STAKES-RESPONSIVE-MODEL.pptx
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The Stakes Responsive Model is an evaluation approach that focuses on addressing the concerns of stakeholders like administrators, teachers, parents, and students. It emphasizes conducting evaluations in learning environments and improving communication by responding to emerging issues rather than predetermined ones. This qualitative model relies on understanding the context, culture, power, needs, and beliefs of stakeholders. While complex and subjective, it directs attention to the needs of those being evaluated and looks at programs from different viewpoints in a flexible way.
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- Core curriculum which focuses on essential learning experiences for all students.
- Integrated curriculum which connects learning across disciplines around themes.
- Activity-based curriculum which is based on student needs and interests and promotes learning by doing.
- Learner-centered curriculum which emphasizes individual student development and emerges from their needs and interests.
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Models of curriculum evaluation and application in educational
Curriculum can be defined as the planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners’ continuous and willful growth in personal social competence (Tanner & Tanner, 1975)
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Models of curriculum
The document discusses several models of curriculum, including:
- The Tyler Model, which focuses on educational purposes, experiences, organization, and evaluation.
- The Taba Model, which is a grass-roots approach involving 7 steps like diagnosis of needs and selection of learning experiences.
- The Saylor and Alexander Model, which involves 4 steps of specifying goals and objectives, designing the curriculum, implementation, and evaluation.
- Models for students with special needs, including developmental, functional, and ecological approaches.
- The subject/teacher centered design which is based on teaching predefined subjects and has the objective of transferring cultural heritage. However, it ignores student interests.
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Tyler's model of curriculum evaluation focuses on consistency between objectives, learning experiences, and outcomes. It emphasizes defining clear objectives based on input from learners, society, and subject matter. The model evaluates how well curriculum goals and objectives are supported by instructional strategies, content organization, and assessment. Strengths include clearly defined objectives and involvement of learners. Criticisms note the difficulty of constructing behavioral objectives, restricting curriculum, and inability to fully control all learning experiences.
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The Taba Model was developed by Hilda Taba (1902 - 1967), an architect, a curriculum theorist, a curriculum reformer, and a teacher educator.Taba believed that there has to be a definite order in creating a curriculum.
She advocated that teachers take an inductive approach to curriculum development which meant starting with the specifics and building toward a general design, rather than the traditional deductive approach (starts with the general design and work towards the specifics) which was rooted in Tyler's model. Hilda Taba followed the grass-roots approach in developing curriculum
For her, it should be the teachers who should design the curriculum rather than the higher authorities (Oliva, 1992). More specifically stated, the Taba approach believes in allowing the curriculum to be developed and/or authored by the users (teachers). Under the Taba Model teachers are expected to begin each curriculum by creating specific teaching-learning units and building to a general design.
According to Khwaja, Akhtar, & Mirza (n.d.), "the Taba model was an attempt to ensure that decisions about curriculum are made on the basis of valid criteria and not whim or fancy." Her model of developing a curriculum consisted of seven main steps and over the years, these seven steps have formed the basis for Hilda Taba's ...
This solution provides information about Hilda Taba and her suggested approach to curriculum development. It also includes information about five of Taba's main elements required when developing a curriculum. The solution is referenced.
Diagnosis of needs
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The document outlines the 5 phases of the curriculum process:
1. Formulating the educational philosophy and objectives of the program.
2. Establishing specific purposes and goals to achieve the objectives.
3. Selecting relevant learning experiences, like direct experiences, reading, and observation to meet the objectives.
4. Organizing the selected learning experiences effectively.
5. Evaluating the total curriculum program to ensure the objectives are being met.
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The document discusses several models of curriculum design: Tyler's Objective Model (1949), Taba's Interactive Model (1962), Wheeler's Process Model (1967), and Walker's Naturalistic Model (1971). It provides details on the key aspects of each model, including their advantages and disadvantages. Tyler's model is linear and focuses on objectives. Taba's model is interactive and involves more teacher input. Wheeler's model is cyclical with feedback. Walker's model is descriptive and emphasizes stakeholder consensus. In conclusion, while the models provide useful frameworks, actual curriculum design in practice may vary and draw from multiple approaches.
