The Tyler Model Is:
One Of The Best Known Models For Curriculum Development.
Known For The Special Attention It Gives To The Planning Phases.
Deductive For It Proceeds From The General (Examining The Needs Of Society,) To The Specific (Specifying Instructional Objectives).
Tyler Recommends That Curriculum Planners Identify General Objectives By Gathering Data From Three Sources:
1) The Learners
2) Contemporary Life Outside The School
3) Subject Matter. • After Identifying Numerous General Objectives, The Planners Refine Them By Filtering Them Through Two Screens:
1. The Philosophical Screen 2. The Psychological Screen
Determine The School’s Purposes (Objectives)
2. Identify Educational Experiences Related To Purpose
3. Organize The Experiences
4. Evaluate The Purposes
Models of curriculum evaluation and application in educationalKoledafe Olawale
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)
A curriculum is the instructional and the educative programme by following which the pupils achieve their goals, ideals and aspirations of life. It is curriculum through which the general aims of a school education receive concrete expression
Models of curriculum evaluation and application in educationalKoledafe Olawale
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)
A curriculum is the instructional and the educative programme by following which the pupils achieve their goals, ideals and aspirations of life. It is curriculum through which the general aims of a school education receive concrete expression
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
Teachers use curricula when trying to see what to teach to students and when, as well as what the rubrics should be, what kind of worksheets and teacher worksheets they should make, among other things.
It is actually up to the teachers themselves how these rubrics should be made, how these worksheets should be made and taught; it's all up to the teachers.
D.K. Wheeler was an educator at the University of Western Australia in 1967. He developed and extended the ideas by the work. Wheeler’s definition of curriculum: “the planned experiences offered to the learner under the guidance of the school”. He developed and extended the ideas by the work, Influenced by the work of Tyler, Taba, and Bloom. The wheeler curriculum model is prescriptive as well as cyclical (non- linear) with 5 inter- dependent stages.
Wheeler’s 5 curriculum development stages
1. Aims, goals and objective
2. selection of learning experience
3. selection of content
4. organization and integration of learning experiences and content
5. Evaluation
Wheeler’s cyclical model has the advantage of flexibility over the linear models: it allows curriculum specialists to start working at any stage in the process. The Wheeler model also emphasizes content selection, and the integration of content in providing quality learning experiences. This model focuses on situational analysis: the context in which the curriculum decisions are taken is considered important, as this is believed to help make the most effective decision.
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
Teachers use curricula when trying to see what to teach to students and when, as well as what the rubrics should be, what kind of worksheets and teacher worksheets they should make, among other things.
It is actually up to the teachers themselves how these rubrics should be made, how these worksheets should be made and taught; it's all up to the teachers.
D.K. Wheeler was an educator at the University of Western Australia in 1967. He developed and extended the ideas by the work. Wheeler’s definition of curriculum: “the planned experiences offered to the learner under the guidance of the school”. He developed and extended the ideas by the work, Influenced by the work of Tyler, Taba, and Bloom. The wheeler curriculum model is prescriptive as well as cyclical (non- linear) with 5 inter- dependent stages.
Wheeler’s 5 curriculum development stages
1. Aims, goals and objective
2. selection of learning experience
3. selection of content
4. organization and integration of learning experiences and content
5. Evaluation
Wheeler’s cyclical model has the advantage of flexibility over the linear models: it allows curriculum specialists to start working at any stage in the process. The Wheeler model also emphasizes content selection, and the integration of content in providing quality learning experiences. This model focuses on situational analysis: the context in which the curriculum decisions are taken is considered important, as this is believed to help make the most effective decision.
module 5: curriculum development process and modelpptxMiakaBalino
Module 5 : Curriculum Development Process and Modeld
Introduction
To develop the curriculum is a tough and a dynamic process involving different procedures with the intention of improvement in the existing conditions. So its complexity is increased by the lack of the distinct ideas or models in the development and planning of curriculum. There are various important models for example principles of Ralph Tyler, Hilda Taba induction model, Galen Saylor and William Alexander etc. All models of curriculum development assist in the process of curriculum development.
The curriculum development models are very important for guiding all the planners of education, mentors, and administrators. Moreover; in order to produce positive changes, curriculum should be purposeful, planned and progressive. The objectives of a curriculum development model are based on the need of people at individual level as well as society level. Modeling is a way through which a curriculum development plan is defined. Models are samples that provide guidelines for educational purpose. The models are used in the development of curriculum for the better output.
