This document provides an overview of curriculum design fundamentals. It discusses 10 axioms for curriculum design according to Peter Oliva, including that curriculum change is inevitable and a cooperative group process. The major components of curriculum design are also outlined, including behavioral objectives, subject matter, references, teaching methods, and assessment. Behavioral objectives should be specific and measurable. Subject matter should be relevant to the objectives. Teaching methods can include cooperative learning, independent learning, and competition. Assessment includes self-assessment, peer assessment, and teacher assessment, and can be formative or summative. These same components apply for designing courses, syllabi, and other curricula.
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
Teaching as a profession requires long and arduous preparation through continuing education to strive for excellence and better serve students. It also demands a dedication to moral and ethical values as well as public service. While not always financially lucrative, teaching provides the satisfaction of positively impacting students which outweighs monetary concerns. Overall, an effective teacher facilitates learning through imparting knowledge that develops students into well-rounded individuals who can contribute to society.
Categories of curriculum change(report in curr d ev)Aivy Claire Vios
This document discusses different types of curriculum changes and how to support teachers through the change process. It identifies four types of changes: replacement, alteration, major modification, and disruptive changes. It emphasizes that curriculum implementation should be participatory, involving teachers and other stakeholders. It also stresses the need for a supportive process that provides both material and human support for teachers as they adjust to changes within a short period of time. The goal is to create an open and trusting climate that appreciates teachers' strengths through a developmental change process.
1.1lesson1 fundamentals of curriculum design marison salomonarjay alteza
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.
This document discusses various models and approaches for evaluating curriculum. It begins by defining curriculum evaluation and its purposes. Several evaluation models are then described in detail, including the Bradley Model, Tyler's Objectives Model, Stufflebeam's CIPP Model, Stake's Responsive Model, and Scriven's Consumer Oriented Approach. Common steps in the evaluation process are also outlined, such as identifying stakeholders, issues to examine, appropriate data sources and collection techniques. The overall goal of curriculum evaluation is to assess the strengths and weaknesses of the curriculum to inform necessary improvements or changes.
This document discusses educational assessment, including its purposes, principles, types, and methods of interpretation. Assessment is used to monitor student learning, evaluate teaching strategies and curriculum, and inform decisions to improve the educational process. It should be based on clear goals and standards, provide continuous feedback, and relate to what students are learning. Assessment data is gathered and analyzed to evaluate performance, identify strengths and weaknesses, and guide improvements.
The document discusses different types of assessment used in teaching and learning. It describes traditional assessments like paper-and-pencil tests which measure lower-level skills, while authentic assessments focus on higher-order skills through realistic tasks. Formative assessment provides feedback during instruction, while summative assessment evaluates learning after instruction through exams. Norm-referenced assessment compares students to peers, and criterion-referenced assessment evaluates students against fixed standards. The document also contrasts contextualized versus decontextualized assessment and analytic versus holistic assessment approaches.
1. The document discusses assessing affective learning outcomes, which relate to non-cognitive variables like attitudes, interests, and values.
2. It defines key affective concepts like the affective domain, levels of affective learning, and methods of assessing affective outcomes.
3. The importance of assessing the affective domain is explained, such as its ability to predict future behavior and help teachers teach more effectively.
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
Teaching as a profession requires long and arduous preparation through continuing education to strive for excellence and better serve students. It also demands a dedication to moral and ethical values as well as public service. While not always financially lucrative, teaching provides the satisfaction of positively impacting students which outweighs monetary concerns. Overall, an effective teacher facilitates learning through imparting knowledge that develops students into well-rounded individuals who can contribute to society.
Categories of curriculum change(report in curr d ev)Aivy Claire Vios
This document discusses different types of curriculum changes and how to support teachers through the change process. It identifies four types of changes: replacement, alteration, major modification, and disruptive changes. It emphasizes that curriculum implementation should be participatory, involving teachers and other stakeholders. It also stresses the need for a supportive process that provides both material and human support for teachers as they adjust to changes within a short period of time. The goal is to create an open and trusting climate that appreciates teachers' strengths through a developmental change process.
1.1lesson1 fundamentals of curriculum design marison salomonarjay alteza
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.
This document discusses various models and approaches for evaluating curriculum. It begins by defining curriculum evaluation and its purposes. Several evaluation models are then described in detail, including the Bradley Model, Tyler's Objectives Model, Stufflebeam's CIPP Model, Stake's Responsive Model, and Scriven's Consumer Oriented Approach. Common steps in the evaluation process are also outlined, such as identifying stakeholders, issues to examine, appropriate data sources and collection techniques. The overall goal of curriculum evaluation is to assess the strengths and weaknesses of the curriculum to inform necessary improvements or changes.
This document discusses educational assessment, including its purposes, principles, types, and methods of interpretation. Assessment is used to monitor student learning, evaluate teaching strategies and curriculum, and inform decisions to improve the educational process. It should be based on clear goals and standards, provide continuous feedback, and relate to what students are learning. Assessment data is gathered and analyzed to evaluate performance, identify strengths and weaknesses, and guide improvements.
