Schon's models of curriculum dissemination
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Schon identified three models of curriculum dissemination: 1. The center-periphery model involves dissemination controlled from a central source spreading outward. 2. The proliferation of centres model establishes primary and secondary centers that both support and expand dissemination. 3. The shifting- centres method emerges from social movements and lacks clearly established secondary centers, instead dissemination responds to local demands.
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Various forms of curriculum
This document discusses various forms of curriculum, including:
- Recommended curriculum developed by education authorities.
- Subject-centered curriculum organized around content units.
- Learner-centered curriculum focusing on both learners and instructors.
- Integrated curriculum adding elements to existing material and activities.
- Core curriculum of mandatory courses for all students.
- Written, taught, supported, assessed, learned, hidden, and other forms.
Foundation of curriculum
The foundations of curriculum are the influences that shape what curriculum developers include in educational programs. There are five main foundations: philosophical, which deals with beliefs about reality, truth, and ethics; psychological, concerning child development, learning, and teaching; sociological, focused on social relationships and culture; economic, oriented towards job skills; and historical, examining the role of curriculum in national progress and cultural traditions.
CONCEPT OF CURRICULUM BY SIR PERVEZ SHAMI
The document defines curriculum and discusses its key components. It provides definitions of curriculum from various scholars that reference the teacher molding the student according to school ideals. A curriculum includes aims and objectives, content, methodology, and evaluation. It notes syllabus is part of the curriculum. Content can include textbooks but they have limitations. Methodology includes teacher-centered and student-centered approaches. Evaluation determines achievement, provides feedback, and helps direct students. It assesses knowledge, skills, and behaviors through various methods like tests, assignments, projects and more.
subject centred curriculum
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Teacher centered instructional methodsstrategies
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Curriculum models
This document provides an overview of different curriculum models, including their key components and steps. It discusses the Wheeler, Tyler, Dynamic, Skilbeck, and Taba models. The Wheeler model focuses on situational analysis and a continuous cycle of curriculum development. The Tyler model consists of four steps: determining objectives, identifying educational experiences, organizing experiences, and evaluating objectives. The Dynamic model sees curriculum development as flexible and interactive. The Skilbeck model locates curriculum within a cultural framework. The Taba model advocates an inductive approach starting with specifics and allows teachers to design curriculum from the ground up.
Theories Curriculum Development
This document discusses four major theories of curriculum development:
1. Social meliorism posits that education can improve society by increasing individual intelligence regardless of background.
2. John Dewey's theory focuses on connecting subjects to students' everyday lives and categorizes behaviors into expressive, constructive, artistic and social instincts.
3. Social efficiency aims to educate students according to aptitude as determined by IQ tests in order to funnel them into professions.
4. Developmentalism bases the curriculum on students' emotional and behavioral characteristics rather than IQ or instincts.
TYPES OF CURRICULUM
The document discusses three different curriculum approaches: subject-centered curriculum, activity/experience-based curriculum, and core curriculum.
Subject-centered curriculum is rigid and focuses on covering specific amounts of material in specific subjects within set time periods, regardless of student abilities or interests. Activity/experience-based curriculum is based on determining student needs and interests to form the basis of hands-on learning experiences. Core curriculum identifies common knowledge, skills, and values that all students should learn to function in society.
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Various forms of curriculum
This document discusses various forms of curriculum, including:
- Recommended curriculum developed by education authorities.
- Subject-centered curriculum organized around content units.
- Learner-centered curriculum focusing on both learners and instructors.
- Integrated curriculum adding elements to existing material and activities.
- Core curriculum of mandatory courses for all students.
- Written, taught, supported, assessed, learned, hidden, and other forms.
Foundation of curriculum
The foundations of curriculum are the influences that shape what curriculum developers include in educational programs. There are five main foundations: philosophical, which deals with beliefs about reality, truth, and ethics; psychological, concerning child development, learning, and teaching; sociological, focused on social relationships and culture; economic, oriented towards job skills; and historical, examining the role of curriculum in national progress and cultural traditions.
