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The document outlines the key elements and components of curriculum development, including aims/goals and objectives, curriculum experience, and curriculum evaluation. It also discusses principles for organizing learning content such as balance, articulation, sequence, integration, and continuity. Finally, it introduces the round table strategy as a technique for curriculum development and reviews its variations and educational implications.
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Curriculum: Relevance and Effectiveness
Curriculum: Relevance and Effectiveness Presented
by: - Sindhu Joyo
Key points
* What is Curriculum?
* Elements of curriculum.
* Types of curriculum
* why we develop the Curriculum
* 7 points in focus while preparing a good curriculum
* What kind of challenges, curriculum developers face while preparing the curriculum.
* 10 standards of a Good curriculum.
* conclusion
Curriculum planning 2
The document defines curriculum as the lessons and academic content taught in a school or program. It includes learning objectives, assignments, tests, textbooks and other materials. Curriculum refers to the means and materials students interact with to achieve educational outcomes.
The key components of a curriculum are its aims, goals and objectives which define what is to be learned; content or subject matter; experiences such as instructional strategies and activities; and evaluation to assess learning. A curriculum provides structure for teachers' lessons and selection of educational content. It helps students develop skills and knowledge to become socially responsible members of society. Curriculum mapping charts the skills and knowledge students are expected to master over their educational journey.
Elements of curriculum
The document discusses elements of curriculum, including:
- Definition of content, selection of content, and criteria for selection such as self-sufficiency and significance.
- Organization of content horizontally through scoping and integration, and vertically through continuity and sequencing.
- Selection of learning experiences to meet objectives, apply knowledge practically, and address student needs and interests.
- Organization and integration of learning experiences and content based on available situations, classroom interaction, student level, and learning principles.
Organization & integration of experience and content
The document discusses criteria for organizing learning experiences: continuity, sequence, and integration. Continuity refers to the relationship between different levels of the same subjects. Sequence builds upon previous experiences, going deeper and broader. Integration brings about a unified view by relating learning across subjects and students' lives. Learning experiences should allow students to practice behaviors implied in objectives and derive satisfaction from doing so. Organization of experiences should be systematically planned and continuously appraised.
Curriculum organization
This document discusses guidelines and concepts related to curriculum organization, including:
1. It defines curriculum organization as the process of selecting, designing, and managing curriculum elements.
2. Horizontal and vertical organization are described as two aspects of curriculum organization - horizontal refers to concurrent integration of content, vertical refers to longitudinal placement of elements.
3. Scope and sequence are important concepts in curriculum organization. Scope refers to the breadth of content, while sequence refers to the placement of content over time based on maturity and prerequisites.
4. Several principles for organizing curriculum units are outlined, including world-related, concept-related, inquiry-related, learning-related, and utilization-related sequences.
5. Guidelines
Curriculum change
This document discusses curriculum change and evaluation. It defines curriculum change as efforts to change aims, objectives, and content according to values, culture and resources. Factors influencing change include individuals, financial pressures, staffing issues, student abilities, and regulations. The phases of change include planning, implementation, and evaluation. Curriculum evaluation is done at the formative and summative levels to improve instruction and assess effectiveness in meeting objectives. Various stakeholders play important roles in the change and evaluation process.
Curriculum development process in pakistan (by umair ashraf)
The curriculum development process in Pakistan involves both federal and provincial bodies. The Federal Ministry of Education is responsible for national education policy and standards. The National Bureau of Curriculum and Textbooks supervises curriculum and textbooks from primary to higher secondary levels. Each province has a provincial curriculum center and textbook board responsible for curriculum development and publishing textbooks respectively within their jurisdiction. The process involves developing objectives, schemes of studies, syllabi, instructional materials, approving textbooks, and teacher training programs.
Criteria for Curriculum Assessment
The document discusses various criteria for curriculum assessment, goals and objectives, instruction, and evaluation. It provides:
1. Criteria are standards used to assess different elements of the curriculum and determine competency levels. Goals and objectives must reflect curriculum domains and student needs.
2. There are two approaches to instruction - supplantive is teacher-directed while generative is student-directed. The appropriate approach depends on student and task factors.
3. Evaluation determines the value or achievement of goals by collecting assessment data and making inferences. Formative evaluation provides ongoing feedback while summative evaluation assesses learning at the end.
Recommended
Curriculum: Relevance and Effectiveness
Curriculum: Relevance and Effectiveness Presented
by: - Sindhu Joyo
Key points
* What is Curriculum?
* Elements of curriculum.
* Types of curriculum
* why we develop the Curriculum
* 7 points in focus while preparing a good curriculum
* What kind of challenges, curriculum developers face while preparing the curriculum.
* 10 standards of a Good curriculum.
* conclusion
Curriculum planning 2
The document defines curriculum as the lessons and academic content taught in a school or program. It includes learning objectives, assignments, tests, textbooks and other materials. Curriculum refers to the means and materials students interact with to achieve educational outcomes.
The key components of a curriculum are its aims, goals and objectives which define what is to be learned; content or subject matter; experiences such as instructional strategies and activities; and evaluation to assess learning. A curriculum provides structure for teachers' lessons and selection of educational content. It helps students develop skills and knowledge to become socially responsible members of society. Curriculum mapping charts the skills and knowledge students are expected to master over their educational journey.
Elements of curriculum
The document discusses elements of curriculum, including:
- Definition of content, selection of content, and criteria for selection such as self-sufficiency and significance.