This lesson examines the crucial stages of three curriculum development models known as Tyler, Taba , Galen Saylor and William Alexander .. For the use of specific way of teaching, learning and evaluation strategies, to plan an underlying principle, the curriculum development models help designers clearly and systematically.
A model is a three-dimensional representation of a person or thing or of a proposed structure, typically on a smaller scale than the original:"a model of St. Paul's Cathedral“
A Model is a pattern of something to be made or reproduced and means of transferring a relationship `or process from its real (actual) setting to one which it can be more conveniently studied.
This is a slide presentation intended for the course on The Teacher and the Curriculum, particularly on the topic of the Teacher as a Curricularist. This presentation explores the extended important role of the teacher as an important member of the curriculum development process.
Similar to Tyler model of curriculum development (20)
Assertive discipline is an obedience-based discipline approach to classroom management developed by Lee and Marlene Canter. It involves a high level of teacher control in the class. It is also called the "take-control" approach to teaching, as the teacher controls their classroom in a firm but positive manner.
Types of education formal, informal and non formal HadeeqaTanveer
The term “education system” includes all institutions which are concerned with the education of children, young persons and adults, in particular preschool/Kindergarten, preschool/nursery school, primary school, lower secondary school, vocational upper secondary school, general upper secondary school or Gymnasium/ ...
Maslow's hierarchy of needs is a motivational theory in psychology comprising a five-tier model of human needs, often depicted as hierarchical levels within a pyramid. ... From the bottom of the hierarchy upwards, the needs are: physiological, safety, love and belonging, esteem, and self-actualization.
This theory stipulates that there are several different types or levels of learning. The significance of these classifications is that each different type requires different types of instruction. Different internal and external conditions are necessary for each type of learning.
Theory X and Theory Y are theories of human work motivation and management. They were created by Douglas McGregor while he was working at the MIT Sloan School of Management in the 1950s, and developed further in the 1960s.
There exists a fundamental distinction between two types of data: Quantitative data is information about quantities, and therefore numbers, and qualitative data is descriptive, and regards phenomenon which can be observed but not measured, such as language
Although the discipline of educational psychology includes numerous theories, many experts identify five main schools of thought: behaviorism, cognitivism, constructivism, experientialism, and social contextual learning theories.
Between 6 and 9 months, babies babble in syllables and start imitating tones and speech sounds. By 12 months, a baby's first words usually appear, and by 18 months to 2 years children use around 50 words and will start putting two words together into a short sentences. From 2-3 years, sentences extend to 4 and 5 words.
Describes student’s performance or progress in relation to others of the same peer group, age Or ability.
▪ Assessment to determine how a person performed in comparison with that of a group.
criterion referenced
Compares An Individual's Performance To The Acceptable Standard Of Performance
For Those Tasks.
▪ Designed To Measure Student Performance Against A Fix Set Of Predetermined Criteria
For A Specific Grade Level.
Types of Assessment Maximum and Typical performanceHadeeqaTanveer
Measure the individual's ability to perform effectively under standard conditions.
▪ Determines person’s abilities and how well an individual perform when motivated to obtain high score as possible.
TYPICAL PERFORMANCE
Interests, attitudes, adjustment, and various personality traits are used to assess in typical performance.
▪ An individual's performance is assessed according to a given situation.
Placement assessments are used to “place” students into a course, course level, or academic program. For example, an assessment may be used to determine whether a student is ready for Algebra I or a higher-level algebra course, such as an honors-level course.
For this reason, placement assessments are administered before a course or program begins, and the basic intent is to match students with appropriate learning experiences that address their distinct learning needs.
Diagnostic Assessment Is An Essential Device In A Teacher's "Tool Kit", Which Can Be Used To Diagnose Strengths And Area Of Need In All Students.
▪ Diagnostic Assessment Involves The Gathering And Careful Evaluation Of Detailed Data Using Student’s Knowledge And Skills In A Given Learning Area.
Summative assessment focus on what the student has learned at the end of a unit of instruction or at the end of a grade level (e.g. standard one, National Test) ( Johnson & Jenkins, 2009).
Summative assessment purpose is to let the teachers and students know the level of accomplishment attained. The final exam is classic example (Woolfolk et al 2008).