CONCEPT OF CURRICULUM BY SIR PERVEZ SHAMI
The document defines curriculum and discusses its key components. It provides definitions of curriculum from various scholars that reference the teacher molding the student according to school ideals. A curriculum includes aims and objectives, content, methodology, and evaluation. It notes syllabus is part of the curriculum. Content can include textbooks but they have limitations. Methodology includes teacher-centered and student-centered approaches. Evaluation determines achievement, provides feedback, and helps direct students. It assesses knowledge, skills, and behaviors through various methods like tests, assignments, projects and more.
subject centred curriculum
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Teacher centered instructional methodsstrategies
It is a presentation on Teacher centered Instruction and Methodologies to help students to understand it and explore it easily
Curriculum models
This document provides an overview of different curriculum models, including their key components and steps. It discusses the Wheeler, Tyler, Dynamic, Skilbeck, and Taba models. The Wheeler model focuses on situational analysis and a continuous cycle of curriculum development. The Tyler model consists of four steps: determining objectives, identifying educational experiences, organizing experiences, and evaluating objectives. The Dynamic model sees curriculum development as flexible and interactive. The Skilbeck model locates curriculum within a cultural framework. The Taba model advocates an inductive approach starting with specifics and allows teachers to design curriculum from the ground up.
Theories Curriculum Development
This document discusses four major theories of curriculum development:
1. Social meliorism posits that education can improve society by increasing individual intelligence regardless of background.
2. John Dewey's theory focuses on connecting subjects to students' everyday lives and categorizes behaviors into expressive, constructive, artistic and social instincts.
3. Social efficiency aims to educate students according to aptitude as determined by IQ tests in order to funnel them into professions.
4. Developmentalism bases the curriculum on students' emotional and behavioral characteristics rather than IQ or instincts.
TYPES OF CURRICULUM
The document discusses three different curriculum approaches: subject-centered curriculum, activity/experience-based curriculum, and core curriculum.
Subject-centered curriculum is rigid and focuses on covering specific amounts of material in specific subjects within set time periods, regardless of student abilities or interests. Activity/experience-based curriculum is based on determining student needs and interests to form the basis of hands-on learning experiences. Core curriculum identifies common knowledge, skills, and values that all students should learn to function in society.
Activity based curriculum (Design/Model) (https://www.youtube.com/watch?v=Og8...
An activity-based curriculum is centered around using activities as the primary means for students to learn. It focuses on active, hands-on learning rather than passive reception of information. The key principles are that learning should be based on experiments and activities that engage students directly, as children learn best through doing rather than just listening. The role of the teacher is to guide students and help them select and analyze activities, acting as a facilitator rather than lecturer. Proponents argue this makes learning more engaging, memorable and empowering for students. However, critics note it is a radical departure from tradition and may not ensure retention of facts or cultural heritage.
Process of curriculum change
This document discusses the process of curriculum change. It notes that change is a constant process that requires time, energy, and resources, and should lead to incremental improvements. Curriculum change is not a single event but an ongoing process that involves developing new skills and feelings around new programs. For curriculum change to be successful, it must be supported by individuals within institutions first before the institutions can change. The document also outlines some of the common feelings people experience during periods of change, as well as factors that can drive the need for curriculum change such as expanding knowledge and societal/economic shifts. It describes different types and stages of curriculum change processes.
Factors influencing changes in curriculum
This document discusses factors that influence changes in curriculum. It identifies several definitions of curriculum provided by education experts. It then discusses different types and sources of curriculum change, including political, economic, technological, diversity, learning theories, and environmental factors. It also outlines McNeil's five types of curriculum change: substitution, alteration, perturbations, restructuring, and value orientation changes. Influential individuals and employer/industry viewpoints are also identified as sources that can drive curriculum changes.
DISCIPLINE ORIENTED CURRICULUM
This PPT prepared by Teacher Educator from Thiagarajar College of Preceptors-Madurai for B.Ed Trainees
Curriculum models
There are several common models for curriculum development that differ in their perspectives and approaches. The Tyler model is a linear, technical-scientific model that follows four basic steps: setting objectives, selecting content, organizing learning experiences, and evaluating outcomes. The Taba model is similar but emphasizes grassroots involvement of teachers. The Wheeler model depicts curriculum development as cyclical rather than linear. Walker's deliberative model describes how curriculum is naturally developed through platform-building, deliberation of alternatives, and consensus-based design.
Hidden curriculum
The document discusses the concept of hidden curriculum, which refers to the unstated lessons, values, and perspectives that students learn in school. It is defined as the informal and often unintended lessons learned from factors like social structures, teacher behavior, rules, and cultural expectations in the school environment. Some key aspects that contribute to the hidden curriculum are peer pressure, cultural values promoted by the school, curricular topics, teaching strategies, and institutional rules. The hidden curriculum can positively or negatively influence students' development depending on the messages communicated.
foundation of Education
This document discusses the philosophical foundations of curriculum. It begins by defining philosophy and explaining its relationship to curriculum. The main branches and major philosophies are then outlined, including idealism, realism, existentialism and pragmatism. Five educational philosophies - perennialism, idealism, realism, experimentalism, and existentialism - are also summarized. The document concludes by examining how philosophical foundations influence the role of the teacher, importance of the body, and teaching methodology.
