The document discusses several models of curriculum development, including Wheeler's cyclical model from 1967. This model includes five interconnected stages: 1) aims, goals and objectives 2) selection of learning experiences 3) selection of content 4) organization of content and 5) evaluation. It asserts curriculum should be continuously responsive to changes. The document also discusses the Nicholls model from 1978, which emphasizes curriculum as a continuous, cyclical process starting with situational analysis. Finally, it discusses the Contextual Filters Model from 1990 which views curriculum development as dynamic and includes situational analysis.
EDUPRO5- The Teacher and the School Curriculum 2.docxJimboyDenolan
This document discusses various models of curriculum development, including linear, cyclical, and dynamic models. It describes Decker Walker's naturalistic model of curriculum development, published in 1971, which contends curriculum developers do not always follow a prescriptive linear sequence. Malcolm Skilbeck's 1976 model for developing school-based curriculum in Australia presents a dynamic view where workers can start from any phase. The document also defines Elliot Eisner's artistic approach to curriculum development, which emphasizes less defined objectives, transforming goals/content into significant learning events, and using diverse modes of communication and evaluation. It concludes by mentioning Pawilen's model for developing curriculum in the Philippines, shown in Figure 12, which the author developed for his dissertation.
D.K. Wheeler developed a 5-stage curriculum model that is cyclic and non-linear. The 5 interconnected stages are: 1) setting aims, goals and objectives; 2) selecting learning experiences; 3) selecting content; 4) organizing and integrating learning experiences and content; and 5) evaluating. Feedback is incorporated at each stage to ensure the curriculum continuously improves. While time-consuming, Wheeler's model emphasizes evaluating outcomes to determine if objectives are met and make necessary changes.
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.
D.K. Wheeler was an educator who developed a cyclical curriculum model in 1967 consisting of 5 interdependent stages: 1) setting aims, goals and objectives; 2) selecting learning experiences; 3) selecting content; 4) organizing and integrating learning experiences and content; and 5) evaluation. Wheeler's model emphasizes flexibility, content selection, and integration of content to provide quality learning experiences. It also focuses on situational analysis and illustrates the dynamic nature of curriculum development as needs and interests change over time.
D.K. Wheeler was an educator who developed a cyclical curriculum model in 1967 consisting of 5 interdependent stages: 1) setting aims, goals and objectives; 2) selecting learning experiences; 3) selecting content; 4) organizing and integrating learning experiences and content; and 5) evaluation. Wheeler's model emphasizes flexibility, content selection, and integration of content to provide quality learning experiences. It also focuses on situational analysis and illustrates the dynamic nature of curriculum development as needs and interests change over time.
Curriculum and Course Planning_BINALET.pptxCedraBinalet1
The document discusses curriculum definitions and the process of curriculum development and course design. It provides definitions of curriculum from various scholars and outlines the key elements involved in curriculum planning including determining objectives, content, teaching methods, and assessment. It also describes the five phases of formal curriculum development as 1) defining learning outcomes, 2) selecting learning experiences, 3) choosing relevant content, 4) developing assessments, and 5) evaluating effectiveness. The five phases provide a systematic approach to curriculum design.
The document discusses various models of curriculum development, including Fullan's partnership model, Schwab's inquiry-based model, Tyler's objectives-focused model, Taba's order-based model, and Wheeler's cyclical model. It then describes a Jewish day school's use of a partnership model for its curriculum project, where each school appointed a coordinator to oversee development based on the school's mission and input from teachers. The project consultants provided training and feedback to help the coordinators and teacher teams develop the curriculum according to Tyler's 4-stage model.