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Ralph Tyler proposed a model for developing curricula that involves 4 steps: 1) defining learning objectives based on student and societal needs, 2) selecting useful learning experiences to meet the objectives, 3) organizing experiences for effective instruction, and 4) evaluating effectiveness and revising areas of weakness. The model emphasizes specifying clear, measurable objectives and evaluating student achievement of those objectives. While widely used, critics argue it can oversimplify curriculum and neglect broader goals.
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Stake's Model of curriculum Evaluation
Robert E. Stake developed the responsive evaluation model in 1967 which is based on the concerns of stakeholders being paramount. The evaluator meets with stakeholders to understand their perspectives and the program's purposes. They identify issues to evaluate and design evaluations to collect needed data, often using human observers. The evaluator then organizes the data into themes and portrays the findings in ways that communicate to stakeholders. A key advantage is sensitivity to stakeholder values and involving them, while a potential downside is clients manipulating concerns to avoid exposing weaknesses.
Approaches to Curriculum Design
MST Course Design and Dev't
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
Curriculum content.ppt
The document discusses curriculum content and its elements. It defines curriculum as all learning planned by the school, whether individual or group activities inside or outside the school. Content is defined as information to be learned and can come in various forms like audio, text, or video. The document outlines criteria for selecting content, including significance, relevance to learners' lives, variety, suitability, validity, interest, utility, and feasibility. It emphasizes organizing content through sequencing, continuity, and integration to improve learning.
Importance of Curriculum Development
The document discusses the importance of curriculum development in education. It defines curriculum as the total learning experiences for individuals in school and society. Curriculum development is described as a planned, purposeful, and systematic process to create improvements in education. The importance of curriculum development is that it supports learners' personal development, helps students unlock their skills and abilities, keeps teachers modernized and innovative, and provides solutions to pressing world issues like the environment and sustainable development. The ultimate goal is to improve educational practice through collaboration among curriculum leaders.
Goal free model
Goal-free evaluation (GFE) is an evaluation approach where the evaluator conducts the evaluation without knowledge of the program's stated goals and objectives. The GFE evaluator attempts to observe all actual outcomes of the program, intended or unintended, in order to determine what the program actually does without reference to what it intends to do. GFE has benefits such as reducing bias, uncovering unintended effects, and aligning goals with actual outcomes, but criticisms include the risk of missing important effects and lack of guidance for implementation.
Dimensions and principles of curriculum design
The document discusses key principles of curriculum design: scope, sequence, continuity, integration, articulation, and balance. It defines each principle and provides examples. Scope refers to the breadth of content, topics, and experiences in the educational plan. Sequence involves organizing content in a logical order from simple to complex. Continuity provides vertical repetition to strengthen learning. Integration draws from real-world themes to connect subject matter. Articulation sequences content both vertically between grades and horizontally within grades. Balance establishes equitable allocation of elements in the curriculum.
PHILOSOPHICAL FOUNDATIONS OF CURRICULUM
This document outlines several philosophical foundations of curriculum: Naturalism aims to realize students' natural goodness through nature-aligned teaching. Idealism develops the mind through intellectual/moral focus. Realism prepares students for life's actual duties. Pragmatism develops students holistically through experience. Perennialism cultivates intellect. Essentialism promotes individual intellectual growth in subject areas. Progressivism promotes democratic living through active, social learning. Reconstructivism uses education to improve and change society.
Types of curriculum
This document discusses different types of curriculum, including prescriptive curriculum which outlines what should be taught, and descriptive curriculum which focuses on students' actual experiences. It describes seven types of curriculum that operate in schools, such as the recommended curriculum from experts and the written, taught, supported, assessed, learned, and hidden curriculums. Characteristics of a good curriculum are that it evolves over time, is based on community needs, is developed democratically, results from long-term efforts, provides a logical sequence of content, complements other community programs, has educational quality, and allows flexibility.
Curriculum approaches
Curriculum Approaches
(1) Behavioral-Rational Approach
(2) Systems-Managerial Approach
Source:
Bago, A. (2008)
Sociological foundation of curriculum
This document discusses the relationship between society and education. It states that sociology is the study of social beings and their behavior in groups, social structures, and relationships. It also discusses how education serves functions for society like imparting culture, providing skills for social roles, and catering to changing social needs. Schools exist within society and their curriculum is based on social conditions and problems. The goals of education include developing social skills and qualities, improving vocational skills, and transmitting social heritage.
