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.
The document discusses different educational philosophies including perennialism, essentialism, progressivism, existentialism, and behaviorism. Perennialism focuses on teaching classic works and developing students' rational and moral powers through Socratic dialogue. Essentialism emphasizes acquiring basic skills and transmitting traditional values through mastery of core subjects. Progressivism aims to develop citizens through experience-based, problem-solving education tied to students' lives. Existentialism encourages self-reflection and personal responsibility through flexible, self-paced learning. Behaviorism views learning as the modification of observable behaviors using reinforcement and incentives.
Curriculum monitoring involves periodically assessing curriculum implementation and making adjustments. It determines how well the curriculum is working and informs decisions about retaining, improving, or modifying aspects. The document outlines the definition, rationale, types, roles, process, and similarities and differences between monitoring and evaluation. An effective monitoring system is simple, provides timely feedback, is cost-effective, flexible, accurate, comprehensive, relevant, and leads to learning. It involves clarifying roles, identifying evidence, data collection tools, training monitors, preparing staff, conducting monitoring, analyzing and sharing results, and determining a plan of action.
Roles of Assessment in Making Classroom Instructional DecisionChebarona Apolinario
Roles of Assessment in making Classroom Instructional Decisions
There are four main roles of assessment used in the instructional process:
1) Placement assessment determines students' prerequisite skills and best mode of learning.
2) Formative assessment monitors student learning progress through continuous feedback to improve learning and instruction.
3) Diagnostic assessment identifies student learning difficulties during instruction.
4) Summative assessment evaluates instructional objectives achieved and student mastery at the end of a course unit.
Tyler's model of curriculum evaluation focuses on consistency between objectives, learning experiences, and outcomes. It emphasizes defining clear objectives based on input from learners, society, and subject matter. The model evaluates how well curriculum goals and objectives are supported by instructional strategies, content organization, and assessment. Strengths include clearly defined objectives and involvement of learners. Criticisms note the difficulty of constructing behavioral objectives, restricting curriculum, and inability to fully control all learning experiences.
The document discusses different types of curriculum design, including:
- Core curriculum which focuses on essential learning experiences for all students.
- Integrated curriculum which connects learning across disciplines around themes.
- Activity-based curriculum which is based on student needs and interests and promotes learning by doing.
- Learner-centered curriculum which emphasizes individual student development and emerges from their needs and interests.
- Teacher-centered curriculum where the teacher passes knowledge to students and determines curriculum standards and methods.
The document provides definitions, characteristics, advantages and disadvantages of these different curriculum designs.
This document discusses curriculum, curriculum planning, and curriculum change. It defines curriculum as the learning experiences and outcomes formulated through systematic reconstruction of knowledge for learners. Curriculum planning is described as the process of preparing learning opportunities for students and involves activities where individuals work together to study, plan, develop and improve the curriculum. The importance of efficient and effective curriculum planning is that it ensures a shared vision, continuity of learning, and improved student outcomes. The key difference between curriculum innovation and change is that innovation refers to teaching a subject in a new way, while change affects the actual subjects being taught.
The information content of this slide was taken from the book of Bilbao, Purita,. et.al, (2008) Curriculum Development,. LORIMAR Publishing Company. And I am very thankful to have further knowledge because of her book.
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.
The document discusses different educational philosophies including perennialism, essentialism, progressivism, existentialism, and behaviorism. Perennialism focuses on teaching classic works and developing students' rational and moral powers through Socratic dialogue. Essentialism emphasizes acquiring basic skills and transmitting traditional values through mastery of core subjects. Progressivism aims to develop citizens through experience-based, problem-solving education tied to students' lives. Existentialism encourages self-reflection and personal responsibility through flexible, self-paced learning. Behaviorism views learning as the modification of observable behaviors using reinforcement and incentives.
Curriculum monitoring involves periodically assessing curriculum implementation and making adjustments. It determines how well the curriculum is working and informs decisions about retaining, improving, or modifying aspects. The document outlines the definition, rationale, types, roles, process, and similarities and differences between monitoring and evaluation. An effective monitoring system is simple, provides timely feedback, is cost-effective, flexible, accurate, comprehensive, relevant, and leads to learning. It involves clarifying roles, identifying evidence, data collection tools, training monitors, preparing staff, conducting monitoring, analyzing and sharing results, and determining a plan of action.
Roles of Assessment in Making Classroom Instructional DecisionChebarona Apolinario
Roles of Assessment in making Classroom Instructional Decisions
There are four main roles of assessment used in the instructional process:
1) Placement assessment determines students' prerequisite skills and best mode of learning.
2) Formative assessment monitors student learning progress through continuous feedback to improve learning and instruction.
3) Diagnostic assessment identifies student learning difficulties during instruction.
4) Summative assessment evaluates instructional objectives achieved and student mastery at the end of a course unit.
Tyler's model of curriculum evaluation focuses on consistency between objectives, learning experiences, and outcomes. It emphasizes defining clear objectives based on input from learners, society, and subject matter. The model evaluates how well curriculum goals and objectives are supported by instructional strategies, content organization, and assessment. Strengths include clearly defined objectives and involvement of learners. Criticisms note the difficulty of constructing behavioral objectives, restricting curriculum, and inability to fully control all learning experiences.
The document discusses different types of curriculum design, including:
- Core curriculum which focuses on essential learning experiences for all students.
- Integrated curriculum which connects learning across disciplines around themes.
- Activity-based curriculum which is based on student needs and interests and promotes learning by doing.
- Learner-centered curriculum which emphasizes individual student development and emerges from their needs and interests.
- Teacher-centered curriculum where the teacher passes knowledge to students and determines curriculum standards and methods.
