Curriculum Development Quiz
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Which of the following is NOT an element of the curriculum?

  • Teachers
  • Assessment
  • Extracurricular activities (correct)
  • Learners

    • The term 'scope' refers to the order of topics over time in the curriculum.

    False

    What is the 'spiral curriculum'?

    A curriculum approach that revisits the same topics at later grades, often at a higher level.

    The ________ consists of all the content, topics, learning experiences, and organizing threads in an educational plan.

    <p>scope</p> Signup and view all the answers

    Match the following terms with their definitions:

    <p>Scope = Breadth of the curriculum at any level Sequence = Order of topics over time Continuity = Absence of disruptions in the curriculum Sandwich Courses = In-depth study of each topic at one level</p> Signup and view all the answers

    Which term describes the integration of concepts within the curriculum?

    <p>Integration (Articulation)</p> Signup and view all the answers

    Assessment is considered an integral element of the curriculum.

    <p>True</p> Signup and view all the answers

    Which of the following is NOT an alternative name for behavioral objectives?

    <p>Aims</p> Signup and view all the answers

    What is meant by 'continuity' in the context of curriculum?

    <p>Smoothness or absence of disruptions in the curriculum over time.</p> Signup and view all the answers

    Behavioral objectives define what students should be able to do after instruction.

    <p>True</p> Signup and view all the answers

    What is one purpose of behavioral objectives?

    <p>To guide the teacher relative to the design of instruction.</p> Signup and view all the answers

    A statement of what students ought to be able to do as a consequence of instruction is known as a __________ objective.

    <p>behavioral</p> Signup and view all the answers

    Match the following alternative names for behavioral objectives with their correct descriptions:

    <p>Outcomes = Results of learning Enabling Objectives = Support skills for achieving broader goals Curriculum Objectives = Learning goals for a specific curriculum Instructional Objectives = Targets for direct instruction</p> Signup and view all the answers

    Which of the following statements describes the role of behavioral objectives in self-assessment?

    <p>They help learners understand their focus for learning.</p> Signup and view all the answers

    Behavioral objectives enhance the possibility of creating chaotic independent learning materials.

    <p>False</p> Signup and view all the answers

    What characteristic of behavioral objectives involves describing an intended change in a learner?

    <p>Intended change.</p> Signup and view all the answers

    Which of the following verbs best represents the lowest level of learning outcomes in the cognitive domain?

    <p>Defines</p> Signup and view all the answers

    Understanding requires simply remembering material.

    <p>False</p> Signup and view all the answers

    What is involved in the 'Applying' level of learning outcomes?

    <p>Using learned material in new and concrete situations.</p> Signup and view all the answers

    The ability to break down material into its component parts is known as __________.

    <p>analyzing</p> Signup and view all the answers

    Which of the following actions is a part of the understanding level?

    <p>Infers</p> Signup and view all the answers

    Match the cognitive levels with their definitions:

    <p>Remembering = Lowest level of learning outcomes Understanding = Ability to grasp the meaning of material Applying = Use of learned material in new situations Analyzing = Breaking down material into parts</p> Signup and view all the answers

    The verb 'summarizes' falls under the 'Understanding' level.

    <p>True</p> Signup and view all the answers

    Which verb is associated with the creative outcomes in the educational objectives?

    <p>Invents</p> Signup and view all the answers

    Name one verb that indicates the Applying level of learning outcomes.

    <p>Demonstrates</p> Signup and view all the answers

    The responding level in the affective domain involves passive attention to stimuli.

    <p>False</p> Signup and view all the answers

    What is the focus of learning outcomes in the creative area according to Gronlund?

    <p>Creative behaviors and formulation of new patterns or structures.</p> Signup and view all the answers

    The verb associated with the level of valuing in the affective domain is _____.

    <p>assesses</p> Signup and view all the answers

    Match the following affective domain levels with their descriptions:

    <p>Receiving = Sensitivity to external stimuli like awareness. Responding = Active attention and willing responses to stimuli. Valuing = Beliefs and attitudes of worth.</p> Signup and view all the answers

    Which of the following objectives refers to 'awareness' and 'willingness to receive'?

    <p>Receiving</p> Signup and view all the answers

    The verbs listed for the creative area include 'writes' and 'summarizes'.

    <p>True</p> Signup and view all the answers

    List two verbs that are associated with the 'responding' level in the affective domain.

    <p>Answers, assists</p> Signup and view all the answers

    What term is used to describe the mental, physical, and emotional readiness of a person?

    <p>Dispositions</p> Signup and view all the answers

    Guided response is the final stage in learning a complex skill.

    <p>False</p> Signup and view all the answers

    What is indicated by proficiency in the complex overt response stage?

    <p>Quick, accurate, and highly coordinated performance</p> Signup and view all the answers

    In the mechanism stage, the learner performs tasks in a somewhat __________ manner.

    <p>confident</p> Signup and view all the answers

    Which of the following verbs is associated with the adaptation level of the psychomotor domain?

