Models of curriculum development
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The document discusses Hilda Taba's model of curriculum development, which takes an inductive and teacher-centered approach. Taba believed curriculum should be developed based on analyzing societal needs and demands, both currently and in the future, in order to best prepare students to participate in their culture. She also recognized that curriculum reconstruction is a long-term, non-linear process influenced by social factors. Taba advocated starting curriculum design by understanding students' needs before developing the curriculum content and objectives.
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Curriculum Models
The document discusses several models of curriculum development, including the Taba model, Ralph Tyler's model, Kerr's model, and Wheeler's cyclic model. The Taba model takes a grassroots approach with teachers designing curriculum for their students initially before a broader design. Tyler's model outlines four basic principles: educational purposes, experiences, organization, and evaluation. Kerr and Wheeler argue curriculum development is not always linear and can involve interactions between different elements like objectives, content, experiences, and evaluation.
Curriculum Models
The document discusses various models of curriculum, including the Tyler model, Taba model, Saylor and Alexander model, and models for children with special needs. The Tyler model focuses on educational purposes, experiences, organization, and evaluation. The Taba model is a grass-roots approach with 7 steps including diagnosis, objectives, content selection, and evaluation. The Saylor and Alexander model includes goals, design, implementation, and evaluation. Models for children with special needs incorporate developmental, functional, and ecological approaches.
Hilda model
The document discusses the grass root model of curriculum development proposed by Hilda Taba. It states that the grass root model involves teachers developing the curriculum based on their students' needs and was proposed as an alternative to centralized educational systems. The grass root model has seven steps: diagnosis of needs, formulation of objectives, selection of content, organization of content, selection of learning activities, organization of learning activities, and evaluation. It is intended to enhance teachers' skills, use an inductive approach, employ the teachers' expertise, fulfill students' needs, and prioritize objectives.
Models of curriculum
The document discusses four models of curriculum development:
1) Hilda Taba model which involves teacher involvement and 8 steps including identifying student needs and developing objectives.
2) Tyler model which focuses on determining educational purposes, experiences, organization, and evaluation.
3) Saylor, Alexander, and Lewis model which starts with goal-setting and ends with curriculum evaluation.
4) Oliva model which presents curriculum development as a 12 or 17 step comprehensive and systematic process starting with needs assessment and ending with curriculum evaluation.
Curri
The document discusses different models of curriculum, including:
1. The Tyler model which focuses on educational purposes, experiences, organization, and assessment.
2. The Taba model which outlines a 7-step grassroots approach involving teachers.
3. The Saylor and Alexander model which involves specifying goals/objectives, designing learning opportunities, implementation, and evaluation.
4. Models for students with disabilities including developmental, functional, and ecological approaches.
Tabamodel 140505014309-phpapp01
Hilda Taba was a curriculum theorist and teacher educator known for developing a model for curriculum development. Her model is inductive and teacher-centered, believing teachers should develop curriculum based on their understanding of student needs. The key steps in Taba's model are: 1) Diagnosing student needs, 2) Formulating objectives, 3) Selecting content, 4) Organizing content, 5) Selecting learning experiences, 6) Organizing experiences, and 7) Evaluating student learning. Taba's model emphasizes identifying student needs and developing objectives to guide curriculum design.
Critical curriculum design
The document summarizes a workshop on curriculum design theory and practice. It discusses different definitions of curriculum, including focusing on content, restrictions, or the wider purpose. Paradigms for curriculum design include focusing on products, processes, or praxis. Approaches discussed include Tyler's rational planning, Bruner's spiral curriculum, curriculum as a planned process, constructive alignment, and curriculum as a social process. The workshop emphasizes developing students' knowledge, skills, and attitudes; challenging students; and making learning meaningful through choices.
