What is curriculum
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The document discusses three views of curriculum in schools: the formal curriculum, informal curriculum, and hidden curriculum. The formal curriculum appears in official documents and guides what is explicitly taught. The informal curriculum involves how teachers interact and the subtle ways students learn, like test-taking. The hidden curriculum is unconsciously taught and includes learning social norms like cleanliness. It can also track students by ability and represent unofficial aspects of curriculum design.
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This document discusses the various participants involved in curriculum development. It identifies learners, teachers, managers and administrators, parents, community members, and other stakeholders like professional organizations and government agencies as all playing a role. Learners are at the center as the reason for curriculum. Teachers develop and implement curriculum through lesson planning. Managers and administrators oversee implementation and resource allocation. Parents and community provide support and resources. Professional organizations and government agencies influence curriculum through standards and regulation.
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This document discusses different views and approaches to curriculum. It addresses traditional and progressive points of view on curriculum. The traditional view sees curriculum as a set of subjects to be taught, while the progressive view defines curriculum as the total learning experiences of the individual, both in and out of school. The document also summarizes Ralph Tyler's model of curriculum development and Hilda Taba's grassroots approach. It outlines different types of curriculum operating in schools and lists major philosophical foundations of curriculum.
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Republic of the Philippines
Abra State Institute of Science and Technology
GRADUATE SCHOOL
Bangued Campus, Bangued Abra
CURRICULUM IMPROVEMENT
2nd semester SY; 2021-2022
Submitted by: Lolain B. Balao-as
Richard Bartolo
Submitted to: Ma. Rita Valera Flores
Professor
What is Curriculum Improvement?
It is the process of constantly improving instruction based on the need of students. It enhances teaching and learning.
LEVELS OF CURRICULUM IMPROVEMENT
1. Departmentalized
- This approach is the traditional model of separate and district disciplines taught in isolation from each other. Students travel to six or seven subjects a day, each not conceptually connected to others.
2. Reinforcement
- Skill instruction, concept or activities are rearranged and resequenced to reinforce a similar skill or concept across two or more disciplines
3. Complementary
- The level of curriculum integration on the original synthesized continuum was referred to as “complementary or shared units of the study”.
4. Webbed
- Connections and webs are made between curriculum contents and disciplines relative to a productive team, subject use them to sift out appropriate concept, topics and ideas
- Sometime called interdisciplinary units.
5. Integrated learning
- This level of curriculum integration on the original synthesized continuum was referred to as “integrated themes”
LEVEL DESCRIPTION EXAMPLE
Supra International -Common European Framework of Reference for Language usually “generic” in nature
- examination program; e.g. Third International Mathematics and science study of Programme for International student Assessment or Progress in International Reading Literacy study
Macro Provincial, national, regional -Intended core objective( specified in a curriculum framework and/or program of studies
- authorized learning and teaching resources
-attainment levels
-examination programs
Meso School jurisdiction, school -School program (locally developed courses)
-educational program with an emphasis on specialized school based activities( e.g, specific focus on arts, sports or academics)
- site specific learning and teaching materials developed and accessed.
Micro Classroom, teacher -instruction plan for module or course
-learning and teaching materials
Nano Student, individual -individualized learning plan
-individualized course of learning or learner pathways
APPROACHES TO CURRICULUM IMPROVEMENT
1. Behavioral Approach
- This is based on the blueprint where goals and objective are specified contents and activities are also rearranged to match with the learning objectives. The learning outcome are evaluated in terms of goals and objectives set at the beginning. This approach started with the idea of Frederick Taylor which aimed to achieve efficiency
2. Managerial Approach
- In this approach, the principal is the curriculum leader who is supposed to be the general manager. The general manager sets the policies and priorities established th
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This document discusses the various participants involved in curriculum development. It identifies learners, teachers, managers and administrators, parents, community members, and other stakeholders like professional organizations and government agencies as all playing a role. Learners are at the center as the reason for curriculum. Teachers develop and implement curriculum through lesson planning. Managers and administrators oversee implementation and resource allocation. Parents and community provide support and resources. Professional organizations and government agencies influence curriculum through standards and regulation.
Curriculum development
This document discusses different views and approaches to curriculum. It addresses traditional and progressive points of view on curriculum. The traditional view sees curriculum as a set of subjects to be taught, while the progressive view defines curriculum as the total learning experiences of the individual, both in and out of school. The document also summarizes Ralph Tyler's model of curriculum development and Hilda Taba's grassroots approach. It outlines different types of curriculum operating in schools and lists major philosophical foundations of curriculum.