    <p>Rearranges</p> Signup and view all the answers

    Match the psychomotor stages with their descriptions:

    <p>Guided Response = Early stages involving imitation and trial and error Mechanism = Intermediate stage with somewhat confident performance Complex Overt Response = Skillful performance of motor acts with complexity Dispositions = Predetermined responses to various situations</p> Signup and view all the answers

    Which of the following verbs is associated with the guided response stage?

    <p>Copies</p> Signup and view all the answers

    The origination/organization level emphasizes repetitive skills rather than creativity.

    <p>False</p> Signup and view all the answers

    What characteristic should effective objectives possess according to Westberg and Jason?

    <p>They should be consistent with overall goals of the school, clearly stated, realistic, appropriate for learners' stages, comprehensive, worthy, and not regarded as fixed outcomes.</p> Signup and view all the answers

    The verbs 'manipulates' and 'measures' indicate actions in the mechanism stage.

    <p>True</p> Signup and view all the answers

    The Mager Format for writing objectives includes performance, ________, and criterion.

    <p>conditions</p> Signup and view all the answers

    What is a common characteristic of the complex overt response stage?

    <p>Performing without hesitation</p> Signup and view all the answers

    Which format does NOT relate to writing educational objectives?

    <p>PEARL Format</p> Signup and view all the answers

    What is an example of a criterion in the Mager Format?

    <p>To recall the valences of at least thirty elements.</p> Signup and view all the answers

    Match the following terms related to educational objectives with their descriptions:

    <p>Performance = What the learner is expected to do Conditions = Circumstances under which performance occurs Criterion = Standard of acceptable performance</p> Signup and view all the answers

    Effective objectives should be treated as immutable and permanent.

    <p>False</p> Signup and view all the answers

    Study Notes

    MSE 236 Physics Teaching Curricula

    • The course is titled MSE 236 Physics Teaching Curricula
    • It's taught by Dr. Ali Eryilmaz
    • The instructor works in the Department of Secondary Science and Mathematics Education, at Middle East Technical University, Ankara
    • The PowerPoint slides were prepared by Dr. Ali Eryilmaz, Dr. Nilüfer Didiş, M. Şahin Bülbül, and Belkıs Garip

    Outline

    • The outline includes Elements (basis) of curriculum and Relation of elements of curriculum

    Elements (Basis) of the Curriculum

    • Learners

    • Teachers

    • School environment

    • Materials

    • Values of society

    • Learning methods

    • Assessment

    • Content

    • The elements are illustrated in a figure, which shows the curriculum planning process involving goals and objectives, curriculum designing, curriculum implementation, and curriculum evaluation.

    • The figure is taken from Saylor, Alexander, & Lewis, 1981 p.30

    Relation of Elements of Curriculum

    • Scope
    • Sequence
    • Continuity
    • Integration (Articulation)
    • Balance

    Scope

    • "breadth of the curriculum at any level or any given time" (Henson, 2001, p.199)
    • "Scope consists of all the content, topics, learning experiences and organizing threads comprising the educational plan" (Ornstein & Hunkins, 1998, p.238)

    Sequence

    • "Sequence is order of the topics over time" (Henson, 2001, p.199)
    • "Sequence is based on psychological principles draw on an understanding of and research on human growth, development, and learning." (Ornstein & Hunkins, 1998, p.239)
    • Spiral curriculum: the same topics are revisited at a later date, sometimes at a higher grade level. (Henson, 2001, p.195-196)
    • Sandwich courses: each topic is addressed at only one level, allowing sufficient time for in-depth study (Henson, 2001, p.196)

    Continuity

    • "Smoothness or the absence of disruptions in the curriculum over time" (Henson, 2001, p.200)
    • Example curriculum disruptions are shown in a diagram (Henson, 2001, p.200)

    Integration (Articulation)

    • "Integration is linking of all types of knowledge and experiences contained within the curriculum plan" (Ornstein & Hunkins, 1998, p.240)
    • Emphasizes a relationship among various content topics and themes involving all domains of knowledge. (Ornstein & Hunkins, 1998, p.240)

    Balance

    • Educators ensure appropriate weight to each aspect of the design to prevent distortions (Ornstein & Hunkins, 1998, p.242)
    • In a balanced curriculum, students have opportunities to master and internalize knowledge & utilize it relevantly. (Ornstein & Hunkins, 1998, p.242)

    SSME 301 Curriculum Development and Instruction in Science/Mathematics Education

    • The course is titled SSME 301 Curriculum Development and Instruction in Science/Mathematics Education.
    • It's a (3-0)3 credit course.
    • It's taught by Dr. Ali Eryilmaz at Middle East Technical University, Ankara.