Edu555 cni week 3
The document describes two models of curriculum development: the Interaction Model and Taba's Model. The Interaction Model is a modification of Tyler's Model that views curriculum development as a dynamic process where the four elements (objectives, content, methods, evaluation) can be addressed in any order and influence each other. Taba's Model is a grassroots approach based on Tyler's Model that emphasizes teacher input and includes seven steps: diagnosis of needs, formulation of objectives, selection of content, organization of content, selection of learning experiences, organization of learning experiences, and evaluation. The document concludes by outlining a contemporary five-step framework for curriculum development that incorporates needs analysis, objectives, content selection and organization, implementation, and evaluation
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Curriculum Models
The document discusses several models of curriculum development, including the Taba model, Ralph Tyler's model, Kerr's model, and Wheeler's cyclic model. The Taba model takes a grassroots approach with teachers designing curriculum for their students initially before a broader design. Tyler's model outlines four basic principles: educational purposes, experiences, organization, and evaluation. Kerr and Wheeler argue curriculum development is not always linear and can involve interactions between different elements like objectives, content, experiences, and evaluation.
Curriculum Models
The document discusses various models of curriculum, including the Tyler model, Taba model, Saylor and Alexander model, and models for children with special needs. The Tyler model focuses on educational purposes, experiences, organization, and evaluation. The Taba model is a grass-roots approach with 7 steps including diagnosis, objectives, content selection, and evaluation. The Saylor and Alexander model includes goals, design, implementation, and evaluation. Models for children with special needs incorporate developmental, functional, and ecological approaches.
Hilda model
The document discusses the grass root model of curriculum development proposed by Hilda Taba. It states that the grass root model involves teachers developing the curriculum based on their students' needs and was proposed as an alternative to centralized educational systems. The grass root model has seven steps: diagnosis of needs, formulation of objectives, selection of content, organization of content, selection of learning activities, organization of learning activities, and evaluation. It is intended to enhance teachers' skills, use an inductive approach, employ the teachers' expertise, fulfill students' needs, and prioritize objectives.
Models of curriculum
The document discusses four models of curriculum development:
1) Hilda Taba model which involves teacher involvement and 8 steps including identifying student needs and developing objectives.
2) Tyler model which focuses on determining educational purposes, experiences, organization, and evaluation.
3) Saylor, Alexander, and Lewis model which starts with goal-setting and ends with curriculum evaluation.
4) Oliva model which presents curriculum development as a 12 or 17 step comprehensive and systematic process starting with needs assessment and ending with curriculum evaluation.
Curri
The document discusses different models of curriculum, including:
1. The Tyler model which focuses on educational purposes, experiences, organization, and assessment.
2. The Taba model which outlines a 7-step grassroots approach involving teachers.
3. The Saylor and Alexander model which involves specifying goals/objectives, designing learning opportunities, implementation, and evaluation.
4. Models for students with disabilities including developmental, functional, and ecological approaches.
Tabamodel 140505014309-phpapp01
Hilda Taba was a curriculum theorist and teacher educator known for developing a model for curriculum development. Her model is inductive and teacher-centered, believing teachers should develop curriculum based on their understanding of student needs. The key steps in Taba's model are: 1) Diagnosing student needs, 2) Formulating objectives, 3) Selecting content, 4) Organizing content, 5) Selecting learning experiences, 6) Organizing experiences, and 7) Evaluating student learning. Taba's model emphasizes identifying student needs and developing objectives to guide curriculum design.
Critical curriculum design
The document summarizes a workshop on curriculum design theory and practice. It discusses different definitions of curriculum, including focusing on content, restrictions, or the wider purpose. Paradigms for curriculum design include focusing on products, processes, or praxis. Approaches discussed include Tyler's rational planning, Bruner's spiral curriculum, curriculum as a planned process, constructive alignment, and curriculum as a social process. The workshop emphasizes developing students' knowledge, skills, and attitudes; challenging students; and making learning meaningful through choices.
