This document discusses curriculum design and development. It defines a curriculum as a description of all activities that take place in an educational institution from start to finish. There are three main types of curriculum design: subject-centered, learner-centered, and problem-centered. Subject-centered focuses on what needs to be studied, learner-centered revolves around the individual learner, and problem-centered teaches students to solve real-world problems. Key components of any curriculum include goals and objectives, content, learning experiences, assessment methods, and course descriptions. Curriculum development is influenced by political, economic, social, technological, environmental, child psychology, and academic factors.
The role of stake holders in curriculum development Eko Priyanto
1. The document discusses the roles of various stakeholders in curriculum development including learners, teachers, curriculum managers and administrators, parents, community members, and other stakeholders such as professional organizations and government agencies.
2. Learners are directly influenced by the curriculum and are the primary stakeholders. Teachers play a key role in planning, writing, and implementing the curriculum on a daily basis. Curriculum managers and administrators oversee curriculum implementation and school operations.
3. Parents support the curriculum financially and can influence what is included. Community members can provide resources and knowledge to support curriculum implementation. Professional organizations and government agencies also have stakes in curriculum content and outcomes.
Principles of curriculum construction ebePaul Ebenezer
This document discusses principles of curriculum construction and curriculum design. It provides definitions of curriculum and nursing curriculum. It outlines 18 principles of curriculum construction including principles of individual differences, preparation for life, character building, and linking curriculum to life. It also defines curriculum design and discusses 5 sources of curriculum design including science, society, knowledge, and the learner. It outlines different types of curriculum designs including subject-centered designs, learner-centered designs, and problem-centered designs.
The document discusses several educational philosophies and their implications for curriculum development. It outlines four main philosophies: perennialism, rooted in realism, focuses on classical subjects, literacy analysis, and a constant curriculum. Essentialism, rooted in pragmatism, emphasizes mastery of basic skills and essential subjects. Progressivism, rooted in idealism and realism, uses interdisciplinary and interactive subjects based on student interests. Reconstructionism, also from pragmatism, concentrates on current issues of national and global importance. Each philosophy guides curriculum content, teaching methods, and goals in different ways.
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.
The document discusses the nature and importance of curriculum development. It defines curriculum as including all learning experiences offered to learners under the school's direction. Curriculum can also be seen as a plan for achieving goals, or the total efforts of the school to bring about desired outcomes. Developing curriculum is important for several reasons: it helps realize educational objectives; makes efficient use of time and energy; facilitates the acquisition of knowledge through an organized structure of content; and helps develop students' personalities, knowledge, skills and attitudes. The curriculum also provides guidelines for preparing textbooks, conducting examinations, organizing teaching/learning, and deciding instructional methods. Overall, having a well-developed curriculum is essential for effectively guiding the education process.
The document discusses different definitions and types of curriculum. It defines curriculum traditionally as subjects arranged in a certain sequence for instruction, but modernly as all planned learning experiences inside and outside the classroom. There are various types of curriculum including overt, hidden, null, and received. The document also discusses curriculum development as the process of deciding what to teach and learn while considering factors like tasks, roles, resources and ordering elements to create a curriculum plan. Good curriculum and development is characterized as continuously evolving, based on peoples' needs, and democratically conceived through long-term effort.
The document defines curriculum and discusses its key dimensions. It states that John Delnay defined curriculum as a purposeful plan for organizing learning interactions between teachers, students, and content. Some authors see curriculum as efforts to achieve desired student outcomes in and out of school. There are four major curriculum dimensions: informal, formal, non-formal, and guidance/counseling. The informal curriculum involves daily learning outside the classroom. The formal curriculum is structured learning in educational institutions. The non-formal curriculum involves daily activities related to work, family or leisure. [END SUMMARY]
The role of stake holders in curriculum development Eko Priyanto
1. The document discusses the roles of various stakeholders in curriculum development including learners, teachers, curriculum managers and administrators, parents, community members, and other stakeholders such as professional organizations and government agencies.
2. Learners are directly influenced by the curriculum and are the primary stakeholders. Teachers play a key role in planning, writing, and implementing the curriculum on a daily basis. Curriculum managers and administrators oversee curriculum implementation and school operations.
3. Parents support the curriculum financially and can influence what is included. Community members can provide resources and knowledge to support curriculum implementation. Professional organizations and government agencies also have stakes in curriculum content and outcomes.
Principles of curriculum construction ebePaul Ebenezer
This document discusses principles of curriculum construction and curriculum design. It provides definitions of curriculum and nursing curriculum. It outlines 18 principles of curriculum construction including principles of individual differences, preparation for life, character building, and linking curriculum to life. It also defines curriculum design and discusses 5 sources of curriculum design including science, society, knowledge, and the learner. It outlines different types of curriculum designs including subject-centered designs, learner-centered designs, and problem-centered designs.
The document discusses several educational philosophies and their implications for curriculum development. It outlines four main philosophies: perennialism, rooted in realism, focuses on classical subjects, literacy analysis, and a constant curriculum. Essentialism, rooted in pragmatism, emphasizes mastery of basic skills and essential subjects. Progressivism, rooted in idealism and realism, uses interdisciplinary and interactive subjects based on student interests. Reconstructionism, also from pragmatism, concentrates on current issues of national and global importance. Each philosophy guides curriculum content, teaching methods, and goals in different ways.