The document provides definitions, characteristics, advantages and disadvantages of these different curriculum designs.
This document discusses curriculum, curriculum planning, and curriculum change. It defines curriculum as the learning experiences and outcomes formulated through systematic reconstruction of knowledge for learners. Curriculum planning is described as the process of preparing learning opportunities for students and involves activities where individuals work together to study, plan, develop and improve the curriculum. The importance of efficient and effective curriculum planning is that it ensures a shared vision, continuity of learning, and improved student outcomes. The key difference between curriculum innovation and change is that innovation refers to teaching a subject in a new way, while change affects the actual subjects being taught.
The information content of this slide was taken from the book of Bilbao, Purita,. et.al, (2008) Curriculum Development,. LORIMAR Publishing Company. And I am very thankful to have further knowledge because of her book.
What is curriculum?
Curriculum is said to be a very ill-defined term (Huang, 1991)
It may carry different meanings when used by teachers, schools and academics. What makes the matter worse is that it is used interchangeably with terms like syllabus, examination syllabus and instruction (Chang,1998).
In this session, we would try to clarify what it is.
Interpretations of Curriculum
The amorphous nature of the word curriculum has given rise over the years to many interpretations. Depending on their philosophical beliefs, persons have conveyed these interpretations among others.
Curriculum is that which is taught in school.
Curriculum is a set of subjects.
Curriculum is content.
Curriculum is a program of studies.
Curriculum is a sequence of courses.
The document discusses modular curriculum and its implementation, monitoring, and evaluation. It defines a modular curriculum as made up of self-contained learning modules with specific objectives and assessments. Modular approaches offer flexibility and help learners progress at their own pace. The document outlines two models for modular design within a subject area and across subjects. It emphasizes the importance of pilot testing curriculum to ensure relevance and effectiveness, as well as ongoing monitoring and evaluation for improvement and informed decision-making.
Eisner's connoisseurship model is an approach to curriculum evaluation that emphasizes qualitative appreciation. It focuses on getting details of what happens in the classroom through knowledgeable evaluation. The model believes an expert evaluator can determine a curriculum's success using skills and experience in combination with appreciation and criticism. Criticism in this context refers to saying useful things about complex topics to help others see what they may have missed before. An eclectic approach to evaluation develops criteria to assess models sensitively while considering client concerns and unintended effects. It gives homeschooling parents control but some worry children may not learn enough or at the right time for testing.
This document discusses curriculum development and Hilda Taba's model for curriculum design. It defines curriculum as activities designed by teachers and students to achieve educational goals. Curriculum development is the systematic planning of what is taught and learned, as reflected in courses of study. Taba's model involves 7 steps: 1) diagnosing student needs, 2) formulating objectives, 3) selecting content, 4) organizing content, 5) selecting learning experiences, 6) organizing learning experiences, and 7) evaluating. This grass-roots approach places teachers at the center of curriculum design rather than higher authorities.
The document outlines the four major components of curriculum: 1) aims, goals and objectives which define what is to be achieved; 2) subject matter/content which determines what topics should be included; 3) learning experiences which are the instructional strategies that link goals to content; and 4) evaluation approaches to assess the quality, effectiveness and outcomes of the curriculum. It also discusses different views of curriculum being either subject-centered or learner-centered and introduces Stufflebeam's CIPP model as a widely used evaluation method.
The cyclical curriculum model views the curriculum process as circular rather than fixed and rigid. It is responsive to ongoing needs and requires constant updating. The model emphasizes situational analysis of environmental factors and sees curriculum elements as interrelated. Nicholls and Nicholls' 1976 model represents the cyclical approach well, with curriculum development as a never-ending process that allows educators to continually refine and improve the curriculum over time based on new information and changes.
Ralph Tyler proposed a model for developing curricula that involves 4 steps: 1) defining learning objectives based on student and societal needs, 2) selecting useful learning experiences to meet the objectives, 3) organizing experiences for effective instruction, and 4) evaluating effectiveness and revising areas of weakness. The model emphasizes specifying clear, measurable objectives and evaluating student achievement of those objectives. While widely used, critics argue it can oversimplify curriculum and neglect broader goals.
This document discusses curriculum design and its key dimensions. It begins by defining curriculum design and identifying its main components as objectives, content, learning experiences, and evaluation. It then discusses key design dimensions such as scope, sequence, continuity, integration, articulation, and balance. Finally, it outlines three basic curriculum designs: subject-centered designs, learner-centered designs, and problem-centered designs.
The Taba Model was developed by Hilda Taba (1902 - 1967), an architect, a curriculum theorist, a curriculum reformer, and a teacher educator.Taba believed that there has to be a definite order in creating a curriculum.
She advocated that teachers take an inductive approach to curriculum development which meant starting with the specifics and building toward a general design, rather than the traditional deductive approach (starts with the general design and work towards the specifics) which was rooted in Tyler's model. Hilda Taba followed the grass-roots approach in developing curriculum
For her, it should be the teachers who should design the curriculum rather than the higher authorities (Oliva, 1992). More specifically stated, the Taba approach believes in allowing the curriculum to be developed and/or authored by the users (teachers). Under the Taba Model teachers are expected to begin each curriculum by creating specific teaching-learning units and building to a general design.
According to Khwaja, Akhtar, & Mirza (n.d.), "the Taba model was an attempt to ensure that decisions about curriculum are made on the basis of valid criteria and not whim or fancy." Her model of developing a curriculum consisted of seven main steps and over the years, these seven steps have formed the basis for Hilda Taba's ...