Edu555 cni week 3
The document describes two models of curriculum development: the Interaction Model and Taba's Model. The Interaction Model is a modification of Tyler's Model that views curriculum development as a dynamic process where the four elements (objectives, content, methods, evaluation) can be addressed in any order and influence each other. Taba's Model is a grassroots approach based on Tyler's Model that emphasizes teacher input and includes seven steps: diagnosis of needs, formulation of objectives, selection of content, organization of content, selection of learning experiences, organization of learning experiences, and evaluation. The document concludes by outlining a contemporary five-step framework for curriculum development that incorporates needs analysis, objectives, content selection and organization, implementation, and evaluation
Wheeler curriculum model assingment
The Wheeler curriculum model defines curriculum as a plan of action that structures knowledge from theory into practice. The Wheeler model views curriculum as a continuous cycle that responds to educational changes. It emphasizes situational analysis and encourages staff participation in school-based curriculum decisions. The model aims to provide learning experiences, with content that is valid, significant, useful, interesting and learnable. Evaluation is aligned with clear objectives to test student achievement of learning outcomes, with the results feeding back into the objectives. The Wheeler model presents curriculum design as an ongoing, adaptive process that incorporates new information and views elements as interrelated.
A classic model
The document discusses the Tyler Curriculum Evaluation Model. Some key points:
1) The Tyler Model from 1949 lays out four principles for curriculum design: defining learning objectives, establishing learning experiences, organizing experiences for maximum effect, and evaluating/revising the curriculum.
2) The model emphasizes consistency between objectives, learning experiences, and outcomes. Objectives indicate the behaviors and content to be taught.
3) While providing a simple linear approach, critics argue the model restricts curriculum and has difficulties with objectives. However, clearly stated objectives are a good starting point.
4) For nursing, outcomes-based education has emerged as a focus on student behaviors and outcomes rather than staff. Accrediting bodies
Theory based models of curriculum development
This document summarizes models of curriculum development by Brown (1995) and Richards (2001). Both models include needs analysis, setting learning outcomes, selecting and preparing teaching materials, instruction, and evaluation. Brown's model also includes testing as a key element, while Richards' model separately includes situation analysis and course organization. The document concludes by combining the two models into a summary of core curriculum development processes that should generally be present.
Models of curriculum Sunil Joshi
Collaboration of nursing education into practice is the key to success for any nursing student, faculty and educators. It is vitally important to understand the need of this dynamism of carrying out exemplary practices through collaboration of education and practice into the curriculum
Process of Curriculum Development
The document discusses the process of curriculum development, which includes 5 phases: 1) needs assessment, 2) formulation of aims, goals and objectives, 3) selection of content, 4) selection of learning experiences, and 5) evaluation. It describes each phase in detail, explaining concepts like horizontal and vertical organization of content and learning experiences. The key aspects of organization are scope, integration, continuity and sequence. Different principles for sequencing curriculum are also outlined, such as world-related, concept-related, inquiry-related, learning-related and utilization-related sequences. Finally, the relationship between objectives and evaluation is discussed for both student and curriculum evaluation.
Curriculum development report
The document discusses principles of curriculum design including that a curriculum communicates educational proposals for critical review and practical application. It aims to represent a profession's best thinking and includes both intentional and unintentional elements determined by what is included and omitted. Values of designers, teachers, learners, and society influence curriculum which can exist at planned, delivered, and experienced levels. Approaches like subject-centered, child-centered, problem-centered and behavioral are described. The roles of curriculum supervisors and people involved in curriculum are also outlined.
Kinds of Curriculum
This document discusses several different curriculum approaches: outcome-based education (OBE), core curriculum, whole language, character education, multiculturalism, tech-prep, and Paideia. It provides definitions and discussions of each approach. For OBE, it focuses on producing lasting student outcomes and involving students in challenging tasks like projects. For core curriculum, it notes a predetermined set of skills are taught to all students. Whole language emphasizes meaning over sounds and an integrated approach. Character education develops moral values and decision making. Multiculturalism teaches about different ethnic groups and achieving literacy in multiple languages. Tech-prep is a 4-year program linking high school to career-focused associates degrees.