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.
The document discusses the nature and importance of curriculum development. It defines curriculum as including all learning experiences offered to learners under the school's direction. Curriculum can also be seen as a plan for achieving goals, or the total efforts of the school to bring about desired outcomes. Developing curriculum is important for several reasons: it helps realize educational objectives; makes efficient use of time and energy; facilitates the acquisition of knowledge through an organized structure of content; and helps develop students' personalities, knowledge, skills and attitudes. The curriculum also provides guidelines for preparing textbooks, conducting examinations, organizing teaching/learning, and deciding instructional methods. Overall, having a well-developed curriculum is essential for effectively guiding the education process.
The document discusses different definitions and types of curriculum. It defines curriculum traditionally as subjects arranged in a certain sequence for instruction, but modernly as all planned learning experiences inside and outside the classroom. There are various types of curriculum including overt, hidden, null, and received. The document also discusses curriculum development as the process of deciding what to teach and learn while considering factors like tasks, roles, resources and ordering elements to create a curriculum plan. Good curriculum and development is characterized as continuously evolving, based on peoples' needs, and democratically conceived through long-term effort.
The document defines curriculum and discusses its key dimensions. It states that John Delnay defined curriculum as a purposeful plan for organizing learning interactions between teachers, students, and content. Some authors see curriculum as efforts to achieve desired student outcomes in and out of school. There are four major curriculum dimensions: informal, formal, non-formal, and guidance/counseling. The informal curriculum involves daily learning outside the classroom. The formal curriculum is structured learning in educational institutions. The non-formal curriculum involves daily activities related to work, family or leisure. [END SUMMARY]
Problems and issues in curriculum development and factors affecting curriculu...Naeem Ashraf
The document discusses problems and issues in curriculum development. It defines education and curriculum, explaining that curriculum is the set of experiences that help children become adults. Developing curriculum involves addressing problems like lack of sequencing between stages, economic constraints, political interference, inadequate evaluation, and curricula being more suited to urban areas. Factors affecting curriculum development in Pakistan include economic problems, political interference, inadequate evaluation, curricula not suiting rural communities, lack of teaching materials, insufficient teacher training, teacher reluctance to change, and lack of commitment to a national philosophy in education.
This document discusses evaluation of curriculum and the teaching-learning process. It defines evaluation as the systematic process of determining if changes in student behavior are occurring as intended. Evaluation is an ongoing, continuous process that assesses programs, individuals and institutions, and helps make decisions about students, teaching methods, and objectives. It includes both measurement of outputs and qualitative considerations to suggest improvements. The document also discusses the meaning and need for curriculum evaluation, its various methods and techniques, levels of formative and summative evaluation, factors that influence curriculum changes, and outlines a curriculum evaluation plan.
This document discusses factors that affect classroom management. It identifies several internal and external factors, including physical classroom facilities, student misbehavior, and a teacher's approach. Effective classroom management creates an environment conducive to learning by addressing these challenges. It requires skills like organizing classroom activities, modifying disruptive student behaviors, and building strong teacher-student relationships based on mutual respect.
This is philosophical roots of education. There are five philosophies and four theories of education. Comprehensive philosophies such as idealism and realism. For educational theories such originate from philosophies and from arising practice on education, school, curriculum, teaching, and learning.
The document outlines the process of designing a curriculum. It discusses that curriculum design involves determining what students will learn over multiple years, while lesson plans focus on daily learning and unit plans span several lessons or weeks. The key parts of an effective curriculum include a statement of philosophy, specific goals for student learning, a sequence of objectives by grade, an organized content framework by unit, a yearly block plan, and an assessment plan. When developing a curriculum, it is important to consider the context, standards, and ensure alignment between all parts.
This is a presentation my friend Katie Bain prepared for our teachers at the Extra-Mural English Courses from Universidad del Atlantico. She also authorized me to share it.
The document discusses various definitions and perspectives on the concept of curriculum. It provides over a dozen definitions of curriculum from different scholars, such as John Delnay defining curriculum as all planned learning for which the school is responsible. It also discusses different models of curriculum development, such as Ralph Tyler's four questions model from 1949 and Hilda Taba's grass-roots approach from 1962 involving teacher participation. The document examines curriculum from philosophical, historical, political, cultural and other dimensions and frames it as a dynamic concept that changes with society.
This document discusses establishing communication networks in schools. It defines communication and lists the most common ways to communicate as spoken word, written word, visual images, and body language. It describes the basic types of communication networks as formal and informal and lists the five main networks as vertical, circuit, chain, wheel, and star. It emphasizes the importance of effective communication and lists the "7 C's" as completeness, conciseness, consideration, clarity, concreteness, courtesy and correctness. Meetings in schools are also briefly discussed including their purpose, types, and proper conduct.