The document discusses different types of assessment used in teaching and learning. It describes traditional assessments like paper-and-pencil tests which measure lower-level skills, while authentic assessments focus on higher-order skills through realistic tasks. Formative assessment provides feedback during instruction, while summative assessment evaluates learning after instruction through exams. Norm-referenced assessment compares students to peers, and criterion-referenced assessment evaluates students against fixed standards. The document also contrasts contextualized versus decontextualized assessment and analytic versus holistic assessment approaches.
1. The document discusses assessing affective learning outcomes, which relate to non-cognitive variables like attitudes, interests, and values.
2. It defines key affective concepts like the affective domain, levels of affective learning, and methods of assessing affective outcomes.
3. The importance of assessing the affective domain is explained, such as its ability to predict future behavior and help teachers teach more effectively.
1. Teachers play a complex role that involves curriculum development, instruction, assessment, and facilitating learning. They are involved with curriculum throughout the entire school day.
2. Traditionally, those who developed curriculum theories were considered "curricularists", but the teacher's role is broader as they are responsible for knowing, writing, planning, implementing, evaluating, and innovating the curriculum.
3. As the first point of curriculum engagement for students, the classroom teacher deserves the label of "curricularist" as they must know the curriculum, write curriculum materials, plan curriculum, initiate new curricula, innovate the existing curriculum, implement it, and evaluate its effectiveness.
Product-based assessment is an alternative to traditional testing that assesses students' performance through products they create. Products can include books, displays, essays, games, projects, presentations, and portfolios. Scoring rubrics are used to outline the criteria and weighting for each criterion to assess student work at different quality levels on areas like ideas, organization, understanding, word choice, sentence structure, and mechanics. Product-based assessment allows students to demonstrate skills and competencies through varied works.
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.
This course outline covers 6 chapters that discuss the role and responsibilities of teachers. Chapter 1 examines a teacher's philosophical heritage and how to formulate a teaching philosophy. It also discusses the foundation of morality and values formation. Chapter 2 looks at how teachers function in the classroom and community. Chapter 3 discusses becoming a global teacher and addressing diversity. Chapter 4 covers the professionalization of teaching. Chapter 5 focuses on becoming a professional teacher, including codes of ethics. Chapter 6 discusses other education and teacher-related laws.
Multigrade schools were the first type of schools in North America and the Philippines. In the late 1800s, one-room schoolhouses were common in North America before single grade classrooms were organized. Similarly, the earliest schools in the Philippines were multigrade due to factors like remote locations, teacher shortages, and lack of funding. Multigrade classrooms combine two or more grade levels and are used where enrolment does not support single grade classes. They provide an opportunity for student-centered, collaborative learning. The Philippines refers to multigrade classrooms as "combination classes."
The document discusses ICT policies and issues related to teaching and learning in the Philippines. It defines ICT policy and outlines the Department of Information and Communication Technology's (DICT) roadmap to guide agencies on ICT utilization, regulation, and enhancement. The roadmap includes programs like the ICT in Education Masterplan, PheDNET network, and eSkwela community learning centers. It also discusses issues around internet policy like censorship, privacy, and e-waste. Implications for teaching include helping teachers integrate technology appropriately while maintaining the human element. Learners should be guided to leverage technology's benefits while avoiding hazards with teacher oversight.
The document discusses key concepts related to student assessment including:
1) It defines terms like assessment, evaluation, measurement, formative assessment, placement assessment, diagnostic assessment, and summative assessment.
2) It differentiates between assessment, testing, measurement, and evaluation.
3) It discusses the purposes of assessment and the roles of assessment in instructional decisions.
4) It compares different types of assessment like diagnostic versus placement, and norm-referenced versus criterion-referenced.
5) It provides details on specific assessment methods like portfolios, performances, and guidelines for effective student assessment.
A high quality assessment has three key characteristics: 1) clear learning targets that specify what students should know and be able to do, 2) appropriate assessment methods that are well-suited to evaluate the targeted learning, and 3) assessments that are valid, reliable, fair, practical and conducted ethically.
The document discusses implementing the curriculum, which involves putting the written curriculum into practice through teaching and learning activities. It is a crucial phase that requires teacher action. Implementing means engaging learners according to plans outlined in syllabi and curricula to achieve intended outcomes. Theories on curriculum implementation and change are presented, including viewing it as a change process involving driving and restraining forces. Types of curriculum changes are categorized as substitution, alteration, restructuring, or value orientation. Elements of successful implementation are described as developmental, participatory, and supportive. Time and assistance from others are also important factors.
This document outlines 14 principles for learner-centered education. It discusses that learning is most effective when it is an intentional process of constructing meaning from information and experiences. Successful learners are active, goal-directed, and assume responsibility for their own learning. Learning is influenced by a variety of cognitive, motivational, developmental, social, and individual factors. The 14 principles aim to address the holistic needs of all learners.
Process and product performane-based assessment Dianopesidas
This document discusses process-oriented and product-oriented performance-based assessment. Process-oriented assessment evaluates the actual task performance and does not emphasize the output. It aims to understand the processes a person uses to complete a task. Product-oriented assessment focuses on the final product and output, and evaluates it based on levels of performance like novice, skilled, and expert. Both types of assessment require carefully designing learning tasks and creating rubrics with criteria, levels of performance, and descriptors to consistently score students.
