STAGES OF CURRICULUM DESING.pptx
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The document outlines the 7 stages of curriculum design: 1. Diagnosing needs involves thoroughly understanding student needs from various sources. 2. Formulating specific objectives determines the concepts, attitudes, thinking, and skills to be developed. 3. Selecting content chooses the topics, basic ideas, and specific information to be covered. 4. Organising content sequentially orders the content from concrete to abstract and simple to complex. 5. Selecting and organizing learning experiences includes hands-on activities to engage students and connect to their experiences. 6. Evaluating assesses whether the curriculum's objectives are achieved through continuous diagnosis and comparison of results. 7. Checking for balance and sequence ensures overall consistency and that
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What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
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STAGES OF CURRICULUM DESING.pptx
- 1. Stages of curriculum design Name: Raviraj D Class: M.Ed. 1st Sem Prof: Dr. Prashantha Kumara T.M Sub: ADVANCED CURRICULUM DESIGN AND DEVELOPMENT
- 2. Definition of Curriculum Design or Development Curriculum development is defined as planned, a purposeful, progressive, and systematic process to create positive improvements in the educational system.
- 3. Steps followed in developing a curriculum is as follows: knowing thoroughly from various sources such as students’ cumulative records, teacher’s recordings, parents’ interviews, children’s cases and their IQ achievement. 1. Diagnosing needs
- 4. • Concepts or ideas to be learnt • Attitudes, sensitivities and feelings to be developed • Ways of thinking to be reinforced, strengthened or initiated • Habits and skills to be mastered 2. Formulating specific objectives
- 5. • Selecting the topic • Selecting the basic ideas • Selecting the specific content 3. Selecting content
- 6. • Sequential order • Concrete to abstract • Simple to complex • Known to unknown • Immediate to remote • Easy to difficult 4. Organising content
- 7. reading, writing, observing, doing research, analysing, discussing, tabulating, painting and absorption. • Provide diagnostic evidence for the teacher • Help the students make a connection with their own experience • Arouse interest • Provide concrete descriptive data • Create involvement and motivation 5. Selecting and organizing learning experience
- 8. continuous diagnosis along with the comparison of results with varied approaches and methods. Whether the objectives of the curriculum are achieved needs to be evaluated. 6 Evaluating
- 9. After completing unit by unit and the whole curriculum, it is necessary to check the overall consistency among its parts or individual aspects. Every aspect needs to be checked-whether the core ideas are reflected in the content, whether the suitable learning experiences are planned for the content and whether the overall achievement of objectives is planned for the overall progress of the topic. 7. Checking for balance and sequence