, drafting objectives, choosing content, and deciding evaluation targets. It aims to develop student behavior and carefully manages objectives. The Ban Chiao model aims to help students develop good attitudes and become lifelong learners and good citizens. It considers editorial basis, subject composition, and total objectives. Both models have advantages like flexibility but also limitations like unrealistic objectives that are difficult to implement. Good curriculum design is important for preparing students.
curriculum foundation,design and development
The document defines curriculum and discusses its key dimensions. It states that John Delnay defined curriculum as a purposeful plan for organizing learning interactions between teachers, students, and content. Some authors see curriculum as efforts to achieve desired student outcomes in and out of school. There are four major curriculum dimensions: informal, formal, non-formal, and guidance/counseling. The informal curriculum involves daily learning outside the classroom. The formal curriculum is structured learning in educational institutions. The non-formal curriculum involves daily activities related to work, family or leisure. [END SUMMARY]
SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT RALPH TYLER AND HILDA TABA
The document discusses models of curriculum development, focusing on the Tyler model and Taba model. The Tyler model emphasizes consistency between objectives, learning experiences, and outcomes. It involves determining objectives based on subject matter, learners, and society. Taba's model takes a grassroots approach, starting with teacher input to diagnose needs, formulate objectives, select content, organize and sequence content and learning experiences, and evaluate outcomes. Both models remain influential frameworks that emphasize defining objectives, designing learning experiences, and conducting evaluations.
Tyler objective model group presentation
The document summarizes Ralph Tyler's Objective Model of curriculum development. The model emphasizes defining clear learning objectives, selecting learning experiences aligned with the objectives, organizing experiences for maximum effect, and evaluating outcomes to determine if objectives were met. It describes the model's evolution, major components including Tyler's four principles, primary terms, strengths such as involvement of learners, and criticisms such as difficulty defining objectives. Implications for applying the model in nursing education are discussed.
Models of curriculum || Curriculum model || Tyler's Curriculum Model
Ralph Tyler's curriculum model is a linear model consisting of 4 steps: 1) defining learning objectives based on students, society, and subject matter experts, 2) selecting learning experiences to meet the objectives, 3) organizing learning experiences for maximum effect, and 4) evaluating if the objectives were met. The model emphasizes clear, measurable objectives and uses evaluation to improve the curriculum. It provides an easy guide for planning but lacks flexibility and fails to consider changes in learning contexts over time.
Tyler model
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.
The AIM Model
The AIM Model is a three-stage tool to help educators analyze, intend, and measure their use of digital technology in teaching and learning across six dimensions: investigating, motivating, differentiating, planning, collaborating, and assessing. The first stage involves understanding current practice, the second reflecting on changes and goals, and the third summarizing progress and next steps. Educators map where common tools like YouTube, Prezi, and Kahoot fall within each dimension as an analysis activity.
A classic model
The document discusses the Tyler Curriculum Evaluation Model. Some key points:
1) The Tyler Model from 1949 lays out four principles for curriculum design: defining learning objectives, establishing learning experiences, organizing experiences for maximum effect, and evaluating/revising the curriculum.
2) The model emphasizes consistency between objectives, learning experiences, and outcomes. Objectives indicate the behaviors and content to be taught.
3) While providing a simple linear approach, critics argue the model restricts curriculum and has difficulties with objectives. However, clearly stated objectives are a good starting point.
4) For nursing, outcomes-based education has emerged as a focus on student behaviors and outcomes rather than staff. Accrediting bodies
Curriculum development report
The document discusses principles of curriculum design including that a curriculum communicates educational proposals for critical review and practical application. It aims to represent a profession's best thinking and includes both intentional and unintentional elements determined by what is included and omitted. Values of designers, teachers, learners, and society influence curriculum which can exist at planned, delivered, and experienced levels. Approaches like subject-centered, child-centered, problem-centered and behavioral are described. The roles of curriculum supervisors and people involved in curriculum are also outlined.
Curriculum model by nicholls
The cyclical curriculum model views the curriculum process as circular rather than fixed and rigid. It is responsive to ongoing needs and requires constant updating. The model emphasizes situational analysis of environmental factors and sees curriculum elements as interrelated. Nicholls and Nicholls' 1976 model represents the cyclical approach well, with curriculum development as a never-ending process that allows educators to continually refine and improve the curriculum over time based on new information and changes.