A Summative Assessment/Evaluation At The End Of A Sequence Of Instruction/Unit/Class/Program /Semester Is Designed To Make Judgments About Student Achievement, (E.G., Final Drafts, Tests, Exam, Assignments, Projects, Performances)
▪ It Determines The Extent To Which Objectives Of Instruction Have Been Attained And Used For Assigning Grades And Marks And To Provide Feedback To Students
Systematic Process To Continuously Gather Evidence And Provide Feedback About Learning While Instruction Is Under Way (Heritage, Kim, Vendlinski, & Herman, 2009)
Formative Assessment Is A Planned Process In Which Teachers Or Students Use Assessment-based Evidence To Adjust What They’re Doing (Popham, 2008)
It monitors progress
Provides frequent feedback
Assessments happens while learning is still underway
Throughput the semester
Ongoing classroom process
Collection Of Practices That All Leads To Student Learning Improvement
Tool For The Teachers To Determine What They Need To Do To Move The Learner Forward
A Technique To Help The Students Enhance Learning
Formative Assessment A Key To Success.
Monitor Learning Progress During Instruction
Concept of Test, Measurement, Assessment and Evaluation HadeeqaTanveer
TEST Is A Method Of Measuring A Person’s Ability On
Knowledge In A Given Area.
▪ Test Is An Instrument Or Activity And Systematic Procedure For Measuring A Sampling Of Behavior/Attribute Of Interest.
TEST is the form of questioning or measuring tool used to
access the status of one’s skill, attitude and fitness.
TEST is an instrument or a tool used to make a particular
measurement.
1.Measurement Is The Process Of Quantifying The Degree To
Which Someone Or Something Possesses A Given Trait, I.E.
Quality, Characteristics Or Feature (Gay, 1985).
2. Measurement Is The Process Of Obtaining A Numerical
Description Of The Degree To Which An Individual
Possesses A Particular Characteristic. It Answers The
Question, “How Much?” (Linn And Gronlund, 2003).
Assessment in education is the process of gathering, interpreting, recording, and using information about pupils’ responses to an educational task (Harlen, Gipps, Broadfoot, Nuttal,1992).
2. Assessment is a general term that includes the full range of procedures used to gain information about student learning (observations, ratings of performances or projects, paper-and-penciltests) and the formation of value judgments concerning learning progress (Linn and Gronlund, 2003, p. 31).
Evaluation Is The Process Of Judging The Value Or Worth Of An Individual’s Achievements Or Characteristics.
▪ The Purpose Of Evaluation Is To Make A Judgment About The Quality Or Worth Of Something: (Educational Program, Worker Performance, Student Attainments).
▪ It Is A Process That Include A Series Of Steps Such As Establishing Objectives, Classifying Objectives, Defining Objectives, Selecting Indicators And Comparing Data With Objectives.
Skilbeck’s curriculum model develop in 1976.
Skill beck suggested an approach for devising curriculum at the school level by which teacher could realistically develop appropriate curriculum. The model claims that for SBCD (School Based Curriculum Development) to work effectively five steps are required in the curriculum process.
Skilbeck model locates curriculum design and development firmly within a cultural framework. It views such design as a means whereby teachers modify and transform pupil experience through providing insights into cultural values, interpretative frameworks and symbolic systems.
It is a more comprehensive framework, which can encompass either the process model or the objective model depending on which aspects of the curriculum are being designed. It is flexible, adaptable and open to interpretation in the light of changing circumstances.
It does not presuppose a linear progression through its components. Teachers can begin at any stage and activities can develop concurrently. .
The model outlined does not presuppose a means-end analysis at all; it simple encourages teams or groups of curriculum developers to take into account different elements and aspects of the curriculum- development process, to see the process as an organic whole, and to work in a moderately systematic way.
Situation Analysis
Objectives
Design (Program building)
Interpretation and Implementation
Evaluation (Monitoring, feedback, assessment, and reconstruction
Erik Erikson's Stages of Psychosocial DevelopmentHadeeqaTanveer
Erik Erikson was an ego psychologist who developed one of the most popular and influential theories of development. While his theory was impacted by psychoanalyst Sigmund Freud's work, Erikson's theory centered on psychosocial development rather than psychosexual development.
