Sequence and Principles of Sequencing.pptx
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The document discusses principles of sequencing content and experiences in education. It describes sequencing from simple to complex, prerequisites, and overview before specifics. Five principles of sequencing are also outlined: world-related based on relationships between concepts; concept-related based on logical connections between ideas; inquiry-related based on the process of generating knowledge; learning-related based on how people learn best; and utilization-related based on anticipated use of the content. Subtypes and examples are provided for some of the principles.
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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.
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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.
Experience centered design
An experience-centered curriculum is based on students' interests and experiences rather than predefined knowledge. The teacher creates a stimulating learning environment for students to explore, make discoveries, and observe others. Students essentially design their own learning by constructing and revising knowledge through hands-on participation and observation. For Dewey, education should start with students' existing experiences and interests, which are personal and constantly changing. The teacher analyzes students' experiences to continually adapt the curriculum to their needs.
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The document discusses instructional objectives and outlines the key elements needed to write effective objectives. It notes that objectives should be specific, measurable, attainable, realistic, and time-bound. The document also categorizes objectives according to different domains - cognitive, affective, and psychomotor. For the cognitive domain, it describes the different levels of objectives from knowledge to evaluation. For affective, it outlines objectives from receiving phenomena to characterizing. And for psychomotor, it discusses objectives ranging from perception to adaptation.
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This document discusses the key components and approaches of curriculum development. It identifies the main components as: aims/goals/objectives, subject matter/content, learning experiences, and evaluation approaches. For each component, it provides examples from the Philippine education system and discusses criteria for determining them. The main curriculum approaches covered are behavioral, which aims for efficiency, and conceptual/cognitive, which focuses on conceptual understanding. It emphasizes that curriculum components should be interrelated and feedback from evaluation should inform improvement.
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The document discusses the meaning, definitions, concepts, types and dynamics of curriculum. It defines curriculum as the totality of student experiences provided by the school, including courses of study and extracurricular activities. It discusses different types of curriculum like the explicit/written curriculum, hidden curriculum and null curriculum. It explains that curriculum needs to be dynamic and change according to societal needs, new innovations in education, and changes in educational policy. Factors like socio-political factors, economic factors, educational technology and globalization affect changing concepts of curriculum.
Jerome bruner’s theory of learning
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What is Outcome Based Education?
This is a brief presentation on Outcome Based Education. Through this presentation we look at:
1. What is Outcome Based Education?
2. Goal of Outcome Based Education
3. The problems with the Traditional Education System
4. Why Outcome Based Education?
5. Differences between Traditional Education System & OBE
6. History of Outcome Based Education
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Modular instruction
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Curriculum Theory
To understand the concept of theory, it is essential to understand the nature of theory in general.
Historically, the Received View holds that a theory is a formalized, deductively connected bundle of laws that are applicable in specifiable ways to their observable manifestations. In the Received View, a small number of concepts are selected as bases for the theory; axioms are introduced that specify the fundamental relationships among those concepts; and definitions are provided, specifying the remaining concepts of the theory in terms of the basic ones.
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The document discusses how technology can enhance education by providing various tools for learning, including non-projected media like real objects and models, as well as projected media like videos and computer presentations. It notes some criteria for selecting appropriate technological tools, including practicality, appropriateness for learners, and matching objectives. The document also outlines how technology can upgrade teaching and learning quality in schools, increase teachers' effectiveness, broaden education delivery through non-traditional approaches, and revolutionize education through paradigm shifts to student-centered learning.
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Jerome Bruner developed concepts around how children learn and develop representations of the world. He proposed that children progress through enactive, iconic, and symbolic representations as they develop. Bruner also developed the idea of a spiral curriculum where the same concepts are revisited at increasing levels of difficulty. His work emphasized the importance of discovery learning where students explore concepts with preparation and guidance from teachers. Bruner identified four major aspects of instruction including predisposition to learn, structure of learning material, sequencing of lessons, and reinforcement. He also studied categorization and proposed rules for how categories are formed based on attributes, combinations of attributes, weight of properties, and acceptance limits.
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It contains information about education 8 that you will be able to use for your reporting. And also will increase your knowledge about this report report that are related to your report.nfjdjsnskkdid if ndbdjeisnsns sjaiwjamaoisbd f fjdidksnwieubrf fbdjsksmsoid f fhdisnsksiehd. Fbdjskakwidbf f djskjsnshfufhd d sjskwkosishfbfbd d jdksnsbsjsjsbdisnsnd. D skamakaushd d d skma.smaoanans s.s.s skkss. Djsiwmslxhxufbbdkskamskxifndksosmsbxuc. Fbdid dud d jsnw dkc aka kOahejw wmwlsown dndid djd. Dneiwmwowms s ebiebdid dbwiwowm d dbdjsbdjdnwkwow e d jdndndksiw e. F f f d d djsnsks s akak sbsia a ak absia a d sjjw dic soandjskns wjoqns d djskbsis djosoand cjdisnsksnd .