Advance organizer model
1. David Ausubel developed the Advance Organizer Model which theorized that meaningful learning occurs when new information is related to what is already known through deductive reasoning.
2. An advance organizer is introductory information presented by the teacher that helps students organize new content by highlighting relationships and directing attention to important concepts.
3. The goal of advance organizers is to strengthen students' cognitive structures and knowledge organization so that new information can be integrated with prior understanding.
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This document discusses innovative teaching methods. It begins by introducing traditional "chalk and talk" teaching methods and their limitations, such as being one-way and lacking student interaction. It then describes several innovative tools to make teaching more interactive, such as using multimedia, concept mapping, humor, simulation, and teaching applications before concepts. The conclusion states that teaching is the process of imparting knowledge through various methods to help students learn.
Wheeler model of curriculum development
D.K. Wheeler was an educator who developed a cyclical curriculum model in 1967 consisting of 5 interdependent stages: 1) setting aims, goals and objectives; 2) selecting learning experiences; 3) selecting content; 4) organizing and integrating learning experiences and content; and 5) evaluation. Wheeler's model emphasizes flexibility, content selection, and integration of content to provide quality learning experiences. It also focuses on situational analysis and illustrates the dynamic nature of curriculum development as needs and interests change over time.
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 & INSTRUCTION DEFINED
What is curriculum?
Curriculum is said to be a very ill-defined term (Huang, 1991)
It may carry different meanings when used by teachers, schools and academics. What makes the matter worse is that it is used interchangeably with terms like syllabus, examination syllabus and instruction (Chang,1998).
In this session, we would try to clarify what it is.
Interpretations of Curriculum
The amorphous nature of the word curriculum has given rise over the years to many interpretations. Depending on their philosophical beliefs, persons have conveyed these interpretations among others.
Curriculum is that which is taught in school.
Curriculum is a set of subjects.
Curriculum is content.
Curriculum is a program of studies.
Curriculum is a sequence of courses.
Tyler model
The document discusses curriculum development and Ralph Tyler's model of curriculum planning. It provides background on Tyler, summarizes his four fundamental questions for curriculum planning, and outlines his model which begins with setting objectives based on studying learners, society, and subject matter. The model includes selecting learning experiences to meet objectives, organizing instruction, and evaluating effectiveness. Strengths are that it provides a clear starting point, while criticisms include that it can narrowly interpret objectives and be time-consuming. The document also contrasts Tyler's deductive approach with Taba's inductive model.
Wheeler’s model of curriculum development
NOTE:>>Correction in the title page its Wheeler’s model of curriculum development
not Wheel’s model of curriculum development
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This document discusses the history and development of curriculum in the Philippines. It begins by outlining traditional and modern views of curriculum, as well as purposes and models of curriculum development. It then provides details on the curriculum under Spanish, American, and Japanese rule in the Philippines. Key changes and the current K-12 system are described. The foundations and evolution of curriculum are also summarized, including influences from educational philosophers like Dewey, Judd, and Kilpatrick. Overall, the document traces the philosophical, psychological, social, and historical influences that have shaped curriculum in the Philippines over time.
Subject centred curriculum
The document discusses the subject-centered curriculum model proposed by Ralph Tyler in 1949. It focuses on organizing education around specific subject matter like math or science rather than the individual student. Key aspects include selecting content based on the logic of the subject, teaching students in a traditional classroom setting, emphasizing skills practice and intellectual development, and assessing students based on how much of the predetermined subject content they have learned. While it can promote intellectual growth, critics argue it is not student-centered and may lack engagement if it does not consider individual learning styles.
Curriculum nature, factors affecting curriculum
Curriculum development involves several key steps and considerations. It begins with formulating objectives based on goals of education, student needs, and societal factors. Next, appropriate teaching-learning experiences are selected and organized to meet the objectives. Finally, evaluation ensures the objectives are achieved. An effective curriculum requires input from various stakeholders, including students, teachers, administrators, parents, and the community. It also must be flexible and able to evolve with changes in different influencing factors.
Role of a teacher in Curriculum Development at various Level (https://www.you...