EDUPRO5- The Teacher and the School Curriculum 2.docxJimboyDenolan
This document discusses various models of curriculum development, including linear, cyclical, and dynamic models. It describes Decker Walker's naturalistic model of curriculum development, published in 1971, which contends curriculum developers do not always follow a prescriptive linear sequence. Malcolm Skilbeck's 1976 model for developing school-based curriculum in Australia presents a dynamic view where workers can start from any phase. The document also defines Elliot Eisner's artistic approach to curriculum development, which emphasizes less defined objectives, transforming goals/content into significant learning events, and using diverse modes of communication and evaluation. It concludes by mentioning Pawilen's model for developing curriculum in the Philippines, shown in Figure 12, which the author developed for his dissertation.
D.K. Wheeler developed a 5-stage curriculum model that is cyclic and non-linear. The 5 interconnected stages are: 1) setting aims, goals and objectives; 2) selecting learning experiences; 3) selecting content; 4) organizing and integrating learning experiences and content; and 5) evaluating. Feedback is incorporated at each stage to ensure the curriculum continuously improves. While time-consuming, Wheeler's model emphasizes evaluating outcomes to determine if objectives are met and make necessary changes.
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.
D.K. Wheeler was an educator who developed a cyclical curriculum model in 1967 consisting of 5 interdependent stages: 1) setting aims, goals and objectives; 2) selecting learning experiences; 3) selecting content; 4) organizing and integrating learning experiences and content; and 5) evaluation. Wheeler's model emphasizes flexibility, content selection, and integration of content to provide quality learning experiences. It also focuses on situational analysis and illustrates the dynamic nature of curriculum development as needs and interests change over time.
D.K. Wheeler was an educator who developed a cyclical curriculum model in 1967 consisting of 5 interdependent stages: 1) setting aims, goals and objectives; 2) selecting learning experiences; 3) selecting content; 4) organizing and integrating learning experiences and content; and 5) evaluation. Wheeler's model emphasizes flexibility, content selection, and integration of content to provide quality learning experiences. It also focuses on situational analysis and illustrates the dynamic nature of curriculum development as needs and interests change over time.
Curriculum and Course Planning_BINALET.pptxCedraBinalet1
The document discusses curriculum definitions and the process of curriculum development and course design. It provides definitions of curriculum from various scholars and outlines the key elements involved in curriculum planning including determining objectives, content, teaching methods, and assessment. It also describes the five phases of formal curriculum development as 1) defining learning outcomes, 2) selecting learning experiences, 3) choosing relevant content, 4) developing assessments, and 5) evaluating effectiveness. The five phases provide a systematic approach to curriculum design.
The document discusses various models of curriculum development, including Fullan's partnership model, Schwab's inquiry-based model, Tyler's objectives-focused model, Taba's order-based model, and Wheeler's cyclical model. It then describes a Jewish day school's use of a partnership model for its curriculum project, where each school appointed a coordinator to oversee development based on the school's mission and input from teachers. The project consultants provided training and feedback to help the coordinators and teacher teams develop the curriculum according to Tyler's 4-stage model.
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.
Administrative model(Saylor-Alexander-Lewis) Curriculum Development ModelDr. Priyamvada Saarsar
The administrative model of curriculum development is a top-down approach where major curriculum decisions are made by administrators rather than teachers. It emphasizes standardization, efficiency, and centralized control. According to this model, curriculum designers start by outlining educational objectives in domains like personal development, social competencies, continued learning skills, and specialization. They then design the curriculum and implement instructional strategies to achieve the objectives. Both formative and summative evaluation are used to provide feedback and determine whether to modify or eliminate the curriculum plan.
Models of curriculum || Curriculum model || Tyler's Curriculum ModelSamir (G. Husain)
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.
This document provides an overview of curriculum and its key components. It defines curriculum as the totality of a student's educational experience, including both formal and informal learning. The four main components of curriculum are identified as aims and objectives, content, teaching methodology, and evaluation. Examples are given for each component, such as developing students' moral character for aims, and lectures and group work for teaching methodologies. The document also discusses curriculum development models, content selection procedures, characteristics of good textbooks, and differences between assessment and evaluation.
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.