IMPLEMENTING THE CURRICULUM AS A CHANGE PROCESS
This document discusses curriculum implementation and change. It defines curriculum implementation as putting the written curriculum into practice through subjects, syllabi and course guides. Curriculum change is described as an ongoing process that can lead to improvements if done incrementally with time, energy and resources. The document categorizes types of curriculum change and analyzes the driving and restraining forces that impact curriculum changes through a force field analysis model.
Chapter 7 evaluation eisner model
Eisner's connoisseurship model is an approach to curriculum evaluation that emphasizes qualitative appreciation. It focuses on getting details of what happens in the classroom through knowledgeable evaluation. The model believes an expert evaluator can determine a curriculum's success using skills and experience in combination with appreciation and criticism. Criticism in this context refers to saying useful things about complex topics to help others see what they may have missed before. An eclectic approach to evaluation develops criteria to assess models sensitively while considering client concerns and unintended effects. It gives homeschooling parents control but some worry children may not learn enough or at the right time for testing.
Tyler's model of curriculum evaluation
Tyler's model of curriculum evaluation focuses on consistency between objectives, learning experiences, and outcomes. It emphasizes defining clear objectives based on input from learners, society, and subject matter. The model evaluates how well curriculum goals and objectives are supported by instructional strategies, content organization, and assessment. Strengths include clearly defined objectives and involvement of learners. Criticisms note the difficulty of constructing behavioral objectives, restricting curriculum, and inability to fully control all learning experiences.
Social system of a school
The document discusses the social system of schools. It states that schools are social systems comprised of interacting personalities bound together in an organic relationship. As a social system, the school is characterized by an interdependence of parts, a clearly defined population, differentiation from its environment, and its own complex network of social relationships and culture. Key elements that make up the social system of the school include its structure of hierarchical roles and expectations; individual students and teachers; shared culture and values; informal power relations; its core function of teaching and learning; interactions with the external environment; and outputs such as educated students.
Taba model of curriculum development
The Taba Model was developed by Hilda Taba (1902 - 1967), an architect, a curriculum theorist, a curriculum reformer, and a teacher educator.Taba believed that there has to be a definite order in creating a curriculum.
She advocated that teachers take an inductive approach to curriculum development which meant starting with the specifics and building toward a general design, rather than the traditional deductive approach (starts with the general design and work towards the specifics) which was rooted in Tyler's model. Hilda Taba followed the grass-roots approach in developing curriculum
For her, it should be the teachers who should design the curriculum rather than the higher authorities (Oliva, 1992). More specifically stated, the Taba approach believes in allowing the curriculum to be developed and/or authored by the users (teachers). Under the Taba Model teachers are expected to begin each curriculum by creating specific teaching-learning units and building to a general design.
According to Khwaja, Akhtar, & Mirza (n.d.), "the Taba model was an attempt to ensure that decisions about curriculum are made on the basis of valid criteria and not whim or fancy." Her model of developing a curriculum consisted of seven main steps and over the years, these seven steps have formed the basis for Hilda Taba's ...
This solution provides information about Hilda Taba and her suggested approach to curriculum development. It also includes information about five of Taba's main elements required when developing a curriculum. The solution is referenced.
Diagnosis of needs
Formulation of learning objectives
Selection of learning content
Organization of learning content
Selection of learning experiences
Organization of learning activities
Evaluation and means of evaluation
Curriculum Innovation: Local Trends (with K-12 Basic Education Curriculum)
The document discusses curriculum innovations in the Philippines, including the 2002 Basic Education Curriculum (BEC), Third Elementary Education Program (TEEP), and Secondary Education Improvement and Development Program (SEDIP). It then focuses on describing the key features of the K-12 Basic Education Curriculum. The K-12 program extended basic education to 12 years by adding 2 additional years to secondary education and implementing reforms such as strengthening early childhood education and ensuring an integrated and seamless learning system. The goal is to better prepare students for tertiary education, employment, and entrepreneurship.
Curriculum Development Process
The document outlines the 5 phases of the curriculum process:
1. Formulating the educational philosophy and objectives of the program.
2. Establishing specific purposes and goals to achieve the objectives.
3. Selecting relevant learning experiences, like direct experiences, reading, and observation to meet the objectives.
4. Organizing the selected learning experiences effectively.
5. Evaluating the total curriculum program to ensure the objectives are being met.
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.