Teachers play a key role in curriculum development at various levels. As makers, teachers write daily lesson plans to address student needs and interests. As developers, they design, enrich, and modify curriculum. As implementers, teachers bring the written curriculum to life by guiding activities and facilitating learning. The curriculum process provides opportunities for teachers to be creative in their lessons and deliver content in an interactive way through activities, case studies, and experiments. Teachers also play a role in ensuring curriculum is equitable, multicultural, and incorporates student choice.
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With changing time, curriculum should also change reflecting the needs and aspirations of the people. There cannot be a uniform curriculum for all the countries for all the time, because education is related to social, economic and political changes in the country. Curriculum content should be based on current information and not on the past information that has been proved to be false or outdated and unusable. There is therefore need for constantly changing and updating the curriculum content.
Teacher centered education
Teacher-centered education focuses on the teacher imparting knowledge to students through direct instruction. The teacher talks while students listen, and the teacher determines classroom activities. While this approach is effective for teaching basic skills, it has disadvantages like not developing higher-order thinking or workforce skills in students, making them overly dependent on the teacher for learning.
Cirriculam.pptx
The document discusses models of curriculum dissemination, including the center-periphery model which involves one-way dissemination of information from a central source to peripheral users, the proliferation model which establishes primary and secondary centers to disseminate information, and the shifting-center method where dissemination occurs according to local demands. It also notes the importance of curriculum development in facilitating student learning and program outcomes, and discusses feedback challenges that can occur with the center-periphery dissemination model.
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An activity-based curriculum is centered around using activities as the primary means for students to learn. It focuses on active, hands-on learning rather than passive reception of information. The key principles are that learning should be based on experiments and activities that engage students directly, as children learn best through doing rather than just listening. The role of the teacher is to guide students and help them select and analyze activities, acting as a facilitator rather than lecturer. Proponents argue this makes learning more engaging, memorable and empowering for students. However, critics note it is a radical departure from tradition and may not ensure retention of facts or cultural heritage.
Process of curriculum change
This document discusses the process of curriculum change. It notes that change is a constant process that requires time, energy, and resources, and should lead to incremental improvements. Curriculum change is not a single event but an ongoing process that involves developing new skills and feelings around new programs. For curriculum change to be successful, it must be supported by individuals within institutions first before the institutions can change. The document also outlines some of the common feelings people experience during periods of change, as well as factors that can drive the need for curriculum change such as expanding knowledge and societal/economic shifts. It describes different types and stages of curriculum change processes.
Factors influencing changes in curriculum
This document discusses factors that influence changes in curriculum. It identifies several definitions of curriculum provided by education experts. It then discusses different types and sources of curriculum change, including political, economic, technological, diversity, learning theories, and environmental factors. It also outlines McNeil's five types of curriculum change: substitution, alteration, perturbations, restructuring, and value orientation changes. Influential individuals and employer/industry viewpoints are also identified as sources that can drive curriculum changes.
DISCIPLINE ORIENTED CURRICULUM
This PPT prepared by Teacher Educator from Thiagarajar College of Preceptors-Madurai for B.Ed Trainees
Curriculum models
There are several common models for curriculum development that differ in their perspectives and approaches. The Tyler model is a linear, technical-scientific model that follows four basic steps: setting objectives, selecting content, organizing learning experiences, and evaluating outcomes. The Taba model is similar but emphasizes grassroots involvement of teachers. The Wheeler model depicts curriculum development as cyclical rather than linear. Walker's deliberative model describes how curriculum is naturally developed through platform-building, deliberation of alternatives, and consensus-based design.
Hidden curriculum
The document discusses the concept of hidden curriculum, which refers to the unstated lessons, values, and perspectives that students learn in school. It is defined as the informal and often unintended lessons learned from factors like social structures, teacher behavior, rules, and cultural expectations in the school environment. Some key aspects that contribute to the hidden curriculum are peer pressure, cultural values promoted by the school, curricular topics, teaching strategies, and institutional rules. The hidden curriculum can positively or negatively influence students' development depending on the messages communicated.
foundation of Education
This document discusses the philosophical foundations of curriculum. It begins by defining philosophy and explaining its relationship to curriculum. The main branches and major philosophies are then outlined, including idealism, realism, existentialism and pragmatism. Five educational philosophies - perennialism, idealism, realism, experimentalism, and existentialism - are also summarized. The document concludes by examining how philosophical foundations influence the role of the teacher, importance of the body, and teaching methodology.
Advance organizer model
1. David Ausubel developed the Advance Organizer Model which theorized that meaningful learning occurs when new information is related to what is already known through deductive reasoning.