Models of curriculum development
The document describes four models of curriculum development:
1. The Hilda Taba model involves 8 steps beginning with identifying student needs and ending with evaluating to ensure mastery.
2. The Tyler model has four principles: determining education purposes, selecting learning experiences, organizing experiences effectively, and evaluating if purposes are met.
3. The Saylor, Alexander, and Lewis model starts with setting goals and objectives in four domains, then planning learning opportunities and implementation.
4. The Oliva model is simple, comprehensive, and systematic, involving 12 or 17 specific steps from specifying needs to curriculum evaluation.
1.1lesson1 fundamentals of curriculum design marison salomon
This document outlines the key elements of an effective curriculum design:
1. Behavioral objectives or intended learning outcomes that are specific, measurable, attainable, results-oriented and time-bound. Objectives include cognitive, performance, and affective outcomes.
2. Relevant content and subject matter that is appropriate to the learning level and reflects current knowledge.
3. References citing sources of the content.
4. Engaging teaching and learning methods that allow for cooperation, competition, and independent learning.
5. Assessment and evaluation of learning through self-assessment, peer-assessment, and teacher-assessment to provide formative and summative feedback.
Dynamic model and Skilbeck Model of Curriculum
The document discusses two models of curriculum development: the dynamic model and Skilbeck model. The dynamic model proposes that curriculum development is a non-linear, interactive process that can begin with any element. It involves three phases: platform statements, deliberations, and curriculum design. The Skilbeck model involves five stages: situation analysis, objectives, design, interpretation and implementation, and evaluation. It is a flexible framework that allows teachers to design curriculum based on an analysis of internal and external factors. Both models aim to make curriculum development more practical and responsive to changing needs compared to strictly linear models.
Process of Curriculum Development
The document discusses the process of curriculum development, which includes 5 phases: 1) needs assessment, 2) formulation of aims, goals and objectives, 3) selection of content, 4) selection of learning experiences, and 5) evaluation. It describes each phase in detail, explaining concepts like horizontal and vertical organization of content and learning experiences. The key aspects of organization are scope, integration, continuity and sequence. Different principles for sequencing curriculum are also outlined, such as world-related, concept-related, inquiry-related, learning-related and utilization-related sequences. Finally, the relationship between objectives and evaluation is discussed for both student and curriculum evaluation.
Curriculum
The document defines different types of curriculum and their foundations. It discusses 7 types of curriculum operating in schools: recommended, written, taught, supported, assessed, learned, and hidden. It also outlines 4 major foundations of curriculum: philosophical, historical, psychological, and social. Finally, it provides details on defining objectives, selecting content, and considering aims, goals and purposes in curriculum development.
Curriculum and instruction
This document discusses a study on verbal interaction in chemistry secondary school classrooms. The study examined how teachers implemented inquiry-based learning through verbal exchanges. It found that while teachers still dominated interactions, student questioning increased under this approach. However, most questions were low-level, and teachers sometimes incorrectly assumed all students understood. To fully realize the benefits of inquiry-based learning, the study suggests improving teacher questioning skills and minimizing drawbacks like generalizing student performance.
Models of curriculum development
This document discusses different types of curriculum designs including subject-centered, learner-centered, and problem-centered curriculums. It also describes several influential curriculum development models such as Tyler's model from 1949, Taba's grassroots approach, and the Saylor, Alexander, and Lewis model. The Oliva model provides a process for schools to develop curriculums that meet the specific needs of their student communities. Key aspects of these models include identifying student needs, formulating objectives, organizing content and learning experiences, and determining evaluations.
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SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT RALPH TYLER AND HILDA TABA
SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT RALPH TYLER AND HILDA TABA
Models of curriculum || Curriculum model || Tyler's Curriculum Model
Models of curriculum || Curriculum model || Tyler's Curriculum Model
1.1lesson1 fundamentals of curriculum design marison salomon
1.1lesson1 fundamentals of curriculum design marison salomon
Viewers also liked
Taba model of curriculum development
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.
Models of curriculum
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.
Curriculum design and models
The document discusses several curriculum models including subject-centered, learner-centered, and problem-centered models. It describes key aspects of each model, such as the subject-centered model focusing on content divided into subjects. The learner-centered model emphasizes the needs and interests of students, while the problem-centered model organizes curriculum around solving real-world problems. It also covers curriculum development models like Tyler's model and Taba's inductive model.