Crafting the curriculum
This document discusses curriculum crafting and development. It covers various topics related to curriculum including elements, school purpose, organization, approaches, models, dimensions, and development systems. The learning objectives are to present and critique curriculum models, explain the role of curriculum and school, discuss curriculum design principles and approaches, and discuss curriculum development systems. The document provides details on these topics through definitions, descriptions, and examples.
ORIC Inclusive approaches to curriculum design
The document discusses different definitions and approaches to curriculum design from various perspectives:
1) QCA and Scotland focus on promoting learner development and a process-oriented approach.
2) Singapore emphasizes a step-by-step design and implementation process with feedback loops.
3) Prideaux discusses different levels of curriculum and questions the best approach.
4) JISC defines curriculum by answering "What needs to be learned?", "What resources are required?", and "How will this be assessed?".
An educator in a global society
The document discusses the importance of integrating global education into school curriculums to prepare students for an increasingly interconnected world. It outlines various strategies for infusing global perspectives, such as incorporating international topics and cultural comparisons across subject areas. The goal is to educate students to think critically about global issues and develop an understanding of different cultures and shared humanity.
Curriculum design (Professional Education)
The document discusses curriculum design and its key elements. It defines curriculum design as the arrangement of the four curriculum elements: aims/goals/objectives, subject matter/content, learning activities, and evaluation. There are two levels of curriculum organization - micro level which refers to arranging the content of a specific subject, and macro level which organizes the entire curriculum. The document also outlines four major types of curriculum design: subject-centered, learner-centered, problem-centered, and core learning designs. Finally, it discusses two important factors to consider in curriculum design - horizontal organization which arranges curriculum components, and vertical organization which focuses on the spiral progression of content.
Models of curriculum || Curriculum model || Tyler's Curriculum Model
Ralph Tyler's curriculum model is a linear model consisting of 4 steps: 1) defining learning objectives based on students, society, and subject matter experts, 2) selecting learning experiences to meet the objectives, 3) organizing learning experiences for maximum effect, and 4) evaluating if the objectives were met. The model emphasizes clear, measurable objectives and uses evaluation to improve the curriculum. It provides an easy guide for planning but lacks flexibility and fails to consider changes in learning contexts over time.
Types OF curriculum
The document discusses three types of curriculum: the formal curriculum that is officially documented, the informal curriculum involving a teacher's personality and interactions, and the hidden curriculum of unrecognized lessons. It also distinguishes between the written, supported, taught, and tested aspects of curriculum. Current issues discussed include curriculum clutter, the influence of testing on teaching, and the need for alignment between written, taught and tested curriculum. Site-based management and teacher autonomy are also examined in relation to curriculum development and implementation.
UNDERLYING ELEMENTS INVOLVED IN DESIGNING A CURRICULUM
Refers to the structure of arrangement of the components or elements of a curriculum.
The arrangement and emphasis of the elements reflect the theoretical orientation of the curriculum developer. Technical-scientific approaches put a lot of emphasis on well formulated objectives as bases for the selection and organization of content and evaluation of learning that is taking place.
Character Education In The Core Curriculum
The document discusses integrating character education into core curriculum subjects at the middle school level. It provides examples of how character education concepts can be naturally incorporated into lessons in subjects like science, communication arts, social studies, physical education, health, math, and class meetings. Effective integration involves focusing on ethical values and performance in the classroom, using real-world examples, and addressing state standards without taking away from subject content. One school implemented daily character education through an advisory period called "Hawk Time."
MEANING AND NATURE OF CURRICULUM
This PPT prepared by Teacher Educator from Thiagarajar College of Preceptors Madurai for B.Ed Trainees.