Topic: Reporting to Stakeholders
Student Name: Siraj ul-Haque
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
The document discusses the bases of curriculum. It identifies four bases that influence curriculum development: social forces, theories of human development, the nature of learning and learning styles, and the nature of knowledge. It also examines four perspectives on curriculum traditions: intellectual traditionalism, social behaviorism, experientialism, and critical reconstructionism. Finally, the document outlines several trends that will influence education in the future, such as increasing diversity, environmental issues, technology advances, and global interdependence.
This document discusses the different purposes of student assessment: formative assessment provides feedback to help students improve, summative assessment evaluates student achievement and determines if they have met learning objectives to progress to the next level, assessment protects academic standards and institutional reputation, and analyzing assessment results provides feedback to teachers to evaluate and improve their instruction. Assessment serves to both evaluate students and inform teaching.
This document discusses curriculum evaluation. It defines curriculum evaluation as determining the worth of an educational program by obtaining information. There are two main types of curriculum evaluation - formative evaluation during development to improve the program, and summative evaluation after completion to determine if the program should continue. Curriculum evaluation provides information to make decisions about students, such as placement, and about the curriculum, such as determining if it should continue. It evaluates programs based on criteria like subjects, experiences, skills, and developing student attitudes and values.
A child-centered curriculum focuses on developing students' individual qualities and interests rather than prescribed subjects. Teachers facilitate and support student-led learning as children determine the direction of their learning based on their natural curiosities. Children work with teachers to set learning objectives and are emotionally invested in their learning. The High/Scope educational approach views play as children's work where they construct their own knowledge through exploration and experimentation. A child-centered approach helps children become independent by allowing them to solve problems and develop skills through activities they find important. The teacher's role is to coach students to learn through personalized learning that places decisions in students' hands.
Summative assessment focus on what the student has learned at the end of a unit of instruction or at the end of a grade level (e.g. standard one, National Test) ( Johnson & Jenkins, 2009).
Summative assessment purpose is to let the teachers and students know the level of accomplishment attained. The final exam is classic example (Woolfolk et al 2008).
A Summative Assessment/Evaluation At The End Of A Sequence Of Instruction/Unit/Class/Program /Semester Is Designed To Make Judgments About Student Achievement, (E.G., Final Drafts, Tests, Exam, Assignments, Projects, Performances)
▪ It Determines The Extent To Which Objectives Of Instruction Have Been Attained And Used For Assigning Grades And Marks And To Provide Feedback To Students
Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme. The public want to know whether the curriculum implemented has achieved its aims and objectives; teachers want to know whether what they are doing in the classroom is effective; and the developer or planner wants to know how to improve the curriculum product.
The content presented in the slides is mainly emphasizing on developing holistic perspective about the process of curriculum development in a broader manner.
The document discusses three key areas of philosophy: metaphysics, epistemology, and axiology. Metaphysics is concerned with the nature of reality. Epistemology is concerned with the nature of knowledge and how we come to know. Axiology is concerned with values and what values one should live by. The document provides examples of questions asked within each area and their importance to philosophy.
This document discusses various forms of curriculum, including:
- Recommended curriculum developed by education authorities.
- Subject-centered curriculum organized around content units.
- Learner-centered curriculum focusing on both learners and instructors.
- Integrated curriculum adding elements to existing material and activities.
- Core curriculum of mandatory courses for all students.
- Written, taught, supported, assessed, learned, hidden, and other forms.
Meaning Scope and Function of Philosophy of EducationEarlynMarquez
This document discusses the philosophy of education, defining it as the academic study of the goals, definitions, and underlying assumptions about the purpose of education. It explains that the philosophy of education critically examines concepts like human nature, educational values, and the relationship between education and social progress. Finally, it outlines three main functions of the philosophy of education: speculative (understanding the whole issue of education), normative (providing guidance towards educational ideals), and critical (providing rational criticism of educational data and concepts).
The document discusses the meaning, definitions, concepts, types and dynamics of curriculum. It defines curriculum as the totality of student experiences provided by the school, including courses of study and extracurricular activities. It discusses different types of curriculum like the explicit/written curriculum, hidden curriculum and null curriculum. It explains that curriculum needs to be dynamic and change according to societal needs, new innovations in education, and changes in educational policy. Factors like socio-political factors, economic factors, educational technology and globalization affect changing concepts of curriculum.
Curriculum development involves several key steps and considerations. It begins with formulating objectives based on goals of education, student needs, and societal factors. Next, appropriate teaching-learning experiences are selected and organized to meet the objectives. Finally, evaluation ensures the objectives are achieved. An effective curriculum requires input from various stakeholders, including students, teachers, administrators, parents, and the community. It also must be flexible and able to evolve with changes in different influencing factors.
Problems and issues in curriculum development and factors affecting curriculu...Naeem Ashraf
The document discusses problems and issues in curriculum development. It defines education and curriculum, explaining that curriculum is the set of experiences that help children become adults. Developing curriculum involves addressing problems like lack of sequencing between stages, economic constraints, political interference, inadequate evaluation, and curricula being more suited to urban areas. Factors affecting curriculum development in Pakistan include economic problems, political interference, inadequate evaluation, curricula not suiting rural communities, lack of teaching materials, insufficient teacher training, teacher reluctance to change, and lack of commitment to a national philosophy in education.