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This document discusses various teaching strategies for elementary education. It begins by introducing the importance of teachers continuously improving their teaching methods to promote student learning. It then describes several teaching strategies in detail, including the lecture method, demonstration method, drill and practice method, project method, problem solving/inquiry method, role-playing and games/simulations. For each method, it provides information on the definition, advantages, disadvantages and effective implementation. The goal of discussing these strategies is to help teachers select the most appropriate methods to engage students and enhance the learning experience.
REPORT- CURRICULUM IMPROVEMENT.pptx
Republic of the Philippines
Abra State Institute of Science and Technology
GRADUATE SCHOOL
Bangued Campus, Bangued Abra
CURRICULUM IMPROVEMENT
2nd semester SY; 2021-2022
Submitted by: Lolain B. Balao-as
Richard Bartolo
Submitted to: Ma. Rita Valera Flores
Professor
What is Curriculum Improvement?
It is the process of constantly improving instruction based on the need of students. It enhances teaching and learning.
LEVELS OF CURRICULUM IMPROVEMENT
1. Departmentalized
- This approach is the traditional model of separate and district disciplines taught in isolation from each other. Students travel to six or seven subjects a day, each not conceptually connected to others.
2. Reinforcement
- Skill instruction, concept or activities are rearranged and resequenced to reinforce a similar skill or concept across two or more disciplines
3. Complementary
- The level of curriculum integration on the original synthesized continuum was referred to as “complementary or shared units of the study”.
4. Webbed
- Connections and webs are made between curriculum contents and disciplines relative to a productive team, subject use them to sift out appropriate concept, topics and ideas
- Sometime called interdisciplinary units.
5. Integrated learning
- This level of curriculum integration on the original synthesized continuum was referred to as “integrated themes”
LEVEL DESCRIPTION EXAMPLE
Supra International -Common European Framework of Reference for Language usually “generic” in nature
- examination program; e.g. Third International Mathematics and science study of Programme for International student Assessment or Progress in International Reading Literacy study
Macro Provincial, national, regional -Intended core objective( specified in a curriculum framework and/or program of studies
- authorized learning and teaching resources
-attainment levels
-examination programs
Meso School jurisdiction, school -School program (locally developed courses)
-educational program with an emphasis on specialized school based activities( e.g, specific focus on arts, sports or academics)
- site specific learning and teaching materials developed and accessed.
Micro Classroom, teacher -instruction plan for module or course
-learning and teaching materials
Nano Student, individual -individualized learning plan
-individualized course of learning or learner pathways
APPROACHES TO CURRICULUM IMPROVEMENT
1. Behavioral Approach
- This is based on the blueprint where goals and objective are specified contents and activities are also rearranged to match with the learning objectives. The learning outcome are evaluated in terms of goals and objectives set at the beginning. This approach started with the idea of Frederick Taylor which aimed to achieve efficiency
2. Managerial Approach
- In this approach, the principal is the curriculum leader who is supposed to be the general manager. The general manager sets the policies and priorities established th
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The document discusses different definitions and types of curriculum. It defines curriculum traditionally as subjects arranged in a certain sequence for instruction, but modernly as all planned learning experiences inside and outside the classroom. There are various types of curriculum including overt, hidden, null, and received. The document also discusses curriculum development as the process of deciding what to teach and learn while considering factors like tasks, roles, resources and ordering elements to create a curriculum plan. Good curriculum and development is characterized as continuously evolving, based on peoples' needs, and democratically conceived through long-term effort.
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curriculum foundation,design and development
The document defines curriculum and discusses its key dimensions. It states that John Delnay defined curriculum as a purposeful plan for organizing learning interactions between teachers, students, and content. Some authors see curriculum as efforts to achieve desired student outcomes in and out of school. There are four major curriculum dimensions: informal, formal, non-formal, and guidance/counseling. The informal curriculum involves daily learning outside the classroom. The formal curriculum is structured learning in educational institutions. The non-formal curriculum involves daily activities related to work, family or leisure. [END SUMMARY]
nature concepts and purposes of curriculum
The document discusses the concepts of curriculum, teaching, and learning. It defines curriculum as the totality of learning experiences planned by the teacher. Teaching is described as a goal-oriented and reflective process, involving planning, implementation, and evaluation, while learning is defined as a change in behavior resulting from experience. The roles of the teacher and learner are interconnected, and different learning theories, styles, and teaching methods are discussed.
