Topic 1 & Topic 2 Flashcards
Topic 1 = Concepts & Issues in Curriculum
- Definition/Concepts
- Structured plan: outlines what students will learn during their educational experience
- Varied across levels: different levels & institutions
- Learning objectives: specific LOs & goals students expected to achieve
- Materials & activities: selection of learning materials, activities, resources facilitate understanding
- Instructional methods: approaches used to impart knowledge and skills
- Assessment: methods evaluation students’ progress, understanding, & achievement
- Prep for future students: further education, careers, roles in society
Topic 1 = Concepts & Issues in Curriculum
- Types (Planned Curriculum)
- Intentionally designed, structured educational program
- Formalized, written, and often published document outlines what is intended students to learn during a particular course, program, or educational experience
- Developed by educators, curriculum developers, and educational institutions before implemented in classroom
- Curriculum aligns with educational standards and guidelines set by educational authorities
- May allow for some flexibility to accommodate the needs of diverse learners
Topic 1 = Concepts & Issues in Curriculum
- Types (Enacted Curriculum)
- Instructional strategies and approaches used to convey content
- Reflects the real-world application of the planned curriculum
- Dynamics and communication between teachers and students
- Adjustments or modifications made by teachers to accommodate the unique needs
- Unexpected events or spontaneous teaching moments that may arise
Topic 1 = Concepts & Issues in Curriculum
- Types (Hidden Curriculum)
- Unspoken or implicit lessons, values, and behaviors that are conveyed to students
- Beyond the formal or explicit content of the planned curriculum
- Not written but still learned by students
Topic 1 = Concepts & Issues in Curriculum
- Relationships between curriculum, syllabus,
course and programme
(Curriculum)
* overall plan/framework - expected to learn
* scope broad - educational experiences/activities for LO of a programme
* eg: subjects like history, math, etc & curricular activities
(Syllabus)
* specific information a particular course
* details course objectives, topics, materials, assessments
* eg: biology syllabus has topics to cover, lab projects, etc.
(Course)
* single class of
* completed within a semester/academic term
* eg: TSLB3163 Curriculum Studies course
(Program)
* set of courses lead to cert (degree, etc)
* comprehensive - several years - in particular field
* eg: IPG degree programme - pedagogy courses - training opportunities
Topic 1 = Concepts & Issues in Curriculum
- Forces that influence curriculum instruction
Political
* educational policies & regulations, mandate specific subjects, standards, assessments
* ideologies, emphasize certain values, historical perspectives
* national identity, values align w political goals of country
Economic
* market needs, skills&knowledge required current&future job market
* budgetary constraints, resource availability
Social
* cultural diversity background, ensure inclusivity representation of different perspectives
* social values& norms, environmental sustainability, digital literacy
* demographic of student population, diverse learning styles&needs
* technology evolution
Topic 1 = Concepts & Issues in Curriculum
- Concerns of different stakeholders
Learners
* relevant&achievable
* consider the learners’ age, gender,
physical/mental/emotional development, cultural background and goals
Teachers
* curriculum maker, developer, implementer (planning and writing)
* address the goal, needs, and interests of the learners.
* design, enrich and modify the curriculum
Administrator
* set strategic directions for schools
* plan improvement of school facilities
Parents
* active in parent-teacher-association & assist school’s curriculum
* permit children participate various activities
Topic 2 = Models of Curriculum Design
- Tyler Objective model
* systematic approach
* teacher uses instructional activity to reach desired LOs
* measure students’ progress towards LOs
Strengths
* specific direction through objectives set, clear T&L expectations
* organized curriculum
* observable objectives, content selection, assessments to measure student’s achievement
* accountability, what students expected to learn, how learning assessed
* easier align curriculum w assessments
Weaknesses
* narrow focus, neglect broader edu. goals
* oversimplify the complex process of edu, cannot generalised
* structured approach limits ability of teachers - adapt to diverse needs&interests
* lack emphasis on social, cultural, contextual elements
* x explicitly emphasize involvement students, parents, community
Topic 2 = Models of Curriculum Design
- Wheeler Process Model
* ongoing process
* curriculum effective n meaningful, meets students’ needs
Steps
- Aims, goals, & objectives
* identify what the curriculum try to achieve
* identify what students able to do after completing - Selection of Learning Experience
* determine activity
* projects, games, etc - Selection of content
* content covered in curriculum
* choose topics related to objectives in curriculum - Organization & integration of experiences