This document discusses evaluation of curriculum and the teaching-learning process. It defines evaluation as the systematic process of determining if changes in student behavior are occurring as intended. Evaluation is an ongoing, continuous process that assesses programs, individuals and institutions, and helps make decisions about students, teaching methods, and objectives. It includes both measurement of outputs and qualitative considerations to suggest improvements. The document also discusses the meaning and need for curriculum evaluation, its various methods and techniques, levels of formative and summative evaluation, factors that influence curriculum changes, and outlines a curriculum evaluation plan.
This document discusses factors that affect classroom management. It identifies several internal and external factors, including physical classroom facilities, student misbehavior, and a teacher's approach. Effective classroom management creates an environment conducive to learning by addressing these challenges. It requires skills like organizing classroom activities, modifying disruptive student behaviors, and building strong teacher-student relationships based on mutual respect.
This is philosophical roots of education. There are five philosophies and four theories of education. Comprehensive philosophies such as idealism and realism. For educational theories such originate from philosophies and from arising practice on education, school, curriculum, teaching, and learning.
The document outlines the process of designing a curriculum. It discusses that curriculum design involves determining what students will learn over multiple years, while lesson plans focus on daily learning and unit plans span several lessons or weeks. The key parts of an effective curriculum include a statement of philosophy, specific goals for student learning, a sequence of objectives by grade, an organized content framework by unit, a yearly block plan, and an assessment plan. When developing a curriculum, it is important to consider the context, standards, and ensure alignment between all parts.
This is a presentation my friend Katie Bain prepared for our teachers at the Extra-Mural English Courses from Universidad del Atlantico. She also authorized me to share it.
The document discusses various definitions and perspectives on the concept of curriculum. It provides over a dozen definitions of curriculum from different scholars, such as John Delnay defining curriculum as all planned learning for which the school is responsible. It also discusses different models of curriculum development, such as Ralph Tyler's four questions model from 1949 and Hilda Taba's grass-roots approach from 1962 involving teacher participation. The document examines curriculum from philosophical, historical, political, cultural and other dimensions and frames it as a dynamic concept that changes with society.
This document discusses establishing communication networks in schools. It defines communication and lists the most common ways to communicate as spoken word, written word, visual images, and body language. It describes the basic types of communication networks as formal and informal and lists the five main networks as vertical, circuit, chain, wheel, and star. It emphasizes the importance of effective communication and lists the "7 C's" as completeness, conciseness, consideration, clarity, concreteness, courtesy and correctness. Meetings in schools are also briefly discussed including their purpose, types, and proper conduct.
Topic: Reporting to Stakeholders
Student Name: Siraj ul-Haque
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
The document discusses the bases of curriculum. It identifies four bases that influence curriculum development: social forces, theories of human development, the nature of learning and learning styles, and the nature of knowledge. It also examines four perspectives on curriculum traditions: intellectual traditionalism, social behaviorism, experientialism, and critical reconstructionism. Finally, the document outlines several trends that will influence education in the future, such as increasing diversity, environmental issues, technology advances, and global interdependence.
This document discusses the different purposes of student assessment: formative assessment provides feedback to help students improve, summative assessment evaluates student achievement and determines if they have met learning objectives to progress to the next level, assessment protects academic standards and institutional reputation, and analyzing assessment results provides feedback to teachers to evaluate and improve their instruction. Assessment serves to both evaluate students and inform teaching.
This document discusses curriculum evaluation. It defines curriculum evaluation as determining the worth of an educational program by obtaining information. There are two main types of curriculum evaluation - formative evaluation during development to improve the program, and summative evaluation after completion to determine if the program should continue. Curriculum evaluation provides information to make decisions about students, such as placement, and about the curriculum, such as determining if it should continue. It evaluates programs based on criteria like subjects, experiences, skills, and developing student attitudes and values.
A child-centered curriculum focuses on developing students' individual qualities and interests rather than prescribed subjects. Teachers facilitate and support student-led learning as children determine the direction of their learning based on their natural curiosities. Children work with teachers to set learning objectives and are emotionally invested in their learning. The High/Scope educational approach views play as children's work where they construct their own knowledge through exploration and experimentation. A child-centered approach helps children become independent by allowing them to solve problems and develop skills through activities they find important. The teacher's role is to coach students to learn through personalized learning that places decisions in students' hands.
Summative assessment focus on what the student has learned at the end of a unit of instruction or at the end of a grade level (e.g. standard one, National Test) ( Johnson & Jenkins, 2009).
Summative assessment purpose is to let the teachers and students know the level of accomplishment attained. The final exam is classic example (Woolfolk et al 2008).
A Summative Assessment/Evaluation At The End Of A Sequence Of Instruction/Unit/Class/Program /Semester Is Designed To Make Judgments About Student Achievement, (E.G., Final Drafts, Tests, Exam, Assignments, Projects, Performances)
▪ It Determines The Extent To Which Objectives Of Instruction Have Been Attained And Used For Assigning Grades And Marks And To Provide Feedback To Students
Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme. The public want to know whether the curriculum implemented has achieved its aims and objectives; teachers want to know whether what they are doing in the classroom is effective; and the developer or planner wants to know how to improve the curriculum product.