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1. Curriculum is defined as the formal and informal content and processes used to teach students. It is influenced by philosophical, sociological, psychological, and other factors.
2. There are three levels of curriculum - societal, institutional, and instructional. Curriculum is developed at each of these levels.
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Curriculum
This document discusses curriculum and its various components. It defines curriculum as subjects, learning experiences, intended outcomes, and planned experiences. It also describes different types of curriculum, including ideal curriculum, written curriculum prescribed by governing bodies, implemented curriculum actually taught by teachers, achieved curriculum learned by students, and tested curriculum assessed on exams. The document outlines foundations of curriculum including objectives, student characteristics, learning processes, teaching methods, and evaluation procedures. It also discusses conceptions that guide curriculum design like academic, cognitive, humanistic, social reconstructionist, technological, and eclectic conceptions. Key elements of curriculum are identified as intent, content, learning experiences, and evaluation.
Curriculum Development
The document provides an overview of curriculum development concepts. It defines curriculum and discusses different points of view on curriculum, including the traditional essentialist view and progressive view. It also outlines two models of curriculum development: Ralph Tyler's model and Hilda Taba's model. Additionally, it discusses foundations of curriculum including sociological, philosophical, historical, and psychological foundations. Major learning theories that provide foundations for curriculum are also summarized, including behaviorism, cognitivism, and humanistic psychology.
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nursing education curriculum and models CURRICULUM.pptx
This document discusses different aspects of curriculum, including:
- Definitions of curriculum from various perspectives and how it relates to educational goals.
- The types of curriculum such as child-centered, subject-centered, and integrated curriculum.
- The components and nature of nursing curriculum specifically.
- Factors that influence curriculum design like technological advances and societal needs.
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Introduction
The document discusses different definitions and types of curriculum. It defines curriculum traditionally as subjects arranged in a certain sequence for instruction, but modernly as all planned learning experiences inside and outside the classroom. There are various types of curriculum including overt, hidden, null, and received. The document also discusses curriculum development as the process of deciding what to teach and learn while considering factors like tasks, roles, resources and ordering elements to create a curriculum plan. Good curriculum and development is characterized as continuously evolving, based on peoples' needs, and democratically conceived through long-term effort.
Udl school assignment
This document provides information about Crossroads Middle School, which uses Universal Design for Learning (UDL) practices to meet the needs of all students. It describes the school's focus on how content is taught and providing multiple means of engagement, representation, and action and expression. Classrooms have flexible set-ups and students can complete assignments in various ways. The school aims to remove barriers so all students can fully participate. It provides details on the school's structure, classes, personnel, instruction, curriculum, technology resources, and assessment practices.
Session 4 2020
This document outlines the agenda for a teacher training session. It includes reviewing educational frameworks, introducing teaching standards, connecting the frameworks to the standards, and group activities. Key topics covered are the four commonplaces of learning according to Schwab, the Standards of Practice from the Ontario College of Teachers, and how to cultivate an inclusive classroom environment.
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The document discusses medical surgical nursing curriculum presented by Mrs. Shalini. It begins with defining curriculum and the curriculum development process. It then outlines various concepts of curriculum including subject-based, teacher-centered, learner-centered, integrated, core, activity-based, board field, hidden curriculum and more. Examples of each type are provided.
curriculum foundation,design and development
The document defines curriculum and discusses its key dimensions. It states that John Delnay defined curriculum as a purposeful plan for organizing learning interactions between teachers, students, and content. Some authors see curriculum as efforts to achieve desired student outcomes in and out of school. There are four major curriculum dimensions: informal, formal, non-formal, and guidance/counseling. The informal curriculum involves daily learning outside the classroom. The formal curriculum is structured learning in educational institutions. The non-formal curriculum involves daily activities related to work, family or leisure. [END SUMMARY]
nature concepts and purposes of curriculum
The document discusses the concepts of curriculum, teaching, and learning. It defines curriculum as the totality of learning experiences planned by the teacher. Teaching is described as a goal-oriented and reflective process, involving planning, implementation, and evaluation, while learning is defined as a change in behavior resulting from experience. The roles of the teacher and learner are interconnected, and different learning theories, styles, and teaching methods are discussed.