The document defines learning targets and their components. Learning targets are statements that describe what students should know and be able to do by the end of a unit of instruction. They include educational goals, which are general statements, and educational objectives, which are more specific statements of expected student performance. Highly precise performance objectives have four elements - performance, condition, criterion, and audience. The document also describes different types of learning targets, including knowledge, reasoning, skills, products, and dispositions. Finally, it outlines some common sources used to develop learning targets, such as Bloom's Taxonomy, professional experience, textbooks, and existing objective lists.
This document discusses cognitive and metacognitive factors that influence learning. It states that successful learning involves intentionally constructing meaning, creating coherent knowledge representations, and linking new information with existing knowledge in meaningful ways. Developing metacognition, or thinking about thinking, is identified as a powerful predictor of learning. Metacognition allows learners to understand what they know and don't know. The document outlines basic metacognitive strategies like connecting information, selecting thinking strategies, and evaluating thinking processes. It distinguishes cognitive strategies, which are goal-directed and situation-specific, from metacognitive strategies, which involve more universal skills like planning, monitoring, and evaluation. Developing metacognition requires creating an environment where thinking is discussed, planned
This document discusses three approaches to school curriculum: as content, process, and product. It describes each approach and provides examples. Curriculum as content focuses on transmitting a body of knowledge to students. As process, it emphasizes teaching methods and student learning activities. As product, it formulates behavioral objectives and intended learning outcomes demonstrated by students. The document explores each approach in depth and how they relate to defining and implementing an effective curriculum.
Motivational and emotional factors influence learning by enhancing or interfering with cognitive processes and motivation. Students' beliefs about themselves and the nature of learning strongly impact motivation. Positive emotions like curiosity generally motivate learning, while mild anxiety can focus attention; however, intense negative emotions usually undermine motivation and performance. Intrinsic motivation is facilitated by tasks perceived as interesting, personally meaningful, at an appropriate difficulty level, and allowing choice and control. Educators can encourage curiosity and intrinsic motivation by attending to individual preferences and facilitating effort through purposeful, relevant activities that induce positive emotions.
Neo behaviorism (Facilitating Learning)Mary Mae Hero
This document discusses neo-behaviorism and two of its major theorists, Edward Tolman and Albert Bandura. It summarizes Tolman's purposive behaviorism, including his concepts of cognitive maps, latent learning, intervening variables, and that reinforcement is not essential for learning. It then summarizes Albert Bandura's social learning theory, including concepts like observational learning, modeling, vicarious reinforcement, and the four conditions necessary for effective modeling.
Unit3 a1 organization and management of learner-centered classroomsEuniceRiveraBuencami
This document discusses organization and management in a learner-centered classroom. It explains that learner-centered classrooms require students to develop new skills such as independent learning, collaboration, teaching others, and metacognition. It also discusses forms of classroom organization including management, procedures, physical structure, and structuring. Effective classroom management uses rules and routines to actively engage students in learning, while organization focuses on optimizing the physical environment. The document provides guidelines for properly structuring classrooms and checklists for ensuring classrooms are conducive to learning.
Group 1 Fundamentals of Curriculum Designing.pdfEdselMata
The document discusses curriculum design and its key components. It begins with an overview of Peter Oliva's 10 axioms for curriculum development, which include that curriculum change is inevitable and necessary, curriculum reflects the times, and curriculum development is a cooperative process. It then covers the main elements of curriculum design, such as intended learning outcomes, subject matter, teaching methods, and assessment. The document provides examples and details for properly constructing each of these components for effective curriculum design. It emphasizes that curriculum design should follow systematic processes and be comprehensive rather than piecemeal.
CURRICULUM-DESIGN - Micro and macro.pptxGopiMecheri1
This document provides an overview of curriculum design concepts from a presentation by Dr. Sheila Marie N. Bugayong. It discusses how teachers serve as curriculum designers and should involve learners in a planned sequence of learning experiences. The document outlines Peter Oliva's 10 axioms for effective curriculum design, including that curriculum changes with the times and involves stakeholder input. It also describes the key elements of curriculum design, such as specifying intended learning outcomes, determining appropriate content and references, selecting teaching methods, and planning assessment of learning.
1. Teachers play a complex role that involves curriculum development, instruction, assessment, and facilitating learning. They are involved with curriculum throughout the entire school day.
2. Traditionally, those who developed curriculum theories were considered "curricularists", but the teacher's role is broader as they are responsible for knowing, writing, planning, implementing, evaluating, and innovating the curriculum.
3. As the first point of curriculum engagement for students, the classroom teacher deserves the label of "curricularist" as they must know the curriculum, write curriculum materials, plan curriculum, initiate new curricula, innovate the existing curriculum, implement it, and evaluate its effectiveness.
Product-based assessment is an alternative to traditional testing that assesses students' performance through products they create. Products can include books, displays, essays, games, projects, presentations, and portfolios. Scoring rubrics are used to outline the criteria and weighting for each criterion to assess student work at different quality levels on areas like ideas, organization, understanding, word choice, sentence structure, and mechanics. Product-based assessment allows students to demonstrate skills and competencies through varied works.
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.