The content presented in the slides is mainly emphasizing on developing holistic perspective about the process of curriculum development in a broader manner.
The document discusses three key areas of philosophy: metaphysics, epistemology, and axiology. Metaphysics is concerned with the nature of reality. Epistemology is concerned with the nature of knowledge and how we come to know. Axiology is concerned with values and what values one should live by. The document provides examples of questions asked within each area and their importance to philosophy.
This document discusses various forms of curriculum, including:
- Recommended curriculum developed by education authorities.
- Subject-centered curriculum organized around content units.
- Learner-centered curriculum focusing on both learners and instructors.
- Integrated curriculum adding elements to existing material and activities.
- Core curriculum of mandatory courses for all students.
- Written, taught, supported, assessed, learned, hidden, and other forms.
Meaning Scope and Function of Philosophy of EducationEarlynMarquez
This document discusses the philosophy of education, defining it as the academic study of the goals, definitions, and underlying assumptions about the purpose of education. It explains that the philosophy of education critically examines concepts like human nature, educational values, and the relationship between education and social progress. Finally, it outlines three main functions of the philosophy of education: speculative (understanding the whole issue of education), normative (providing guidance towards educational ideals), and critical (providing rational criticism of educational data and concepts).
The document discusses the meaning, definitions, concepts, types and dynamics of curriculum. It defines curriculum as the totality of student experiences provided by the school, including courses of study and extracurricular activities. It discusses different types of curriculum like the explicit/written curriculum, hidden curriculum and null curriculum. It explains that curriculum needs to be dynamic and change according to societal needs, new innovations in education, and changes in educational policy. Factors like socio-political factors, economic factors, educational technology and globalization affect changing concepts of curriculum.
Curriculum development involves several key steps and considerations. It begins with formulating objectives based on goals of education, student needs, and societal factors. Next, appropriate teaching-learning experiences are selected and organized to meet the objectives. Finally, evaluation ensures the objectives are achieved. An effective curriculum requires input from various stakeholders, including students, teachers, administrators, parents, and the community. It also must be flexible and able to evolve with changes in different influencing factors.
A curriculum Plan is the advance arrangement of learning opportunities for a particular population of learners.
Curriculum guide is a written curriculum.
Curriculum Planning is the process whereby the arrangement of curriculum plans or learning opportunities are created.
Students centered curriculum - Unit VII of Knowledge and CurriculumThanavathi C
The document discusses student-centered curriculum. It states that in this type of curriculum, students are given more importance compared to subjects or teachers. The curriculum is framed based on the needs, skills, abilities and aptitudes of learners. The goal is to ensure overall development of students. Students influence content, activities, materials and pace of learning. The teacher provides opportunities for independent learning and coaches students in skills. A learner-centered curriculum is developed in 7 stages: identifying learners, learning objectives, models, theories, curriculum architecture, content selection, and learner services. The curriculum focuses on freedom to develop naturally, teacher as guide, learner interest, development study, and home-school cooperation.
nursing education curriculum and models CURRICULUM.pptxDONABIBIN
This document discusses different aspects of curriculum, including:
- Definitions of curriculum from various perspectives and how it relates to educational goals.
- The types of curriculum such as child-centered, subject-centered, and integrated curriculum.
- The components and nature of nursing curriculum specifically.
- Factors that influence curriculum design like technological advances and societal needs.
This document discusses three approaches to curriculum design: learner-centered, subject-centered, and problem-centered. The learner-centered approach places the student's needs, interests, and abilities at the center. The subject-centered approach focuses on teaching academic subjects separately. The problem-centered approach uses real-life problems to engage students in problem-solving. While each approach has distinct characteristics, most schools combine elements of all three in their curriculum design.
This document discusses curriculum development in the Philippine context. It defines curriculum as the sum of all learning experiences organized by the school. It also discusses different approaches to curriculum such as technical, behavioral, systems-based, and humanistic approaches. It outlines factors that influence curriculum development like society, learners' needs, and educational principles. The document also compares essentialist and progressive philosophies of curriculum, which see it as rigid vs flexible respectively. It examines elements of curriculum like intent, content, learning experiences, and evaluation.
Unit 6. Curriculum Development in Pakistan.pptxTanzeelaBashir1
The document discusses curriculum development in Pakistan. It provides definitions of curriculum from various scholars and discusses the characteristics, elements, foundations, process, types and factors affecting curriculum development in Pakistan. It emphasizes that teachers play a central role in curriculum implementation and should be involved in all stages of curriculum development, including planning, creation, implementation, and reflection. Professional development programs are needed to help teachers effectively carry out their important role in curriculum development and implementation.
201510060347 topic 1 what is curriculumSharon Kaur
The document discusses key concepts related to curriculum including definitions of curriculum, hidden curriculum, and three approaches to curriculum - content, product, and process. It also covers foundations of curriculum in areas like philosophy, psychology, sociology and history. The stages of curriculum development including planning, design, implementation are outlined. Finally, the relationship between curriculum and instruction is explained noting that curriculum is the 'what' of education while instruction is the 'how'.