Models of curriculum
The document discusses four models of curriculum development:
1) Hilda Taba model which involves teacher involvement and 8 steps including identifying student needs and developing objectives.
2) Tyler model which focuses on determining educational purposes, experiences, organization, and evaluation.
3) Saylor, Alexander, and Lewis model which starts with goal-setting and ends with curriculum evaluation.
4) Oliva model which presents curriculum development as a 12 or 17 step comprehensive and systematic process starting with needs assessment and ending with curriculum evaluation.
Exploring the curriculum(fs4)
This document appears to be a field study report submitted by a student named Jushabeth G. Garcera for her Bachelor of Secondary Education program. The report documents her observations at St. Louise de Marillac College of Sorsogon related to exploring concepts of the curriculum. Over three episodes, she examines the concepts, nature, and purposes of the curriculum; identifies the components and approaches of the curriculum; and discusses new approaches to teaching and learning. She includes tools used during her observations, analyses of her findings, reflections, and documentation for her portfolio. The report provides insights into how the school translates its curriculum into practice in the classroom.
Field Study 4 Exploring the Curriculum
The document discusses the components that make up a school curriculum. It includes a school's vision, mission, and goals, which are important in designing the curriculum. The curriculum components guide how the school will be run and help achieve its aims. Methods and strategies employed by the school community to realize these goals include orienting students to the vision and mission and adopting teaching approaches that engage and develop lifelong learners. The curriculum also considers the needs of diverse learners through its components and approaches.
10 axioms of curriculum change
The document outlines 10 axioms of curriculum change:
1. Change is inevitable as societies and institutions must adapt to changing conditions.
2. The curriculum reflects and is a product of its time, influenced by social, philosophical, psychological and knowledge-based factors of the period.
3. Curriculum changes can exist concurrently as new changes are adopted while older changes still remain.
4. Curriculum change results from changes in people as their desires, beliefs and skills evolve.
5. Significant curriculum changes are most effective when brought about through cooperative group efforts rather than individually.
Curriculum development
The document discusses different approaches to curriculum development in the Philippine context. It provides an overview of the history of curriculum development in the Philippines under different ruling powers from pre-Spanish times to the present Philippine Republic. It also outlines key factors to consider in curriculum development such as cultural values, knowledge of learners, teaching/learning theories, and content selection. Different theories and approaches to curriculum development are examined, including technical-scientific, behavioral, and humanistic approaches.
Basic curriculum devlopment concept and curriculum devlopment models.
This document outlines key concepts in curriculum development including definitions of curriculum and models for developing curriculum. It discusses Tyler's influential model which uses 4 questions to guide the curriculum development process. Hilda Taba's similar but more detailed model is also described. The document then discusses curriculum development processes in Pakistan, noting it involves subject experts, teachers, and other stakeholders at different levels. At the tertiary level, it involves curriculum committees preparing drafts which undergo review before final approval.
Taba model of curriculum
This document discusses curriculum development and Hilda Taba's model for curriculum design. It defines curriculum as activities designed by teachers and students to achieve educational goals. Curriculum development is the systematic planning of what is taught and learned, as reflected in courses of study. Taba's model involves 7 steps: 1) diagnosing student needs, 2) formulating objectives, 3) selecting content, 4) organizing content, 5) selecting learning experiences, 6) organizing learning experiences, and 7) evaluating. This grass-roots approach places teachers at the center of curriculum design rather than higher authorities.
The Oliva Model of Curriculum
The document describes Peter Oliva's model of curriculum development, which includes 12 components and 17 specific steps. The model is linear, deductive, and prescriptive. It combines a scheme for curriculum development with a design for instruction. The model emphasizes analyzing community needs and specifying goals and objectives at each level before implementation and evaluation. It is intended to provide curriculum planners with a systematic framework to develop and improve curriculum.
Tyler s model_of_curriculum_development
The document discusses several models of curriculum development:
1. Gagne's system approach model which is based on behavioral learning theory and takes an atomistic view of curriculum development.
2. Tyler's rationale model which deals with determining educational purposes, experiences, organization, and evaluation. It reflects transmission and transaction positions.
3. Taba and Robinson models which clearly reflect the transaction position and emphasize an inductive approach with teachers developing curriculum.