This course outline covers 6 chapters that discuss the role and responsibilities of teachers. Chapter 1 examines a teacher's philosophical heritage and how to formulate a teaching philosophy. It also discusses the foundation of morality and values formation. Chapter 2 looks at how teachers function in the classroom and community. Chapter 3 discusses becoming a global teacher and addressing diversity. Chapter 4 covers the professionalization of teaching. Chapter 5 focuses on becoming a professional teacher, including codes of ethics. Chapter 6 discusses other education and teacher-related laws.
Multigrade schools were the first type of schools in North America and the Philippines. In the late 1800s, one-room schoolhouses were common in North America before single grade classrooms were organized. Similarly, the earliest schools in the Philippines were multigrade due to factors like remote locations, teacher shortages, and lack of funding. Multigrade classrooms combine two or more grade levels and are used where enrolment does not support single grade classes. They provide an opportunity for student-centered, collaborative learning. The Philippines refers to multigrade classrooms as "combination classes."
The document discusses ICT policies and issues related to teaching and learning in the Philippines. It defines ICT policy and outlines the Department of Information and Communication Technology's (DICT) roadmap to guide agencies on ICT utilization, regulation, and enhancement. The roadmap includes programs like the ICT in Education Masterplan, PheDNET network, and eSkwela community learning centers. It also discusses issues around internet policy like censorship, privacy, and e-waste. Implications for teaching include helping teachers integrate technology appropriately while maintaining the human element. Learners should be guided to leverage technology's benefits while avoiding hazards with teacher oversight.
The document discusses key concepts related to student assessment including:
1) It defines terms like assessment, evaluation, measurement, formative assessment, placement assessment, diagnostic assessment, and summative assessment.
2) It differentiates between assessment, testing, measurement, and evaluation.
3) It discusses the purposes of assessment and the roles of assessment in instructional decisions.
4) It compares different types of assessment like diagnostic versus placement, and norm-referenced versus criterion-referenced.
5) It provides details on specific assessment methods like portfolios, performances, and guidelines for effective student assessment.
A high quality assessment has three key characteristics: 1) clear learning targets that specify what students should know and be able to do, 2) appropriate assessment methods that are well-suited to evaluate the targeted learning, and 3) assessments that are valid, reliable, fair, practical and conducted ethically.
The document discusses implementing the curriculum, which involves putting the written curriculum into practice through teaching and learning activities. It is a crucial phase that requires teacher action. Implementing means engaging learners according to plans outlined in syllabi and curricula to achieve intended outcomes. Theories on curriculum implementation and change are presented, including viewing it as a change process involving driving and restraining forces. Types of curriculum changes are categorized as substitution, alteration, restructuring, or value orientation. Elements of successful implementation are described as developmental, participatory, and supportive. Time and assistance from others are also important factors.
This document outlines 14 principles for learner-centered education. It discusses that learning is most effective when it is an intentional process of constructing meaning from information and experiences. Successful learners are active, goal-directed, and assume responsibility for their own learning. Learning is influenced by a variety of cognitive, motivational, developmental, social, and individual factors. The 14 principles aim to address the holistic needs of all learners.
Process and product performane-based assessment Dianopesidas
This document discusses process-oriented and product-oriented performance-based assessment. Process-oriented assessment evaluates the actual task performance and does not emphasize the output. It aims to understand the processes a person uses to complete a task. Product-oriented assessment focuses on the final product and output, and evaluates it based on levels of performance like novice, skilled, and expert. Both types of assessment require carefully designing learning tasks and creating rubrics with criteria, levels of performance, and descriptors to consistently score students.
The document defines learning targets and their components. Learning targets are statements that describe what students should know and be able to do by the end of a unit of instruction. They include educational goals, which are general statements, and educational objectives, which are more specific statements of expected student performance. Highly precise performance objectives have four elements - performance, condition, criterion, and audience. The document also describes different types of learning targets, including knowledge, reasoning, skills, products, and dispositions. Finally, it outlines some common sources used to develop learning targets, such as Bloom's Taxonomy, professional experience, textbooks, and existing objective lists.
This document discusses cognitive and metacognitive factors that influence learning. It states that successful learning involves intentionally constructing meaning, creating coherent knowledge representations, and linking new information with existing knowledge in meaningful ways. Developing metacognition, or thinking about thinking, is identified as a powerful predictor of learning. Metacognition allows learners to understand what they know and don't know. The document outlines basic metacognitive strategies like connecting information, selecting thinking strategies, and evaluating thinking processes. It distinguishes cognitive strategies, which are goal-directed and situation-specific, from metacognitive strategies, which involve more universal skills like planning, monitoring, and evaluation. Developing metacognition requires creating an environment where thinking is discussed, planned
This document discusses three approaches to school curriculum: as content, process, and product. It describes each approach and provides examples. Curriculum as content focuses on transmitting a body of knowledge to students. As process, it emphasizes teaching methods and student learning activities. As product, it formulates behavioral objectives and intended learning outcomes demonstrated by students. The document explores each approach in depth and how they relate to defining and implementing an effective curriculum.
Motivational and emotional factors influence learning by enhancing or interfering with cognitive processes and motivation. Students' beliefs about themselves and the nature of learning strongly impact motivation. Positive emotions like curiosity generally motivate learning, while mild anxiety can focus attention; however, intense negative emotions usually undermine motivation and performance. Intrinsic motivation is facilitated by tasks perceived as interesting, personally meaningful, at an appropriate difficulty level, and allowing choice and control. Educators can encourage curiosity and intrinsic motivation by attending to individual preferences and facilitating effort through purposeful, relevant activities that induce positive emotions.