Complete NCF 2005.pptx
The document summarizes the key aspects of the National Curriculum Framework 2005 in India. It discusses the background and need for a revised curriculum framework based on previous frameworks from 1975, 1988, and 2000. The NCF 2005 was formulated by a national steering committee headed by Prof. Yash Pal and included 21 national focus groups. It provides a complete curriculum outline for classes 1 through 12. The framework has 5 chapters that cover perspectives on vision and principles, approaches to learning and knowledge, curriculum areas and assessment, school environment, and systemic reforms. It provides guidelines for syllabus development and support materials to aid implementation across states in India.
Distance learners
This document discusses different types of distance learning, including synchronous which requires learners to login at the same time for instruction, and asynchronous which does not require a specific login time. It also describes distance learners as typically being adult learners seeking certifications or degrees. Characteristics of distance learners include being motivated, focused, and determined. The document also discusses the Americans with Disabilities Act and its requirements for accessibility in distance learning programs.
Differential Learning_Instruction _Slide Share.pptx
The document discusses differentiation in education. It defines differentiation as an instructional approach that considers individual student needs and abilities. The key aspects of differentiation include content, process, product, and learning environment. Teachers can differentiate instruction by varying these elements based on a student's readiness, interests, and learning profile. Examples are provided for differentiating content, process, products, and environment. Principles of the differentiated classroom are also outlined. Overall, the document provides an overview of the concept of differentiation and gives examples of how it can be implemented in the classroom.
Report system the cultural subsystem inside the schoolsystem
(1) The cultural subsystem is an important part of any school system, as it differentiates the school from other social groups through its aims, values, traditions, and ways of thinking. The curriculum and textbooks are part of conveying this cultural system.
(2) A school's cultural system is seen through its rituals and practices, as well as its stated aims and goals. However, integrating the diverse aims of different stakeholders in the school system, such as governments, professions, parents and students, can be challenging.
(3) Key elements of a school's cultural system include its curriculum, methodology, medium of instruction, and educational materials. But these need to be appropriate to the cultural context of the
Assessment
This document discusses the history and purposes of assessments for young children. It notes that historically, resources on assessment were limited, but assessment is now understood as a broad, comprehensive process of gathering information about children's growth and development using various methods. Assessments serve several important purposes, such as promoting learning, identifying needs for services, evaluating programs, and assessing academic achievement. Having multiple assessments that evaluate different areas of development, like motor, language, cognitive, and social skills, can support placement decisions, curriculum planning, and research. Context-based and ecological assessments that consider a child's full environment and influences are generally preferred.
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Learning and Assessment: Assessment, type of assessment- assessment for learning, assessment of learning and assessment as learning: definition, example, merits, demerits and role of teacher in assessment . Summative assessment. Formative assessment
Curriculam development
This document provides an overview of curriculum development in nursing education. It discusses key concepts like the definition of curriculum, determinants of curriculum, levels of curriculum, models of curriculum, and the curriculum development process. The main points covered are:
1. Curriculum is defined as the formal and informal content and processes used to teach students. It is influenced by philosophical, sociological, psychological, and other factors.
2. There are three levels of curriculum - societal, institutional, and instructional. Curriculum is developed at each of these levels.
3. Important models of curriculum discussed include behavioral, cyclic, dynamic, cultural analysis, and expressive models.
4. The steps in curriculum development
Teaching: new Curriculum Development.pdf
This document discusses different perspectives on curriculum and curriculum development. It defines curriculum broadly as the total learning experiences of individuals, not just subjects taught in school. Traditionally, curriculum was viewed as a set of subjects or disciplines, but progressive views define it as all planned and enacted experiences. Curriculum development models like Tyler's and Taba's emphasize defining objectives, selecting content, organizing learning experiences, and evaluating outcomes. Schools implement recommended, written, taught, supported, assessed, learned, and hidden curriculums.
Curriculum
This document discusses curriculum and its various components. It defines curriculum as subjects, learning experiences, intended outcomes, and planned experiences. It also describes different types of curriculum, including ideal curriculum, written curriculum prescribed by governing bodies, implemented curriculum actually taught by teachers, achieved curriculum learned by students, and tested curriculum assessed on exams. The document outlines foundations of curriculum including objectives, student characteristics, learning processes, teaching methods, and evaluation procedures. It also discusses conceptions that guide curriculum design like academic, cognitive, humanistic, social reconstructionist, technological, and eclectic conceptions. Key elements of curriculum are identified as intent, content, learning experiences, and evaluation.