- Organization of content horizontally through scoping and integration, and vertically through continuity and sequencing.
- Selection of learning experiences to meet objectives, apply knowledge practically, and address student needs and interests.
- Organization and integration of learning experiences and content based on available situations, classroom interaction, student level, and learning principles.
Organization & integration of experience and content
The document discusses criteria for organizing learning experiences: continuity, sequence, and integration. Continuity refers to the relationship between different levels of the same subjects. Sequence builds upon previous experiences, going deeper and broader. Integration brings about a unified view by relating learning across subjects and students' lives. Learning experiences should allow students to practice behaviors implied in objectives and derive satisfaction from doing so. Organization of experiences should be systematically planned and continuously appraised.
Curriculum organization
This document discusses guidelines and concepts related to curriculum organization, including:
1. It defines curriculum organization as the process of selecting, designing, and managing curriculum elements.
2. Horizontal and vertical organization are described as two aspects of curriculum organization - horizontal refers to concurrent integration of content, vertical refers to longitudinal placement of elements.
3. Scope and sequence are important concepts in curriculum organization. Scope refers to the breadth of content, while sequence refers to the placement of content over time based on maturity and prerequisites.
4. Several principles for organizing curriculum units are outlined, including world-related, concept-related, inquiry-related, learning-related, and utilization-related sequences.
5. Guidelines
Curriculum change
This document discusses curriculum change and evaluation. It defines curriculum change as efforts to change aims, objectives, and content according to values, culture and resources. Factors influencing change include individuals, financial pressures, staffing issues, student abilities, and regulations. The phases of change include planning, implementation, and evaluation. Curriculum evaluation is done at the formative and summative levels to improve instruction and assess effectiveness in meeting objectives. Various stakeholders play important roles in the change and evaluation process.
Curriculum development process in pakistan (by umair ashraf)
The curriculum development process in Pakistan involves both federal and provincial bodies. The Federal Ministry of Education is responsible for national education policy and standards. The National Bureau of Curriculum and Textbooks supervises curriculum and textbooks from primary to higher secondary levels. Each province has a provincial curriculum center and textbook board responsible for curriculum development and publishing textbooks respectively within their jurisdiction. The process involves developing objectives, schemes of studies, syllabi, instructional materials, approving textbooks, and teacher training programs.
Criteria for Curriculum Assessment
The document discusses various criteria for curriculum assessment, goals and objectives, instruction, and evaluation. It provides:
1. Criteria are standards used to assess different elements of the curriculum and determine competency levels. Goals and objectives must reflect curriculum domains and student needs.
2. There are two approaches to instruction - supplantive is teacher-directed while generative is student-directed. The appropriate approach depends on student and task factors.
3. Evaluation determines the value or achievement of goals by collecting assessment data and making inferences. Formative evaluation provides ongoing feedback while summative evaluation assesses learning at the end.
Iwasiw ppts ch01_3_e
The document discusses curriculum development in nursing education. It defines curriculum and different conceptualizations. Curriculum development is described as a scholarly, creative process to create an evidence-informed, context-relevant, and unified curriculum. It involves determining needs, organizing stakeholders, analyzing contexts, establishing approaches, designing goals and courses, implementing and evaluating the curriculum through ongoing refinement. Feedback loops allow modifications. Interpersonal dynamics are also part of the collaborative process that can involve significant change.
components of curriculum and curricular approaches
This document discusses the major components of curriculum and different approaches to curriculum. It identifies the key components of curriculum as aims and objectives, subject matter or content, learning experiences, and evaluation approaches. It also outlines the aims of education at the primary, secondary, and tertiary levels based on Philippine law and policy. The document further discusses criteria for selecting subject matter and organizing content, as well as different teaching strategies and methods. It analyzes approaches to curriculum, including behavioral, managerial, systems, and humanistic approaches.
Curriculum evaluation
The document discusses different approaches to curriculum evaluation and development. It outlines Stufflebeam's CIPP model for evaluation which examines curriculum context, inputs, processes, and products. It also describes four main approaches to curriculum: behavioral, managerial, systems, and humanistic. The behavioral approach specifies goals and arranges content to match objectives. The managerial approach involves administration and leadership. The systems approach views the school as an organizational system. And the humanistic approach places the learner at the center and considers their whole development.
curriculum experiences
The document discusses curriculum experiences and teaching strategies that can be used to facilitate learning. It lists various teaching methods like time-tested methods, inquiry approaches, and constructivist techniques. It also outlines educational activities that can be part of the teaching repertoire, such as field viewing, experiments, computer programs, field trips, and experiential learning. Several guidelines are provided for selecting and using teaching methods, including matching the method to the learning objectives, considering students' learning styles, and ensuring flexibility.
Curriculum organization (sequence and scope/guidelines in curriculum organiza...
This document discusses guidelines and concepts for organizing curriculum, including:
1. Horizontal organization refers to integrating content taught concurrently, while vertical organization describes sequencing content longitudinally over time.
2. Scope refers to the breadth of topics covered, and is determined by human activities, societal values, and problems. Sequence concerns placing content in a timely order based on maturity.
3. Guidelines for curriculum organization include considering learners' needs and interests, permitting flexibility for teachers and students, and developing skills through direct teaching and integrated activities.
Process and steps of curriculum development
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.