This solution provides information about Hilda Taba and her suggested approach to curriculum development. It also includes information about five of Taba's main elements required when developing a curriculum. The solution is referenced.
Diagnosis of needs
Formulation of learning objectives
Selection of learning content
Organization of learning content
Selection of learning experiences
Organization of learning activities
Evaluation and means of evaluation
Chapter 2: Philosophical Foundation of CurriculumShauna Martin
This presentation highlights information from Chapter 2: Philosophical Foundation of Curriculum from Curriculum: Foundations, Principles, and Issues by Allan C. Ornstein and Francis P. Hunkins. Highlighted here are the different educational philosophies and their unique impacts on education.
The document outlines the 5 phases of the curriculum process:
1. Formulating the educational philosophy and objectives of the program.
2. Establishing specific purposes and goals to achieve the objectives.
3. Selecting relevant learning experiences, like direct experiences, reading, and observation to meet the objectives.
4. Organizing the selected learning experiences effectively.
5. Evaluating the total curriculum program to ensure the objectives are being met.
The document discusses curriculum development and Ralph Tyler's model of curriculum planning. It provides background on Tyler, summarizes his four fundamental questions for curriculum planning, and outlines his model which begins with setting objectives based on studying learners, society, and subject matter. The model includes selecting learning experiences to meet objectives, organizing instruction, and evaluating effectiveness. Strengths are that it provides a clear starting point, while criticisms include that it can narrowly interpret objectives and be time-consuming. The document also contrasts Tyler's deductive approach with Taba's inductive model.
This document discusses the major foundations of curriculum: philosophical, psychological, historical, and social. It provides examples of influential curriculum theorists like Franklin Bobbitt, Werret Charters, Harold Rugg, and William Kilpatrick who helped establish the historical foundations. The psychological foundations are based on behaviorist, cognitive, and humanistic learning theories. Finally, the social foundations recognize that schools exist within a social context and curriculum aims to understand globalization and changes in society.
Constructivism, modular curriculum, credit system, Information technology these all are the emerging trends in curriculum development. These trends should be given proper justice while developing curriculum. Educators should learn to work together with their students, and with other experts in creating content, and are able to tailor it to exactly what they need.
The document discusses curriculum content and its elements. It defines curriculum as all learning planned by the school, whether individual or group activities inside or outside the school. Content is defined as information to be learned and can come in various forms like audio, text, or video. The document outlines criteria for selecting content, including significance, relevance to learners' lives, variety, suitability, validity, interest, utility, and feasibility. It emphasizes organizing content through sequencing, continuity, and integration to improve learning.
The document describes Hilda Taba's model of curriculum development, which consists of 7 steps: 1) Diagnosing student needs, 2) Formulating learning objectives, 3) Selecting learning content, 4) Organizing the content, 5) Selecting learning experiences, 6) Organizing learning activities, and 7) Evaluating outcomes. Taba believed teachers should play a leading role in curriculum development by identifying student needs and designing content and activities accordingly through an inductive, "grass-roots" approach.
A model is really the first step in curriculum development. A curriculum model determines the type of curriculum used; it encompasses educational philosophy, approach to teaching, and methodology. The good news is, unless you've been hired to design curriculum, you won't come across many curriculum models. However, it's good for educators to be familiar with the models used in their schools
The basic tenet of the dynamic or interactional models of curriculum development is that curriculum development is a dynamic and interactive process which can begin with any curriculum element (Print 1989, Brady 1990).
Walkers Model of Curriculum develop by Decker Walker 1971.
The proponents of this approach to curriculum development argue that the curriculum process does not follow a lineal, sequential pattern. Dynamic models have emerged from a more descriptive approach to curriculum where researchers have observed the behavior of teachers and developers as they devise curricula. Consequently the analytical and prescriptive approach, the very basis of the objectives and cyclical models, is not prominent in the dynamic models.
Platform
The three phases of Walker's model are the platform phase, the deliberation phase and the design phase. In the platform phase, platform statements made up of ideas, preferences, points of view, beliefs and values that are held by curriculum developers are recognized.
Deliberation
When the curriculum developers start discussing on the basis of the recognized platform statements, this is the second stage of deliberation, which is a complex, randomized set of interactions that eventually achieves an enormous amount of background work before the actual curriculum is designed (Print 1989 ).
Design
In this phase developers make decisions about the various process components (the curriculum elements). Decisions have been reached after extended discussion and compromise by individuals. The decisions are then recorded and these become the basis for a curriculum document or specific curriculum materials.
The document defines curriculum as comprising the subjects of study in a school or college, including the means and materials students interact with to achieve educational outcomes. It discusses traditional versus modern definitions of curriculum, with traditional focusing on knowledge transmission and modern encompassing cognitive, affective, and psychomotor development. Curriculum mapping is defined as diagramming a curriculum to identify gaps, redundancies, and misalignments to improve coherence and effectiveness. The key components of a curriculum map are listed as essential questions, assessment, content, skills, standards, and resources.
Skilbeck’s curriculum model develop in 1976.
Skill beck suggested an approach for devising curriculum at the school level by which teacher could realistically develop appropriate curriculum. The model claims that for SBCD (School Based Curriculum Development) to work effectively five steps are required in the curriculum process.
Skilbeck model locates curriculum design and development firmly within a cultural framework. It views such design as a means whereby teachers modify and transform pupil experience through providing insights into cultural values, interpretative frameworks and symbolic systems.
It is a more comprehensive framework, which can encompass either the process model or the objective model depending on which aspects of the curriculum are being designed. It is flexible, adaptable and open to interpretation in the light of changing circumstances.
It does not presuppose a linear progression through its components. Teachers can begin at any stage and activities can develop concurrently. .