This document discusses the approaches to school curriculum and the foundations of curriculum development. It describes three approaches to curriculum - as content or body of knowledge, as a process, and as a product. It then discusses the foundations of curriculum development, including philosophical foundations like perennialism and essentialism, historical foundations highlighting important contributors, psychological foundations based on theories of learning, and social foundations focusing on thinkers like Dewey. It provides details on models of curriculum development and the phases of the curriculum development process.
The document discusses the concept of curriculum. It defines curriculum as a template or design that enables learning to take place. It discusses curriculum theory, noting that curriculum theory provides meaning to a school's curriculum by explaining the relationships between its elements and directing its development, use, and evaluation. It also outlines four main approaches to curriculum - behavioral, managerial, systems, and humanistic. Additionally, it discusses aims and objectives of curriculum development at the secondary level, criteria for developing curriculum objectives, and characteristics and principles of curriculum construction. It concludes by discussing evaluation of curriculum and determination of curriculum in Pakistan.
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.
This document discusses models of teaching and their importance. It defines models of teaching as sets of interrelated components arranged in a sequence to achieve learning outcomes. Models provide structure for teachers and represent teaching strategies for accomplishing goals. The document outlines the need for models to understand learners, components of models like syntax and principles of reactions, and characteristics like creating learning environments and using student interests. It also describes two main families of models - social models focused on relationships and personal models aimed at individual development. Overall, the document provides an overview of what constitutes teaching models and their significance.
TSL3143 Topic 2a Models of Curriculum DesignYee Bee Choo
The document discusses several models of curriculum design: Tyler's Objective Model (1949), Taba's Interactive Model (1962), Wheeler's Process Model (1967), and Walker's Naturalistic Model (1971). It provides details on the key aspects of each model, including their advantages and disadvantages. Tyler's model is linear and focuses on objectives. Taba's model is interactive and involves more teacher input. Wheeler's model is cyclical with feedback. Walker's model is descriptive and emphasizes stakeholder consensus. In conclusion, while the models provide useful frameworks, actual curriculum design in practice may vary and draw from multiple approaches.
This document discusses models of curriculum evaluation. It describes five models:
1) Provus' Discrepancy Evaluation Model which compares program performance to standards.
2) Tyler's model which involves establishing goals and objectives and comparing student performance to objectives.
3) Stufflebeam's CIPP Model which evaluates the context, inputs, processes, and products of a curriculum.
4) Stake's Congruency-Contingency Model which examines antecedents, transactions, and outcomes.
5) Eisner's Educational Connoisseurship Model which uses qualitative observation and interpretation to evaluate a curriculum.
Discuss three models of Curriculum Development.pptxgororotich
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.
This document discusses curriculum evaluation models and processes. It identifies several purposes of curriculum evaluation, including providing feedback to learners, determining how well objectives are achieved, and improving the curriculum. Several models of curriculum evaluation are described, including Provus' discrepancy model, Tyler's objectives-based model, Stufflebeam's CIPP model focusing on content, inputs, process and products, and Stake's congruency-contingency model examining antecedents, transactions, and outcomes. The document emphasizes that curriculum evaluation involves systematically gathering and analyzing data to make judgments about a curriculum's effectiveness.
This document discusses curriculum evaluation models and processes. It identifies several purposes of curriculum evaluation, including providing feedback to learners, determining how well objectives are achieved, and improving the curriculum. Several models of curriculum evaluation are described, including Provus' discrepancy model, Tyler's objectives-based model, Stufflebeam's CIPP model focusing on content, inputs, process and products, and Stake's congruency-contingency model examining antecedents, transactions, and outcomes. The document emphasizes that curriculum evaluation involves systematically gathering and analyzing data to make judgments about a curriculum's effectiveness.
Ch. 8 developing an instructional strategyEzraGray1
This chapter discusses developing instructional strategies that engage learners. It identifies five components of instructional strategies: pre-instructional activities, content presentation and guidance, learner participation, assessment, and follow-through. Each component considers how to motivate, present content, provide practice and feedback, evaluate learning, and facilitate transfer. Instructional strategies aim to support learners' internal cognitive processes by incorporating techniques like gaining attention, presenting objectives, and eliciting performance. Constructivist strategies emphasize reasoning, problem-solving, and situating learning in complex but relevant contexts.