Criteria for curriculum assessment
Criteria are sets of standards used to assess elements of curriculum and determine if goals and objectives have been met. Objectives must be clearly stated and used by teachers and students to guide content selection, materials, and learning activities. Evaluation is the process of making a judgment about student learning based on established criteria, and determines if the curriculum and instruction align with the objectives and recommended approaches.
Final curri, develop
The document discusses the nursing curriculum. It defines curriculum and outlines the principles, determinants, types (knowledge-centered, competence-based, experience-based), development process, and models of curriculum (linear, cyclic, dynamic, Tyler). It also discusses curriculum revision, the roles of various stakeholders in development/revision, and importance of research for improving nursing curriculum and evidence-based practice.
Implementing The Curricilum
The document discusses implementing the curriculum, which involves putting the written curriculum into practice through teaching and learning activities. It is a crucial phase that requires teacher action. Implementing means engaging learners according to plans outlined in syllabi and curricula to achieve intended outcomes. Theories on curriculum implementation and change are presented, including viewing it as a change process involving driving and restraining forces. Types of curriculum changes are categorized as substitution, alteration, restructuring, or value orientation. Elements of successful implementation are described as developmental, participatory, and supportive. Time and assistance from others are also important factors.
IMPLEMENTING THE CURRICULUM (curriculum development)
This presentation would help you guys know who are the stakeholders involved in curriculum implementation as well their role. It tackles also the Role of Technology in Delivering the Curriculum and the Pilot Testing, Monitoring and Evaluating of the curriculum.
Curr.devt
This document discusses different components and approaches to curriculum development:
- Component 3 discusses teaching methods that should stimulate different domains of learning while considering student learning styles and outcomes.
- Component 4 examines curriculum evaluation models and defines evaluation as determining quality, effectiveness, and value, or meeting goals and outcomes.
- Approaches include behavioral based on goals/objectives, managerial focused on implementation, and systems examining relationships between parts.
- The humanistic approach considers formal/planned and informal/hidden curriculums with the learner at the center.
Characteristic of curriculum
The document outlines 9 characteristics of an effective curriculum:
1. The curriculum continuously evolves to meet the changing needs of the community.
2. The curriculum is based on the needs and experiences of the people it serves.
3. The curriculum is developed democratically with input from many community stakeholders.
4. Developing the curriculum requires long-term effort to ensure its continued success.
5. The curriculum consists of interrelated details that work together to create a supportive learning environment.
Principles & theories in curriculum development ppt
The document discusses the definition and purpose of curriculum from several perspectives. It describes curriculum as the total learning experience for students, including academic subjects as well as informal activities. An effective curriculum considers students' needs, sets clear learning outcomes, and outlines the content and teaching methods needed to achieve those outcomes. It provides order and structure for administrators, teachers, and students to ensure students receive a well-rounded education that prepares them for further education and career opportunities.
BEST PRACTICES IN IMPLEMENTING CURRICULUM IN THE CLASSROOM
The document outlines best practices teachers can implement in their classrooms, including balancing the curriculum, integrating subjects, differentiating instruction, and providing active learning opportunities. A balanced curriculum includes all subjects, promotes brain development, and prepares students for success. An integrated curriculum allows students to identify topics and research across disciplines. Differentiating the curriculum meets the individual needs of students and nurtures their strengths. Active learning engages students through hands-on activities and collaborative work.
Curriculum Designing Process
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.
Selection of content and organization of learning experiences
The document discusses seven criteria for selecting curriculum content and organizing learning experiences:
1. Self-sufficiency - Content should help learners attain maximum independence in learning efficiently with minimal teaching resources. This suggests including independent learning activities.
2. Significance - Content should develop skills and address cognitive, affective, and psychomotor domains while considering learners' cultures.
3. Validity - Content should be up-to-date and not obsolete to ensure curriculum relevance.
4. Interest - Content should be meaningful and interesting to engage learners.
5. Utility - Content should be useful and applicable to learners' lives and careers.
6. Learnability - Content should build
models for curriculum development
This document discusses curriculum development and Hilda Taba's model for curriculum design. It defines curriculum as activities designed by teachers and students to achieve educational goals. Curriculum development is the systematic planning of what is taught and learned, as reflected in courses of study. Taba's model involves 7 steps: 1) diagnosing student needs, 2) formulating objectives, 3) selecting content, 4) organizing content, 5) selecting learning experiences, 6) organizing learning experiences, and 7) evaluating. This grass-roots approach places teachers at the center of curriculum design rather than higher authorities.
Curriculum approaches
The document discusses different approaches to curriculum development and management. The behavioral approach uses goals and objectives to structure content and activities. The managerial approach became dominant in the 1950s-1960s and focused on administering resources and innovating schools. The systems approach examines how different parts of a school system relate to each other, like administration, counseling, curriculum, instruction, and evaluation. The humanistic approach considers both the formal planned curriculum as well as the informal hidden curriculum.
Objectives of curriculum evaluation
The objectives of curriculum evaluation are to: examine how historical, philosophical, ethical, social, economic and political factors influence curriculum; evaluate curriculum methods and structures in relation to national standards and value-added mandates; and relate cognitive and brain-based research to curricular methods, structure and intents. It also aims to analyze the compatibility of curriculum and assessments, explore curriculum's effects on teaching, learning, supervision and policy, evaluate curricular demands of a digital age, and define a personal philosophy around curriculum design, development and implementation.
curriculum development at secondary level
A curriculum is the combination of instructional practices, learning experiences, and students' performance assessment that are designed to bring out and evaluate the target learning outcomes of a particular course.