4. Miller and Seller's model contends that a curriculum worker's orientation reflects their philosophy, psychology views, and views of society/basic worldview.
Field study 4
The document describes the organization and curriculum of the Diosdado P. Macapagal Elementary School. It outlines the school's administration structure, including the principal, teachers for different grades and subjects, and support staff. It also discusses the school's mission and vision. The curriculum covers traditional vs progressive approaches, components like the written, taught and assessed curriculum, and factors to consider like learning theories, students' needs and instructional materials. It presents innovations like the K-12 program, mother tongue-based instruction and team teaching.
Major Foundations of Curriculum
This document discusses the major foundations of curriculum: philosophical, psychological, historical, and social. It provides examples of influential curriculum theorists like Franklin Bobbitt, Werret Charters, Harold Rugg, and William Kilpatrick who helped establish the historical foundations. The psychological foundations are based on behaviorist, cognitive, and humanistic learning theories. Finally, the social foundations recognize that schools exist within a social context and curriculum aims to understand globalization and changes in society.
Hilda taba
Hilda Taba was a 20th century curriculum theorist and teacher educator known for her work developing inductive thinking strategies and concept-based approaches to curriculum design. She believed students learn best when they organize information into categories and generalizations rather than just memorizing facts. Taba developed a three stage approach to concept development where students make observations, categorize similar items, and name the categories. She also created an eight step process for curriculum design that emphasizes selecting and organizing content and experiences to meet learning objectives. Taba's work focused on helping students develop critical thinking skills through strategies like concept attainment and analyzing relationships between concepts.
Curriculum development: Processes and models
The document discusses three models of curriculum development:
1. Ralph Tyler's model emphasizes the planning phase and considers the school's purposes, educational experiences, organization of experiences, and evaluation.
2. Hilda Taba's model takes a grassroots approach, beginning with learner needs and moving through formulation of objectives, selection of content, organization, experiences, and evaluation.
3. Galen Saylor and William Alexander's model involves specifying goals and objectives, designing curriculum, implementing instructional plans, and conducting evaluation to determine if goals were met.
All three models utilize the basic steps of planning, designing, implementing, and evaluating the curriculum.
Models of curriculum dvelopment
The document discusses different aspects of curriculum including definitions, designs, and models. It defines curriculum as the planned learning experiences and intended outcomes designed by schools. Three common curriculum designs are discussed - subject-centered focusing on content, learner-centered centered on learners, and problem-centered organizing around problems. Four curriculum development models are summarized - Tyler's model originating in 1949 uses objectives, Taba's grassroots model engages teachers, Saylor, Alexander, and Lewis's model specifies goals before design, and Oliva's deductive model allows faculty input.
Tyler objective model
This document provides an overview of Ralph Tyler's objective model of curriculum development. The model emphasizes consistency between objectives, learning experiences, and outcomes. It includes four main principles: 1) defining learning objectives based on studies of learners and society, 2) selecting learning experiences to meet objectives, 3) organizing experiences for maximum effect, and 4) evaluating and revising ineffective aspects. The model aims to provide a structured approach for examining curriculum elements and their relationships. It focuses on clearly specifying objectives and using evaluation to improve curriculum alignment. The document discusses key terms, strengths, and criticisms of Tyler's influential model.
Curriculum Design Models
This document discusses different curriculum design models:
1. Subject-centered design organizes curriculum around academic subjects and focuses on mastery of content. It is the most familiar model but can lead to compartmentalization of learning.
2. Learner-centered designs like child-centered, experience-centered, and humanistic models make the learner's interests, needs, and experiences the starting point for curriculum. They aim to develop the whole child.
3. Problem-centered design organizes subjects around problems for students to solve through inquiry. It engages students with authentic real-world problems.
The core design model focuses on common human activities and problems to provide general education through interdisciplinary study.
Field Study 4 Episode 4
This document outlines a student's field study learning episode on exploring the traditional and progressive curriculum. The student's objectives are to analyze the teacher's role in curriculum, explain different viewpoints on curriculum, and complete a Venn diagram comparing traditional and progressive models. The student conducts interviews and research to understand differences in teacher/student roles, instructional methods, materials, and assessment. Most interviewees view traditional curriculum as teacher-centered while progressive is student-centered. The student finds both models have value when combined.
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Basic curriculum devlopment concept and curriculum devlopment models.
