Midterm Reviewer for Curriculum PDF

CHAPTER 1: UNDERSTANDING THE CURRICULUM 6 Definitions of Curriculum It is important to have a clear understanding and a concrete explanation of what curriculum is as it helps scholars and students understand it as a dynamic(changeable, not fixed) field in education. Many books on curriculum. To ana...

CHAPTER 1: UNDERSTANDING THE CURRICULUM 6 Definitions of Curriculum It is important to have a clear understanding and a concrete explanation of what curriculum is as it helps scholars and students understand it as a dynamic(changeable, not fixed) field in education. Many books on curriculum. To analyze and present various images, characterizations, and definitions of the term curriculum. To analyze or discuss all of these definitions would be a massive endeavor since there are more than eleven hundred books written about curriculum (Schubert, 1980). Presented in this book are just a few definitions provided by Saylor (1981), Beauchamp (1982), Schubert (1986), Eisner (1985), Pinar (1995), Posner (1995), Marsh (2004), Olivia (2005), Glatthorn (2006), and Reid (2006), among others. 1. Curriculum as a list of subjects – the “permanent” or the traditional subjects offered in the school curriculum such as Mathematics, Language, Science, Music, Arts, and others. Note: Math itself cannot be called a curriculum as Math is a subject, but we have what we call a Math curriculum, which includes not only the subject but the topics under this subject like Algebra, geometry, etc. 2. Curriculum as learning experiences – The students’ curricular and co-curricular activities and the learning experiences they encounter inside or outside the school. This definition includes the hidden curriculum or those things learned by the students as a result of their experiences in the school with their peers, schoolmates, teachers, school staff, or the values they learned from a school program. In short, it includes the school culture. Example: In Mathematics, problem-based learning and math games. 3. Curriculum as intended learning outcomes (objectives) – This definition includes a list of learning competencies or standards that students should learn in school. Example: Outcome 1: Students will be able to solve linear equations and inequalities and apply these skills to real- world problems. 4. Curriculum as planned learning experiences – This includes documents specifying contents, objectives, or general ideas of what students should know in schools or a specific discipline. Example: Activity 1: Algebra Scavenger Hunt: Students solve algebraic equations to find clues around the classroom that lead to a prize. Denotes: Curriculum guide, syllabus (for tertiary), and lesson plan (not in tertiary level). Note: The syllabus is the same as the lesson plan. It contains Intended learning outcomes (CHED Memo.), assessment tasks, teaching activities, the material used for the discussion, references, then remarks. 5. Curriculum as a discipline – as a discipline (a study of something), its own principles, theories, and practices. 6. Curriculum as content or subject matter – This definition views curriculum as a series of topics under each subject area. It is important that curriculum workers have a common understanding of what curriculum is. Their personal definition of curriculum defines the curriculum product that they will produce. Many curriculum projects fail, and many curriculum researches appear vague because of an unclear understanding of the field of curriculum. 9 Different Types of Curriculum 1. Ideal or Recommended Curriculum – (1) This refers to what scholars propose as the most appropriate curriculum for the learners. (2) May also develop as an alternative response to various curricular problems and issues. For example: Different professional organizations or various programs of study in different universities may propose curriculum innovations or alternative curriculum content as a result of their researches. 2. Intended, Official, or Written Curriculum - This refers to the official curriculum embodied in approved state Curriculum guides (Glatthorn, Boschee, and Whitehead, 2006). It is the curriculum prescribed by the government. For example: The Kindergarten Curriculum Standards The K-12 Curriculum CHED Curriculum for General Education (Memorandum Order No. 20 Series 2013) TESDA Modules and Competencies 3. Implemented Curriculum - This type of curriculum refers to the actual implementation of the curriculum or what teachers in the school teach. (Contradict the academic freedom since teachers can’t modify curriculum) For example: In many cases, teachers modify and improve their curriculum based on the needs of the students or whenever there are new ideas in various disciplines that are important to teach to the students. Academic freedom among faculty members in college may also influence how professors plan and implement their courses. 4. Achieved Curriculum or Learned Curriculum - This refers to the result of the curriculum or what students actually learned in school (Print, 1993). The achieved curriculum reveals whether the students learned and whether the schools are successful in attaining their curriculum goals and objectives. CHAPTER 1: UNDERSTANDING THE CURRICULUM 5. Tested Curriculum – A set of learning that is assessed in teacher-made classroom tests, curriculum- referenced tests, and in standardized tests. (Glatthorn, Boschee, and. Whitehead, 2006) 6. Entitlement Curriculum – It refers to what the people or the general society believed the learners should expect to learn in the educational system for them to become good members of the society. 