CURRICULUM DEVELOPMENT Flashcards
WHAT TO ENHANCE ?
Curriculum Policies
Curriculum Design
Implementation Strategies
Evaluation Strategies
Curriculum Revision
Saylor & Alexander Curriculum Model
society, learners, knowledge
-Formulate Goals and Objectives
-Create Curriculum Design Specifications
-Develop Implementation (instructions) Plans
Select Evaluation Procedures(Student and plan)
External Forces
Community
Legal
Research
Proffesional Knowledge
Technical-scientific Vs Non technical-non scientific
Model of Bobbit and Charters
For ____, the first task of curriculum development is to “discover the activities which ought to make up the lives of students and along with these, the abilities and personal qualities necessary for proper performance.
Bobbit
_____ wanted educators to connect aims with activities that individuals performed. He advocated four steps of curriculum construction: 1) selecting objectives; 2) dividing them into ideals and activities; 30 analyzing them to the limits of working units; and 4) collecting methods of achievements.
Charters
The technique of inventorying, organizing, and presenting the substance of a curriculum finds refinement in ____________which has come to be known as _____
Ralph Tyler’s four-step analysis of formal education or schooling
“Tyler Rationale.”
Tyler posited four basic questions for the schools, namely:
What educational purposes should the school seek to attain?
What educational experiences can be provided that are likely to attain these purposes?
How can these educational experiences be effectively organized?
How can we determine whether these purposes are being attained or not?
______ believed that a curriculum should be designed by its users.
Hilda Taba
Teachers should begin creating specific teaching-learning units for their students and then build to a general design.
Backward design model
Wiggins and mctighe
UbD reflects a “continuous improvement” approach.
The results of curriculum designs- student performance- informs needed adjustment.
Taba’s seven major steps
- Diagnosis of needs
- Formulation of objectives
- Selection of content
- Organization of content
- Selection of learning activities
- Organization of learning activities
- Evaluation and means of evaluation
Stages of Backward Design
Stage 1: Identify desired results
Stage 2: Determine acceptable evidence
Stage 3: Plan learning Experiences and Instruction
Task analysis model
Master design chartSubject matter analysis
Non technical – non scientific
Educators communicate their views to their colleagues and sometimes to students regarding educator’s goals and what should be taught.
Deliberation model
Six stages (Deliberation Model)
Public sharing
High lighting agreement and disagreement
Explaining positions
Highlighting changes in position
Negotiating points of agreement
Adopting a decision