The model outlined does not presuppose a means-end analysis at all; it simple encourages teams or groups of curriculum developers to take into account different elements and aspects of the curriculum- development process, to see the process as an organic whole, and to work in a moderately systematic way.
Situation Analysis
Objectives
Design (Program building)
Interpretation and Implementation
Evaluation (Monitoring, feedback, assessment, and reconstruction
The document discusses the social system of schools. It states that schools are social systems comprised of interacting personalities bound together in an organic relationship. As a social system, the school is characterized by an interdependence of parts, a clearly defined population, differentiation from its environment, and its own complex network of social relationships and culture. Key elements that make up the social system of the school include its structure of hierarchical roles and expectations; individual students and teachers; shared culture and values; informal power relations; its core function of teaching and learning; interactions with the external environment; and outputs such as educated students.
The document discusses the history and definitions of curriculum. It explains that the term "curriculum" was coined by Franklin Bobbitt in 1918 to describe the experiences learners acquire in school. It provides definitions of curriculum from Bobbitt and other theorists. It also outlines four philosophies that have influenced curriculum approaches: perennialism, essentialism, progressivism, and models including Tyler's model from the 1940s.
The document discusses conflicting aims in education in a liberal democracy. It mentions logistics for a parent night, a blog response about not giving enough homework, and a dismal view of American education presented by Charles Sykes. It also asks what individual teachers can do to inspire learning in students given they cannot change the values that dominate education.
What is curriculum?
Curriculum is said to be a very ill-defined term (Huang, 1991)
It may carry different meanings when used by teachers, schools and academics. What makes the matter worse is that it is used interchangeably with terms like syllabus, examination syllabus and instruction (Chang,1998).
In this session, we would try to clarify what it is.
Interpretations of Curriculum
The amorphous nature of the word curriculum has given rise over the years to many interpretations. Depending on their philosophical beliefs, persons have conveyed these interpretations among others.
Curriculum is that which is taught in school.
Curriculum is a set of subjects.
Curriculum is content.
Curriculum is a program of studies.
Curriculum is a sequence of courses.
The document discusses modular curriculum and its implementation, monitoring, and evaluation. It defines a modular curriculum as made up of self-contained learning modules with specific objectives and assessments. Modular approaches offer flexibility and help learners progress at their own pace. The document outlines two models for modular design within a subject area and across subjects. It emphasizes the importance of pilot testing curriculum to ensure relevance and effectiveness, as well as ongoing monitoring and evaluation for improvement and informed decision-making.
Eisner's connoisseurship model is an approach to curriculum evaluation that emphasizes qualitative appreciation. It focuses on getting details of what happens in the classroom through knowledgeable evaluation. The model believes an expert evaluator can determine a curriculum's success using skills and experience in combination with appreciation and criticism. Criticism in this context refers to saying useful things about complex topics to help others see what they may have missed before. An eclectic approach to evaluation develops criteria to assess models sensitively while considering client concerns and unintended effects. It gives homeschooling parents control but some worry children may not learn enough or at the right time for testing.
This document discusses curriculum development and Hilda Taba's model for curriculum design. It defines curriculum as activities designed by teachers and students to achieve educational goals. Curriculum development is the systematic planning of what is taught and learned, as reflected in courses of study. Taba's model involves 7 steps: 1) diagnosing student needs, 2) formulating objectives, 3) selecting content, 4) organizing content, 5) selecting learning experiences, 6) organizing learning experiences, and 7) evaluating. This grass-roots approach places teachers at the center of curriculum design rather than higher authorities.
The document outlines the four major components of curriculum: 1) aims, goals and objectives which define what is to be achieved; 2) subject matter/content which determines what topics should be included; 3) learning experiences which are the instructional strategies that link goals to content; and 4) evaluation approaches to assess the quality, effectiveness and outcomes of the curriculum. It also discusses different views of curriculum being either subject-centered or learner-centered and introduces Stufflebeam's CIPP model as a widely used evaluation method.
The cyclical curriculum model views the curriculum process as circular rather than fixed and rigid. It is responsive to ongoing needs and requires constant updating. The model emphasizes situational analysis of environmental factors and sees curriculum elements as interrelated. Nicholls and Nicholls' 1976 model represents the cyclical approach well, with curriculum development as a never-ending process that allows educators to continually refine and improve the curriculum over time based on new information and changes.
Ralph Tyler proposed a model for developing curricula that involves 4 steps: 1) defining learning objectives based on student and societal needs, 2) selecting useful learning experiences to meet the objectives, 3) organizing experiences for effective instruction, and 4) evaluating effectiveness and revising areas of weakness. The model emphasizes specifying clear, measurable objectives and evaluating student achievement of those objectives. While widely used, critics argue it can oversimplify curriculum and neglect broader goals.
This document discusses curriculum design and its key dimensions. It begins by defining curriculum design and identifying its main components as objectives, content, learning experiences, and evaluation. It then discusses key design dimensions such as scope, sequence, continuity, integration, articulation, and balance. Finally, it outlines three basic curriculum designs: subject-centered designs, learner-centered designs, and problem-centered designs.
The Taba Model was developed by Hilda Taba (1902 - 1967), an architect, a curriculum theorist, a curriculum reformer, and a teacher educator.Taba believed that there has to be a definite order in creating a curriculum.
She advocated that teachers take an inductive approach to curriculum development which meant starting with the specifics and building toward a general design, rather than the traditional deductive approach (starts with the general design and work towards the specifics) which was rooted in Tyler's model. Hilda Taba followed the grass-roots approach in developing curriculum
For her, it should be the teachers who should design the curriculum rather than the higher authorities (Oliva, 1992). More specifically stated, the Taba approach believes in allowing the curriculum to be developed and/or authored by the users (teachers). Under the Taba Model teachers are expected to begin each curriculum by creating specific teaching-learning units and building to a general design.