7. Supported Curriculum – This refers to the curriculum that is reflected on and shaped by the resources allocated to support or deliver the official curriculum. (Glatthorn, Boschee, and Whitehead, 2006) 8. Null or Censored Curriculum – This refers to various curriculum contents or topics that must not be taught to the students. (Tanner & Tanner, 2007) 9. Hidden Curriculum – This refers to various skills, knowledge, and attitudes that students learn in school as a result of their interaction with other students, staff, and faculty members. Although the hidden curriculum is not actually taught in formal classroom learning, it is also true that the hidden curriculum can be a product of the students’ schooling. The hidden curriculum is very powerful in developing the school culture (Print, 1993). 3 Categories of Sources for Curriculum Foundations 1. Psychology – Studies of learners and learning theory. 2. Sociology and Anthropology – Studies of social behavior and culture. Both are studies of society but (1) focus on human collective behavior while (2) focus on human development and culture. 3. Philosophy – Studies the nature and value of knowledge. The pursue of freedom. These curriculum sources or foundations influenced curriculum developers in framing different curriculum conceptions and in developing curriculum. 6 Curriculum Conceptions Curriculum workers have different ideas about curriculum matters and curriculum development processes. They have different points of view about curriculum concerns, goals of what a curriculum should accomplish, and how a curriculum should be designed or constructed. These explain the presence of various curriculum orientations or conceptions. 1. Academic Rationalist Conception – considered as the oldest among the curriculum conceptions. It stresses the importance of different bodies of knowledge, known as disciplines or subject areas, as the focus of the curriculum. The curriculum should be anchored with different disciplines. 2. Cognitive Processes Conception – seeks to develop a repertoire of cognitive skills that are applicable to a wide range of intellectual problems. The subject matters are instruments or tools for developing theses cognitive skills that are lasting in the lives of individuals. 3. Humanistic Conception – stresses the idea that curriculum or education is an instrument for developing the full potential of individuals. It seeks to help individuals discover and develop their unique identities. It stresses that curriculum should focus on the needs and interest of individuals. (Eg. Theory of Individual Differences – Differentiated Instruction Theory) 4. Social Reconstructionist Conception – views the school or schooling as an agency for social change. Hence, it stresses that curriculum should respond to the different needs, issues, problems, and demands of the society. 5. Technological Conception – is preoccupied with the development of means to achieve curriculum or educational goals. It views schooling as a complex system that can be analyzed into its constituent components. 6. Eclectic Conception – is where curriculum workers find themselves aligning their ideas with two or more curriculum conceptions. Hence, this curriculum conception reiterates the realities in curriculum development that each of the curriculum conceptions is to be considered and is influential to a certain extent in designing the curriculum. A mixture or combination of all the curriculum conception 4 Elements of a Curriculum 1. Curriculum Intent – refers to the curriculum goals and intended outcomes 2. Content – refer to topics 3. Learning Experiences – the teaching-learning activities that teachers utilized and administered (title to have the academic freedom) 4. Evaluation – to quantify the learning attained by the students; in order to determine whether or not the students have indeed acquired the set of learning competencies as described in the curriculum guide or the syllabus “Curriculum is the roadmap that guides the educators in sending the students to their fascinating destinations” - Limz- CHAPTER 2: CURRICULUM PLANNING 3 Curriculum Sources 1. Society – Understanding the cultural, socio-economic, and political situations makes the curriculum responsive. It is considered to be one of the sources for curriculum because it provides a more comprehensive idea of the needs, demands, and problems of society and the available resources that can be utilized in the development and implementation of the curriculum (Tyler, 1949). It provides information about the context in which the curriculum will be used. 2. Learners – Alignment of the curriculum to the learners’ diversity or differences. It is considered to be one of the sources for curriculum because learners are the direct subjects of the curriculum. That’s why it is important to select their learning experiences based on their needs, nature, interests, learning styles, and thinking styles. It includes knowing the various issues and problems related to them. 3. Discipline or Subject Matter – A guide of what should be taught. It is considered to be one of the sources for curriculum because different subjects may have similarities but it doesn’t deny the fact that they too have differences. Subjects are unique and some skills and contents should be emphasized in each of discipline. Hence, understanding the nature of disciple would help educators what should be taught and how to teach that different subjects. Curriculum Influences 1. Students – The most influential as they are the focus of the curriculum. 