Curriculum Models and Theories PDF

Curriculum Models and Theories QHPE 610 Innovation in Curriculum Plan and Design Curriculum Model and Theory Theory Curriculum theory has the following features: The four dimensions of curriculum theory are aims or objectives, content or subject matter, guide methods or procedures, and evaluat...

Curriculum Models and Theories QHPE 610 Innovation in Curriculum Plan and Design Curriculum Model and Theory Theory Curriculum theory has the following features: The four dimensions of curriculum theory are aims or objectives, content or subject matter, guide methods or procedures, and evaluation or assessment. Theories are like maps that guide you to determine what to learn and teach, and how you will evaluate or measure the learning. 2 Model Curriculum model has the following characteristics: A guide used in the designing and development of the curriculum. Helps in developing and presenting the concepts in curricula. Assists in the mapping of teaching, learning, and assessment approaches. 3 Examples of Curriculum Models Subject Centred Subject centred models have the following characteristics: They are rigid, based on specific courses, have mandates, and the amount of material should be covered in a specified time. Curriculum is organised into basic concepts. These are taught by an instructor. It is necessary to learn subject matter and these are measured based on pass or fail. 4 Learner Centred Learner centred models have the following characteristics: A style of teaching and learning where the instructor focuses on the individual learner and each of his or her needs, instead of the curriculum as a whole. Students discover that learning is interesting and more engaging. The role of the instructor is more of a facilitator. Students tend to be more engaged as these models are student driven. Evaluations are student driven. 5 Problem Centred Problem centred models have the following characteristics: A cross-curricular, inquiry-based, student-centred approach that is built around real-world problems. These are flexible and not rigid. Students look at a problem in order to find a solution. These engage students with real life events to enact learning. These assert that, by engaging students, they are readily able to transfer learning to real life situations and events. 6 Curriculum: Product and Process Models Product Model 7 Process Model 8 Curriculum Design Technical Scientific These have the following characteristics: Technical scientific Curriculum is the blueprint Emphasis on efficiency Too linear Pre-set objectives 9 Examples Here is a list of examples for the technical, scientific curriculum design: Backward Design Model (Technical Scientific Approach) Begins with statements and endpoints What you want the students to know or do The evidence that will be collected to assess the curriculum 10 Non-Technical Scientific These have the following characteristics: Stresses on the personal subjective approach Focus is on the learner Learner is holistic Students as participants 11 Examples (Cont.) Here is a list of examples for a non-technical, scientific curriculum design: Focus is on select It asserts that reality content, procedures exists in a circular & questions one may motion and not in employ linear steps E.G, Hunkins Draws on systems conversation theory approach 12 Curriculum Models Models The following are the curricular models of North America: １７６0’～Apprenticeship-Based １８７0’～Discipline-Based １９５0’～Organ-System-Based １９７0’～Problem-Based １９９0’～Clinical-Presentation-Based/Competency-Based/Outcomes-Based 13 Curriculum Models-Characteristics 14 Types of Curriculum Models: Part 1 Apprenticeship-Based Curriculum 10th Century: In Baghdad 13th Century: In Europe 18th Century: In USA Here are the characteristics: Basic science – little use Clinical science – more emphasis Repetition and memorization as the main learning strategy Educational format: one-to-three-year apprenticeship with a private practitioner of student’s choosing Note-taking and class-room attendance are compulsory No relation with higher educational institution 15 Discipline-Based Curriculum 15th Century-today: In UK, later French, Germany 1871-Recent Past: In USA Here are the characteristics: Medical schools housed within the University Discipline specific departments Educational strategy: critical thinking Educational format: classroom lecture and clinical instruction Segregated preclinical (basic sciences) and clinical years Basic science is important as the foundation of clinical science: two years 16 Traditional Curriculum Clinical Basic Science Year 1 Year 2 Year 3 Year 4 Year 5 17 Integration ‘The organization of teaching to interrelate or unify subjects frequently taught in separate academic courses or departments’ (Harden, 1998) 18 Types of Curriculum Models: Part 2 Organ or System-Based Curriculum 1850: In UK, recommended by GMC 1930s: In US Here are the characteristics: Reduced the amount of basic science to only clinically relevant Integration of basic and clinical sciences Multi-Discipline Curriculum Committee Department has less control Clinically useful knowledge base 1950s – organ-based system curriculum at Case Western Reserve Medical School Well defined learning objectives Educational strategy: active learning and problem-solving skills 19 Problem-Based Curriculum 1971: In US Here are the characteristics: Curriculum reorganized around clinical problems Sets appropriate clinical context Helps differentiate many possible malfunctioning tissues, organs, organ systems, diseases, and therapies Educational strategy: small group, problem-based learning Resource intensive 20 Outcome-Based Curriculum Here are the characteristics: An OBE curriculum means starting with a clear picture of what is important for students to be able to do, then organizing the curriculum, instructions, and assessment to make sure this learning ultimately happens (Spady, 1994). OBE means clearly focussing and organizing everything in an educations system around what is essential for all the students to be able to do successfully at the end of their learning experiences. OBE is focused not on what the teacher intends to teach, but rather, the emphasis is on what is the outcome from the learner of that teaching is intended to be. The basic premise of OBE is that the teaching and learning activities and assessment methods are constructively aligned with the learning outcomes for the course. OBE is opposed to tradition teaching, focusing more on what the teachers covered in a given educations unit. 21 Defining a Curriculum ‘Backwards’ 22 Summary Here is a list of key takeaways from this session: In order to develop curriculum, you need a road map to determine a plan. Curriculum can be student centred, subject centred, or problem centred. Curriculum can be driven by the learner or fixed, and rigid can be technical or non-technical. In order to develop curriculum, you need to understand what a theory or a model is. 23 References Knight, P. T. (2001). Complexity and curriculum: A process approach to curriculum-making. Teaching in Higher Education, 6(3), 369–381. https://doi.org/10.1080/13562510120061223 O’Neill, G. (1970, January 1). Overview of curriculum models Programme Design: Semantic scholar [PDF]. Overview of curriculum models Programme Design | Semantic Scholar. https://www.semanticscholar.org/paper/Overview- of-curriculum-models-Programme-Design- O'Neill/8c53506de1536e21ac7a66e3d9e0d9160163ca32 Papa, F. J., & Harasym, P. H. (1999). Medical curriculum reform in North America, 1765 to the present. Academic Medicine, 74(2), 154–64. https://doi.org/10.1097/00001888-199902000-00015 Tyler, R. W. (1949). Basic principles of curriculum and instruction. University of Chicago Press. 24 Credits The following faculty is attributed with the slides and ideas of this session: Dr Jessie Johnson 25