EDUC 90

Comes from a latin root currere which means to run or to proceed or a runway on which one runs to reach a goal

curriculum

curriculum

curriculum development

curriculum development

traditional points of view of curriculum

robert hutchins of points of view traditional

joseph schwab traditional point of view

arthur bestor

plan for achieving goals and dealing with learners experiences and dealing with people it is a field of study with its own foundations knowledge domains research theory principles and specialist

curriculum is defined as the total learning experiences of the individual which school subjects course of study syllable can only be called curriculum if the written materials are actualized by the learners

reflective thinking is a means that unifies curricular elements. thought is not defined from action but tested by application

column as a sequence of potential experiences set up in the schools for the purpose of disciplining children and youth in growth ways of thinking and acting

curriculum as all experiences children have under the guidance of teachers

curriculum as all experiences in the classroom which are panned and enacted by the teacher and also earned by the students

POV on curriculum development posits the problem with education is that educational programs lack and mistakeably defined purposes he represented that curriculum should be 1. dynamic 2.a program under constant evaluation and revision and 3.curriculum planning is continuous cyclical process and instrument of education that needs to be find tuned

it determine the school purposes of what educational purposes should the school seek to attain

identify educational experience related to purpose of what educational learning experiences can be provided that are likely to attain this purposes

organize the educational experiences of how can this educational experiences be effectively organized

evaluate the purposes of how can we determine whether these purposes are being attained

diagnosis of learners needs, formulation of objectives, selection of the content, organization of the content, selection of learning activity, organization of learning activities, evaluation

content must be presented to students and they must be engaged with the content and the teacher should select appropriate instructional methodology that will involve the students with the content

the learning activities are organized in a sequence depending both on content citizens and learners characteristics

the curriculum planner i e the teacher must determine what objectives have been accomplished and to assist the achievement of learning objectives evaluation procedures need to be designed

known as ideological curriculum and often presented by the authority to school as a policy recommendation and curriculum constructed by the educational stakeholders at the national level

it is a specific and comprehensive plan which intends to ensure that the educational goals of the system are being accomplished at the school it has mediating standardizing and controlling factions and refers to the formal documentation and materials that outline the educational content objectives and structure of a specific academic program or course sample is written lesson plan of each teacher

often referred to as the operational curriculum or enacted curriculum which actually delivered an implemented in the classroom by the teacher

it is where to have a successful teaching other than teachers there must be materials that should support the inflammation of the curriculum and to make it easier for educators and students to implement a high quality curriculum and to help students all to reach their full potential

refers to a tested or evaluated curriculum to a certain the scope of instruction or whether the pupils are making progress and the teacher conduct several assessments both during and after the teaching episodes like pencil and paper test and authentic instrument like portfolio are being utilized

is the process of evaluating feedback during the development or implementation of a program

the evaluation happens after the end of the program with the goal of assessing its overall effectiveness

known as the bottom line curriculum that includes the subject matter and knowledge they learn from a course but it can also include additional changes in attitude and emotional well-being

the unintended curriculum which is not deliberately planned but may modify behavior or influence learning outcomes and appear influence school environment physical condition teacher learner interaction mode of the teacher and many other factors make up the curriculum

course of study

traditional points of view of curriculum

tradditional point of view of curriculum

curriculum is a permanent study where the rules of grammar reading rhetoric logic and mathematics for basic education are emphasized

coin the term discipline as a rolling doctrine for curriculum development

ralph tyler

objectives, knowledge, learning experience, evaluation

dynamic, program under constant evaluation and revision

hilda taba

grassroots approach

educational objectives, learning experiences, organization of experience, assessment and evaluation

educational objectives

learning experiences

organization of experience

assessment and evaluation

psychological, historical, philosophical, social

ecological foundations of curriculum

Edward Thorndike

Ivan Pavlov

parent conditioning

modeling and observation theory

robert gagne

jean piaget

lev vygotsky

howard gardner

felder and silverman

daniel Goleman

edward thorndike, ivan pavlov, bf skinner, albert bandura, robert gagne

jean piaget, lev vygotsky, howard gardner, felder and silverman, daniel goleman

franklin bobbit

werrer charters

Harold Rugg

willian kilpartrick

ralph tyler

aims goals and objectives, learning activities, evaluation, subject matter

aims to provide the general direction of learning and a written in broad terms that encompasses more than one grade level and provide knowledge develop skills provide learning experience and promote and intensify knowledge

continue to promote the objectives of elementary education discover the enhanced the different aptitudes and interests provide a general education program that promote national identity cultural and moral integrity

train the nation's manpower in the skills required and develop the professions that will provide leadership for the nation

a purpose stated in general terms without a criteria of achievement and are derived from a statement of philosophy that defines the aims of education and the assessment of needs

objectives are specific measurable competence that are assessed to determine whether the goal has been meet and is purpose or end stated in a specific measurable terms and can be simplified as what is to be done

cognitive domain is a thought process like knowledge ,comprehension, application ,analysis, synthesis, and evaluation, affective domain is valuing attitude and appreciation like receiving ,responding, valuing organization, and characterizer, psychomotor domain is the use of psychomotor attributes like perception, set, guided response, mechanism, complex overt response ,adaptation, and organization

balance -should be for ladies reviewed in a deep and breadth of the particular learning or discipline, articulation- should be smoothly connected to the next glaring gaps or wasteful overlaps in the subject matter will be avoided, sequence -it should have depending on broadening of content as it is taken up at higher level, integration- it should have a horizontal connections that is needed in similar subject areas so that learning will be related to one another, continuity-the constant repetition review and reinforcement of learning

self-sufficiency-last teaching effort and the educational resources and, significance- contribute to basic ideas to achieve the overall aim of the curriculum and developed learning skills, validity -meaningful to the learner based on a maturity your experience education and social value, utility-usefulness of the content either for the present or the future, learnability-within the range of the experience of the learners, feasibility-can be learned with the time allowed resources available expertise of the teacher and the nature of the learner

curriculum experience

curriculum evaluation

1. educational objectives-determine the school purposes, 2.learning experiences identify the educational experiences related to purpose, 3.organization of experiences-organize the educational experiences, 4.assessment and evaluating evaluate the purposes

1. diagnosis of learners needs teacher starts the process of identifying the needs of the students, 2. formulation of objectives the teacher specifies the objectives by which needs which will be fulfilled, 3. section of content selection of content for classroom learners, 4. organization of the content organize in a particular sequence considering learners maturity academic achievement and interest, 5. selection of learning activity teacher should select an appropriate instructional methodology that will involve the students with the content, 6. organization of learning activities organize in a sequence that depends on both the content sequence and learners characteristics, 7 evaluation the teacher must determine the what objectives have been accomplished and to assess the achievement of learning objectives procedures and need to be designed

phase 1 develop standards, phase 2 develop benchmark, phase 3 develop final products

stage 1 identify desired result, stage to determine acceptable evidence, stage 3 plan the learning experiences

robert diamond

1960's

project selection and design establishing needs ensuring success basic planning inputs and project specific factors curriculum projects and course projects, production implementation and evaluation determine the objectives and select instructional formats and evaluate select a 16 materials and produce and coordinate and implement

murray print model for curriculum development

who is involved in this curriculum development and what if anything do they represent?

is the task of developing the curriculum and the procedure is cyclical which begins with a situational analysis and continues with the aims goals objectives content learning activities and extractional evaluatio

the actual application that incorporates three major activities like implementation monitoring and the provision of feedback data to the presage group

audrey nicholls and howard nicholls model for curriculum development

situation analysis, selection of objectives, selection and organization of content, selection and organization of methods, evaluation

Wheeler's curriculum development model