2. School Vision, Mission, and Core Values – Fundamental bases in crafting curriculum objectives, content, learning experiences, and evaluation. These are the intentions of the schools that’s why the lesson plan or the curriculum should be crafted in alignment with this. These mainly the reason why the school exists —to produce functionally literate individuals. It is the reflection to what the institution can contribute to society and the development of individuals. 3. Faculty Members – they are the second parents of their students that’s why many students believe in what they say and teach (the key implementers of the curriculum) Teachers just like students are unique. They have different interests, teaching styles, and philosophies, which influence the way they plan, develop, and implement the curriculum. 4. Admission and Retention Policies – Set of rules on how students are admitted and the things they need to do to stay in a particular course of school. It sets the standard of what kind of students are admitted and what are the things they need to do as students of the institution until they graduate. 5. School Administrators – Providing curriculum leadership. (E.g. School Principals or Deans) Apart from setting and approving rules for the school, they administer the planning, implementation, and evaluation of the curriculum. CHAPTER 2: CURRICULUM PLANNING 6. Accrediting Agencies – Evaluate the programs’ administration. (E.g. PAASCU) Like DepEd and CHED, the accrediting agencies set the necessary standards for curriculum, instruction, faculty, and facilities, and influence how the curricular programs are governed. They determine the quality of the courses being offered in institutions that’s why some especially private school try their best to improve the governance and implementation of their various curricular and co-curricular programs. 7. Government Policies and Agencies – Issued guidelines, orders, and memoranda. They issued the guidelines for operations in either private or public schools. It includes regulating the do’s and don’ts of the school. 8. Market Demands – the society’s needs Students must be prepared in terms of knowledge, values, and skills to meet the needs and demands of different institutions in society. 9. Alumni – They become external stakeholders and proofs of successful curriculum implementation. Their comments or their evaluation feedback based on their previous experiences as students are very useful information for improving the implemented curriculum of the school. 10. Media and Information and Communications Technologies (ICT) – Easy access to references, record keeping of school documents, and connecting the school to the global community. As much as it changes the landscape of schooling, it also changes how the courses are planned and implemented, especially how the content of the curriculum will be put together. 11. Religion – Developing the students to be God-loving and fearing. Many religious institutions offer institutional requirements such as Bible, subjects, theology, and other rlg. actvts. 12. School Facilities – Ex. Classrooms, laboratories, clinics, counseling office, canteen, chapel… They’re useful in providing quality education, especially in implementing the curriculum. 13. Student Services Campus Ministry – helps in the spiritual nourishment of the students in sectarian schools Guidance and Counseling Services (Guidance Office) – provides professional help to students with various personal and psychological concerns Health Services (Clinic) – responds to various health-related concerns of the students through a clinic with full-time health workers Financial Assistance and Scholarships (Scholarship Office) – provides financial assistance to deserving students Student Affairs Office – guides the students in organizing activities and provides all forms of support for the academic and personal development of the students in the school These curriculum influences and sources are very important in curriculum development. Responding to these curriculum sources and influences helps curriculum workers and developers in planning, developing, and implementing a relevant and responsive curriculum for different learners and schools. They help everyone involved in and affected by a curriculum understand the context in which one is developed. Moreover, when evaluating a curriculum, these curriculum sources and influences are the ones that are looked into and reviewed. Reflections on Curriculum Planning Curriculum planning is an essential part of curriculum development. It sets the tone for curriculum development activities. In curriculum planning, we are taught to examine the needs and demands of the society, understand the nature of the discipline and structure of knowledge, and analyze the nature and needs of the learners. Knowledge about the learners - help us to understand that curriculum must respond to