According to Khwaja, Akhtar, & Mirza (n.d.), "the Taba model was an attempt to ensure that decisions about curriculum are made on the basis of valid criteria and not whim or fancy." Her model of developing a curriculum consisted of seven main steps and over the years, these seven steps have formed the basis for Hilda Taba's ...
This solution provides information about Hilda Taba and her suggested approach to curriculum development. It also includes information about five of Taba's main elements required when developing a curriculum. The solution is referenced.
Diagnosis of needs
Formulation of learning objectives
Selection of learning content
Organization of learning content
Selection of learning experiences
Organization of learning activities
Evaluation and means of evaluation
Chapter 2: Philosophical Foundation of CurriculumShauna Martin
This presentation highlights information from Chapter 2: Philosophical Foundation of Curriculum from Curriculum: Foundations, Principles, and Issues by Allan C. Ornstein and Francis P. Hunkins. Highlighted here are the different educational philosophies and their unique impacts on education.
The document outlines the 5 phases of the curriculum process:
1. Formulating the educational philosophy and objectives of the program.
2. Establishing specific purposes and goals to achieve the objectives.
3. Selecting relevant learning experiences, like direct experiences, reading, and observation to meet the objectives.
4. Organizing the selected learning experiences effectively.
5. Evaluating the total curriculum program to ensure the objectives are being met.
The document discusses curriculum development and Ralph Tyler's model of curriculum planning. It provides background on Tyler, summarizes his four fundamental questions for curriculum planning, and outlines his model which begins with setting objectives based on studying learners, society, and subject matter. The model includes selecting learning experiences to meet objectives, organizing instruction, and evaluating effectiveness. Strengths are that it provides a clear starting point, while criticisms include that it can narrowly interpret objectives and be time-consuming. The document also contrasts Tyler's deductive approach with Taba's inductive model.
This document discusses the major foundations of curriculum: philosophical, psychological, historical, and social. It provides examples of influential curriculum theorists like Franklin Bobbitt, Werret Charters, Harold Rugg, and William Kilpatrick who helped establish the historical foundations. The psychological foundations are based on behaviorist, cognitive, and humanistic learning theories. Finally, the social foundations recognize that schools exist within a social context and curriculum aims to understand globalization and changes in society.
Constructivism, modular curriculum, credit system, Information technology these all are the emerging trends in curriculum development. These trends should be given proper justice while developing curriculum. Educators should learn to work together with their students, and with other experts in creating content, and are able to tailor it to exactly what they need.
The document discusses curriculum content and its elements. It defines curriculum as all learning planned by the school, whether individual or group activities inside or outside the school. Content is defined as information to be learned and can come in various forms like audio, text, or video. The document outlines criteria for selecting content, including significance, relevance to learners' lives, variety, suitability, validity, interest, utility, and feasibility. It emphasizes organizing content through sequencing, continuity, and integration to improve learning.
The document describes Hilda Taba's model of curriculum development, which consists of 7 steps: 1) Diagnosing student needs, 2) Formulating learning objectives, 3) Selecting learning content, 4) Organizing the content, 5) Selecting learning experiences, 6) Organizing learning activities, and 7) Evaluating outcomes. Taba believed teachers should play a leading role in curriculum development by identifying student needs and designing content and activities accordingly through an inductive, "grass-roots" approach.
A model is really the first step in curriculum development. A curriculum model determines the type of curriculum used; it encompasses educational philosophy, approach to teaching, and methodology. The good news is, unless you've been hired to design curriculum, you won't come across many curriculum models. However, it's good for educators to be familiar with the models used in their schools
The basic tenet of the dynamic or interactional models of curriculum development is that curriculum development is a dynamic and interactive process which can begin with any curriculum element (Print 1989, Brady 1990).
Walkers Model of Curriculum develop by Decker Walker 1971.
The proponents of this approach to curriculum development argue that the curriculum process does not follow a lineal, sequential pattern. Dynamic models have emerged from a more descriptive approach to curriculum where researchers have observed the behavior of teachers and developers as they devise curricula. Consequently the analytical and prescriptive approach, the very basis of the objectives and cyclical models, is not prominent in the dynamic models.
Platform
The three phases of Walker's model are the platform phase, the deliberation phase and the design phase. In the platform phase, platform statements made up of ideas, preferences, points of view, beliefs and values that are held by curriculum developers are recognized.
Deliberation
When the curriculum developers start discussing on the basis of the recognized platform statements, this is the second stage of deliberation, which is a complex, randomized set of interactions that eventually achieves an enormous amount of background work before the actual curriculum is designed (Print 1989 ).
Design
In this phase developers make decisions about the various process components (the curriculum elements). Decisions have been reached after extended discussion and compromise by individuals. The decisions are then recorded and these become the basis for a curriculum document or specific curriculum materials.
The document defines curriculum as comprising the subjects of study in a school or college, including the means and materials students interact with to achieve educational outcomes. It discusses traditional versus modern definitions of curriculum, with traditional focusing on knowledge transmission and modern encompassing cognitive, affective, and psychomotor development. Curriculum mapping is defined as diagramming a curriculum to identify gaps, redundancies, and misalignments to improve coherence and effectiveness. The key components of a curriculum map are listed as essential questions, assessment, content, skills, standards, and resources.
Skilbeck’s curriculum model develop in 1976.