Neo behaviorism (Facilitating Learning)Mary Mae Hero
This document discusses neo-behaviorism and two of its major theorists, Edward Tolman and Albert Bandura. It summarizes Tolman's purposive behaviorism, including his concepts of cognitive maps, latent learning, intervening variables, and that reinforcement is not essential for learning. It then summarizes Albert Bandura's social learning theory, including concepts like observational learning, modeling, vicarious reinforcement, and the four conditions necessary for effective modeling.
Unit3 a1 organization and management of learner-centered classroomsEuniceRiveraBuencami
This document discusses organization and management in a learner-centered classroom. It explains that learner-centered classrooms require students to develop new skills such as independent learning, collaboration, teaching others, and metacognition. It also discusses forms of classroom organization including management, procedures, physical structure, and structuring. Effective classroom management uses rules and routines to actively engage students in learning, while organization focuses on optimizing the physical environment. The document provides guidelines for properly structuring classrooms and checklists for ensuring classrooms are conducive to learning.
Group 1 Fundamentals of Curriculum Designing.pdfEdselMata
The document discusses curriculum design and its key components. It begins with an overview of Peter Oliva's 10 axioms for curriculum development, which include that curriculum change is inevitable and necessary, curriculum reflects the times, and curriculum development is a cooperative process. It then covers the main elements of curriculum design, such as intended learning outcomes, subject matter, teaching methods, and assessment. The document provides examples and details for properly constructing each of these components for effective curriculum design. It emphasizes that curriculum design should follow systematic processes and be comprehensive rather than piecemeal.
CURRICULUM-DESIGN - Micro and macro.pptxGopiMecheri1
This document provides an overview of curriculum design concepts from a presentation by Dr. Sheila Marie N. Bugayong. It discusses how teachers serve as curriculum designers and should involve learners in a planned sequence of learning experiences. The document outlines Peter Oliva's 10 axioms for effective curriculum design, including that curriculum changes with the times and involves stakeholder input. It also describes the key elements of curriculum design, such as specifying intended learning outcomes, determining appropriate content and references, selecting teaching methods, and planning assessment of learning.
This document provides information about curriculum design and mapping. It begins with an opening prayer and icebreaker activity. It then covers three lessons:
1. The fundamentals of curriculum design, including the elements or components of a curriculum like objectives, content, references, teaching methods, and assessment.
2. Approaches to curriculum design like subject-centered, learner-centered, and problem-centered models. It discusses principles of different approaches.
3. Curriculum mapping, which is defined as a process that follows curriculum design. It identifies the purposes of mapping like pacing lessons over time. Examples of curriculum maps are also mentioned.
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.
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.
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
Here is a draft lesson plan on hair coloring techniques:
Course Title: Cosmetology
Subject: Hair Coloring
Topic: Basic Hair Coloring Techniques
Objectives:
By the end of this lesson, students will be able to:
1. Identify the different types of hair color and their effects
2. Demonstrate proper hair sectioning and application techniques
3. Explain the importance of a patch test and consultation
Teaching Aids:
- PowerPoint presentation on hair color theory
- Video on proper hair sectioning
- Mannequin heads
- Color swatches
- Gloves, towels, bowls
- Developer and various hair color
Curriculum is one of the most important things that an aspiring teacher needs to know. This will help teacher identify different types of curriculum to be able to give a quality education to learners.
The document provides an introduction and overview of lesson planning. It defines lesson planning as a statement of the achievements and means to attain them under a teacher's guidance. Lesson planning helps teachers know what specific activities to conduct in class and serves as a blueprint for the teaching and learning process. Effective lesson planning requires skills like planning, recording, challenging, demonstrating, securing, managing, adapting, explaining, discussing, interrogating, reviewing, evaluating, modifying, establishing, and questioning. It prioritizes and orchestrates these elements to provide for diverse and complex learning. Lesson planning stimulates creativity and prevents wasted time. It gives structure and security to teachers.
The document discusses different models of curriculum, including:
1. The Tyler Model which focuses on educational purposes, experiences, organization, and assessment.
2. The Taba Model which involves 7 steps including diagnosis of needs, formulation of objectives, and evaluation.
3. The Saylor and Alexander Model which views curriculum development as consisting of specifying goals and objectives, designing the curriculum, implementing it, and evaluating it.
4. Models for students with disabilities including developmental, functional, and ecological approaches.
5. Characteristics of different types of curriculums such as integrated, activity-based, learner-centered, core, hidden, null, and spiral curriculums.
The document provides guidance on creating an effective lesson plan by outlining key sections such as goals, objectives, materials, procedures, and reasons for using a teaching plan. It suggests that a lesson plan should begin by establishing goals and objectives, identify required materials and prerequisites, and provide a detailed step-by-step procedure including an introduction, main activity, and conclusion to draw ideas together and reinforce learning. The document stresses the importance of structuring a logical sequence of learning and anticipating potential issues to promote effective teaching.