* sequencing activities and topics, smooth flow learning - Evaluation
* assessing curriculum achieve goals, aims, objectives
* identify areas to improve
Topic 2 = Models of Curriculum Design
- Wheeler Process Model
* ongoing process
* curriculum effective n meaningful, meets students’ needs
Strengths
* comprehensive model accounts all aspects of curriculum design
* systematic ensures curriculum effective n meaningful
* allow continuous improvement n adaptation to the curriculum
Weaknesses
* time consuming n complex process
* requires input from variety of stakeholders, difficult to coordinate
* difficult ensure curriculum always meet students’ needs
Topic 2 = Models of Curriculum Design
- Taba Interactional Model
* learner-centered approach
* promotes open-ended questions
* emphasizes active student engagement
* critical thinking & problem-solving
Steps
1. Diagnosis of needs
* identify students’ needs, interests, prior knowledge
- Formulation of objectives
* reflect desired learning outcomes&guide instructional process - Selection of the content
* aligns with formulated objectives
* relevance students’ lives, broader context - Organization of the content
* logical n meaningful sequence
* progression simpler to complex ones
* consider natural flow learning n connections between dif. topics - Selection of learning activities
* engage students actively in learning
* consider variety experiences: discussions, hands on, projects - Organization of learning activities
* support achievement of objectives
* consider pacing n timing of activities - Evaluation
* assessments align w instructional objectives
* formative n summative
* assess not only outcomes, but the learning process
Topic 2 = Models of Curriculum Design
- Taba Interactional Model
* learner-centered approach
* promotes open-ended questions
* emphasizes active student engagement
* critical thinking & problem-solving
Strengths
* Learner-centred : needs n interests of learners
* Flexibility : adjustments
* Problem-solving orientation : engage content & apply knowledge
* Holistic approach : overall learning, not only end results
* Individualisation : personalised learning experiences
* Relevance : students’ lives and experiences
Weaknesses
* Time-consuming : large classes
* Subjectivity : teacher’s judgement
* Complexity : not straightforward
* Resource intensive : time, materials
* Potential for inconsistency : dif teacher’s interpretations
* Overemphasise process : too ambitious, hinders achieving specific, measurable outcomes
Topic 2 = Models of Curriculum Design
- Taba Interactional Model
* learner-centered approach
* promotes open-ended questions
* emphasizes active student engagement
* critical thinking & problem-solving
Strengths
* Learner-centred : needs n interests of learners
* Flexibility : adjustments
* Problem-solving orientation : engage content & apply knowledge
* Holistic approach : overall learning, not only end results
* Individualisation : personalised learning experiences
* Relevance : students’ lives and experiences
Weaknesses
* Time-consuming : large classes
* Subjectivity : teacher’s judgement
* Complexity : not straightforward
* Resource intensive : time, materials
* Potential for inconsistency : dif teacher’s interpretations
* Overemphasise process : too ambitious, hinders achieving specific, measurable outcomes
Topic 2 = Models of Curriculum Design
- Walker Naturalist Model
* Communicative approach - subjective perceptions, views of designers, target gps,
other stakeholders
* Better curriculum = if many people participated in process n reach final consensus abt final product
* Platform 👉 Deliberation 👉 Curriculum Design
Strengths
* Input of stakeholders in curriculum dev.
* Stakeholder engagement (acknowledge teachers as contributors)
* Ample opportunities to contribute
Weaknesses
* Not describe what actually happens in the classroom
* Deliberation is time consuming, resource intensive = curriculum products inconsistent
* Hard achieve consensus (national & regional levels)
Topic 2 = Steps in Curriculum Design
PLANNING
- Domains
* Cognitive: remembering, understanding,.
* Affective: responding, characterization,..
* Psychomotor: adaptation, guided response
A. Objectives
- Aims : Elementary, Secondary, Tertiary
- Goals : Sc. Vision n Mission
- Objectives : edu. objectives
B. Content (knowledge, facts, theories)
- Criteria of Selection
* self-sufficiency
* significance
* validity
* utility (usefulness)
* learnability
* feasibility
- Criteria for Organising
* Balance: content fairly distributed
* Articulation: sub. matter connected, no gaps/overlaps
* Sequence: arrangement of sub. matter
* Integration: application knowledge, related to one another
* Continuity: repetition of application in daily life, reinforcement of learning
C. Learning Experience
* activities determine effectiveness of achievability curriculum goals, objs
* should stimulate learner’s desire
* consider learning styles
* fexibility in teaching methods
D. Evaluation
* determine quality, effectiveness, value, process, product of curriculum
Steps
1. Determine what component
2 Gather data n information
3. Store n interpret, analyse data
4. Report to specific audience/stakeholders
5. Recycle info for continuous feedback, adjustments