Skill beck suggested an approach for devising curriculum at the school level by which teacher could realistically develop appropriate curriculum. The model claims that for SBCD (School Based Curriculum Development) to work effectively five steps are required in the curriculum process.
Skilbeck model locates curriculum design and development firmly within a cultural framework. It views such design as a means whereby teachers modify and transform pupil experience through providing insights into cultural values, interpretative frameworks and symbolic systems.
It is a more comprehensive framework, which can encompass either the process model or the objective model depending on which aspects of the curriculum are being designed. It is flexible, adaptable and open to interpretation in the light of changing circumstances.
It does not presuppose a linear progression through its components. Teachers can begin at any stage and activities can develop concurrently. .
The model outlined does not presuppose a means-end analysis at all; it simple encourages teams or groups of curriculum developers to take into account different elements and aspects of the curriculum- development process, to see the process as an organic whole, and to work in a moderately systematic way.
Situation Analysis
Objectives
Design (Program building)
Interpretation and Implementation
Evaluation (Monitoring, feedback, assessment, and reconstruction
The document discusses the social system of schools. It states that schools are social systems comprised of interacting personalities bound together in an organic relationship. As a social system, the school is characterized by an interdependence of parts, a clearly defined population, differentiation from its environment, and its own complex network of social relationships and culture. Key elements that make up the social system of the school include its structure of hierarchical roles and expectations; individual students and teachers; shared culture and values; informal power relations; its core function of teaching and learning; interactions with the external environment; and outputs such as educated students.
The document discusses the history and definitions of curriculum. It explains that the term "curriculum" was coined by Franklin Bobbitt in 1918 to describe the experiences learners acquire in school. It provides definitions of curriculum from Bobbitt and other theorists. It also outlines four philosophies that have influenced curriculum approaches: perennialism, essentialism, progressivism, and models including Tyler's model from the 1940s.
The document discusses conflicting aims in education in a liberal democracy. It mentions logistics for a parent night, a blog response about not giving enough homework, and a dismal view of American education presented by Charles Sykes. It also asks what individual teachers can do to inspire learning in students given they cannot change the values that dominate education.
The document discusses conflicting aims in education in a liberal democracy. It mentions problems with homework completion by students and giving too much homework. It also discusses the need to inspire a desire to learn in students but that individual teachers have limited ability to change broader societal values around education.
This document discusses migration, globalization, and contemporary education. It provides definitions and concepts related to migration, including that migration can be permanent, temporary, or seasonal, and may be due to economic, social, political, or environmental factors. Migrants often leave their home country to improve their productive skills. Migration can indirectly impact education through remittances funding education or success stories creating incentives for further education. Globalization is defined as the increasing interaction and integration between people, companies, and governments globally. Global education aims to help students see themselves as global citizens and participants in a single global system. It emphasizes understanding other cultures, history, geography, and global issues. Comparative examples discuss international education policies and initiatives in countries like the
Perennialism focuses on eternal concepts and universal truths. It emphasizes transferring knowledge from teachers to students and is subject-centered. Essentialism believes there is essential knowledge everyone must have to participate in society. The teacher's role is to use verified strategies like lecture and students should listen and learn. Progressivism emphasizes learning by doing and is child-centered. The teacher facilitates while students actively engage. Reconstructionism aims to address social issues and reform society through education. The teacher and students critically examine social problems and take action for change.
Conservative and Progressive functions of Education report.pptxAllyzaFaeDavid1
1. Education serves both conservative and progressive functions in society. The conservative function aims to preserve cultural values and traditions by transmitting them across generations. The progressive function focuses on preparing students for active participation in a democratic society by emphasizing critical thinking, problem solving, and learning by doing.
2. Progressive education pioneers like John Dewey believed learning should be experiential through hands-on projects rather than passive reception of knowledge. Key aspects include integrated curricula, collaborative work, and understanding concepts rather than rote learning.
3. The goal of progressive education is for students to learn by doing through hands-on projects and real-life problem solving, both individually and collaboratively, in order to fully understand
This document provides an overview of andragogy, the study of adult education. It discusses key concepts in andragogy including that it focuses on "man leading" or self-directed learning as adults have accumulated life experiences. The document contrasts andragogy with earlier subject-centric models of education and outlines principles of andragogy including creating a supportive environment, collaborative learning, and dealing with obstacles to learning. It also discusses the role of teachers in balancing lecture, discussion and visual methods to operationalize abstract concepts and build critical thinking.
This document discusses curriculum and its various aspects. It begins by defining curriculum and providing different meanings of the term. It then discusses curriculum determinants such as philosophical, sociological, psychological, scientific, political, and environmental factors. Different curriculum models like behavioral objectives model, process model, and cultural analysis model are explained. The document also covers curriculum components, types such as traditional and activity-based curriculum, and characteristics of curriculum determined by different foundations of education.
This document discusses the bases and foundations of curriculum adaptation. It identifies several factors that influence curriculum goals and design, including social forces, theories of human development, learning styles, and technology. It also outlines several curriculum criteria like goals, diversity, flexibility, and problem solving. The document then examines the nature of subject matter, society, and individuals as basic focal points for curriculum decisions. It explores the philosophical foundations of curriculum in perennialism, essentialism, progressivism, and reconstructionism. Finally, it analyzes the psychological foundations in behaviorism, cognitivism, humanism, and social foundations.
The project method is an educational approach where students work to solve practical problems over several days or weeks. Projects can involve building something, designing something, or other hands-on work. The method was popularized in the early 20th century as a way to make learning more active and student-driven. Key principles include learning through experience and activity, having a clear purpose for projects, and allowing students freedom in their work. Common types of projects include those focused on production, consumption, problem-solving, or skill-building. Advocates believe the project method engages students and helps develop skills like cooperation and independent thinking.