The document provides guidance on designing flipped classroom lessons using the IPP model. It discusses:
1. Planning lessons by defining objectives, skills, content, and activities to be done before, during and after class.
2. Implementing the plan through pre-class tasks, introducing the topic in class, activities for self-assessment outside class, and peer/teacher assessment in class.
3. Challenges of the flipped methodology include changing teacher and student roles, operationalizing it for large classes, and overcoming student resistance to a more active learning approach. Careful planning and explanation of objectives is advised.
1) The document discusses concepts related to curriculum including definitions, nature, purposes and types of curriculum.
2) It explores different perspectives on the nature of curriculum including traditional versus progressive views. It also examines models of curriculum development from theorists like Ralph Tyler and Hilda Taba.
3) The purposes of curriculum are outlined as well as different types including recommended, written, implemented, achieved, tested, entitlement, supported and hidden curriculum.
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.
Differentiated Instruction and Effective StrategiesAntwuan Stinson
This document discusses various classroom instructional strategies and considerations for diverse learners. It provides over 20 instructional strategies for teachers, including scaffolding, think-tac-toe, tiered activities, and graphic organizers. It also covers key components of instructional design, such as gaining student attention, presenting content, and assessing performance. The document emphasizes matching instructional methods to student needs and abilities.
The document discusses the key elements of curriculum - aims/goals/objectives, content, and learning activities. It provides details on:
1) Definitions and examples of aims, goals, and learning objectives, which should be measurable, specific statements of what learners will be able to do.
2) Sources and criteria for selecting curriculum content, which should be relevant to learners' needs and experiences, as well as consistent with social realities.
3) The importance of learning activities in putting curriculum goals and content into action through instructional strategies and methods to produce learning.
Effective instruction requires clear goals and measurable objectives to focus learning. Having goals and objectives helps instructors design appropriate instruction and assessments, and informs students of expectations. While there are different approaches to writing goals and objectives, they generally involve stating what learners will know and be able to do using active verbs. Goals are broader statements of outcomes while objectives specify expected student performance. Developing goals and objectives depends on the instructional context and purpose.
TEACHER SUPPORT CURRICULUM- DESIGNING TEACHER GUIDES, SUBJECT RESOURCE MODULESSANA FATIMA
TEACHER SUPPORT CURRICULUM- DESIGNING TEACHER GUIDES, SUBJECT RESOURCE MODULES
TEACHER GUIDES:
Teacher Guides support teachers in five key areas:
Planning:
Teaching approaches:
Assessment:
Learning environment:
SUBJECT RESOURCE MODULES:
MODULES ARE USED TO:
THREE KEY THINGS THAT ARE IMPORTANT WHILE DESIGNING A MODULE FOR ANY SUBJECT:
1. Be clear about the module purposes and aspirations for student participants and communicate these to students:
2. Make sure your module is constructively aligned (the learner actively constructs their own understanding and all teaching and assessment are aligned with outcomes the intended).
3. Considering the course in context (department, institution, sector):
This document summarizes a seminar on creating objective-based syllabi. It discusses the basic elements that should be included in a syllabus, such as course information, learning goals, and assignments. It then explains what constitutes an objective-based or learning-centered syllabus, noting that it clearly outlines intended learning outcomes and how they will be measured. The document provides suggestions for developing learning outcomes and assessments. It emphasizes the importance of planning the course rationale, content, activities, and resources to engage students and achieve the specified learning objectives.
DESIGNING SCHOOL CURRICULUM APPROACHES.pptxOhmelVillasis
The document discusses three approaches to curriculum: content, process, and product. It describes curriculum as content as a body of knowledge to be transmitted, such as topics in a subject. As a process, curriculum is the interaction between teachers, students, and content in the classroom through learning activities. As a product, curriculum is defined by the intended learning outcomes and changes in student behavior. The three approaches are interrelated but provide different perspectives on curriculum design and implementation.
Similar to Fundametals of Curriculum Design-Report.pptx (20)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
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.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
2. Contents of this template
Here’s what you’ll find in our template:
1. Building on Peter Oliva’s 10 Axioms for Curriculum Designer.
2. Elements or Components of a Curriculum Design.
I. Behavioral Objectives or Intended Learning Outcomes.
II. Content/Subject Matter.
III. References
IV. Teaching and Learning Methods
V. Assessment/Evaluation
3. Application of the Fundamental Components to Other Curriculum Design
3. “Building on Peter Oliva’s 10
Axioms for Curriculum
Designer”
Before a teacher designs a curriculum, it would
be of great importance to connect to the
fundamental concepts and ideas about the
curriculum mentioned in Module 1 and 2. Every
curriculum designer, implementer, or evaluator
should take in mind the following axioms as a
guide in curriculum development (Oliva, 2003).
4. 1. Curriculum change is inevitable,
necessary, and desirable.
Earlier it was stated that one of the characteristics of
curriculum is being dynamic. Because of this, teachers should
respond to the changes that in schools and in its context.
Societal development and knowledge revolution come so that
the need to address the changing conditions requires new
curriculum designs.
5. 2. Curriculum is a product of its time.
A relevant curriculum should respond to changes
brought about by current social forces,
philosophical positions, psychological principles,
new knowledge, and educational reforms. This is
also called timeliness.