Curriculum development is a process of improving the curriculum. Approaches for curricula:
Analysis
Selecting
Formation
Review
Curriculum development is significant because it
Takes contents and shapes into plan for effective teaching and learning
Provide a map to achieve outputs
Provide appropriate learning activities and assessments
secondary education
In British India, the structure and curricula of secondary education were mandated by British colonial rule
After independence, Pakistan then developed its own Boards of Intermediate and Secondary Education (BISE) which were tasked with developing and conducting final examinations at the ends of grades 9 to 12
Admission requires completion of middle school
Consists of two years education (grades 9 and 10) followed by two years of higher-secondary education
Compulsory subjects include Urdu, English, Islamic education (civics for non-Muslim students), and Pakistan studies along with both required and elective courses in the specific stream.
The exams are conducted by one of the Boards of Intermediate and Secondary Education (BISE).
Curriculum Domain at Secondary Level\
According to the Constitution of Pakistan, curriculum development is the domain of the federal government.
Curriculum development up to intermediate level is the responsibility of the Curriculum Wing of the Ministry of Education.
Textbooks are developed by the provincial Textbook Boards strictly in accordance with the curriculum developed by the committees.
Developed after extensive analysis of the previous curriculum in order to bring desired changes in teaching and learning.
Assessment patterns (development and evaluation ) together with recommendations for teacher training were included in the curriculum
Blooms taxonomy
Benjamin Bloom developed the Bloom's Taxonomy model in the 1960s to classify educational learning objectives into domains. The taxonomy divides objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual skills development and is broken into six categories of increasing difficulty from remembering to evaluating. The affective domain deals with emotions, attitudes and values, and its categories range from receiving phenomena to internalizing values. The psychomotor domain concerns physical movement and motor skills development, with categories from imitation to origination. Bloom's Taxonomy provides a framework for instructors to set learning objectives at different levels of complexity.
Bloom's Taxonomy
Hope it will help , its an old up to new revision of blooms taxonomy that commonly use in teaching especially in making our lesson plan.
More Related Content
What's hot
Iwasiw ppts ch01_3_e
The document discusses curriculum development in nursing education. It defines curriculum and different conceptualizations. Curriculum development is described as a scholarly, creative process to create an evidence-informed, context-relevant, and unified curriculum. It involves determining needs, organizing stakeholders, analyzing contexts, establishing approaches, designing goals and courses, implementing and evaluating the curriculum through ongoing refinement. Feedback loops allow modifications. Interpersonal dynamics are also part of the collaborative process that can involve significant change.
components of curriculum and curricular approaches
This document discusses the major components of curriculum and different approaches to curriculum. It identifies the key components of curriculum as aims and objectives, subject matter or content, learning experiences, and evaluation approaches. It also outlines the aims of education at the primary, secondary, and tertiary levels based on Philippine law and policy. The document further discusses criteria for selecting subject matter and organizing content, as well as different teaching strategies and methods. It analyzes approaches to curriculum, including behavioral, managerial, systems, and humanistic approaches.
Curriculum evaluation
The document discusses different approaches to curriculum evaluation and development. It outlines Stufflebeam's CIPP model for evaluation which examines curriculum context, inputs, processes, and products. It also describes four main approaches to curriculum: behavioral, managerial, systems, and humanistic. The behavioral approach specifies goals and arranges content to match objectives. The managerial approach involves administration and leadership. The systems approach views the school as an organizational system. And the humanistic approach places the learner at the center and considers their whole development.
curriculum experiences
The document discusses curriculum experiences and teaching strategies that can be used to facilitate learning. It lists various teaching methods like time-tested methods, inquiry approaches, and constructivist techniques. It also outlines educational activities that can be part of the teaching repertoire, such as field viewing, experiments, computer programs, field trips, and experiential learning. Several guidelines are provided for selecting and using teaching methods, including matching the method to the learning objectives, considering students' learning styles, and ensuring flexibility.
Curriculum organization (sequence and scope/guidelines in curriculum organiza...
This document discusses guidelines and concepts for organizing curriculum, including:
1. Horizontal organization refers to integrating content taught concurrently, while vertical organization describes sequencing content longitudinally over time.
2. Scope refers to the breadth of topics covered, and is determined by human activities, societal values, and problems. Sequence concerns placing content in a timely order based on maturity.
3. Guidelines for curriculum organization include considering learners' needs and interests, permitting flexibility for teachers and students, and developing skills through direct teaching and integrated activities.
Process and steps of curriculum development
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.
Criteria for curriculum assessment
Criteria are sets of standards used to assess elements of curriculum and determine if goals and objectives have been met. Objectives must be clearly stated and used by teachers and students to guide content selection, materials, and learning activities. Evaluation is the process of making a judgment about student learning based on established criteria, and determines if the curriculum and instruction align with the objectives and recommended approaches.
Final curri, develop
The document discusses the nursing curriculum. It defines curriculum and outlines the principles, determinants, types (knowledge-centered, competence-based, experience-based), development process, and models of curriculum (linear, cyclic, dynamic, Tyler). It also discusses curriculum revision, the roles of various stakeholders in development/revision, and importance of research for improving nursing curriculum and evidence-based practice.