Curriculum
This document discusses curriculum and its various components. It defines curriculum as subjects, learning experiences, intended outcomes, and planned experiences. It also describes different types of curriculum, including ideal curriculum, written curriculum prescribed by governing bodies, implemented curriculum actually taught by teachers, achieved curriculum learned by students, and tested curriculum assessed on exams. The document outlines foundations of curriculum including objectives, student characteristics, learning processes, teaching methods, and evaluation procedures. It also discusses conceptions that guide curriculum design like academic, cognitive, humanistic, social reconstructionist, technological, and eclectic conceptions. Key elements of curriculum are identified as intent, content, learning experiences, and evaluation.
Curriculum and instruction
This document discusses a study on verbal interaction in chemistry secondary school classrooms. The study examined how teachers implemented inquiry-based learning through verbal exchanges. It found that while teachers still dominated interactions, student questioning increased under this approach. However, most questions were low-level, and teachers sometimes incorrectly assumed all students understood. To fully realize the benefits of inquiry-based learning, the study suggests improving teacher questioning skills and minimizing drawbacks like generalizing student performance.
Curriculum Development and Instruction
The document discusses various definitions and perspectives on curriculum. It begins by defining curriculum as the planned interaction of students with instructional content, materials, resources, and processes for evaluating educational objectives. It then discusses curriculum from both traditional and progressive viewpoints. Traditionally, curriculum referred to a body of subjects or disciplines, while progressivists viewed it as a student's total learning experiences. The document also covers the history and design of curriculum, as well as different approaches like core curriculums and distribution requirements.
WHEELER Cyclical Model of curriculum Process
The Wheeler cyclical model of curriculum development views the curriculum process as ongoing and constantly changing. It presents curriculum development as having five interrelated phases that build on each other logically. The cyclical model is responsive to changing needs and incorporates new information flexibly. It also views curriculum elements as interdependent and allows for interaction between elements.
Taba model of curriculum development
This document provides an overview of curriculum models proposed by Hilda Taba, including a description of Taba's background and philosophical ideas. It outlines Taba's inductive model of curriculum development, which begins with diagnosing learner needs and involves teachers. The key steps in Taba's model are identifying student needs, formulating objectives, selecting and organizing content, choosing learning experiences, and determining evaluation. Taba's grassroots approach emphasizes addressing student needs and giving teachers a role in curriculum development.
Philosophy of education
its about philosophy of education. it explains the aim of philosophy in the field of education, its scope and functions. Main philosophies of education are also explained here.
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Wheeler curriculum model assingment
The Wheeler curriculum model defines curriculum as a plan of action that structures knowledge from theory into practice. The Wheeler model views curriculum as a continuous cycle that responds to educational changes. It emphasizes situational analysis and encourages staff participation in school-based curriculum decisions. The model aims to provide learning experiences, with content that is valid, significant, useful, interesting and learnable. Evaluation is aligned with clear objectives to test student achievement of learning outcomes, with the results feeding back into the objectives. The Wheeler model presents curriculum design as an ongoing, adaptive process that incorporates new information and views elements as interrelated.
A classic model
The document discusses the Tyler Curriculum Evaluation Model. Some key points:
1) The Tyler Model from 1949 lays out four principles for curriculum design: defining learning objectives, establishing learning experiences, organizing experiences for maximum effect, and evaluating/revising the curriculum.
2) The model emphasizes consistency between objectives, learning experiences, and outcomes. Objectives indicate the behaviors and content to be taught.
3) While providing a simple linear approach, critics argue the model restricts curriculum and has difficulties with objectives. However, clearly stated objectives are a good starting point.
4) For nursing, outcomes-based education has emerged as a focus on student behaviors and outcomes rather than staff. Accrediting bodies
Theory based models of curriculum development
This document summarizes models of curriculum development by Brown (1995) and Richards (2001). Both models include needs analysis, setting learning outcomes, selecting and preparing teaching materials, instruction, and evaluation. Brown's model also includes testing as a key element, while Richards' model separately includes situation analysis and course organization. The document concludes by combining the two models into a summary of core curriculum development processes that should generally be present.