2. An advance organizer is introductory information presented by the teacher that helps students organize new content by highlighting relationships and directing attention to important concepts.
3. The goal of advance organizers is to strengthen students' cognitive structures and knowledge organization so that new information can be integrated with prior understanding.
Innovation in teaching
This document discusses innovative teaching methods. It begins by introducing traditional "chalk and talk" teaching methods and their limitations, such as being one-way and lacking student interaction. It then describes several innovative tools to make teaching more interactive, such as using multimedia, concept mapping, humor, simulation, and teaching applications before concepts. The conclusion states that teaching is the process of imparting knowledge through various methods to help students learn.
Wheeler model of curriculum development
D.K. Wheeler was an educator who developed a cyclical curriculum model in 1967 consisting of 5 interdependent stages: 1) setting aims, goals and objectives; 2) selecting learning experiences; 3) selecting content; 4) organizing and integrating learning experiences and content; and 5) evaluation. Wheeler's model emphasizes flexibility, content selection, and integration of content to provide quality learning experiences. It also focuses on situational analysis and illustrates the dynamic nature of curriculum development as needs and interests change over time.
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 & INSTRUCTION DEFINED
What is curriculum?
Curriculum is said to be a very ill-defined term (Huang, 1991)
It may carry different meanings when used by teachers, schools and academics. What makes the matter worse is that it is used interchangeably with terms like syllabus, examination syllabus and instruction (Chang,1998).
In this session, we would try to clarify what it is.
Interpretations of Curriculum
The amorphous nature of the word curriculum has given rise over the years to many interpretations. Depending on their philosophical beliefs, persons have conveyed these interpretations among others.
Curriculum is that which is taught in school.
Curriculum is a set of subjects.
Curriculum is content.
Curriculum is a program of studies.
Curriculum is a sequence of courses.
Tyler model
The document discusses curriculum development and Ralph Tyler's model of curriculum planning. It provides background on Tyler, summarizes his four fundamental questions for curriculum planning, and outlines his model which begins with setting objectives based on studying learners, society, and subject matter. The model includes selecting learning experiences to meet objectives, organizing instruction, and evaluating effectiveness. Strengths are that it provides a clear starting point, while criticisms include that it can narrowly interpret objectives and be time-consuming. The document also contrasts Tyler's deductive approach with Taba's inductive model.
Wheeler’s model of curriculum development
NOTE:>>Correction in the title page its Wheeler’s model of curriculum development
not Wheel’s model of curriculum development
Curriculum Development
This document discusses the history and development of curriculum in the Philippines. It begins by outlining traditional and modern views of curriculum, as well as purposes and models of curriculum development. It then provides details on the curriculum under Spanish, American, and Japanese rule in the Philippines. Key changes and the current K-12 system are described. The foundations and evolution of curriculum are also summarized, including influences from educational philosophers like Dewey, Judd, and Kilpatrick. Overall, the document traces the philosophical, psychological, social, and historical influences that have shaped curriculum in the Philippines over time.
Subject centred curriculum
The document discusses the subject-centered curriculum model proposed by Ralph Tyler in 1949. It focuses on organizing education around specific subject matter like math or science rather than the individual student. Key aspects include selecting content based on the logic of the subject, teaching students in a traditional classroom setting, emphasizing skills practice and intellectual development, and assessing students based on how much of the predetermined subject content they have learned. While it can promote intellectual growth, critics argue it is not student-centered and may lack engagement if it does not consider individual learning styles.
Curriculum nature, factors affecting curriculum
Curriculum development involves several key steps and considerations. It begins with formulating objectives based on goals of education, student needs, and societal factors. Next, appropriate teaching-learning experiences are selected and organized to meet the objectives. Finally, evaluation ensures the objectives are achieved. An effective curriculum requires input from various stakeholders, including students, teachers, administrators, parents, and the community. It also must be flexible and able to evolve with changes in different influencing factors.
Role of a teacher in Curriculum Development at various Level (https://www.you...
Teachers play a key role in curriculum development at various levels. As makers, teachers write daily lesson plans to address student needs and interests. As developers, they design, enrich, and modify curriculum. As implementers, teachers bring the written curriculum to life by guiding activities and facilitating learning. The curriculum process provides opportunities for teachers to be creative in their lessons and deliver content in an interactive way through activities, case studies, and experiments. Teachers also play a role in ensuring curriculum is equitable, multicultural, and incorporates student choice.