    Outline of this week

    • Purpose and Function of Behavioral Objectives
    • Taxonomies of Educational Objectives (Cognitive, Affective, Psychomotor domains)
    • How to write Behavioral Objectives
    • Writing Educational Objectives for Physics Courses

    Taxonomies of Educational Objectives

    • General Objectives (Non-behavioral): not measurable and too broad
    • Behavioral Objectives/Specific outcomes: observable and measurable statements of expected student behavior after instruction.

    Various Alternative Names for "General Objectives"

    • Intents
    • Aims
    • Competencies

    Various Alternative Names for "Behavioral Objectives"

    • Learning Objectives
    • Outcomes
    • Enabling Objectives
    • Terminal Objectives
    • Educational Objectives
    • Curriculum Objectives
    • Performance Objectives
    • Operational Objectives
    • Instructional Objectives
    • Specific Objectives

    Definitions/Characteristics of "Behavioral Objectives"

    • Intended change in a learner (Popham et al., 1969)
    • Statement of what students should be able to do as a consequence of instruction (Goodlad, in Popham et al., 1969)
    • Formulations of learner changes brought about by the educative process (Bloom, 1956)
    • Actions to be demonstrated at the end of a learning period by students who couldn't perform them before (Mager, 1962)
    • Learners' intended proficiency before being deemed competent (Mager, 1975)

    Purpose and Function of Behavioral Objectives

    • Guide for teacher design of instruction and evaluation
    • Clear learning focus and self-assessment guide for learners
    • Provide structure for understanding valued learning outcomes
    • Help to clear up the relationship between learners and teachers.
    • Aid in creating focused independent learning materials.
    • Enhance teaching and organization.

    Why are Objectives Important

    • Selecting content
    • Developing instructional strategy
    • Developing/selecting instructional materials
    • Constructing tests and instruments for assessing and evaluating student learning outcomes

    Magic Triangle

    • A graphic shows the relationship among Objectives, Learning Activities, and Evaluation.

    Dimensions of Instructional Objectives

    • Mastery vs Developmental Outcomes
    • Ultimate vs Immediate Objectives
    • Single-course vs Multiple-course Objectives

    Gagné's Groups of Learning Outcomes

    • Verbal information
    • Intellectual skills
    • Cognitive strategies
    • Motor skills
    • Attitudes

    Domains of Behavioral Objectives

    • Cognitive Domain (THINK): Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation
    • Affective Domain (FEEL): Receiving, Responding, Valuing, Organizing, Characterization, by a value
    • Psychomotor Domain (DO): Perception, Set, Guided Response, Mechanism, Complex Overt Response, Adaptation, Origination

    Bloom's Taxonomy

    • A hierarchical set of cognitive levels, progressing from simple to complex.
    • The updated version of Bloom's taxonomy provides a similar structure to the original one, but reorganized by cognitive process dimension.

    Taxonomies of Educational Objectives (Cognitive Domain)

    • First systematic approach (1956, Benjamin Bloom)
    • Six hierarchical levels of abstract mental processes and skills (2001, Anderson & Krathwohl)

    Taxonomies of Educational Objectives (Affective Domain)

    • By Krathwohl and coworkers (1964)
    • Growth in feelings or emotional areas (Clark, 2009)

    Taxonomies of Educational Objectives (Psychomotor Domain)

    • By Simpson (1972)
    • Development of physical skills requiring mind-body coordination
    • Skills developed through repetitive practice measured in terms of speed, precision, distance, procedures, or execution techniques
    • Perception
    • Set
    • Guided Response
    • Mechanism
    • Complex Overt Response
    • Adaptation
    • Origination

    Characteristics of Effective Objectives

    • Consistent with school's goals
    • Clearly stated; realistic and doable; appropriate for learner development stage
    • Worthy, complex outcomes; not regarded as only valuable output; cannot be treated as rigid

    How to write Objectives

    • Different formats
      • Mager format: (performance, conditions, criteria)
      • Gagné & Briggs format: (learning capabilities, action, condition)
      • ABCD format: (audience, behavior, conditions, degree)

    Guidelines for Formulating Educational Objectives

    • Matching
    • Worth
    • Wording
    • Appropriateness
    • Logical grouping
    • Periodic revision

    Do not state Objectives in terms of ...

    • Teacher performance (e.g., teach pupils meaning of terms)
    • Learning process (e.g., Pupil learns meaning of terms)
    • Course content (e.g., Pupil studies geometric figures)
    • Two objectives (e.g., Pupil knows and understands terms)

    Determine which one is better

    • Distinguishing between shapes, describing characters in a story, identifying parts of a flower/structure.

    Analyzing the Objectives

    • Various examples of analysing learning objectives are shown.

    Writing Educational Objectives for Physics Courses

    • Provides key verbs for cognitive, affective, and psychomotor domains.

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    Related Documents

    MSE236 Physics Teaching Curricula PDF

    Description

    Test your knowledge of curriculum concepts and elements with this quiz. Explore essential terms such as scope, continuity, and behavioral objectives, and their significance in educational planning. This is an essential exercise for educators and curriculum developers.

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