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Hilda taba model
The document outlines Hilda Taba's model of curriculum development. It discusses Taba's background and philosophical ideas, which emphasize involving teachers in curriculum development and seeing it as a long-term, bottom-up process. The document then details the 7 steps of Taba's model: 1) Diagnosing learner needs 2) Formulating objectives 3) Selecting content 4) Organizing content 5) Selecting learning experiences 6) Organizing activities 7) Determining evaluation. It assesses the model's strengths like its inductive approach and teacher involvement, and limitations like relying on teacher skills and balancing student needs.
Edu555 cni week 2
This document discusses the teacher's role in curriculum development and different models of curriculum construction. It states that teachers are involved in daily curriculum development through lesson planning and implementing the curriculum in their teaching and learning. It also describes Tyler's objectives model of curriculum construction in detail, including the four main stages of objectives, content, method, and evaluation.
Edu555 cni week 2
This document discusses the teacher's role in curriculum development and different models of curriculum construction. It states that teachers are involved in daily curriculum development through lesson planning and implementing the curriculum in their teaching and learning. It also describes Tyler's objectives model of curriculum construction in detail, which involves four steps - setting objectives, selecting content, choosing methods, and evaluating. The model begins with setting clear learning objectives and ensures the content, instruction, and assessment align with achieving those objectives.
SEM4CSU-2_SCA (1).pdf
The document discusses several models of curriculum development:
1. The administrative/top-down model where curriculum is developed by administrators and experts from goals and objectives.
2. The grass roots/bottom-up model where teachers and schools lead curriculum development from their experiences.
3. The Tyler model from the 1940s which is a scientific approach with four steps: determining objectives, identifying learning experiences, organizing experiences, and evaluating objectives.
4. The Taba model advocates teacher involvement and an inductive approach starting with specifics and building to a general design.
5. The Oliva model is a deductive model offering a process for complete curriculum development focusing on curricular and instructional components.
Curriclum types
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.
Discuss three models of Curriculum Development.pptx
The document discusses three models of curriculum development:
1. Tyler's Model focuses on consistency between objectives, outcomes and experiences through a 4-step process.
2. Taba's Model emphasizes planning instructional strategies through a 7-step holistic process.
3. Wheeler's Model views development as cyclical with 5 phases including aims, experiences, content, organization and evaluation.
Each model provides a framework but implementation depends on context and priorities.
Curriculum Models
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
Curriculum and istruction
This document discusses curriculum evaluation and the CIPP model for evaluation. It begins by defining curriculum evaluation as making judgments about changes needed in students by using information to change teaching and curriculum. It then discusses different types of evaluation, including formative evaluation for ongoing program improvement and summative evaluation at a program's completion to determine effectiveness. The CIPP model is introduced as a comprehensive framework for guiding curriculum evaluation, including context, input, process, and product evaluations to assess needs, resources, implementation, and outcomes.
Edu555 curriculum evaluation, cipp model week 4
This document provides an overview of curriculum evaluation based on the CIPP model. It defines curriculum evaluation as making judgments about changes needed in students by using information to modify teaching and curriculum. The CIPP model evaluates the context, inputs, processes, and products of a curriculum. Context evaluation analyzes goals and needs. Input evaluation assesses resources and strategies. Process evaluation collects ongoing data on curriculum implementation. Product evaluation determines if goals were achieved by getting feedback from students, graduates, and employers.
Theories, Principles and Models march 20.pdf
The document provides an overview of theories and models of curriculum design and reflection. It discusses Tyler's traditional model of curriculum design, which focuses on defining objectives, learning experiences, organization, and evaluation. It also covers Taba's model, which refined Tyler's work, and Wheeler's model, which recognizes learners' physical, mental, and emotional experiences. Additionally, it examines theories of reflection, including Schon's reflection-in-action and on-action, Kolb's experiential learning cycle, Gibbs' model based on Kolb, and Driscoll's model using Borton's three questions. Learners are asked to reflect on lessons and evaluate different reflective models.
Curriculum models
This document provides an overview of different curriculum models, including their key components and steps. It discusses the Wheeler, Tyler, Dynamic, Skilbeck, and Taba models. The Wheeler model focuses on situational analysis and a continuous cycle of curriculum development. The Tyler model consists of four steps: determining objectives, identifying educational experiences, organizing experiences, and evaluating objectives. The Dynamic model sees curriculum development as flexible and interactive. The Skilbeck model locates curriculum within a cultural framework. The Taba model advocates an inductive approach starting with specifics and allows teachers to design curriculum from the ground up.
