問題一覧
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Curriculum
Comes from a latin root currere which means to run or to proceed or a runway on which one runs to reach a goal
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If the teacher is the guide the __ is the path
curriculum
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Is a standards base sequence of planned experiences where students practice and achieve proficiency and content and applied learning skills
curriculum
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Refers to the process of planning implementing and evaluating curriculum that ultimately results in a curriculum plan
curriculum development
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It is the process of designing and creating an indicational plan or framework for specific scores program or educational institution and it plays a crucial role in shaping the educational experiences of learners at various levels from schools to colleges beyond
curriculum development
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Curriculum is a body of subject or subject matter prepared by the teachers for the students to learn
traditional points of view of curriculum
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Curriculum as a permanent studies for the rules of grammar reading rhetoric and logic and mathematics for basic education are emphasized
robert hutchins of points of view traditional
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Coin the term discipline as a rolling doctrine for curriculum development
joseph schwab traditional point of view
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Curriculum should focus on the intellectual discipline of grammar literature and writing and it will also includes mathematics science history and foreign language
arthur bestor
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Allan Ornsteoin and Francis hunkins Traditional POV
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
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Progressive points of view of curriculum
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
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John dewey progressive point of view
reflective thinking is a means that unifies curricular elements. thought is not defined from action but tested by application
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Smith, stanley and shores
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
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Caswell and Campbell progressive point of view
curriculum as all experiences children have under the guidance of teachers
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Marsh and Willis
curriculum as all experiences in the classroom which are panned and enacted by the teacher and also earned by the students
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Ralph Tyler
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
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Educational objectives
it determine the school purposes of what educational purposes should the school seek to attain
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Learning experiences
identify educational experience related to purpose of what educational learning experiences can be provided that are likely to attain this purposes
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Organization of experiences
organize the educational experiences of how can this educational experiences be effectively organized
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Assessment and evaluating
evaluate the purposes of how can we determine whether these purposes are being attained
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Points of view on curriculum development by hilda taba
diagnosis of learners needs, formulation of objectives, selection of the content, organization of the content, selection of learning activity, organization of learning activities, evaluation
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Selection of learning activity
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
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Organization of learning activities
the learning activities are organized in a sequence depending both on content citizens and learners characteristics
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Evaluation
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
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Recommended curriculum
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
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Written curriculum
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
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Taught curriculum
often referred to as the operational curriculum or enacted curriculum which actually delivered an implemented in the classroom by the teacher
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Supported curriculum
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
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Assessed curriculum
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
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Formative evaluation
is the process of evaluating feedback during the development or implementation of a program
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Summative evaluation
the evaluation happens after the end of the program with the goal of assessing its overall effectiveness
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Learned curriculum
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
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Hidden curriculum
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
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Concept of curriculum in educational usage is a
course of study
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Curriculum is a body of subject or subject matter preferred by the teacher for the students to learn
traditional points of view of curriculum
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It was synonymous with the course of study and syllables and can be viewed as a field of study
tradditional point of view of curriculum
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Robert hutchins
curriculum is a permanent study where the rules of grammar reading rhetoric logic and mathematics for basic education are emphasized
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Joseph schwab
coin the term discipline as a rolling doctrine for curriculum development
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The father of the objective model and american educator who influence the underlying policy of the elementary and secondary education act 1965
ralph tyler
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Model of ralph tyler
objectives, knowledge, learning experience, evaluation
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The concept of ralph tyler in the curriculum should be
dynamic, program under constant evaluation and revision
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One of the best known models for curriculum development and the leading model in education and curriculum design and follows a deductive method
hilda taba
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Who improved the tyler's rationale making it a linear model at advocacy was commonly called the
grassroots approach
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The four fundamental principles of hilda taba model
educational objectives, learning experiences, organization of experience, assessment and evaluation
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It is where you determine the school purposes of what educational purposes should the school seek to attain
educational objectives
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Identify occasional experience related to the purpose of what educational learning experiences can be provided that are likely to attain this purposes
learning experiences