The document discusses different approaches to curriculum organization and design. It describes subject-centered, activity/experience-based, and core curriculum designs. Subject-centered design organizes curriculum into distinct subjects. Activity/experience-based design determines curriculum based on learner needs and interests, emphasizing learning by doing. Core curriculum identifies common learnings all students should acquire. The document also discusses principles, models, importance, and steps of curriculum design to effectively organize educational experiences and content.
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.
The document discusses the vocationalization of education in developing countries from a political and economic perspective rather than just an educational one. It argues that vocationalization has been approached differently in developing countries compared to developed countries due to factors like their social and economic structures, role as price-takers on the world market, and development strategies used. Specifically, the problems arising from efforts to vocationalize school curriculums in developing countries are often more complex due to these contextual differences. While vocational education aims to improve workforce skills, political leaders in developing countries have not always implemented it in a way that considers their unique economic realities and resource constraints.
This document discusses curriculum development in the Philippine context. It defines curriculum as the sum of all learning experiences organized by the school. It also discusses different approaches to curriculum such as technical, behavioral, systems-based, and humanistic approaches. It outlines factors that influence curriculum development like society, learners' needs, and educational principles. The document also compares essentialist and progressive philosophies of curriculum, which see it as rigid vs flexible respectively. It examines elements of curriculum like intent, content, learning experiences, and evaluation.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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Similar to EDUPRO5- The Teacher and the School Curriculum.docx
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.
Administrative model(Saylor-Alexander-Lewis) Curriculum Development ModelDr. Priyamvada Saarsar
The administrative model of curriculum development is a top-down approach where major curriculum decisions are made by administrators rather than teachers. It emphasizes standardization, efficiency, and centralized control. According to this model, curriculum designers start by outlining educational objectives in domains like personal development, social competencies, continued learning skills, and specialization. They then design the curriculum and implement instructional strategies to achieve the objectives. Both formative and summative evaluation are used to provide feedback and determine whether to modify or eliminate the curriculum plan.
Models of curriculum || Curriculum model || Tyler's Curriculum ModelSamir (G. Husain)
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.
This document provides an overview of curriculum and its key components. It defines curriculum as the totality of a student's educational experience, including both formal and informal learning. The four main components of curriculum are identified as aims and objectives, content, teaching methodology, and evaluation. Examples are given for each component, such as developing students' moral character for aims, and lectures and group work for teaching methodologies. The document also discusses curriculum development models, content selection procedures, characteristics of good textbooks, and differences between assessment and evaluation.
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.
This document discusses the approaches to school curriculum and the foundations of curriculum development. It describes three approaches to curriculum - as content or body of knowledge, as a process, and as a product. It then discusses the foundations of curriculum development, including philosophical foundations like perennialism and essentialism, historical foundations highlighting important contributors, psychological foundations based on theories of learning, and social foundations focusing on thinkers like Dewey. It provides details on models of curriculum development and the phases of the curriculum development process.
The document discusses the concept of curriculum. It defines curriculum as a template or design that enables learning to take place. It discusses curriculum theory, noting that curriculum theory provides meaning to a school's curriculum by explaining the relationships between its elements and directing its development, use, and evaluation. It also outlines four main approaches to curriculum - behavioral, managerial, systems, and humanistic. Additionally, it discusses aims and objectives of curriculum development at the secondary level, criteria for developing curriculum objectives, and characteristics and principles of curriculum construction. It concludes by discussing evaluation of curriculum and determination of curriculum in Pakistan.
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.