Approaches to School Curriculum
This document discusses three approaches to school curriculum: as content, process, and product. It describes each approach and provides examples. Curriculum as content focuses on transmitting a body of knowledge to students. As process, it emphasizes teaching methods and student learning activities. As product, it formulates behavioral objectives and intended learning outcomes demonstrated by students. The document explores each approach in depth and how they relate to defining and implementing an effective curriculum.
TSL3143 Topic 2a Models of Curriculum Design
The document discusses several models of curriculum design: Tyler's Objective Model (1949), Taba's Interactive Model (1962), Wheeler's Process Model (1967), and Walker's Naturalistic Model (1971). It provides details on the key aspects of each model, including their advantages and disadvantages. Tyler's model is linear and focuses on objectives. Taba's model is interactive and involves more teacher input. Wheeler's model is cyclical with feedback. Walker's model is descriptive and emphasizes stakeholder consensus. In conclusion, while the models provide useful frameworks, actual curriculum design in practice may vary and draw from multiple approaches.
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1) Assessment should be aligned with educational standards and help students improve their learning.
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Characteristics of classroom assessment by Dr.Shazia Zamir
The document outlines several key characteristics of effective classroom assessment:
1) Assessment should be aligned with educational standards and help students improve their learning.
2) It should be formative, focusing on student learning rather than evaluation, and provide feedback to help students.
3) Effective assessment considers learning as multidimensional, using diverse methods to provide a complete picture of student progress over time.
Formative assessment
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Classroom Assessment: Performance-Based strategies
This document discusses performance-based assessment strategies for early childhood classrooms. It defines performance-based assessments as those that measure what children can do and apply, beyond just their knowledge. These types of assessments are integral to instruction and can be used to evaluate preschool programs. Examples provided include interviews, contracts, directed assignments, games, work samples, and projects. The document also discusses the role of the teacher in integrating instruction and assessment, analyzing results, and communicating with parents. Both advantages and disadvantages are presented, with the main advantages being that performance assessments are authentic to the classroom experience and allow children to demonstrate understanding in varied ways.
Group1 Assessment
This document provides an overview of assessment, grading, and reporting. It discusses different forms of assessment including formative and summative assessment. It notes that assessment systems differ around the world, with some countries relying more on national tests while others emphasize formative assessment conducted by teachers. The document also discusses student portfolios, authentic assessment, and challenges with high-stakes standardized testing. Record-keeping, communicating results to parents, and integrating technology into assessment are also summarized. Overall, the document surveys a variety of topics related to assessment practices.
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Differentiate between outcome-based assessment criteria and process-based assessment-based criteria.
The outcomes-based approach to teaching and learning is increasingly being used in higher education as the model for best practice in constructing courses and evaluating students' work. Learn more about this approach with this simple, practical guide to building your own outcomes-based programs.
Mental health and UDL shorter conversational versional version for webinar
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- 1. STAKES RESPONSIVE MODEL ERJHUN D. SEVILLA
- 2. CHARACTERISTICS • A less formal and more pluralistic evaluation; it’s central focus is on addressing stakeholder (administrators, teachers, students, parents) concern and issues. • Emphasizes evaluation being conducted in settings where learning occurs. • Improved communication is the goal so the model responds to emerging issues learned through interaction and observation instead of giving too much attention to predetermined issues. • Relies heavily on qualitative techniques (understanding stakeholder’s context, culture, power, needs and beliefs to a certain phenomenon) which may often be neglected in other basic model of evaluation
- 3. An Evaluation is considered responsive when: It orients more directly to program activities than to program intents An Evaluation is considered responsive when: Responds to audience requirements for information An Evaluation is considered responsive when: Refers to different value perspectives of the stakeholders when reporting success or failure of a program
- 4. DISADVANTAGES OF THE EVALUATION MODEL • Stresses Complexity Rather than Simplicity • Subjective • Labor Intensive • Not suitable for making generalization or to developing theories
- 5. ADVANTAGES • Directs attention to the needs of those for whom an evaluation is being done • Looks at a program from different viewpoints • Flexible to the unique needs of participants and relies on insider knowledge. • Allows the researcher / evaluate to responsively focus on issues that are of priority. • Likely to lead to “good decision-making” because it provides answers to questions that participants are asking.