Implementing The Curricilum
The document discusses implementing the curriculum, which involves putting the written curriculum into practice through teaching and learning activities. It is a crucial phase that requires teacher action. Implementing means engaging learners according to plans outlined in syllabi and curricula to achieve intended outcomes. Theories on curriculum implementation and change are presented, including viewing it as a change process involving driving and restraining forces. Types of curriculum changes are categorized as substitution, alteration, restructuring, or value orientation. Elements of successful implementation are described as developmental, participatory, and supportive. Time and assistance from others are also important factors.
IMPLEMENTING THE CURRICULUM (curriculum development)
This presentation would help you guys know who are the stakeholders involved in curriculum implementation as well their role. It tackles also the Role of Technology in Delivering the Curriculum and the Pilot Testing, Monitoring and Evaluating of the curriculum.
Curr.devt
This document discusses different components and approaches to curriculum development:
- Component 3 discusses teaching methods that should stimulate different domains of learning while considering student learning styles and outcomes.
- Component 4 examines curriculum evaluation models and defines evaluation as determining quality, effectiveness, and value, or meeting goals and outcomes.
- Approaches include behavioral based on goals/objectives, managerial focused on implementation, and systems examining relationships between parts.
- The humanistic approach considers formal/planned and informal/hidden curriculums with the learner at the center.
Characteristic of curriculum
The document outlines 9 characteristics of an effective curriculum:
1. The curriculum continuously evolves to meet the changing needs of the community.
2. The curriculum is based on the needs and experiences of the people it serves.
3. The curriculum is developed democratically with input from many community stakeholders.
4. Developing the curriculum requires long-term effort to ensure its continued success.
5. The curriculum consists of interrelated details that work together to create a supportive learning environment.
Principles & theories in curriculum development ppt
The document discusses the definition and purpose of curriculum from several perspectives. It describes curriculum as the total learning experience for students, including academic subjects as well as informal activities. An effective curriculum considers students' needs, sets clear learning outcomes, and outlines the content and teaching methods needed to achieve those outcomes. It provides order and structure for administrators, teachers, and students to ensure students receive a well-rounded education that prepares them for further education and career opportunities.
BEST PRACTICES IN IMPLEMENTING CURRICULUM IN THE CLASSROOM
The document outlines best practices teachers can implement in their classrooms, including balancing the curriculum, integrating subjects, differentiating instruction, and providing active learning opportunities. A balanced curriculum includes all subjects, promotes brain development, and prepares students for success. An integrated curriculum allows students to identify topics and research across disciplines. Differentiating the curriculum meets the individual needs of students and nurtures their strengths. Active learning engages students through hands-on activities and collaborative work.
Curriculum Designing Process
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.
Selection of content and organization of learning experiences
The document discusses seven criteria for selecting curriculum content and organizing learning experiences:
1. Self-sufficiency - Content should help learners attain maximum independence in learning efficiently with minimal teaching resources. This suggests including independent learning activities.
2. Significance - Content should develop skills and address cognitive, affective, and psychomotor domains while considering learners' cultures.
3. Validity - Content should be up-to-date and not obsolete to ensure curriculum relevance.
4. Interest - Content should be meaningful and interesting to engage learners.
5. Utility - Content should be useful and applicable to learners' lives and careers.
6. Learnability - Content should build
models for curriculum development
This document discusses curriculum development and Hilda Taba's model for curriculum design. It defines curriculum as activities designed by teachers and students to achieve educational goals. Curriculum development is the systematic planning of what is taught and learned, as reflected in courses of study. Taba's model involves 7 steps: 1) diagnosing student needs, 2) formulating objectives, 3) selecting content, 4) organizing content, 5) selecting learning experiences, 6) organizing learning experiences, and 7) evaluating. This grass-roots approach places teachers at the center of curriculum design rather than higher authorities.
Curriculum approaches
The document discusses different approaches to curriculum development and management. The behavioral approach uses goals and objectives to structure content and activities. The managerial approach became dominant in the 1950s-1960s and focused on administering resources and innovating schools. The systems approach examines how different parts of a school system relate to each other, like administration, counseling, curriculum, instruction, and evaluation. The humanistic approach considers both the formal planned curriculum as well as the informal hidden curriculum.
Objectives of curriculum evaluation
The objectives of curriculum evaluation are to: examine how historical, philosophical, ethical, social, economic and political factors influence curriculum; evaluate curriculum methods and structures in relation to national standards and value-added mandates; and relate cognitive and brain-based research to curricular methods, structure and intents. It also aims to analyze the compatibility of curriculum and assessments, explore curriculum's effects on teaching, learning, supervision and policy, evaluate curricular demands of a digital age, and define a personal philosophy around curriculum design, development and implementation.
curriculum development at secondary level
A curriculum is the combination of instructional practices, learning experiences, and students' performance assessment that are designed to bring out and evaluate the target learning outcomes of a particular course.
Curriculum development is a process of improving the curriculum. Approaches for curricula:
Analysis
Selecting
Formation
Review
Curriculum development is significant because it
Takes contents and shapes into plan for effective teaching and learning
Provide a map to achieve outputs
Provide appropriate learning activities and assessments
secondary education
In British India, the structure and curricula of secondary education were mandated by British colonial rule
After independence, Pakistan then developed its own Boards of Intermediate and Secondary Education (BISE) which were tasked with developing and conducting final examinations at the ends of grades 9 to 12
Admission requires completion of middle school
Consists of two years education (grades 9 and 10) followed by two years of higher-secondary education
Compulsory subjects include Urdu, English, Islamic education (civics for non-Muslim students), and Pakistan studies along with both required and elective courses in the specific stream.