The document discusses the concept of curriculum, defining it as the totality of a student's learning experiences, both inside and outside of the classroom, and describes the traditional subject-centered curriculum and more modern competency-based and experience-based models. It also outlines the main components of a curriculum, including its objectives, content, instructional methods, and evaluation processes.
The document discusses curriculum approaches, determinants, and issues. It outlines four main curriculum approaches: behavioral, managerial, systems, and humanistic. It also identifies key determinants that influence curriculum development, including individual needs, social change, cultural change, and value systems. Finally, it lists several issues with curriculum, such as poor academic performance, overcrowded classrooms, lack of monitoring/evaluation, and ensuring proper scope, sequence, integration, and continuity.
Curriculum Change, Planning and Transactionvalarpink
Curriculum Change
With changing time, curriculum should also change reflecting the needs and aspirations of the people. There cannot be a uniform curriculum for all the countries for all the time, because education is related to social, economic and political changes in the country. Curriculum content should be based on current information and not on the past information that has been proved to be false or outdated and unusable. There is therefore need for constantly changing and updating the curriculum content.
The document discusses the important role teachers play in curriculum implementation. It states that teachers are central to curriculum improvement efforts as they are responsible for introducing the curriculum in the classroom. It also emphasizes that teachers should be actively involved in curriculum development and planning to ensure the curriculum meets student needs and can be successfully implemented. The document concludes that high-quality professional development is needed to help teachers effectively implement new curriculum.
The document discusses the important role teachers play in curriculum implementation. It states that teachers are central to curriculum improvement efforts as they are responsible for introducing the curriculum in the classroom. It also emphasizes that teachers should be actively involved in curriculum development and planning to ensure the curriculum meets student needs and can be successfully implemented. The document concludes that high-quality professional development is needed to help teachers effectively implement new curriculum.
The document discusses the nature of teaching as a vocation, mission, and profession. It outlines the roles and responsibilities of teachers as lecturers, planners, facilitators, assessors, values formators, record keepers, and materials developers. Common duties include teaching, enrollment, lesson planning, assessment, guidance, record keeping, and participation in professional development activities. It also discusses characteristics of effective teachers and the Teacher Education Development Program (TEDP) framework, which conceptualizes a teacher's career path. The National Competency-Based Teacher Standards (NCBTS) provides a single framework that defines effective teaching.
Basavarajeeyam is a Sreshta Sangraha grantha (Compiled book ), written by Neelkanta kotturu Basavaraja Virachita. It contains 25 Prakaranas, First 24 Chapters related to Rogas& 25th to Rasadravyas.
Cell Therapy Expansion and Challenges in Autoimmune DiseaseHealth Advances
There is increasing confidence that cell therapies will soon play a role in the treatment of autoimmune disorders, but the extent of this impact remains to be seen. Early readouts on autologous CAR-Ts in lupus are encouraging, but manufacturing and cost limitations are likely to restrict access to highly refractory patients. Allogeneic CAR-Ts have the potential to broaden access to earlier lines of treatment due to their inherent cost benefits, however they will need to demonstrate comparable or improved efficacy to established modalities.
In addition to infrastructure and capacity constraints, CAR-Ts face a very different risk-benefit dynamic in autoimmune compared to oncology, highlighting the need for tolerable therapies with low adverse event risk. CAR-NK and Treg-based therapies are also being developed in certain autoimmune disorders and may demonstrate favorable safety profiles. Several novel non-cell therapies such as bispecific antibodies, nanobodies, and RNAi drugs, may also offer future alternative competitive solutions with variable value propositions.
Widespread adoption of cell therapies will not only require strong efficacy and safety data, but also adapted pricing and access strategies. At oncology-based price points, CAR-Ts are unlikely to achieve broad market access in autoimmune disorders, with eligible patient populations that are potentially orders of magnitude greater than the number of currently addressable cancer patients. Developers have made strides towards reducing cell therapy COGS while improving manufacturing efficiency, but payors will inevitably restrict access until more sustainable pricing is achieved.
Despite these headwinds, industry leaders and investors remain confident that cell therapies are poised to address significant unmet need in patients suffering from autoimmune disorders. However, the extent of this impact on the treatment landscape remains to be seen, as the industry rapidly approaches an inflection point.
TEST BANK For Basic and Clinical Pharmacology, 14th Edition by Bertram G. Kat...rightmanforbloodline
TEST BANK For Basic and Clinical Pharmacology, 14th Edition by Bertram G. Katzung, Verified Chapters 1 - 66, Complete Newest Version.
TEST BANK For Basic and Clinical Pharmacology, 14th Edition by Bertram G. Katzung, Verified Chapters 1 - 66, Complete Newest Version.
TEST BANK For Basic and Clinical Pharmacology, 14th Edition by Bertram G. Katzung, Verified Chapters 1 - 66, Complete Newest Version.
TEST BANK For Basic and Clinical Pharmacology, 14th Edition by Bertram G. Katzung, Verified Chapters 1 - 66, Complete Newest Version.