Models of curriculum Sunil Joshi
Collaboration of nursing education into practice is the key to success for any nursing student, faculty and educators. It is vitally important to understand the need of this dynamism of carrying out exemplary practices through collaboration of education and practice into the curriculum
Process of Curriculum Development
The document discusses the process of curriculum development, which includes 5 phases: 1) needs assessment, 2) formulation of aims, goals and objectives, 3) selection of content, 4) selection of learning experiences, and 5) evaluation. It describes each phase in detail, explaining concepts like horizontal and vertical organization of content and learning experiences. The key aspects of organization are scope, integration, continuity and sequence. Different principles for sequencing curriculum are also outlined, such as world-related, concept-related, inquiry-related, learning-related and utilization-related sequences. Finally, the relationship between objectives and evaluation is discussed for both student and curriculum evaluation.
Curriculum development report
The document discusses principles of curriculum design including that a curriculum communicates educational proposals for critical review and practical application. It aims to represent a profession's best thinking and includes both intentional and unintentional elements determined by what is included and omitted. Values of designers, teachers, learners, and society influence curriculum which can exist at planned, delivered, and experienced levels. Approaches like subject-centered, child-centered, problem-centered and behavioral are described. The roles of curriculum supervisors and people involved in curriculum are also outlined.
Kinds of Curriculum
This document discusses several different curriculum approaches: outcome-based education (OBE), core curriculum, whole language, character education, multiculturalism, tech-prep, and Paideia. It provides definitions and discussions of each approach. For OBE, it focuses on producing lasting student outcomes and involving students in challenging tasks like projects. For core curriculum, it notes a predetermined set of skills are taught to all students. Whole language emphasizes meaning over sounds and an integrated approach. Character education develops moral values and decision making. Multiculturalism teaches about different ethnic groups and achieving literacy in multiple languages. Tech-prep is a 4-year program linking high school to career-focused associates degrees.
Crafting the curriculum
This document discusses curriculum crafting and development. It covers various topics related to curriculum including elements, school purpose, organization, approaches, models, dimensions, and development systems. The learning objectives are to present and critique curriculum models, explain the role of curriculum and school, discuss curriculum design principles and approaches, and discuss curriculum development systems. The document provides details on these topics through definitions, descriptions, and examples.
ORIC Inclusive approaches to curriculum design
The document discusses different definitions and approaches to curriculum design from various perspectives:
1) QCA and Scotland focus on promoting learner development and a process-oriented approach.
2) Singapore emphasizes a step-by-step design and implementation process with feedback loops.
3) Prideaux discusses different levels of curriculum and questions the best approach.
4) JISC defines curriculum by answering "What needs to be learned?", "What resources are required?", and "How will this be assessed?".
An educator in a global society
The document discusses the importance of integrating global education into school curriculums to prepare students for an increasingly interconnected world. It outlines various strategies for infusing global perspectives, such as incorporating international topics and cultural comparisons across subject areas. The goal is to educate students to think critically about global issues and develop an understanding of different cultures and shared humanity.
Curriculum design (Professional Education)
The document discusses curriculum design and its key elements. It defines curriculum design as the arrangement of the four curriculum elements: aims/goals/objectives, subject matter/content, learning activities, and evaluation. There are two levels of curriculum organization - micro level which refers to arranging the content of a specific subject, and macro level which organizes the entire curriculum. The document also outlines four major types of curriculum design: subject-centered, learner-centered, problem-centered, and core learning designs. Finally, it discusses two important factors to consider in curriculum design - horizontal organization which arranges curriculum components, and vertical organization which focuses on the spiral progression of content.
Models of curriculum || Curriculum model || Tyler's Curriculum Model
Ralph Tyler's curriculum model is a linear model consisting of 4 steps: 1) defining learning objectives based on students, society, and subject matter experts, 2) selecting learning experiences to meet the objectives, 3) organizing learning experiences for maximum effect, and 4) evaluating if the objectives were met. The model emphasizes clear, measurable objectives and uses evaluation to improve the curriculum. It provides an easy guide for planning but lacks flexibility and fails to consider changes in learning contexts over time.