Curriculum models
There are several common models for curriculum development that differ in their perspectives and approaches. The Tyler model is a linear, technical-scientific model that follows four basic steps: setting objectives, selecting content, organizing learning experiences, and evaluating outcomes. The Taba model is similar but emphasizes grassroots involvement of teachers. The Wheeler model depicts curriculum development as cyclical rather than linear. Walker's deliberative model describes how curriculum is naturally developed through platform-building, deliberation of alternatives, and consensus-based design.
TSL3143 Topic 2a Models of Curriculum Design
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.
Approaches to curriculum
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.
Curriculum change
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.
How to choose my own Curriculum Model? Review guide, and extra quizzes.
How to choose my Curriculum Model?
Linear model of Curriculum
The document describes several linear models of curriculum development, including Ralph Tyler's model and Hilda Taba's model. Tyler's 4-step model involves identifying objectives from sources like students, society, and subjects. Taba's inductive 5-step model has teachers create teaching units and build to a general design. The Oliva model is a deductive 17-step process that allows a faculty to develop, implement, and evaluate a school's entire curriculum based on student and community needs.
Linear model of curriculum development
The document describes several linear models of curriculum development, including Tyler's model and Taba's model. Tyler's model involves 4 steps: determining educational purposes, selecting educational experiences, organizing experiences, and evaluating purposes. Taba's model involves 5 steps: creating teaching units, testing units with students, adapting units, creating a framework, and implementing units. The document also briefly outlines Oliva's 17-step model involving specifying needs, writing goals and objectives, organizing, implementing, and evaluating the curriculum.
Curriculum-9.pptx
This document provides an overview of Hilda Taba's model of curriculum development. It discusses that Taba believed curriculum should be developed through an inductive and grassroots approach, starting with identifying students' needs. The major steps in Taba's model are: 1) Diagnosing needs, 2) Formulating objectives, 3) Selecting content, 4) Organizing content, 5) Selecting learning experiences, 6) Organizing learning experiences, and 7) Evaluating. Taba argued curriculum should promote democratic education and be experiential for students.
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Discuss three models of Curriculum Development.pptx
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How to choose my own Curriculum Model? Review guide, and extra quizzes.
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Edu555 course info mac15 jul15
1. This document provides information on the EDU 555 Curriculum and Instruction course offered in the semester of Mac 15 - Jul 15. It outlines the course description, outcomes, contents, learning activities and assessments.
2. The course will be divided into curriculum and instruction sections. It will cover principles of curriculum design, models of curriculum development, and approaches to instruction and materials.
3. Students will be assessed through tests, group projects, presentations, lesson planning, microteaching, participation and portfolio submission. They must demonstrate knowledge of curriculum and instruction concepts and apply them to designing a course and teaching lessons.
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This document outlines the scheme of work for an education course on curriculum and instruction taken place from March to July 2015. The course covers various topics related to curriculum development including teachers' roles, models of curriculum development, curriculum evaluation, national curriculum frameworks, lesson planning, instructional approaches and materials. Learner tasks include reading assignments, presenting article reviews, writing a lesson plan, conducting micro-teaching, and completing a course design project and portfolio. The course aims to provide knowledge and skills for developing, implementing, and evaluating curriculum and instruction.
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Edu555 cni week 3
- 1. EDU555 CURRICULUM AND INSTRUCTION WEEK 3
- 3. Interaction / Dynamic Model 0 To overcome the weaknesses of the Tyler’s Model, Taba (1962) and Cohen proposed a more dynamic process of curriculum development 0 It is a modification of the Tyler’s Model 0 In this model, curriculum development is seen as a dynamic process 0 It may begin with any of the four curriculum element i.e. objectives, contents, methods, evaluation and these elements can be followed in any sequence
- 4. Interaction Model 0 Curriculum development may begin with any of the curriculum element i.e. need not follow the order or sequence as in Tyler’s Model. 0 The four elements are regarded as interactive and modifiable i.e. changes can be made at any time. 0 A change made to one element will similarly cause changes to the other elements. 0 As such, the curriculum development process becomes flexible and dynamic.