Adhd Medication Shortage Uk - trinexpharmacy.comreignlana06
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These lecture slides, by Dr Sidra Arshad, offer a quick overview of the physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
12. Comprehend the vectorial analysis of the normal ECG
13. Determine the mean electrical axis of the ventricular QRS and appreciate the mean axis deviation
14. Explain the concepts of current of injury, J point, and their significance
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
2. • What is a curriculum?
• A curriculum is a description of all that takes place in an
educational institution from the first to the last day of training.
• A curriculum has been likened to a racecourse and it entails all the
activities and the events, which take place from the first event to
the very last.
• A curriculum is also the document in which all the activities,
transactions and the events of a training programme are described.
• A curriculum can also be defined as a programme of study.
3. TYPES OF CURRICULUM DESIGNS
There are three basic types of curriculum design:
• Subject-centred design
• Learner-centred design
• Problem-centred design
4. Subject-Centred Curriculum Design
• Subject-centred curriculum design, is a core curriculum,
standardized, and often revolves around what needs to be studied
and how it should be studied. It revolves around a subject or
discipline.
• For example, anatomy and physiology.
• This type of curriculum design tends to focus on the subject rather
than the learner. It disregards individual learner different learning
styles.
• The teachers are given a set list of things that need to be studied
along with specific examples of how these things should be
studied/taught.
5. Drawbacks/disadvantages:
• It is not student-centred.
• Less concerned with individual student needs
• Less concerned with individual student learning styles
• Associated with low student engagement and motivation leading to
poor performance.
6. Learner-Centred Curriculum Design
• This revolves around the learner and is meant to empower learners and
allow them to shape their education through choices.
• It takes each individual's needs, interests and goals into consideration,
that is, acknowledges that students are not uniform and should not be
subjected to a standardized curriculum.
• Instructional plans are not as rigid as they are in a subject-centred
curriculum design but flexible.
• It is differentiated and often gives students the opportunity to choose
assignments, learning experiences or activities.
• Hence, motivate students and help them stay engaged in the material
that they are learning.
7. Drawbacks/disadvantages:
• It puts a lot of pressure on the teacher to create instruction and find
materials that are conducive to each student's learning needs.
• Exerts time constraints on the teachers.
• The teachers may lack the skills or experience to implement such a
curriculum.
• It makes it difficult for teachers to balance student wants and
interests with student needs and required outcomes.
8. • Problem-Centred Curriculum Design
• Problem-centred curriculum design is also a form of student-centred
design.
• It focuses on teaching students how to look at a problem and come
up with a solution to the problem. This is considered an authentic
form of learning because students are exposed to real-life issues,
which helps them develop skills that are transferable to the real
world.
• Problem-centred curriculum design increases the relevance of the
curriculum and allows students to get creative and innovate while
learning.
10. Components of the Curriculum
A Statement of Justification
Gives the justification/rationale and philosophy of the training
programme and why the programme is required.
Resources
An outline of the physical, administrative and financial requirements for
the course. It is also a description of the minimal facilities in terms of
buildings, equipment and personnel.
Entry Requirements
Description of the entry requirements for the students and methods of
selection.
Educational Goals and Objectives
Describes the goals and educational objectives of the course
11. Content
This is what will be covered in a course according to the stated objectives.
Learning Experiences
Are intended to be descriptions of the teaching and learning methods to
be employed during the educational programme.
Programme
Outlines a logical sequence of events.
Duration
Specification of how long each unit or learning block
should last.
12. Assessment
Outlines methods of continuous evaluation, final certification,
remedial activities and referral of failed candidates.
Course Descriptions
Highlights the title, unit, course objectives, course content and code
for each course taught in the programme.
13. Factors influencing curriculum
development
• Valid curriculum development requires awareness of the diversity of
the target community socially, financially and psychologically.
• The key factors that influence curriculum development are
(PESTECA):
• Political
• Economic
• Social
• Technological
• Environmental
• Child Psychology
• Academic
14. Political Factors
• Politicians or political investors can influence the numbers to be
trained and even the level of training.
• For instance, the introduction of the quota system in the Kenyan
basic education system was politically motivated with the aim that
all ethnic groups might receive equal attention.
• This, therefore, implies that an individual does not develop a
curriculum.
• It is a cooperative process in which many interested parties
contribute.
• Consultations must be made where possible from all people who
might be involved in the development of your health curriculum.
15. Economic Factors
• The cost of implementation of a curriculum can determine the type
of health worker trained by a given country.
• In developing countries, staff are often trained at a lower level of
education in skills that are usually taught to university graduates in
highly industrialised countries.
• This is because in developing countries, university education adds a
cost burden to the limited resources.
• Thus, for example, midwives in developing countries carry out life
saving measures that are left for experts in industrialised countries.
16. Social Factors
• What is taught has to reflect what is current within the
contemporary society.
• This means it has to be relevant to the needs of the local people
socially and culturally.
• For example, with the advent of AIDS, this new topic has had to be
included in the content.
• The topic bears a lot of importance to human existence and is
emphasised in all branches of health care and development.
17. • Technological factors:
• Curriculum development must be technology driven at every level.
Learning centres and classrooms increasingly provide computers as
requisite interaction for studies among students.