Types OF curriculum
The document discusses three types of curriculum: the formal curriculum that is officially documented, the informal curriculum involving a teacher's personality and interactions, and the hidden curriculum of unrecognized lessons. It also distinguishes between the written, supported, taught, and tested aspects of curriculum. Current issues discussed include curriculum clutter, the influence of testing on teaching, and the need for alignment between written, taught and tested curriculum. Site-based management and teacher autonomy are also examined in relation to curriculum development and implementation.
UNDERLYING ELEMENTS INVOLVED IN DESIGNING A CURRICULUM
Refers to the structure of arrangement of the components or elements of a curriculum.
The arrangement and emphasis of the elements reflect the theoretical orientation of the curriculum developer. Technical-scientific approaches put a lot of emphasis on well formulated objectives as bases for the selection and organization of content and evaluation of learning that is taking place.
Character Education In The Core Curriculum
The document discusses integrating character education into core curriculum subjects at the middle school level. It provides examples of how character education concepts can be naturally incorporated into lessons in subjects like science, communication arts, social studies, physical education, health, math, and class meetings. Effective integration involves focusing on ethical values and performance in the classroom, using real-world examples, and addressing state standards without taking away from subject content. One school implemented daily character education through an advisory period called "Hawk Time."
MEANING AND NATURE OF CURRICULUM
This PPT prepared by Teacher Educator from Thiagarajar College of Preceptors Madurai for B.Ed Trainees.
Curriculum
This document discusses curriculum and its various components. It defines curriculum as subjects, learning experiences, intended outcomes, and planned experiences. It also describes different types of curriculum, including ideal curriculum, written curriculum prescribed by governing bodies, implemented curriculum actually taught by teachers, achieved curriculum learned by students, and tested curriculum assessed on exams. The document outlines foundations of curriculum including objectives, student characteristics, learning processes, teaching methods, and evaluation procedures. It also discusses conceptions that guide curriculum design like academic, cognitive, humanistic, social reconstructionist, technological, and eclectic conceptions. Key elements of curriculum are identified as intent, content, learning experiences, and evaluation.
Curriculum and instruction
This document discusses a study on verbal interaction in chemistry secondary school classrooms. The study examined how teachers implemented inquiry-based learning through verbal exchanges. It found that while teachers still dominated interactions, student questioning increased under this approach. However, most questions were low-level, and teachers sometimes incorrectly assumed all students understood. To fully realize the benefits of inquiry-based learning, the study suggests improving teacher questioning skills and minimizing drawbacks like generalizing student performance.
Curriculum Development and Instruction
The document discusses various definitions and perspectives on curriculum. It begins by defining curriculum as the planned interaction of students with instructional content, materials, resources, and processes for evaluating educational objectives. It then discusses curriculum from both traditional and progressive viewpoints. Traditionally, curriculum referred to a body of subjects or disciplines, while progressivists viewed it as a student's total learning experiences. The document also covers the history and design of curriculum, as well as different approaches like core curriculums and distribution requirements.
WHEELER Cyclical Model of curriculum Process
The Wheeler cyclical model of curriculum development views the curriculum process as ongoing and constantly changing. It presents curriculum development as having five interrelated phases that build on each other logically. The cyclical model is responsive to changing needs and incorporates new information flexibly. It also views curriculum elements as interdependent and allows for interaction between elements.
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Models of curriculum || Curriculum model || Tyler's Curriculum Model
Models of curriculum || Curriculum model || Tyler's Curriculum Model
UNDERLYING ELEMENTS INVOLVED IN DESIGNING A CURRICULUM
UNDERLYING ELEMENTS INVOLVED IN DESIGNING A CURRICULUM
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Taba model of curriculum development
This document provides an overview of curriculum models proposed by Hilda Taba, including a description of Taba's background and philosophical ideas. It outlines Taba's inductive model of curriculum development, which begins with diagnosing learner needs and involves teachers. The key steps in Taba's model are identifying student needs, formulating objectives, selecting and organizing content, choosing learning experiences, and determining evaluation. Taba's grassroots approach emphasizes addressing student needs and giving teachers a role in curriculum development.