6. 3. Curriculum changes made earlier can
exist concurrently with newer
curriculum changes.
A revision in a curriculum starts and ends slowly.
More often, curriculum is gradually phased in and
phased out, thus the changes that occur can coexist
and oftentimes overlap for long periods of time.
7. 4. Curriculum change depends on
people who will implemented the change
Teachers who will implement the curriculum should
be involved in its development, hence should know
how to design a curriculum. Because the teachers
are the implementers of the curriculum, it is best
that should design and own the changes. This will
ensure an effective and long lasting change.
8. 5. Curriculum development is a cooperative group
activity. Group decisions in some aspects of curriculum
development are suggested.
Consultations with stakeholders when possible will add to a
sense of ownership. Even learners should participate in some
aspect of curriculum designing. Any significant change in the
curriculum should involve a broad range of stakeholders to
gain their understanding, support, and input.
9. 6. Curriculum development is a decision-
making process made from choices of
alternatives.
A curriculum developer or designer must decide
what contents to teach, philosophy or point of view
to support, how to provide for multicultural groups,
what methods or strategies, and what type of
evaluation to use.
10. 7. Curriculum development is an
ongoing process.
Continuous monitoring, examination, evaluation,
and improvement of curricula are to be considered
in the design of the curriculum. As the needs of
learners’ change, as society changes, and as new
knowledge and technology appear, the curriculum
must change.
11. 8. Curriculum development is more
effective if it is a comprehensive process,
rather than a “piecemeal”.
A curriculum design should be based on a careful
plan, should clearly establish intended outcomes,
support resources and needed time available and
should equip teaching staff pedagogically.
12. 9. Curriculum development is more
effective when it follows a systematic
process.
A curriculum design is composed of desired
outcomes, subject matter content complemented
with references, set of procedures, needed materials
and resources and evaluation procedure which can
be placed in a matrix.
13. 10. Curriculum development starts from
where the curriculum is.
Curriculum planners and designers should begin
with existing curriculum. An existing deign is a good
starting point for any teacher who plans to enhance
and enrich a curriculum.
14. Building upon the ideas of Oliva, let us continue learning how to design a
curriculum by identifying its components. For most curricula the major
components or elements are answers to the following questions:
What learning experiences
and resources should be
employed? (Teaching-
Learning Methods)
What learning outcomes
need to be achieved?
(Intended Learning
Outcomes)
What content should be
included to achieve the
learning outcomes?
(Subject Matter)
How will the achieved
learning outcomes be
measured? (Assessment of
Achieved Learning
Outcomes)
1
3 4
2
15. Elements or Components
of a Curriculum Design
There are many labels or names for curriculum
design. Some would call it a syllabus, or a lesson
plan. Some would call it a unit plan or a course
design. Whatever is the name of the design, the
common components for all of them are almost
the same. However, some schools, institutions or
departments may add other minor parts or
trimmings to the design.
16. Let us take the Lesson Plan as a miniscule curriculum. A
lesson plan or teaching guide includes
Teaching and Learning
Methods and
Intended Learning Outcomes
(ILO)or the Desired Learning
Outcome (DLO)formerly
labeled as behavioral
objectives
Subject Matter or content
Assessment Evaluation.
Each of these components
of elements is described
below.
1
3 4
2
17. I. Behavioral Objectives or
Intended Learning Outcomes
Begin with the end in view. The objectives or intended learning
outcomes are the reasons for undertaking the learning lesson
from the student’s point of view. It is desired learning outcome
that is to be accomplished in a particular learning episode,
engaged in by the learners under the guidance of the teacher as
a curriculum designer the beginning of the learning journey is
the learning outcomes to be achieved. In this way, both the
learner and the teacher are guided by what to accomplish.
18. I. Behavioral Objectives or
Intended Learning Outcomes
The behavioral objectives, intended learning outcomes or
desired learning outcomes are expressed in action words found
in the revised Bloom’s Taxonomy of objectives (Anderson and
Krathwohl, 2003) for the development of the cognitive skills. For
the affective skills, the taxonomy made by Krathwohl and for the
psychomotor domain by Simpson. The statement should be
SMART: Specific, Measurable, Attainable, Result oriented and
Time bound. For a beginner, it would help if you provide the
Condition, Performance and Extent or Level of Performance in
the statement of the intended caring outcomes.
19. I. Behavioral Objectives or
Intended Learning Outcomes
For example, if a lesson intends the students to
identify the parts of a simple flower as stated in the
desired learning outcomes, then students should
have identified the parts of a flower, at the end of the
lesson. Sometimes the phrase intended learning
outcomes is used to refer to the anticipated results
after completing the planned activity or lesson. In
framing learning outcomes, it is good practice to:
20. I. Behavioral Objectives or
Intended Learning Outcomes
1. Express each outcome in terms of what successful
students will be able to do. For example, rather than
stating students will be able to explain the reason
why… it should be: Students must have explained the
reason why… this helps students to focus on what
they have to achieve as learning. It will also help
curricurist devise appropriate assessment tasks.
