Edu555 Curriculum & Instruction PDF

EDU555: CURRICULUM & INSTRUCTION BY: SENSEI Class agenda This is our second class…let’s deep dive Curriculum and instruction are 1 Principles and Procedures of curriculum two key pieces that fit together to development make sure students learn. Curriculum i...

EDU555: CURRICULUM & INSTRUCTION BY: SENSEI Class agenda This is our second class…let’s deep dive Curriculum and instruction are 1 Principles and Procedures of curriculum two key pieces that fit together to development make sure students learn. Curriculum is what teachers teach. The curriculum serves as the guide to instruction. 2 The Tyler’s / Objectives Model Instruction is the teaching practices that occur as a result of curriculum implementation 3 Interaction/Dynamic Model Principles and procedures of curriculum development Principles & Procedures Curriculum development generally involves 3 main stages: Planning 01 Identifying philosophy, vision and mission Setting goals and objectives Designing the curriculum Planning Evaluation 03 Implementation Evaluating the curriculum Curriculum 02 Implementing the Revising the curriculum Curriculum (T&L) Managing resources Evaluation Implementation Models of Curriculum development The Tyler’s/Objective model The Interaction/Dynamic model 모바일 이미지 Taba’s Model Contemporary Model The Tyler’s Objective model The Tyler’s Proposed by Ralph Tyler (1950) The most common model in the field of curriculum construction The Tyler’s Stating the aims and Selecting the contents objectives of the program 1. 2. or subject matter based on the respective Objectives Content to help students philosophy of education achieve the objectives Determining the Deciding on the method method to 4. 3. to organize and present measure the extent Evaluation Method the contents objectives are achieved 1. Objectives Based on Analysis Screened and Specific Changes Reduced Learner, society Precisely indicate Specify the changes Consistent, highly what is supposed to to be brought about and specialist important, in line be learned, to in the students, to with philosophy and enable accurate evidence of attainment psychology of the assessment of objectives learner and learning 2. Content Relevant Adequate Balance Based on intended Able to achieved In term of breadth curriculum learning outcomes and depth and objectives 3. Method Principles of Principles of Principles of continuity sequence integration Important objectives Learning experience Learning experiences need to be continuously should build on one need to be coherent repeated in different another, according to and related ways so that they are proper sequence or to one another learned thoroughly order 4. Evaluation achieving the desired Plan for a revision objectives or results. indicate strengths Measure the student’s and weaknesses of actual behavior. the program Using a variety of It should be carried out at methods several different times  What educational purposes Four Fundamental should the school seek to Questions in attain? Developing Curriculum Proposed by Tyler What educational experiences can be provided that are likely to attain these purposes? How can these educational experiences be effectively organized? How can we determine whether these purposes are being attained? Advantages vs. disadvantages Advantages Disadvantages Logical as it begins with Too rigid as the process need stating the objectives to follow the four steps in order Organized as it follows step by Governed by step process objectives Practical as it portrays the Linear, or step by step process actual process of curriculum which is tedious development Interaction Model Dynamic model Interaction Model Stating the aims and Selecting the contents or objectives of the Content subject matter to help Objectives program based on the respe students achieve the ctive philosophy of education objectives Deciding on the met Determining the method Method Evaluation hod to organize and to measure the extent present objectives are achieved the contents Advantages vs. disadvantages Advantages Disadvantages Practical: No fixed objectives: Represent a true By not stating objectives first, the picture of curriculum objectives may be accommodated development to suit the contents. As a result, the objectives are not in line with the initial Flexible: objectives. Change the order of planning, and thus, not No fixed direction: restricted by a fixed procedure Continuous changing of direction the process of curriculum development will result in a disorganised curriculum Interaction Model Taba (1962) and Cohen proposed a more dynamic process of curriculum development It is a modification of the Tyler’s Model In this model, curriculum development is seen as a dynamic process* It may begin with any of the four curriculum element Interaction Model The four curriculum elements are subject to change as needs arise. An evaluation of students’ prior knowledge could precede the introduction of objectives It can give positive impact on learning b ecause the starting point can be determi ned by students’ knowledge. Task 2 Week 2 Thank you Any questions?