The exams are conducted by one of the Boards of Intermediate and Secondary Education (BISE).
Curriculum Domain at Secondary Level\
According to the Constitution of Pakistan, curriculum development is the domain of the federal government.
Curriculum development up to intermediate level is the responsibility of the Curriculum Wing of the Ministry of Education.
Textbooks are developed by the provincial Textbook Boards strictly in accordance with the curriculum developed by the committees.
Developed after extensive analysis of the previous curriculum in order to bring desired changes in teaching and learning.
Assessment patterns (development and evaluation ) together with recommendations for teacher training were included in the curriculum
What's hot (20)
components of curriculum and curricular approaches
components of curriculum and curricular approaches
Curriculum organization (sequence and scope/guidelines in curriculum organiza...
Curriculum organization (sequence and scope/guidelines in curriculum organiza...
IMPLEMENTING THE CURRICULUM (curriculum development)
IMPLEMENTING THE CURRICULUM (curriculum development)
Principles & theories in curriculum development ppt
Principles & theories in curriculum development ppt
BEST PRACTICES IN IMPLEMENTING CURRICULUM IN THE CLASSROOM
BEST PRACTICES IN IMPLEMENTING CURRICULUM IN THE CLASSROOM
Selection of content and organization of learning experiences
Selection of content and organization of learning experiences
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Benjamin Bloom developed the Bloom's Taxonomy model in the 1960s to classify educational learning objectives into domains. The taxonomy divides objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual skills development and is broken into six categories of increasing difficulty from remembering to evaluating. The affective domain deals with emotions, attitudes and values, and its categories range from receiving phenomena to internalizing values. The psychomotor domain concerns physical movement and motor skills development, with categories from imitation to origination. Bloom's Taxonomy provides a framework for instructors to set learning objectives at different levels of complexity.
Bloom's Taxonomy
Hope it will help , its an old up to new revision of blooms taxonomy that commonly use in teaching especially in making our lesson plan.
Kagan Presentation
This document discusses Kagan Cooperative Learning and some structures used in a 6th grade classroom. It describes how Kagan provides opportunities for student engagement and academic success through group work. Students are formed into heterogeneous academic groups. Three Kagan structures are highlighted - Rally Coach, Talking Chips, and Match Mine - which are used to enhance learning through peer teaching, structured discussions, and matching math facts. The teachers comment that Kagan has benefits like improved classroom management, cooperation, and creating equal opportunities for students of all academic abilities.
Components of Curriculum
The document outlines the four major components of curriculum: 1) aims, goals and objectives which define what is to be achieved; 2) subject matter/content which determines what topics should be included; 3) learning experiences which are the instructional strategies that link goals to content; and 4) evaluation approaches to assess the quality, effectiveness and outcomes of the curriculum. It also discusses different views of curriculum being either subject-centered or learner-centered and introduces Stufflebeam's CIPP model as a widely used evaluation method.
Components of Curriculum and Curriculum Approaches
This document discusses the major components of curriculum, including aims and objectives, subject matter/content, learning experiences, and evaluation approaches. It provides details on each component for different levels of education in the Philippine system. Various approaches to curriculum are also outlined, such as behavioral, managerial, systems, and humanistic approaches. The behavioral approach focuses on specified goals and objectives, while the managerial approach emphasizes organization and implementation. A systems approach examines how parts relate to each other, and a humanistic approach places the learner at the center.
Curriculum, history and elements of curriculum
The document defines curriculum in several ways and discusses its history and key elements. It provides definitions from various perspectives, such as curriculum being all planned learning, the totality of a student's experiences, or a set of subjects. The history of curriculum development in the US is reviewed from colonial times through the 20th century. Basic elements of curriculum are outlined as having components like subject matter, instructional plans, goals and objectives.
Curriculum development
The document discusses different approaches to curriculum development in the Philippine context. It provides an overview of the history of curriculum development in the Philippines under different ruling powers from pre-Spanish times to the present Philippine Republic. It also outlines key factors to consider in curriculum development such as cultural values, knowledge of learners, teaching/learning theories, and content selection. Different theories and approaches to curriculum development are examined, including technical-scientific, behavioral, and humanistic approaches.
Elements/Components of Curriculum
This document outlines the key components of a curriculum: aims and objectives, content/subject matter, curriculum experience (instructional strategies and methods), and evaluation. It provides examples of the aims of elementary, secondary, and tertiary education. It also discusses principles for organizing content, such as balance, articulation, sequence, integration, and continuity. A variety of instructional strategies and methods are suggested to link goals to outcomes. Curriculum evaluation is presented using the CIPP model to ensure effectiveness and continuous feedback. The components are interrelated with aims informing objectives, content, methods, and evaluation.
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Components of Curriculum and Curriculum Approaches
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Lesson 7 Curriculum Design.pptx
This document discusses curriculum design and its components. It covers:
1. The four main components of any curriculum design according to Ornstein & Hunkins are purpose/aims & objectives, subject matter/content, learning experiences/methods, and evaluation approaches.
2. The six key dimensions of curriculum design that must be considered are scope, integration, sequence, continuity, articulation, and balance. These dimensions refer to how the curriculum components are organized and related to each other.
