Curriculum Development Models and Bloom's Taxonomy

The ability to perform skills with precision and control.

When you perform a skill naturally and creatively, without conscious effort.

Evaluating whether learning objectives have been achieved through measurable outcomes.

A broad vision of education that guides curriculum planning.

Teachers should be actively involved in designing curriculum, using their direct knowledge of students.

Arranging content in a way that makes sense and helps students understand the information.

Specific goals for the curriculum that provide general direction for the content and learning experiences.

Different levels of goals in education, such as general goals for a subject and specific goals for a lesson.

Activities that help students interact with the learning content in a meaningful way.

Designing activities that encourage students to get involved with the learning content.

A method for setting goals that are Specific, Measurable, Achievable, Relevant and Time-bound.

A domain of learning that focuses on skills and procedures. This includes things like performing experiments or playing an instrument.

A domain of learning that focuses on attitudes, values and beliefs. This includes things like appreciating art or being respectful of others.

A domain of learning that focuses on knowledge and understanding. This includes things like explaining concepts or solving problems.

The process of creating a curriculum, including setting goals, choosing learning activities and assessing student progress.

The goals and objectives that define a curriculum.

A framework for classifying learning objectives into different domains.

The process of defining what students should be able to do at the end of a unit or course.

The ability to consistently put values into action, going beyond just believing in them.

The stage where you copy the actions of others to learn a skill.

The stage where you practice a skill with increasing confidence, but still making some mistakes.

The final stage where you can perform a skill accurately and with confidence.

The process of choosing learning experiences that fit with how people learn and develop.

The process of making sure learning experiences build on what students already know.

The process of considering how learning experiences align with an individual's development.

Specific, measurable learning outcomes that students are expected to achieve.

Broad statements that describe the overall purpose of a lesson or unit.

Steps taken to help students achieve learning objectives.

Methods used to gather information about student learning.

Organizing learning activities in a logical and sequential order.

Developed in 1981, this model emphasizes the importance of clear objectives and evaluation.

A clear process of planning and delivering effective learning experiences.

Identifying the specific skills, knowledge, and abilities that students need to learn.

Making sure educational goals align with national needs, like preparing students for the workforce or promoting unity.

The specific outcomes expected at the end of an educational period, like developing critical thinking skills.

A framework for curriculum development that emphasizes a clear, systematic process.

Choosing the specific subject matter that will help students achieve the learning objectives.

Defining specific learning objectives that students will achieve.

This model emphasizes a structured and objective approach to curriculum development.

Examining the needs of individual students and shaping learning experiences accordingly.