This document discusses using transformative learning theory and self-directed blended learning to develop education for socio-economic sustainability. It proposes a framework with three pillars: student autonomy through self-directed learning, information consumption from formal and informal sources, and formal teacher support through blended learning. The document presents examples of applying this approach to a senior high school course on culture, society and politics in Davao City, Philippines. It identifies potentials and questions for further research on measuring outcomes and promoting transformative learning through self-directed blended design.
This document discusses several educational philosophies and their implications for curriculum. It begins by defining philosophy of education and its focus on questions around the purpose and function of education. It then examines the philosophies of perennialism, essentialism, progressivism, and reconstructionism. For each philosophy, it outlines their core beliefs and implications for curriculum, such as their views on subject emphasis, teaching methods, and the role of education in society.
21st century Edn. and strategies( School Based Inservice program)Chumey MSS
The document discusses 21st century education and skills. It emphasizes teaching students skills like critical thinking, collaboration, communication and using technology to solve real-world problems. 21st century education focuses on active, project-based learning where students learn by doing rather than passive learning. It identifies seven survival skills needed for students to succeed in today's world: critical thinking, collaboration, adaptability, initiative, communication, accessing information and imagination. The document also outlines a framework for 21st century learning that incorporates core subjects with themes of global awareness, financial literacy and more. It discusses learning skills in the areas of learning and innovation, technology and life/career. Finally, it compares traditional 20th century classrooms to 21st century classrooms
1. Society and student needs change over time, so the curriculum needs to be updated periodically to remain relevant.
2. Keeping the curriculum static means students are not learning the latest knowledge and skills needed in the current world.
3. Other schools will be providing more modern curricula, putting this school at a competitive disadvantage.
Chapter 1 principles and theories in curriculum developmentJesullyna Manuel
The document discusses key concepts in curriculum development including:
1. The need for a curriculum framework to avoid confusion and maximize effectiveness.
2. The role of curriculum in the teaching-learning process, including both prescriptive and comprehensive definitions.
3. Factors to consider in curriculum development like cultural values, knowledge of learners and their needs, teaching-learning theories, and bodies of knowledge.
4. Models of curriculum development including phases of design, implementation, and evaluation as well as areas of decision making.
The document discusses the four foundations of curriculum: economic, psychological, philosophical, and sociological. It provides details on each foundation and how they influence curriculum development. The economic foundation focuses on job skills and market needs. The psychological foundation examines learning theories like behaviorism and cognitivism. The philosophical foundation explores perspectives like perennialism and essentialism that influence subject selection. The sociological foundation addresses how curriculum must reflect and preserve a society's culture while understanding global changes.
1. The document discusses curriculum concepts and objectives, including defining curriculum and exploring its philosophical foundations. It describes an activity called "Arrange Me" that divides students into groups to match scrambled words with their definitions.
2. It then provides definitions of key curriculum concepts like curriculum, concepts, nature, and purpose. It outlines Tyler's model of curriculum development and Taba's improvement on this model.
3. The document also examines the philosophical, historical, psychological, and social foundations of curriculum, describing how different educational philosophies influence curriculum aims, roles, focus, and trends.
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The document defines curriculum in several ways and discusses its history and key elements. It provides definitions from various perspectives, such as curriculum being all planned learning, the totality of a student's experiences, or a set of subjects. The history of curriculum development in the US is reviewed from colonial times through the 20th century. Basic elements of curriculum are outlined as having components like subject matter, instructional plans, goals and objectives.
The document discusses how different ideas and ideologies shape curriculum in various ways. It provides two examples - one from a school in Australia and one from the United States in the 1950s - to illustrate how social and historical factors influence curriculum. The document also outlines three ways of knowing or interpreting the world (conventional, interpretive, reflective) and how these influence curriculum development and implementation.
Project method is based upon the ideas of the great American educationalist, John Dewey. The credit of developing these ideas into a method goes to William H Kilpatrick.
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The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
1. The document discusses the definition and key aspects of curriculum. It notes that curriculum encompasses the totality of a student's learning experiences, including both academic and extracurricular activities.
2. Several factors are important to consider in curriculum development, including goals and objectives, the students being educated, and external influences. The curriculum also reflects current educational trends.
3. Educational psychology plays a role in curriculum by providing insights into student development and learning. Psychological factors like learning theories, individual differences, and teaching methods should be considered in curriculum design.
This document discusses objectives, assessment, and developing tests. It begins by defining objectives and their importance in guiding instruction and assessment. It then discusses developing tests, including identifying content domains, Bloom's taxonomy for classifying objective complexity, and creating tables of specification. The document also covers learning outcomes, differences between objectives and outcomes, and taxonomies like Bloom's and SOLO for writing objectives and assessing learning.
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2. Meaning of Curriculum
• The term curriculum is derived from the Latin word
“currer” which means a racecourse taken by horses.
• In education, curriculum may be taken to mean a
racecourse taken by the educational process.
• Before 1918, courses offered in learning institutions
were only known as subjects.
• The term curriculum had not been coined.
• Franklin Bobbit after working on a number of courses
and after studying the social, economic and political
changes which came with World War I coined the
term “curriculum” to mean those experiences that
the learner acquires in a learning institution.
3. • After World War I, there was an increase in
urbanization, technological advancement
and rapid migration.
• These events had profound effects on
common life generally, because of the above
human life underwent dramatic change.
• Bobbit was influenced by scientific
management, scientific management was
only employed in industries and Bobbit
applied it to education.
• It was seen as a means of minimizing or
eliminating waste and maximizing output.