3. Examples of representative curriculum designs include subject-centered, learner-centered, problem-centered, and competency-based designs. Each design emphasizes different components and has strengths and weaknesses.
organizing content and teaching strategies presentation)
This document discusses organizing content and teaching strategies in physical education curriculum development. It covers horizontal organization which ensures topics across subjects are aligned, and vertical organization which links knowledge from one lesson to the next to progressively build skills. The dimensions of curriculum scope, sequence, continuity and balance are also outlined. Scope refers to the breadth and depth of content. Sequence is the order content is taught building on past knowledge. Continuity is vertical repetition to further develop skills. Balance aims to appropriately weight each aspect of the curriculum design.
Online assignment soumya1
The document discusses the mathematics curriculum and its organization. It defines curriculum as the sum of all student activities and experiences provided by the school. The key components of developing a mathematics curriculum include setting goals, planning learning experiences and content, and assessing outcomes. When organizing the curriculum, principles like logical and psychological order, correlation across topics and grades, and adapting to individual differences should be followed. Approaches to organizing the curriculum include the topical, spiral, logical-psychological, unitary, and integrated approaches.
dimensions and principles of curriculum design
The document discusses the key dimensions and principles of curriculum design, including scope, sequence, continuity, integration, articulation, and balance. Scope refers to the breadth of content, topics, experiences, and organizing themes included in the educational plan. Sequence involves organizing content in a logical progression from simple to complex. Continuity provides vertical repetition of content to strengthen learning. Integration draws from real-world themes to connect different subject areas. Articulation sequences content either vertically between grades or horizontally within grades. Balance aims to evenly distribute elements like content, time, and experiences.
Curriculim design
This document discusses key elements and concepts related to curriculum design and organization. It identifies four main sources that undergird curriculum design: science, society, eternal/divine knowledge, and the learner. It also outlines different approaches to organizing curriculum, including horizontal and vertical organization. Horizontal organization refers to the arrangement of curriculum elements side by side, while vertical organization refers to the sequencing and continuity of elements over time. Integration, articulation, and balance are also important principles for curriculum design.
Crafting the Curriculum.pptx
This document discusses curriculum design and models. It explains that there are two ways to organize a curriculum: horizontal organization and vertical organization. Horizontal organization refers to arranging content across subjects in the same grade based on related themes or skills. Vertical organization emphasizes relationships among topics across grade levels in a given field. The document then outlines several fundamentals of curriculum designing, including ensuring it is dynamic and responsive to changes, involving teachers, and establishing clear outcomes, resources, and evaluation. It describes key dimensions of curriculum design as scope, sequence, articulation, balance, continuity, and integration.
Analysis on curriculum
This document provides a comparative study and critical perspective on curriculum. It defines curriculum and differentiates it from a syllabus. The document summarizes various perspectives on what constitutes a curriculum. It also outlines the four phases of curriculum development according to different scholars. The document then provides a comparative analysis of the goals and standards of the author's proposed mathematics curriculum versus those of the National Curriculum of Pakistan. It provides recommendations on how to improve the National Curriculum based on different educational philosophies. In conclusion, the document emphasizes that curriculum is a living document that must continuously be evaluated and improved based on student needs.
Dimensions & prin. of curr. design
The document discusses the key dimensions and principles of curriculum design: scope, sequence, continuity, integration, articulation, and balance. It defines each dimension and provides examples. Scope refers to the breadth and depth of content. Sequence involves arranging content in a logical order. Continuity provides recurring content to strengthen learning. Integration combines subjects. Articulation connects content vertically between grades or horizontally within grades. Balance evenly distributes elements like time and content. The document also outlines principles for organizing content and guidelines for the curriculum design process.
Curriculum-Perspectives-Advance Curriculum.pptx
The document discusses five perspectives on curriculum:
1. The traditional perspective promotes mastery of basic skills and common values.
2. The experiential perspective promotes incorporating all aspects of a student's life.
3. The disciplines perspective focuses on the thought structures of academic subjects.
4. The behavioral perspective sets learning objectives to meet student needs.
5. The constructivist perspective has students personalize learning through experience.
Curricularist as a Knower
1. The document outlines key concepts in curriculum development including definitions of curriculum, approaches to curriculum as content, process and product, models of curriculum development, and philosophical, historical, psychological and social foundations of curriculum.
2. Major curriculum development models discussed include Tyler's four basic principles and Taba's grassroots approach.
3. Foundations of curriculum development explored include perspectives from philosophers like Dewey, essentialists, and reconstructionists, as well as influences from theorists in psychology and the social sciences.
Concept of curriculum-8624
The document discusses the concept of curriculum. It defines curriculum as a template or design that enables learning to take place. It discusses curriculum theory, noting that curriculum theory provides meaning to a school's curriculum by explaining the relationships between its elements and directing its development, use, and evaluation. It also outlines four main approaches to curriculum - behavioral, managerial, systems, and humanistic. Additionally, it discusses aims and objectives of curriculum development at the secondary level, criteria for developing curriculum objectives, and characteristics and principles of curriculum construction. It concludes by discussing evaluation of curriculum and determination of curriculum in Pakistan.
Curriculum-Development-
This document discusses different approaches and models for curriculum development. It describes curriculum as content, process, or product. Three common models are presented: Ralph Tyler's model focuses on planning with four basic principles; Hilda Taba's grassroots model emphasizes teacher participation with six steps; and Galen Saylor and William Alexander's linear model considers diagnosis, objectives, content selection, organization, experiences, and evaluation. Curriculum development is presented as a dynamic, purposeful, and planned process involving planning, design, implementation, and evaluation.