Curriculum Development
The document provides an overview of curriculum development concepts. It defines curriculum and discusses different points of view on curriculum, including the traditional essentialist view and progressive view. It also outlines two models of curriculum development: Ralph Tyler's model and Hilda Taba's model. Additionally, it discusses foundations of curriculum including sociological, philosophical, historical, and psychological foundations. Major learning theories that provide foundations for curriculum are also summarized, including behaviorism, cognitivism, and humanistic psychology.
Analyzing patterns of classroom interaction
This document summarizes a study that analyzed patterns of interaction between teachers and students in English as a foreign language classrooms in Iran. Sixteen teachers (8 female and 8 male) and their single-gender classrooms were observed and recorded. The interactions were categorized according to different frameworks and analyzed based on frequency. The results showed that both male and female teachers dominated classroom conversations similarly. Gender had little effect on teacher-student and student-teacher interactions. However, female students interacted more with each other than male students. The conclusion recommends encouraging more student-led activities to increase student participation and reduce teacher domination.
nursing education curriculum and models CURRICULUM.pptx
This document discusses different aspects of curriculum, including:
- Definitions of curriculum from various perspectives and how it relates to educational goals.
- The types of curriculum such as child-centered, subject-centered, and integrated curriculum.
- The components and nature of nursing curriculum specifically.
- Factors that influence curriculum design like technological advances and societal needs.
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What is curriculum
- 1. WHAT IS CURRICULUM? THE THREE VIEWS TO CURRICULUM IN SCHOOLS
- 2. CURRICULUM • IS THE PLAN MADE FOR GUIDING LEARNING IN THE SCHOOLS, USUALLY REPRESENTED IN RETRIEVABLE DOCUMENTS OF SEVERAL LEVELS OF GENERALITY AND THE ACTUALIZATION OF THOSE PLANS IN THE CLASSROOM, AS EXPERIENCED BY THE LEARNERS AND AS RECORDED BY AN OBSERVER, THOSE EXPERIENCES TAKE PLACE IN A LEARNING ENVIRONMENT THAT ALSO INFLUENCES WHAT IS LEARNED.
- 3. DIFFERENT VIEWS TO CURRICULUM IN SCHOOLS 2.1 THREE DIFFERENT TYPES • FORMAL CURRICULUM • INFORMAL CURRICULUM • THE HIDDEN CURRICULUM
- 4. FORMAL CURRICULUM •. THIS IS THE CURRICULUM THAT APPEARS IN THE CURRICULUM GUIDES, STATE REGULATIONS OR OFFICIALLY STATED AND DOCUMENTED . THIS IS THE DOCUMENT DEVELOPED BY EXPERTS ON WHAT TO TEACH IN SCHOOLS.
- 5. The informal curriculum THIS TYPE OF CURRICULUM INVOLVES THE SUBTLE BUT IMPORTANT PERSONALITY VARIABLES OF THE TEACHER AND HOW HE/SHE INTERACTS WITH COLLEAGUES AND LEARNERS. •IT ALSO INCLUDES LEARNING HOW TO ANSWER TESTS AND
- 6. THE HIDDEN CURRICULUM • IT IS THE UNRECOGNIZED AND IS TAUGHT WITHOUT FORMAL RECOGNITION, E.G BEING CLEAN, BEING ON TIME, ETC. IT IS RARELY CONTAINED IN FORMAL CURRICULUM, IT CONTAINS ‘STRUCTURED SILENCES’ (ARONOWITZ & GIROUX, 1985) THAT EMBODY EXPECTATIONS AND PRESUPPOSITIONS ABOUT SOCIAL CONDUCT AND CULTURAL DIFFERENCES/RACIAL DIFFERENCES.
- 7. CONTINUED… • THIS IS THE CURRICULUM THAT IS USED TO TRACK AND DIFFERENTIATE CHILDREN BY THEIR ABILITY. IT ALSO REPRESENTS THE UNRECOGNIZED AND UNOFFICIAL ASPECTS OF DESIGNING OR DELIVERING THE CURRICULUM. ANYTHING BEING TAUGHT IN SCHOOLS WITHOUT BEING IN ANY CURRICULUM GUIDE IS CONSIDERED A HIDDEN CURRICULUM. THE HIDDEN CURRICULUM IS BY AND LARGE NOT A PRODUCT OF CONSCIOUS INTENTION.