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Hilda Taba was a curriculum theorist and teacher educator known for developing a model for curriculum development. Her model is inductive and teacher-centered, believing teachers should develop curriculum based on their understanding of student needs. The key steps in Taba's model are: 1) Diagnosing student needs, 2) Formulating objectives, 3) Selecting content, 4) Organizing content, 5) Selecting learning experiences, 6) Organizing experiences, and 7) Evaluating student learning. Taba's model emphasizes identifying student needs and developing objectives to guide curriculum design.
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Hilda Taba was a curriculum theorist and teacher educator known for developing a model for curriculum development. Her model is inductive and teacher-centered, believing teachers should develop curriculum based on their understanding of student needs. The key steps in Taba's model are: 1) Diagnosing student needs, 2) Formulating objectives, 3) Selecting content, 4) Organizing content, 5) Selecting learning experiences, 6) Organizing experiences, and 7) Evaluating student learning. Taba's model emphasizes identifying student needs and developing objectives to guide curriculum design.
Devi assignment
This document discusses issue-based curriculum, which focuses on developing knowledge through exposing learners to social issues. It presents issue-based curriculum as a departure from traditional knowledge transmission models. The challenges for teachers in developing and teaching issue-based lessons are discussed. Key issues addressed in Kerala that could be studied include land and water management, agriculture, human resource development, and health. The Critical Thinking Curriculum Model is presented as a framework for designing issue-based lessons using multidisciplinary real-world problems.
Introduction philosophy of education
Philosophy is the study of fundamental questions about existence and knowledge. Education is the acquisition of knowledge and preparation for life. Educational philosophy determines the various aspects of education such as aims, curriculum, methods of teaching, and roles of teachers and students. It performs important functions like harmonizing old and new traditions, providing progressive vision to educational leaders, and preparing students to face modern challenges. Philosophy and education are complementary as philosophy guides education in theory and education applies philosophy in practice.
Online assignment
The document summarizes the Kerala Curriculum Framework (KCF) which aims to strengthen primary and secondary education in Kerala. The three pillars of KCF are critical pedagogy, issue-based curriculum, and social constructivism. KCF emphasizes developing scientific temperament, nurturing interests and abilities, and imbibing a humanistic outlook. It promotes analyzing social issues to find logical solutions and connecting learning to daily life. KCF prepares students for a changing society by cultivating critical thinking and decision making skills through an issue-based approach to science education.
SEMINAR.pptx
This document discusses the role of educational philosophy. It defines philosophy and education, and outlines several key roles of educational philosophy, including determining aspects of education like aims, curriculum, teaching methods, the roles of teachers and students. Educational philosophy also helps harmonize old and new traditions in education and provides vision to educational planners and administrators. It impacts teacher roles and discipline. Finally, educational philosophy prepares young people to face challenges of modern times.
Curriculumdevelopment
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.
Curriculum development in special education
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.
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Models of curriculum development
- 3. SOME OF TABA’S PHILOSOPHICAL IDEAS ON CURRICULUM DEVELOPMENT Social processes, including the socialization of human beings, are not linear, and they cannot be modeled through linear planning. The reconstruction of curricula and programs Is not a short-terms effort but a long process, lasting for years.
- 5. TABA MODEL: *Taba model is inductive approach. *Taba model is teacher approach. *Taba’s is the Grass-root approach. *The main idea to this approach is that the needs of the students are at the forefront to the curriculum.
- 6. TABA’S INDUCTIVE APPROACH Taba advocated an inductive approach to curriculum development.
- 10. Taba believed that: “To evolve a theory of curriculum development and a method of thinking about it, one of needs to ask what demands and requirements of culture and society both are, both for the present and the future. Curriculum is a way of preparing young people to participate in our culture”.