The stages that make up his theory are as follows:1
Stage 1: Trust vs. Mistrust
Stage 2: Autonomy vs. Shame and Doubt
Stage 3: Initiative vs. Guilt
Stage 4: Industry vs. Inferiority
Stage 5: Identity vs. Confusion
Stage 6: Intimacy vs. Isolation
Stage 7: Generativity vs. Stagnation
Stage 8: Integrity vs. Despair
In Erikson's view, these conflicts are centered on either developing a psychological quality or failing to develop that quality. During these times, the potential for personal growth is high but so is the potential for failure.
During the first stage of psychosocial development, children develop a sense of trust when caregivers provide reliability, care, and affection. A lack of this will lead to mistrust.
A model is really the first step in curriculum development. A curriculum model determines the type of curriculum used; it encompasses educational philosophy, approach to teaching, and methodology. The good news is, unless you've been hired to design curriculum, you won't come across many curriculum models. However, it's good for educators to be familiar with the models used in their schools
The basic tenet of the dynamic or interactional models of curriculum development is that curriculum development is a dynamic and interactive process which can begin with any curriculum element (Print 1989, Brady 1990).
Walkers Model of Curriculum develop by Decker Walker 1971.
The proponents of this approach to curriculum development argue that the curriculum process does not follow a lineal, sequential pattern. Dynamic models have emerged from a more descriptive approach to curriculum where researchers have observed the behavior of teachers and developers as they devise curricula. Consequently the analytical and prescriptive approach, the very basis of the objectives and cyclical models, is not prominent in the dynamic models.
Platform
The three phases of Walker's model are the platform phase, the deliberation phase and the design phase. In the platform phase, platform statements made up of ideas, preferences, points of view, beliefs and values that are held by curriculum developers are recognized.
Deliberation
When the curriculum developers start discussing on the basis of the recognized platform statements, this is the second stage of deliberation, which is a complex, randomized set of interactions that eventually achieves an enormous amount of background work before the actual curriculum is designed (Print 1989 ).
Design
In this phase developers make decisions about the various process components (the curriculum elements). Decisions have been reached after extended discussion and compromise by individuals. The decisions are then recorded and these become the basis for a curriculum document or specific curriculum materials.
Classical conditioning (also known as Pavlovian conditioning) is learning through association and was discovered by Pavlov, a Russian physiologist. In simple terms, two stimuli are linked together to produce a new learned response in a person or animal.
John Watson proposed that the process of classical conditioning (based on Pavlov’s observations) was able to explain all aspects of human psychology.
Everything from speech to emotional responses was simply patterns of stimulus and response. Watson denied completely the existence of the mind or consciousness. Watson believed that all individual differences in behavior were due to different experiences of learning. He famously said:
Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I'll guarantee to take any one at random and train him to become any type of specialist I might select - doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations and the race of his ancestors”
areas of general philosophies:
epistemology: branch of philosophy deals with nature of knowledge. it discusses the nature, sources, scope, and applicability of knowledge the task of epistemologist is to consider what is meant by the psychological concepts as feeling, motivation learning.
ontology:
branch of philosophy which deals with nature of reality. major areas of discussion.
existence
reality
cosmology
nature
nature of human being.
axiology: deals with nature of values, types of values problem of values
types of axiology
ethics and aesthetics
educational philosophies are
perennialism
essentialism
progressivism
re constructivism
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
2. About Tyler
• • Best Known For The Basic Principles Of Curriculum And
Instruction (Ornstein And Hunkins, 1998) Which Is Based On An
Eight Year Study.
• In His Book Tyler Presented The Concept That Curriculum Should
Be: 1. Dynamic 2. A Program Under Constant Evaluation And
Revision. “RALPH TYLER’S LITTLE BOOK,
• Curriculum Had Always Been Thought Of As A Static, Set Program,
And In An Era Preoccupied With Student Testing, He Offered The
Innovative Idea That Teachers And Administrators Should Spend As
Much Time Evaluating Their Plans As They Do Assessing Their
Students.
3. • Tyler Also Explains That Curriculum Planning Is A
Continuous, Cyclical Process, An Instrument Of
Education That Needs To Be Fine-tuned.
• Tyler's Straightforward Recommendations Are
Sound And Effective Tools For Educators Working
To Create A Curriculum That Integrates National
Objectives With Their Students' Needs
4. THE TYLER MODEL
• The Tyler Model Is:
• One Of The Best Known Models For Curriculum Development.
• Known For The Special Attention It Gives To The Planning
Phases.
• Deductive For It Proceeds From The General (Examining The
Needs Of Society,) To The Specific (Specifying Instructional
Objectives).