Curriculum development
The information content of this slide was taken from the book of Bilbao, Purita,. et.al, (2008) Curriculum Development,. LORIMAR Publishing Company. And I am very thankful to have further knowledge because of her book.
Curriculum Development Module 2 lesson 1-3
The document discusses curriculum design models and approaches. It describes several curriculum design models including the subject-centered, learner-centered, and problem-centered models. Each model focuses on different aspects of curriculum such as content or the learner. It also outlines dimensions of curriculum design like scope, sequence, continuity, integration, and articulation. Principles for effective sequencing are provided. Finally, the document discusses common approaches to curriculum design including identifying who teaches, who is taught, what is taught, how it is taught, assessing learning outcomes, and the role of community partners.
C woodard bruner_presentation pink
Jerome Bruner developed the discovery learning theory, which posits that learning is an active process where learners construct new ideas based upon their experiences and interactions. Bruner proposed three stages of learning - enactive, iconic, and symbolic. Learners also organize information into categories to aid recall. While criticized as slow, discovery learning challenges traditional pedagogy by emphasizing failure and learner-driven exploration over rote memorization. Current trends incorporate constructivist models like the 5E approach to engage learners at all ages.
Learning report curriculum/models
This document discusses psychological dimensions of curriculum development. It covers various theories of learning including association theories, field theories, and perceptual theories. Association theories include stimulus-response theory, respondent conditioning, and operant conditioning. Field theories view learning as perceiving wholes rather than parts. Perceptual theories see learning as self-perception. The document also discusses factors that affect learning, such as interests and attitudes, as well as techniques to improve learning like feedback and distributed practice. Overall, it provides an overview of psychological principles relevant to curriculum design and learning.
Evolution of Educational Psychology
Introduction 1-24
Comenius 25-33
Rousseau 34-39
Pestalozzi 40-43
Herbart 44-49
Froebel 50-54
Spencer 55-58
Dewey 59-67
Addams 68-86
Montessori 87-102
Freire 103-111
Cogmaster 2011_EP0
This document provides an overview of the field of learning sciences. It discusses how learning sciences aims to better understand cognitive and social processes that result in effective learning by drawing from fields like cognitive science, educational psychology, and neuroscience. The goal is to use this knowledge to redesign learning environments. It presents several major models of learning and discusses how research in learning sciences uses experimental and qualitative methods to study learning. Reasons for developing a science of learning include that learning is a fundamental human activity, societies have transformed from industrial to knowledge-based, and new sciences continue to generate knowledge about learning.
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.
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Sequence and Principles of Sequencing.pptx
- 2. • logical arrangement of the content • Vertical relationship among the elements to provide continuous and cumulative learning • contents and experiences are arranged in hierarchal manner SEQUENCE
- 3. 1. Simple to Complex Learning – content & experiences are organized from simple to complex, concrete to abstract, easy to difficult. 2. Prerequisite Learning- there are fundamental things to be learned ahead. 3. Whole to Part Learning – overview before the specific content or topics. Related to gestalt principle. 4. Chronological learning – the order of events is made as a basis of sequencing the content and experiences. 4 Principles of Sequence: (Smith, Stanley and Shore, 1957)
- 4. Five Principles of Sequence (Posner and Rudnitsky, 1994) 1. World-related Sequence 2. Concept-related Sequence 3. Inquiry-related Sequence 4. Learning-related Sequence 5. Utilization-related Sequence
- 5. -relationship exists among people, objects or events of the world SUBTYPES: A. Space – spatial relations will be the basis for the sequence. B. Time – from the earliest to the most recent. C. Physical Attributes – the physical characteristics of the phenomena such as age, shape, size, brightness & others. 1. World-related Sequence
- 6. • how ideas are related together in logical manner. SUBTYPES: A. Class relations – group or set of things that share common practices. B. Propositional relations – a statement that asserts something 2. Concept-related Sequence
- 7. •based on the process of generating, discovering & verifying knowledge, content and experiences are sequenced logically and methodically. 3. Inquiry-related Sequence
- 8. • How people learn. SUBTYPES: A. Empirical Prerequisites – based on empirical studies where the prerequisite is required before learning the next level B. Familiarity – prior learning is important in sequence C. Difficulty – easy content is taken ahead than the difficult one D. Interest – use interesting contents and experiences to boost their appetite in learning 4. Learning-related Sequence
- 9. • deals with procedures and anticipated frequency of use • sequences learning in relation to three possible contexts or utilization—social, personal, and career 5. Utilization-related Sequence