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Questions and Answers
What is the first essential step in planning according to the essential steps outlined?
Which stage comes first in the planning process focused on curriculum development?
Which source of data in planning is focused on the needs and interests of learners?
What is the main purpose of a competency-based curriculum?
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In the context of curriculum development, self-actualization primarily aims to:
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Which of the following is NOT an essential step in the planning process?
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What approach does the competency-based curriculum primarily utilize?
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What is the overall goal of situational analysis in the planning process?
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Which element of planning emphasizes the need for balance and coherence in the curriculum?
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What is the main focus of situational analysis in curriculum planning?
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Which of the following best describes a short-term level of planning?
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In terms of curriculum planning, what does 'assessment, evaluation, and record keeping' indicate?
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What characterizes a competency-based curriculum?
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Which teaching and learning style emphasizes direct instruction and structured learning?
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How do cross-curricular dimensions contribute to curriculum planning?
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When considering feedback in the curriculum planning context, which aspect is crucial?
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What is the primary purpose of the Competency-Based TVET Framework?
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Which of the following is NOT a component of the Tyler Rationale Linear Model?
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What is the focus of the Dynamic Model in curriculum design?
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In the Standard-Based Model by Allan Glatthorn, what is the second phase of development?
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Which curricular model emphasizes a feedback loop in its design process?
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What is emphasized in Situational Analysis in Planning within curriculum development?
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Which of the following models uses specific phases for development rather than a continuous process?
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What is a key characteristic of competency-based curriculum?
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Study Notes
Focuses of Planning
- Situational analysis, scheme of work, weekly and daily plans
- Essential Steps: Statement of objectives, present situation diagnosis, plan formulation, implementation, evaluation
- Sources of data: Studies of learners, society, subject matter contents
Conception and Development of Curriculum
- Curriculum conception and development requires considering the purpose of education and primary sources of content.
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Curriculum Conception:
- Cumulative Tradition of Organized Knowledge: Focuses on cultivating cognitive achievement and intellect through academic disciplines and subject matter.
- Social Relevance and Reconstruction: To prepare people for living in a changing world and to reform society. Needs of society and culture are the primary focus.
- Self-Actualization: Develops individuals to their fullest potential through needs and interests of learners.
- Development of Cognitive Processes: Focuses on developing intellectual processes, drawing primarily from subject matter.
- Technology: Aims to make learning systematic and efficient, drawing from any source but primarily subject matter.
Competency-Based Curriculum
- Specifies the training experiences and learning outcomes of a course aligned with workplace requirements.
- Includes: learning outcomes, contents, conditions, methodologies, and assessment methods.
- Concept of Curriculum Planning: Translates competency standards into specific training plans and actions, ensuring that learning outcomes align with industry practices and standards.
Curriculum Planning
- Involves making decisions about what to learn, why, and how to organize the teaching and learning process, taking into account existing curriculum requirements and available resources.
Planning Preliminaries
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Context and Levels of Planning:
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Context:
- Content: What is being taught.
- Organization: How the curriculum is structured.
- Pedagogy: Teaching methods used.
- Feedback: How learning is evaluated and assessed.
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Levels:
- Long-term: Planning school, department, subjects, faculties, and overall framework aligned to school vision, mission, goals, and objectives (VMGO).
- Medium-term: Planning for an entire course/subject toward attainment of the program curriculum.
- Short-term: Focuses on daily teaching and intended learning outcomes for specific lessons.
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Context:
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Elements of Planning:
- Situational Analysis: Understanding existing conditions.
- Rationale for the Curriculum: The reasons behind the curriculum.
- Statement of Breadth, Balance, Coherence, Continuity, Differentiation, and Relevance: Explaining how these aspects are addressed in the curriculum.
- Indication of Cross-Curriculum Dimensions, Themes, and Skills: Describing how these are integrated.
- Indication of Curriculum Organization and Resourcing: How the curriculum will be sequenced and what resources will be used.
- Indication of Teaching and Learning Styles: Description of pedagogical approaches employed.
- Indication of Assessment, Evaluation, and Record Keeping: Explaining the processes used for measuring and documenting learning.
Competency-Based TVET Framework
- A framework developed by TESDA (Technical Education and Skills Development Authority) to design curricula based on industry requirements.
- This framework defines the relationship between training providers and industry.
Curriculum Models
- Theoretical frameworks for curriculum design based on principles and criteria.
Different Curriculum Models
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Linear Models:
- Tyler Rationale:
- Objectives: Clearly defined learning goals.
- Selection of Learning Experiences: Choosing activities to achieve goals.
- Organization of Learning Experiences: Structuring activities in a sequence.
- Evaluation: Measuring the effectiveness of learning experiences.
- Standard-Based Model:
- Phase 1: Develop Standards: Identifying desired learning outcomes.
- Phase 2: Develop Benchmarks: Creating criteria for measuring achievement.
- Phase 3: Develop Final Products: Developing assessments and projects to demonstrate proficiency.
- Tyler Rationale:
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Cyclical Models:
- Daryl Kenneth Wheeler's Model: Emphasizes continual review and improvement of the curriculum.
- Audrey Nicholls & Howard Nicholls Model: Recognizes the iterative nature of curriculum planning and development, with continuous evaluation and refinement.
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Dynamic Models:
- Decker Walker Model: Emphasizes adaptability and flexibility in curriculum planning.
- Platform: Establishing a foundation for curriculum design.
- Deliberation: Engaging in critical discussion and reflection.
- Curriculum Design: Implementing the plan.
- Malcolm Skilbeck Model: Focuses on the centrality of learner needs and interests in creating effective learning environments.
- Decker Walker Model: Emphasizes adaptability and flexibility in curriculum planning.
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Description
This quiz explores the essential aspects of curriculum development and planning, including situational analysis, objectives setting, and evaluation. It also examines the conception of curriculum with a focus on academic disciplines, societal needs, and the development of cognitive processes.