4. Curriculum Defined by
Franklin Bobbitt (1918)
“As applied to education, it is that series of things which
children and youth must do and experience by which
of developing abilities to do the things well that make
up the affairs of adult life...” (p 42)
The curriculum may, therefore, be defined in two
ways:
(1) it is the entire range of experiences, both
undirected and directed, concerned in
unfolding the abilities of the individual; or
(2) It is the series of consciously directed training
experiences that the schools use for
completing and perfecting the unfoldment.”
5. Curriculum Defined by
Various Theorists
• “. . . a plan for learning" (Taba, 1962; p. 11)
• "that reconstruction of knowledge and
experience, systematically developed under the
auspices of the school (or university), to enable
the learner to increase his or her control of
knowledge and experience" (Tanner and Tanner
1980; p. 43).
• "a plan or program for all the experiences which
the learner encounters under the direction of the
school" (Oliva, 1982; p. 10).
6. Prennialism
The aim of education is to ensure that students acquire
understandings about the great ideas of civilization.
These ideas have the potential for solving problems in any era.
The focus is to teach ideas that are everlasting, to seek enduring
truths which are constant, not changing, as the natural and
human worlds at their most essential level, do not change.
Teaching these unchanging principles is considered critical.
The demanding curriculum focuses on attaining cultural literacy,
stressing students' growth in enduring disciplines.
The loftiest accomplishments of humankind are emphasized– the
great works of literature and art, the laws or principles of
science.
Advocates of this educational philosophy are Robert Maynard
Hutchins who developed a Great Books program in 1963 and
Mortimer Adler, who further developed this curriculum based
on 100 great books of western civilization.
7. Essentialism
There is a common core of knowledge that needs to be transmitted to students in a
systematic, disciplined way.
The core of the curriculum is essential knowledge and skills and academic rigor.
Although this educational philosophy is similar in some ways to Perennialism,
Essentialists accept the idea that this core curriculum may change.
Schooling should be practical, preparing students to become valuable members of
society.
It should focus on facts-the objective reality out there--and "the basics," training
students to read, write, speak, and compute clearly and logically.
Students should be taught hard work, respect for authority, and discipline. Teachers
are to help students keep their non-productive instincts in check, such as
aggression or mindlessness.
This approach was in reaction to progressivist approaches prevalent in the 1920s
and 30s. William Bagley, took progressivist approaches to task in the journal he
formed in 1934. Other proponents of Essentialism are: James D. Koerner
(1959), H. G. Rickover (1959), Paul Copperman (1978), and Theodore Sizer
(1985).
8. Progressivism
Education should focus on the whole child, rather than on the content or
the teacher.
Students should test ideas by active experimentation. Learning is rooted in
the questions of learners that arise through experiencing the world. It is
active, not passive.
The learner is a problem solver and thinker who makes meaning through
his or her individual experience in the physical and cultural context.
Effective teachers provide experiences so that students can learn by doing.
Curriculum content is derived from student interests and questions.
The emphasis is on process-how one comes to know.
The Progressive education philosophy was established in America from the
mid 1920s through the mid 1950s. John Dewey was its foremost
proponent.
9. Models
• THE TYLER MODEL (1940s)
• THE TABA MODEL (1960s)
• THE OLIVA MODEL (1980s)
10. The Tyler Model of
Curriculum Design
(C) The nature & structure
of knowledge
(B) The needs
of the learner
(A) The needs
of the society
11. (A) The Needs of the Society
Literacy
Vocational skills
Social order & morality
Interpersonal skills
Transmission of values &
culture
Creativity & innovation
12. (B) Needs of the Learner
* Cognitive development
* Linguistic development
* Psycho-social development
* Moral/affective development
* Vocational focus
13. (C) The Nature & Structure
of Knowledge
1. Selection of subject matter
2. Organization of subject matter
3. Approaches to Subject Matter
14. (C1) Selection of Subject Matter
Criteria: Relevance, importance, priority
Scope: Amount, depth of coverage, concentration
Sequence: Hierarchy & progression of complexity
or difficulty
15. (C2) Organization of Subject Matter
Discrete subjects or courses
Broad fields or disciplines
Core or interdisciplinary
Skills or processes
Projects & activities
18. Fundamental Questions in
Developing Curriculum
• What educational purposes should the school
seek to attain?
• What educational experiences can be
provided that are likely to attain these
purposes? (content)
19. Fundamental Questions in
Developing Curriculum
• What educational purposes should the school
seek to attain?
• What educational experiences can be
provided that are likely to attain these
purposes?
• How can these educational experiences be
effectively organized? (teaching strategies)
20. Fundamental Questions in
Developing Curriculum
• What educational purposes should the school
seek to attain?
• What educational experiences can be
provided that are likely to attain these
purposes?
• How can these educational experiences be
effectively organized?
• How can we determine whether and to
what extent these purposes are being
attained? (assessment and evaluation)
21. References
• http://curricublog.org/2006/10/22/curriclum-what/
• http://en.wikipedia.org/wiki/Image:CurriculumConcept.svg
• http://coe.sdsu.edu/people/jmora/MoraModules/TylerCurrModel.pps
• http://furcs.flinders.edu.au/education/postgrad/clinicaled/HLED9005/module01/mod1_sec3.htm
• http://www.newfoundations.com/GALLERY/ISMS.html
• Bobbitt, F. (1918). The curriculum. Boston: Houghton Mifflin Company.
• Tanner, D., & Tanner, L. N. (1980). Curriculum development: theory into practice (2nd ed.). New
York: Macmillan.
• Tyler, R. (1949) Basic principles of curriculum and instruction. Chicago: Chicago University Press.