- 5. Interaction Model Strengths: 0 Practical Represent a true picture of curriculum development 0 Flexible Allows the curriculum developer to: 0 Change the order of planning, and thus, not restricted by a fixed procedure. 0 React to learning situations in determining the sequence to follow according to the curriculum element.
- 6. Interaction Model Weaknesses: 0 No fixed objectives: By not stating objectives first, the objectives may be accommodated to suit the contents. As a result, the objectives are not in line with the initial objectives. 0 No fixed direction Continuous changing of direction during the process of curriculum development will result in a disorganised curriculum.
- 7. Interaction Model 0 The Interaction Model is practical and flexible and can be appropriately used to design the curriculum.
- 8. Taba’s Model
- 9. TABA’S MODEL Taba’s Model (Hilda Taba, 1962) Most suitable model for language program Based on the Objective Model or Tyler’s Model (Ralph Tyler, 1950) Prominent model for curriculum development and widely used as a reference
- 10. Taba’s Model 0 Also known as “Grass-roots approach’. 0 Based on the rationale that those who teach the curriculum i.e. the teacher, should participate in developing the curriculum. 0 Teacher should have major input in curriculum development. 0 Agreed with Tyler that there should be a definite order in developing the curriculum to facilitate attaining a more thoughtful and dynamically conceived curriculum.
- 11. Taba’s Model 0 Steps or stages in curriculum development are almost similar to Tyler’s Model. The main difference is in the need to carry out a diagnosis of needs in Taba’s Model. 0 Inductive approach – start with specifics to a general design. 0 i.e. teachers start by creating teaching – learning units for the students, then narrow down to objectives.
- 12. 7 Steps of Taba’s Model DIAGNOSIS OF NEEDS SELECTION OF OBJECTIVES SELECTION OF CONTENT ORGANIZATION OF CONTENT SELECTION OF LEARNING EXPERIENCES ORGANIZATION OF LEARNING EXPERIENCES DETERMINING OF WHAT TO EVALUATE AND HOW TO EVALUATE IT
- 13. Taba’s Model 7 major steps: 1. Diagnosis of Needs: Begin by identifying the needs of the students for whom the curriculum is planned. 2. Formulation of Objectives: Specify objectives to be accomplished. 3. Selection of Content: Match content and objectives. 4. Organisation of Content: Organise content in a sequence, taking into account the maturity of the learners, their academic achievement and their interests.
- 14. Taba’s Model 5. Selection of Learning Experiences: Teacher selects learning experiences and methods that will involve the students with the content. 6. Organisation of Learning Experiences: Sequence and organise learning activities. 7. Evaluation and Means of Evaluation: Determine how objectives are to be accomplished and what have been accomplished.
- 15. CONTEMPORARY MODEL OR FRAMEWORK OF CURRICULUM DEVELOPMENT
- 16. Curriculum Development 0 Based on 3 models of curriculum development, the contemporary model or framework of curriculum development involves 5 steps: 1) Needs analysis 2) Formulating Objectives 3) Selecting and organizing content 4) Implementing the curriculum 5) Evaluating the curriculum
- 18. Curriculum Development 1) Needs analysis It may include analyzing the needs of: 0 Students 0 Graduates 0 Employers 0 Industry 0 Stakeholders 0 National and global development
- 19. Curriculum Development 2) Formulation of objectives
- 20. Curriculum Development 3) Selection of Content Sources of content: 0 Lecturers 0 SME 0 External examiners 0 Employers 0 Accreditation bodies 0 Politicians 0 IHL 0 Students 0 Academic advisors 0 Professional bodies 0 Alumni, graduates 0 Government policies 0 Academicians 0 Comparison and benchmarkin
- 21. Curriculum Development 3) Selection of Content Consider: 0 Breadth and depth 0 Relevance and Adequacy 0 Balance between knowledge, skills and attitude
- 22. Curriculum Development 4) Implementation 0 Teaching and learning process
- 23. Curriculum Development 5) Evaluation 0 Determine the method to measure whether the curriculum is achieving the desired objectives or results 0 It involves an appraisal of the students’ actual behaviour 0 It should be carried out at several different times to secure evidence of the permanence of the learning achieved
- 24. Curriculum Development 5) Evaluation 0 Using a variety of methods e.g. tests, work samples, questionnaires, records, etc. 0 Results should be used to: 0 indicate strengths and weaknesses of the program 0 to plan for revision
- 25. THANK YOU