This document discusses models of teaching and their importance. It defines models of teaching as sets of interrelated components arranged in a sequence to achieve learning outcomes. Models provide structure for teachers and represent teaching strategies for accomplishing goals. The document outlines the need for models to understand learners, components of models like syntax and principles of reactions, and characteristics like creating learning environments and using student interests. It also describes two main families of models - social models focused on relationships and personal models aimed at individual development. Overall, the document provides an overview of what constitutes teaching models and their significance.
TSL3143 Topic 2a Models of Curriculum DesignYee Bee Choo
The document discusses several models of curriculum design: Tyler's Objective Model (1949), Taba's Interactive Model (1962), Wheeler's Process Model (1967), and Walker's Naturalistic Model (1971). It provides details on the key aspects of each model, including their advantages and disadvantages. Tyler's model is linear and focuses on objectives. Taba's model is interactive and involves more teacher input. Wheeler's model is cyclical with feedback. Walker's model is descriptive and emphasizes stakeholder consensus. In conclusion, while the models provide useful frameworks, actual curriculum design in practice may vary and draw from multiple approaches.
This document discusses models of curriculum evaluation. It describes five models:
1) Provus' Discrepancy Evaluation Model which compares program performance to standards.
2) Tyler's model which involves establishing goals and objectives and comparing student performance to objectives.
3) Stufflebeam's CIPP Model which evaluates the context, inputs, processes, and products of a curriculum.
4) Stake's Congruency-Contingency Model which examines antecedents, transactions, and outcomes.
5) Eisner's Educational Connoisseurship Model which uses qualitative observation and interpretation to evaluate a curriculum.
Discuss three models of Curriculum Development.pptxgororotich
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.
This document discusses curriculum evaluation models and processes. It identifies several purposes of curriculum evaluation, including providing feedback to learners, determining how well objectives are achieved, and improving the curriculum. Several models of curriculum evaluation are described, including Provus' discrepancy model, Tyler's objectives-based model, Stufflebeam's CIPP model focusing on content, inputs, process and products, and Stake's congruency-contingency model examining antecedents, transactions, and outcomes. The document emphasizes that curriculum evaluation involves systematically gathering and analyzing data to make judgments about a curriculum's effectiveness.
This document discusses curriculum evaluation models and processes. It identifies several purposes of curriculum evaluation, including providing feedback to learners, determining how well objectives are achieved, and improving the curriculum. Several models of curriculum evaluation are described, including Provus' discrepancy model, Tyler's objectives-based model, Stufflebeam's CIPP model focusing on content, inputs, process and products, and Stake's congruency-contingency model examining antecedents, transactions, and outcomes. The document emphasizes that curriculum evaluation involves systematically gathering and analyzing data to make judgments about a curriculum's effectiveness.
Ch. 8 developing an instructional strategyEzraGray1
This chapter discusses developing instructional strategies that engage learners. It identifies five components of instructional strategies: pre-instructional activities, content presentation and guidance, learner participation, assessment, and follow-through. Each component considers how to motivate, present content, provide practice and feedback, evaluate learning, and facilitate transfer. Instructional strategies aim to support learners' internal cognitive processes by incorporating techniques like gaining attention, presenting objectives, and eliciting performance. Constructivist strategies emphasize reasoning, problem-solving, and situating learning in complex but relevant contexts.
The document discusses different approaches to curriculum organization and design. It describes subject-centered, activity/experience-based, and core curriculum designs. Subject-centered design organizes curriculum into distinct subjects. Activity/experience-based design determines curriculum based on learner needs and interests, emphasizing learning by doing. Core curriculum identifies common learnings all students should acquire. The document also discusses principles, models, importance, and steps of curriculum design to effectively organize educational experiences and content.
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.
The document discusses the vocationalization of education in developing countries from a political and economic perspective rather than just an educational one. It argues that vocationalization has been approached differently in developing countries compared to developed countries due to factors like their social and economic structures, role as price-takers on the world market, and development strategies used. Specifically, the problems arising from efforts to vocationalize school curriculums in developing countries are often more complex due to these contextual differences. While vocational education aims to improve workforce skills, political leaders in developing countries have not always implemented it in a way that considers their unique economic realities and resource constraints.