Curriculum Change, Planning and Transaction
Curriculum Change
With changing time, curriculum should also change reflecting the needs and aspirations of the people. There cannot be a uniform curriculum for all the countries for all the time, because education is related to social, economic and political changes in the country. Curriculum content should be based on current information and not on the past information that has been proved to be false or outdated and unusable. There is therefore need for constantly changing and updating the curriculum content.
Teacher centered education
Teacher-centered education focuses on the teacher imparting knowledge to students through direct instruction. The teacher talks while students listen, and the teacher determines classroom activities. While this approach is effective for teaching basic skills, it has disadvantages like not developing higher-order thinking or workforce skills in students, making them overly dependent on the teacher for learning.
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The document discusses models of curriculum dissemination, including the center-periphery model which involves one-way dissemination of information from a central source to peripheral users, the proliferation model which establishes primary and secondary centers to disseminate information, and the shifting-center method where dissemination occurs according to local demands. It also notes the importance of curriculum development in facilitating student learning and program outcomes, and discusses feedback challenges that can occur with the center-periphery dissemination model.
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“Beneficiary feedback” means different things to different people. It is also under-utilised in development evaluation. There are no clear frameworks for engaging beneficiary feedback in evaluation. This has resulted in poor practice; confusion; a lack of rigour in application; lost opportunities for enhancing the quality of evaluations and insufficient attention given to ethical considerations for “beneficiaries” themselves. DFID commissioned a piece of work to develop understanding and guidance on how to improve beneficiary feedback in evaluation.
Objectives
The presentation will shed light on four frequently asked questions:
• How do we define beneficiary feedback in the context of evaluation?
• Is beneficiary feedback an approach, method or principle?
• What distinguishes beneficiary feedback from existing evaluation tools e.g. participatory evaluation?
• How do we meaningfully and ethically engage beneficiary feedback in evaluation?
Methods
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• a literature review of over 100 documents;
• interviews with 36 key informants representing DFID, INGOs and evaluation consultants/consultancy firms and;
• contributions from 32 practitioners via e-distribution lists and through a blog set up for the purpose of the research.
The snowballing technique was used for data gathering and attempts were made to minimise North-North bias through posting in different forums.
Findings and Learning Points
• Beneficiary feedback is relevant to all types of evaluation design
• It is not a subset of participatory evaluation; and goes beyond data collection. It can engage both extractive and/ or participatory methods.
• There is scope to incorporate beneficiary feedback within formal evaluation quality assurance processes.
The paper outlines a structured, four step approach to beneficiary feedback in evaluation, which incorporates feedback as part of evaluation design, data collection, joint validation / analysis; and on end product / response and follow up. This will be discussed.
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- 1. Schon’s Dissemination Models and their Contribution and Criticism Presented by Group A2: Bir Bahadur Woli Dan Kumar Subedi Dambar Singh Khatri MRC, TU 2020 5/14/2020 1
- 2. Schon’s Dissemination Models and their Contribution and Criticism Schon (1971) indentified three models of curriuculum dissemination: 1. Centre-periphery model 2. Proliferation of centres model 3. Shifting- centres method 5/14/2020 2
- 3. 1. The center-periphery model Process of dissemination is centrally controlled and managed Innovation is planned and prepared in detail before its dissemination Dissemination of information starts from center and spreads out to the users on periphery i.e. one-way dissemination Dissemination is a planned process initiated by the source persons Developer play important role in identifying problems and receivers just as passive recipients Effectiveness of this approach depends on: strength of central resources, numbers of point on periphery and distance of point from center 5/14/2020 3
- 4. 2. The proliferation of centres model Establishment of primary and secondary centres from which dissemination occurs Works of the primary centre is supported and expanded by local development groups (secondary centres) and vice versa Primary centre support and manage secondary centre Secondary centre engage in the diffusion of innovation This model is based on the principle of training of trainers Success of the dissemination depends on suitable training provided to suitable person 5/14/2020 4
- 5. 3. The shifting- centres method This model emerged due to the civil right, minority right, students activism, professional activism, etc Absence of any clearly established secondary centres and they rise and fall in short course of time Dissemination is less structured, formal and deliberate Problems aroused at local levels are sent to the central authority to propose possible solutions Dissemination takes place according to demand of users Unplanned diffusion occurs 5/14/2020 5
- 6. Criticism of Schon's dissemination There is risk of mishandle feedback from periphery Failure may occur due to ineffectiveness in diffusion, distortion of massage, etc. may not work in regional or national level dissemination program. It depends upon resource available at center. This model is applicable in school or village level curriculum . 5/14/2020 6