21. I. Behavioral Objectives or
Intended Learning Outcomes
2. Include different kinds of outcomes. The most
common are cognitive objectives (learning facts,
theories, formulae, principles etc.) and performance
outcomes (learning how to carry out procedures,
calculations and processes, which typically include
gathering information and communicating results). In
some contexts, affective outcomes are important too
(for developing attitudes or values, e.g. those required
as a person and a particular profession).
22. The content of the lesson or unit is the
topic or subject matter that will be
covered. In selecting content, you
should bear in mind the following
principles in addition to those
mentioned about the content in
previous lessons:
II. Content/Subject Matter
23. II. Content/Subject Matter
1. Subject matter should
be relevant to the
outcomes of the
curriculum. An effective
curriculum is purposive
and clearly focused on
the planned learning
outcomes.
2. Subject matter should be
appropriate to the level of the
lesson or unit. An effective
curriculum is progressive, leading
students towards building on
previous lessons. Contents which
are too basic or too advanced for
the development levels of
learners make students either
bored or baffled, and affect their
motivation to learn.
3. Subject matter should
be up to date and, if
possible, should reflect
current knowledge and
concepts.
24. III. References
The reference follows the content. It tells
where the content or subject matter has
been taken. The reference may be a book,
a module, or any publication. It must bear
the author of the material and if possible,
the publications. Some examples are
given below.
25. III. References
1.
Project Wild (1992) K to 12 Activity
Guide, An interdisciplinary,
Supplementary Conservation and
environmental Education Program.
Council of Environmental
Education, Bethesda. MD
2.
Shipman, James and Jerry
Wilson, et. al. (2009). An
Introduction to Physical
Science. Houghton Mifflin
Co. Boston MA
3.
Romo, Salvador B. (2013).
Horticulture an Exploratory
Course. Lorimar Publishing Inc.
Quezon City
4.
Bilbao, Purita P. and
Corpuz, Brenda B. et. al
(2012). The Teaching
Profession 2nd Edition
Lorimar Publishing Inc.
Quezon City
26. IV.Teaching and Learning Methods
These are the activities where the learners
derive experiences. It is always good to
keep in mind the teaching strategies that
students will experience (lectures,
laboratory classes, field work, etc.) and
make them learn. The teaching-learning
methods should allow cooperation,
competition as well as individualism or
independent learning among the students.
For example:
27. 1. Cooperative learning activities allow students
to work together. Students are guided to learn on
their own to find solutions to their problems. The
role of the teachers is to guide the learners.
Democratic process is encouraged, and each one
contributes to the success of learning. Students
learn from each other in many ways. Group
projects and activities considerably enhance the
curriculum.
Teaching and Learning Methods
28. 2. Independent learning activities allow
learners to develop personal responsibility.
The degree of independence to learn how to
learn to enhanced. This strategy is more
appropriate for fast learners.
Teaching and Learning Methods
29. 3. Competitive activities, where students will
test their competencies against in a healthy
manner allow learners to perform to their
maximum. Most successful individuals in
their adult life are competitive, even to early
schooling. They mostly become the
survivors in a very competitive world.
Teaching and Learning Methods
30. 4. The use of various delivery modes to
provide learning experiences is
recommended. Online learning and similar
modes are increasingly important in many
curricula, but these need to be planned
carefully carefully to be effective.
Teaching and Learning Methods
31. Learning occurs most effectively when
students receive feedback, i.e.
When they receive information on what
they have already (and have not) learned.
The process by which this information is
generated an assessment. It has three
main forms:
V. Assessment/Evaluation
32. 1. Self- assessment, through which students
learn to monitor and evaluate their own
learning. This should be a significant
element in the curriculum because we aim to
produce graduates who are appropriately
reflective and self-critical.
V. Assessment/Evaluation
33. 2. Peer assessment, in which students
provide feedback on each other’s learning.
This can be viewed as an extension of self-
assessment and presupposes trust and
mutual respect. Research suggests that
students can learn to judge each other’s
work as reliably as staff.
V. Assessment/Evaluation
34. 3. Teacher assessment, in which the teacher prepares
and administers tests and gives feedback on the
student’s performance. Assessment may be formative
(providing feedback to help the student learn more) or
summative (expressing a judgment on the student’s
achievement by reference to stated criteria). Many
assessment tasks involve an element of both, e.g.
an assignment that is marked and returned to the
student with detailed comments.
V. Assessment/Evaluation
35. Summative assessment usually involves the allocation
of marks or grades. The helps the teacher make
decisions about the progress or performance of the
students. Students usually learn more by
understanding the strengths and weaknesses of their
work than by knowing the mark or grade given to it. For
this reason, summative assessment tasks (including
unseen examination) should include an element of
formative feedback, if possible.
V. Assessment/Evaluation
36. While our example refers only to designing a lesson plan which is a mini
curriculum, similar components will also be used in making a syllabus for
teaching in higher education courses or other curricular projects. Based on
the curriculum models we have learned, the fundamental components
include the following:
Application of the Fundamental
Components to Other Curriculum Designs
● Major components of a Course Design or Syllabus
1. Intended Outcomes (or Objectives)
2. Content/Subject Matter (with references)
3. Methods/Strategies (with needed resources)
4. Evaluation (means of assessment)
37. CREDITS: This presentation template was created by
Slidesgo, including icons by Flaticon, infographics &
images by Freepik
Do you have any questions?
Thanks!