This document discusses curriculum development in the Philippine context. It defines curriculum as the sum of all learning experiences organized by the school. It also discusses different approaches to curriculum such as technical, behavioral, systems-based, and humanistic approaches. It outlines factors that influence curriculum development like society, learners' needs, and educational principles. The document also compares essentialist and progressive philosophies of curriculum, which see it as rigid vs flexible respectively. It examines elements of curriculum like intent, content, learning experiences, and evaluation.
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Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
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You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
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EDUPRO5- The Teacher and the School Curriculum.docx
1. EDUPRO5- The Teacher and the School Curriculum
Activity 13
1. Define the Cyclical Models of Curriculum Development. Audrey Nicholls and
Howard Nicholls Model for Curriculum Development.
There are three types of curriculum models
•Rational/objectives models
•Cyclical models
•Dynamic/interaction models
The cyclical model of curriculum developed after and appears to have a significant
difference is
model of curriculum is associated with.
2. Show Figure 7 in which the model prescribes five logical and interdependent
stages that are continuous curriculum development process. Explain the process.
The model prescribes five logical and interdependent stages that are continuous
curriculum development process and the model starts with a situational analysis in which
curricular decisions are followed by the selection of objectives and the other succedding
phases. Wheeler’s Curriculum Development Model (1967))- in his book “Curriculum
Process”- presented a cyclical processin which each element of the curriculum is related
and interdependent.
2. Cyclical Models of Curriculum Development.Cyclical models of curriculum
development. Cyclical models it prescribes a cyclical orcontinuous process of
curriculum development. Cyclical models usually start withsituational analysis that
serves as the basis for all the succeeding process.1. Wheeler’s Curriculum Development
Model (1967)) in his book “Curriculum Process”-presented a cyclical process in which
each element of the curriculum is related andinterdependent. Although this
model is rational in nature each phase is a logicaldevelopment of the preceding
one which one cannot proceed to the next phase unless thepreceding phase is done.
Wheeler also emphasized the importance of starting from thedevelopment of aims, goals,
and objectives.2. Nicholls and Nicholls Model for Curriculum Development (Audrey
and HowardNicholls, 1978) This model emphasis the cyclical nature of curriculum
developmentwhere it is a continuous process. The model prescribes five logical and
interdependentstages that are continuous curriculum development process and the
model starts witha situational analysis in which curricular decisions are followed
by the selection ofobjectives and the other succeeding phases.
Wheeler’s Model of Curriculum Development. The Wheeler model of curriculum
development (1967), or cyclic model, asserts thatcurriculum should be a continuous
cycle which is responsive to changes in the educationsector and makes appropriate
adjustments to account for these changes. It focuses onsituational analysis: the
context in which the curriculum decisions are taken is consideredimportant, as this is
believed to help make the most effective decisions. This model iscomprised
of five interconnected stages
1. Aims, goals and objectives
3. 2. Selection of learning experiences
3. Selection of content
Cyclical Models of Curriculum Development.Learning experiences is an activity which
the learners engage in which the result in hisbehavior.Content.Content is what we
teach. It must be related to validity, significance, utility, interest andlearnability.
Evaluation.The former has clear objectives and aligned assessment strategies designed to
test how wellstudents have achieved the learning outcomes. Wheeler model sets the
school objectives asfinal steps in as well as the first.Advantages of Wheeler
as i
to lack of procedure between organizing and integrating learning experiences, content
and evaluation
4. Cyclical Models of Curriculum Development. 1. Sequential order 2. Simple to
complex 3. Easy to difficult 4. Known to unknown5. Immediate to remote Selection
and Organization of Learning Experiences 1. It provides students opportunity for self-
activity so that transfer knowledge gainedand skill acquired. 2. It provides students
opportunity of independent thinking and decision making. 3. It should be adapted
according to the needs of students so that they obtain satisfaction.4. It should be arranged
in manners that provide continuity and correlation.5. It should be effective, interesting
and useful for the students.When the learning experiences are selected it should be
organized.1. Introduction, opener, orientation2. Development, analysis, study3.