Crafting the curriculum
This document discusses dimensions of curriculum design including scope, sequence, continuity, integration, articulation, and balance. It defines each dimension and provides examples. Scope refers to all content, topics, and learning experiences in the educational plan. Sequence involves arranging content in a logical order from simple to complex. Continuity provides vertical repetition of content to strengthen learning. Integration erases subject lines and connects content to real-world themes. Articulation coordinates content both vertically between grades and horizontally within grades. Balance equitably assigns elements like content and time.
Unit 4 456+:5676532567&5555445556665.pdf
Here are the key characteristics of curriculum at the secondary level in Pakistan based on the document:
- The curriculum is determined nationally and aims to achieve the objectives outlined in the National Education Policy. It focuses on cognitive, affective, and psychomotor domains of learning.
- The scheme of studies and syllabi for each subject are developed through consultation with subject experts, psychologists, and teachers to ensure they are based on learner needs and help achieve the curriculum objectives.
- Textbooks are developed by Provincial Textbook Boards according to the approved syllabi and national curriculum. Writers are commissioned, material is reviewed against the syllabus, and selected material is transformed into textbooks.
- Teacher training is provided by provincial governments to
Unit 4 ";$+$(_$(9$_+299$_($($($(_(++.pdf
Here are the key characteristics of curriculum at the secondary level in Pakistan based on the document:
- The curriculum is determined nationally and aims to achieve the objectives outlined in the National Education Policy. It focuses on cognitive, affective, and psychomotor domains of learning.
- The scheme of studies and syllabi for each subject are developed in consultation with subject experts, psychologists, and teachers. They are based on the needs and abilities of learners.
- Textbooks are developed by Provincial Textbook Boards according to the approved syllabi. Writers are commissioned, material is reviewed against the syllabus, and selected material is transformed into textbooks.
- Teacher training is provided by provincial governments to ensure effective implementation of the
online assignment
The document discusses different principles of curriculum organization in mathematics education, including topical and spiral arrangement of content, logical and psychological approaches, and principles of correlation within and across math topics and other subjects. It also outlines factors to consider in curriculum construction, such as student needs and interests, community needs, teacher input, and utilizing a spiral or concentric approach for introducing content over multiple grades in a developmentally-appropriate way.
Hall- Curriculum Analysis Presentation
This presentation analyzes the SRA Imagine It 1st grade literacy program from a traditional curriculum theory perspective. The program aims to provide a comprehensive literacy curriculum aligned to state standards. It uses a scope and sequence with daily objectives and benchmark assessments. However, the scripted nature of the program limits teacher input and critical thinking. Suggested improvements include making objectives more measurable, improving social studies/science components, and starting with kindergarten standards. Overall, the program follows Tyler's model but could encourage more rigor and teacher autonomy.
Curriculum development at primary and secondary level
The document discusses curriculum development at the primary and secondary levels in Pakistan. It outlines the various bodies responsible for curriculum development in each Pakistani province. The main functions of these bodies include preparing schemes of studies and curricula. The curriculum development process involves evolving objectives, developing schemes of study and syllabi, approving textbooks and instructional materials, and training teachers. The goals are to align curriculum with the national education policy while considering market demands, research, and global issues.
Components of curriculum
The document outlines the key components of a curriculum:
1) Goals and objectives which aim to provide knowledge, skills, values and prepare students for further education or work.
2) Curriculum content which includes core subjects and is organized based on principles like balance, articulation and integration.
3) Teaching methods and experiences which stimulate learning and achieve the objectives through approaches like flexibility and consideration of learning styles.
4) Evaluation to determine the quality, effectiveness and outcomes of the curriculum through continuous assessment and improvement.
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This document provides a summary of the book "Language Curriculum Design" by I.S.P. Nation and John Macalister. The book provides a comprehensive guide to designing language curricula, exploring how to plan and create effective language courses through gathering ideas, setting goals, analyzing learner needs, and applying teaching principles. It also discusses evaluating and adapting curricula over time. The book aims to help readers understand the systematic process of curriculum design and develop the skills needed to create effective language courses that can be applied to real-world teaching situations.
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- 1. TOPIC: Elements/Components of Curriculum Development BY SHRUTI NIMBKAR AND KETKI SHAH 1
- 2. Components of Curriculum Development Aims/Goals and Objectives Curriculum Experience Curriculum Evaluation BY SHRUTI NIMBKAR AND KETKI SHAH 2
- 3. Principles in organizing learning content Balance Articulation Sequence Integration Continuity BY SHRUTI NIMBKAR AND KETKI SHAH 3
- 4. BALANCE: Content curriculum should be fairly distributed ARTICULATION: Subject matter should be smoothly connected to each other SEQUENCE: Logical arrangement of subject matter INTEGRATION: Horizontal connection between subject matter CONTINUITY: Refers to constant repetition, review and reinforcement BY SHRUTI NIMBKAR AND KETKI SHAH 4
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- 6. VARIATIONS: ROUND TABLE CONSENSUS SIMULTANEOUS ROUND TABLE BY SHRUTI NIMBKAR AND KETKI SHAH 6
- 7. EDUCATIONAL IMPLICATIONS BY SHRUTI NIMBKAR AND KETKI SHAH 7
- 8. ANY QUESTIONS? BY SHRUTI NIMBKAR AND KETKI SHAH 8
- 9. THANK YOU! BY SHRUTI NIMBKAR AND KETKI SHAH 9