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Organize the educational experiences of how can this educational experiences be effectively organized
organization of experience
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Evaluate the purposes of how can we determine whether these purposes are being attained
assessment and evaluation
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The major foundations of curricul
psychological, historical, philosophical, social
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Provides a basis for the teaching and learning process and it unifies the elements of the learning process and some of the questions that can be addressed by the psychological foundations of education
ecological foundations of curriculum
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Behaviorist psychologist of connectionism
Edward Thorndike
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Classical conditioning
Ivan Pavlov
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Bf skinner
parent conditioning
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Albert bandura
modeling and observation theory
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Hierarchical learning
robert gagne
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Cognitive development stages is by
jean piaget
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Social constructivism is by
lev vygotsky
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Multiple intelligence is by
howard gardner
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Learning styles is by
felder and silverman
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Emotional intelligence is by
daniel Goleman
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Behaviorist psychologist
edward thorndike, ivan pavlov, bf skinner, albert bandura, robert gagne
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cognitive Psychologist
jean piaget, lev vygotsky, howard gardner, felder and silverman, daniel goleman
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Presented curriculum as a science that emphasize students needs and the curriculum prepares for adult life by
franklin bobbit
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Considered curriculum also as science which is based on students needs and the teachers plan the activities by
werrer charters
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Curriculum should develop the whole child and he emphasized the social studies in the curriculum and the teachers plans the lessons
Harold Rugg
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Viewed curriculum as a purposeful activities that are child centered and the purpose of the curriculum is child development and growth
willian kilpartrick
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Believes that the curriculum is a science and an extension of schools philosophy
ralph tyler
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Elements or components of the curriculum
aims goals and objectives, learning activities, evaluation, subject matter
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Curriculum aims
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
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Aims of secondary education
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
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Aims for tertiary education
train the nation's manpower in the skills required and develop the professions that will provide leadership for the nation
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Curriculum goals
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
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Curriculum objectives
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
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Three big domains of adjective
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
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In organizing content we should consider
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
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Carteria in selection of subject matter
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
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The core and the heart of the curriculum in which the instructional strategies and methods are put into action on the goals and the use of the content to produce an outcome
curriculum experience
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Refers to the formal determination of the quality effectiveness or value of the program process and product of the curriculum and there is a several methods to come up
curriculum evaluation
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Tyler's rational linear model
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
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Taba's grassroots rational model
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
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Standard based curriculum development model
phase 1 develop standards , phase 2 develop benchmark, phase 3 develop final products
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Understanding by design model
stage 1 identify desired result, stage to determine acceptable evidence, stage 3 plan the learning experiences
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Systematic design model by
robert diamond
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Robert diamond originally developed the systematic design model in the early
1960's
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The systematic design model has two basic phases
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
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A model where it is published in his book curriculum development and design in 1988 and this model prescribes a sequential and logical approach to curriculum development to provide a useful and easy to understand process for developing a curriculum
murray print model for curriculum development
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The first phase of print's model recognizes the nature of the curriculum workers involved in the development of the curriculum
who is involved in this curriculum development and what if anything do they represent?
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The second phase of print's model is
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
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The third phase of print's model includes
the actual application that incorporates three major activities like implementation monitoring and the provision of feedback data to the presage group
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The model emphasizes the cyclical nature of curriculum development and according to the proponents curriculum development is a continuous process and the model prescribed five logical and interdependent continuous curriculum development processes
audrey nicholls and howard nicholls model for curriculum development
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What is the five logical and interdependent continuous curriculum development processes
situation analysis, selection of objectives, selection and organization of content, selection and organization of methods, evaluation
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The model is rational and each phase is logical development of the proceeding one and one cannot proceed to the next phase unless the proceeding phase is done and this is a cyclical process in which each element of the curriculum is related and interdependent
Wheeler's curriculum development model
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This model was developed by a lot of professionals and the model appeared in the book shaping the college curriculum written by stark and latuca and publish in 1997 and it encompass faculty members backgrounds and associated disciplinary and educational beliefs and student characteristics or instructional resources and the form includes the process that are followed when designing courses
the contextual filters model of course planning