• Technological multimedia use influences educational goals and
learning experiences among students.
18. Child psychology factors:
• Psychologists work in educational institutions to help with
counselling for better child development and learning during
studies.
• Key areas of interest include Developmental Studies for Educators;
Aging or Infancy; Childhood or Adolescence; Lifespan
Development; and, Biological Bases of Development.
19. Academic Factors
• The teachers who teach the main subjects of a discipline often
borrow from their past experiences and merge them with the
current trends of the discipline.
• For example, you now have more nurse graduates who are prepared
in advanced nursing practices and you can introduce content that
was not included before.
• Thus, theories of nursing, trends, research and so on that were only
taught in higher nursing programmes at university level previously
are now incorporated into your curriculum.
• The new content is designed to make you a more effective
practitioner in the provision of quality health care.
20. Participants in curriculum development
• These are the people who, in one way or another, exert
influence directly or indirectly or decide what activities
should be involved, including the style of implementation
of the curriculum.
• These people fall into two categories:
• Internal and
• External participants.
21. Internal Participants in Curriculum
Development
• This group of participants is, therefore, called internal because they
are directly involved in the curriculum and so have a greater impact
on its development.
• They develop the curriculum, teach it and evaluate the curriculum
and the students.
• They include:
• Individuals (professionals)
• Professional associations
• Ministry of education
• Other relevant government ministries
22. • Boards of examinations
• Teaching and training institutions
• Teachers/trainers
• Students
23. External Participants in Curriculum
Development
• The external participants constitute the second category.
• Although are not directly involved in curriculum development, they
are either beneficiaries of the product, service or provide resources to
facilitate its implementation or may liase within the institution in
various ways.
• As such, they can easily influence decisions made by the internal
group.
• When consulted properly, these two groups ought to produce a
curriculum that enables the desired change in health care services.
24. • They provide the necessary resources for curriculum development as
well as support curriculum implementation.
• They include:
• Non-governmental organizations
• Devolved units/governments
• Industries
• Businesses
• Communities
25. Major Approaches to Curriculum
Development
• Subject-centred Approach
This is carried out by subject specialists, who determine the subdivision
of content and the methods and timing of instruction.
• Integrated Approach
This approach attempts to integrate or combine in a meaningful way,
disciplined knowledge to impact wholesome learning for student
application.
• Competency-based Approach
It aims at identifying professional competencies required and the
teaching required to achieve these competencies.
26. Disadvatages
• These approaches, as outlined by Ngatia have advantages and
disadvantages.
• The subject-centred approach, for instance, emphasizes the
acquisition of disciplined knowledge rather than its application.
• In the integrated approach, knowledge can be wholesome and
meaningful but integration can fall short of adequate vertical and
horizontal integration.
• The competency-based approach is preferred for professional
training by most curriculum developers.
27. Nursing curriculum
• The nursing curriculum is defined as the totality of the
philosophical approaches, curriculum goals, overall design,
courses, and strategies to ignite learning, delivery methods,
interactions, learning climate, evaluation methods,
curriculum policies, and resources.
• The curriculum includes all matters that affect nursing
students’ learning and progression and that are within the
authority of the school of nursing.
• This conceptualization aligns with ideas of curriculum as a
plan, experiences, process, means, strategy, and as being
visible.
28. Characteristics of a good curriculum
• Evidence-Informed,
• Context-Relevant, and
• Unified.
29. Evidence-Informed
• A curriculum that is evidence-informed is based on
systematically and purposefully gathered evidence about:
• The context in which the curriculum will be offered and
graduates will practice nursing
• Students, learning, teaching, and nursing education
• Nursing practice
• Clients and their responses to health situations.
30. Context-Relevant
• A curriculum that is context-relevant is:
• Responsive to students; current and projected societal, health,
and community situations; and current and projected
imperatives of the nursing profession
• Consistent with the mission, philosophy, and goals of the
educational institution and school of nursing
• Feasible within the realities of the school and community.
31. Unified
• A curriculum that is unified contains curricular components
that are conceptually, logically, cohesively, and visibly
related, specifically:
• Philosophical approaches, professional abilities, and curriculum
concepts are evident in the curriculum goals or outcomes.
• Level and course learning goals or competencies are derived from
the curriculum goals or outcomes.
• Course titles reflect the philosophical approaches and curriculum
concepts.
• Strategies to ignite learning and opportunities for students to
demonstrate learning are consistent with the curriculum goals or
outcomes, and philosophical and educational approaches.
32. • The language of the philosophical approaches and curriculum
concepts are used in written materials and teaching-learning
interactions.
33. Ten Steps to Competency-Based Curriculum Development
Step 1 Identification of health problems or needs.
Step 2 Identification of professional roles and functions.
Step 3 Performing task analysis on professional roles and functions.
Step 4
Development of educational goals and objectives on the basis of
professional functions and task analysis.
Step 5 Identification and selection of subject matter or content to be learnt.
Step 6 Identification of teaching and learning methods.
Step 7 Identification or selection of learning resources.
Step 8 Identification of assessment tools to determine learner performance.
Step 9 Curriculum implementation.
Step 10 Curriculum review and change.