Generalization4. Application, summary5. Rhythm of learning activitiesEvaluationDifferent
methods and approaches of evaluation are used to check the progress of students.1.
Test2. Quiz3. Presentation4. VivaAdvantages1. In this situation as it means that educators
can2. Continually come back to their work and make changes, rather3. Then go back to
the beginning and start again every time there4. It Is even the smallest of changes needed
to the curriculum.5. Logical sequential organization6. Situational Analysis is in first step7.
It is a Flexible modelDisadvantages1. Time Consuming, as situational analysis is long time
process2. Difficult to maintain logical sequential analysis
3. Wheeler's Curriculum Development Model
Wheeler’s Model of Curriculum Development. The Wheeler model of curriculum
development (1967), or cyclic model, asserts thatcurriculum should be a continuous
cycle which is responsive to changes in the educationsector and makes appropriate
adjustments to account for these changes. It focuses onsituational analysis: the
context in which the curriculum decisions are taken is consideredimportant, as this is
believed to help make the most effective decisions. This model iscomprised
of five interconnected stages
5. 1. Aims, goals and objectives
2. Selection of learning experiences
3. Selection of content
4. Describe the Contextual Filters Model of Course Planning developed by Stark,
Lowther, Bentley, Ryan, Martens, Genthon, Wren, and Shaw in 1990 as part of their
study conducted at the University of Michigan National Center for Research to
improve Post-secondary, Teaching and Lesrning. This model appeared in the book
Shaping the College Curriculum written by Stark and Latucca, published in 1997.
The model is highly prescriptive and dynamic. The inclusion of situational analysis as part
of the model is a valuable principle in curriculum development. It enables the curriculum
workers to understand better the context in which the curriculum is developed.
This model emphasis the cyclical nature
of curriculum development where it is a continuous process. The model prescribes five
logical and interdependent stages that are continuous curriculum development process
and the model starts with a situational analysis in which curricular decisions are followed
by the selection of objectives and the other succeeding phases.
Ask any college student or graduate "What is the college curriculum?" and you will get a
ready answer. Most think of the curriculum as a set of courses or experiences needed to
complete a college degree. Some will refer to the total set of courses a college offers,
6. others will mean the set of courses students take, and a few will include informal
experiences that are not listed in the catalog of courses. Some may include teaching
methods as part of their definitions, while others will not. At a superficial level the public
assumes it knows what a college curriculum is, but complex understandings are rare. Even
those closely involved with college curricula lack a consistent definition. A few may point
out that we cannot define curriculum without reference to a specific institution because
college and university missions, programs, and students vary widely in the United States.
The time and credit frame in which the college provides education. (Stark & Lowther,
1986)
In addition to the elements that provide the primary basis for an educator's definition of
curriculum, individuals often mention other elements, sometimes including their views of
learners and learning or their personal philosophy of education. Faculty members with
broad curriculum development responsibilities typically mention several elements in their
definitions and may be more confident about which of those elements should be included
or excluded.
5. Show Figure 9 on page 51 of this book.
These instructors seldom link the elements they mention into an integrated definition of
the curriculum. They tend to think of separate educational tasks or processes, such as
establishing the credit value of courses, selecting the specific disciplines to be taught or
studied, teaching their subjects, specifying objectives for student achievement, and
evaluating what students know. Probably the most common linkage faculty members
address is the structural connection between the set of courses offered and the related
time and credit framework. Colleges and universities in the United States have
emphasized the credit hour since the early 20th century, having modified the Carnegie
"unit" first introduced into secondary schools in 1908 (Hutcheson, 1997; Levine, 1978).
7. Curriculum change efforts in the United States often focus on structure because numbers
of credit hours and other structural dimensions of curricula are common to all fields.