5. • Tyler Recommends That Curriculum Planners
Identify General Objectives By Gathering Data From
Three Sources:
• 1) The Learners
• 2) Contemporary Life Outside The School
• 3) Subject Matter. • After Identifying Numerous
General Objectives, The Planners Refine Them By
Filtering Them Through Two Screens:
• 1. The Philosophical Screen 2. The Psychological
Screen
6. Tyler’s Four Fundamental Questions:
• 1. What Educational Purposes Should The School Seek To
Attain?
• 2. What Educational Learning Experiences Can Be Provided
That Are Likely To Attain These Purposes?
• 3. How Can These Educational Experiences Be Effectively
Organized?
• 4. How Can We Determine Whether These Purposes Are Being
Attained?
7. Model Is Consisting Of Four Steps
• . 1. Determine The School’s Purposes (Aka
Objectives)
• 2. Identify Educational Experiences Related To
Purpose
• 3. Organize The Experiences
• 4. Evaluate The Purposes
8. Determine The School’s Purposes (Aka
Objectives)
• Determining The Objectives Of The School Or Class. In
Other Words, What Do The Students Need To Do In Order
To Be Successful? Each Subject Has Natural Objectives
That Are Indicators Of Mastery. All Objectives Need To Be
Consistent With The Philosophy Of The School And This Is
Often Neglected In Curriculum Development. For Example,
A School That Is Developing An English Curriculum My
Create An Objective That Students Will Write Essays. This
Would Be One Of Many Objectives Within The Curriculum.
9. Identify Educational Experiences Related To
Purpose
• Developing Learning Experiences That Help The Students
To Achieve Step One. For Example, If Students Need To
Meet The Objective Of Writing An Essay. The Learning
Experience Might Be A Demonstration By The Teacher Of
Writing An Essay. The Students Then Might Practice
Writing Essays. The Experience (Essay Demonstration And
Writing) Is Consistent With The Objective (Student Will
Write An Essay
10. .
Organize The Experiences
• Organizing The Experiences. Should The Teacher
Demonstrate First Or Should The Students Learn By
Writing Immediately? Either Way Could Work And
Preference Is Determined By The Philosophy Of
The Teacher And The Needs Of The Students. The
Point Is That The Teacher Needs To Determine A
Logical Order Of Experiences For The Students
11. Evaluation Of The Objectives
• . Now The Teacher Assesses The Students Ability To Write
An Essay. There Are Many Ways To Do This. For Example,
The Teacher Could Have The Students Write An Essay
Without Assistance. If They Can Do This, It Is Evidence
That The Students Have Achieve The Objective Of The
Lesson. There Are Variations On This Model. However, The
Tyler Model Is Still Considered By Many To Be The
Strongest Model For Curriculum Development.
12. Strengths Of Tyler’s Model
• Clearly Stated Objectives A Good Place To Begin.
• Involves The Active Participation Of The Learner
(Prideaux, 2003)
• Simple Linear Approach To Development Of
Behavior Al Objectives (Billings & Halstead, 2009)
13. Criticism Of The Tyler Model
• Narrowly Interpreted Objectives (Acceptable Verbs)
• Difficult And Time Consuming Construction Of Behavioral
Objectives Curriculum Restricted To A Constricted Range
Of Student Skills And Knowledge Critical Thinking,
• Problem Solving And Value Acquiring Processes Cannot Be
Plainly Declared In Behavioral Objectives (Prideaux, 2003)
14. • TYLER’S MODEL
• Deductive
• Argues From The Administrator
Approach
• Believes That Administration
Should Design The Curriculum And
The Teachers Implement It
• . Lays The Main Stress On Aims,
Evaluation And Control.
• This Approach May Be Perfect,
Perhaps, For Market-oriented
Education, But Inadequate For The
Development Of Responsible And
Creative Individuals Able To Meet
The Challenges Of The Constantly
Changing Circumstances
• TABA’S MODEL
• Inductive
• Reflects The Teacher’s Approach
• . Believes That The Teachers Are Aware Of The
Students Needs; Hence Teachers Should Be
The Ones To Develop The Curriculum And
Implement In Practice
• Her Rationale Does Not Start With
Objectives, As She Believes That The
Demand For Education In A Particular
Society Should Be Studied First (See
Step 1)
• Pays Attention To The Selection Of The
Content And Its Organization With An
Aim To Provide Students With An
Opportunity To Learn With
Comprehension