the nature, needs, interest, learning styles, and thinking preferences of every learner. It makes us realize that the purpose of the curriculum is not just develop knowledge and skills but for the holistic development of every learner. Knowledge about the society - helps us to realize that a curriculum must be made relevant and responsive to the needs and demands of the society. A curriculum should be context-based and it must uphold social values and edify democratic principles of the society. Knowledge about the discipline of subject matter - helps us to understand the different disciplines, subjects, and academic fields. It enables every curriculum worker to understand essential contents that should be covered in a particular discipline. “Planning decimates the probability of failure” -Limz- CHAPTER 3: CURRICULUM DESIGN Definition of Curriculum Design It is the arrangement of the curriculum elements: - Intents (aims, goals, and objectives) - Learning experiences - Content (subject matter) - Evaluation 2 Levels of Organizing Curriculum Contents In many books, curriculum design is used interchangeably with curriculum organization. Posner (1997) provided an enlightening idea on how to differentiate these two related terms in the curriculum as he classified the activity of arranging curriculum elements or contents into two. 1. Macro Level – Arranging the curriculum from philosophy to the contents of different subjects. Note: The function of the curriculum design. 2. Micro Level – Organizing the specific contents of every subject or discipline. Note: The function of the curriculum organization. 2 Different Curriculum Designs Print (1988) classified the different curriculum designs into four groups. According to him, all curriculum designs can be classified as subject-centered, learner-centered, problem-centered, or core learning designs: 1. Subject-centered Designs – The curricula emphasize basic subjects. The most popular among the four types of curriculum designs. The subject-centered design is classified into three specific designs: a. Subject Designs – The curricula focus on the basic subjects: English, Science, Math, and Filipino (EnSciMaFi). This is common at the elementary level. b. Academic Discipline Design – This emphasizes on disciplines: Algebra, Physics, Chemistry, Literature, Economics, History, etc. This design is commonly in secondary and tertiary levels. c. Integrated Design – Merging of 2 related disciplines or subjects. This could be interdisciplinary, multidisciplinary or core. c.1 Interdisciplinary – includes the merging of two related disciplines or subjects (Science and Health) c.2 Multidisciplinary – includes the integration of three or more related disciplines (Geography, History, Civics and Culture, and Economics) c.3 Core – requires that all subjects or disciplines in the school curriculum be put together using a single theme; usually used in preschool (Self, Family, and Community) 2. Learner-centered Design – The curriculum that emphasizes the needs, nature, and interests of the learners in the curriculum. a. Activity/Experience Design – This concentrates on activities that develop higher-order thinking skills and creativity. b. Humanistic Design – This intends to develop holistic learning, which means the development of a well- rounded individual. c. Problem-centered Design – This engages the students in social or environmental problems. (Poverty, climate change, peace, order or terrorism, diseases, traffic, and economic recession) d. Core Learning Design – This focuses on skills and knowledge that students need to master. This means the students will not only be holistically developed but to be able to be functionally literate. Things to Consider in Designing Curriculum There are two major forces considered in designing a curriculum. These are the horizontal and vertical organizations. 1. Horizontal Organization – This focuses on establishing relationships and integration among subject areas in the elementary or secondary curriculum. For example: It asks about the relationship between Geography, History, Economics, and Civics in the elementary Social Studies curriculum. 2. Vertical Organization – This focuses on the spiral progression (from simple to complex) and distribution of curriculum contents by examining pre-requisite knowledge and skills in different learning areas. For example: What skills, concepts, and values should be taught in Science from Grade 1 to Grade 6.(K-12) Tomlimson et al. (2002) identified these important features for a good curriculum design. Accordingly, a good curriculum design must be mentally and effectively engaging, allow meaningful collaboration, develop in-depth understanding, connect with students’ loves and words, focus on product, deal with profound ideas, and must be real, purposeful, and useful to students. CHAPTER 3: CURRICULUM DESIGN Sequencing Curriculum Content Sequencing curriculum content is essential in curriculum design. Sequence is defined as the order in which contents are presented to the learners (Print, 1993). Traditionally, contents are sequenced based on the nature of the subjects and disciplines they belong. They are also organized according to a specific curriculum design principle or philosophy. The difference between arranging and sequencing is that sequencing is more specific. Print (1993) identified the following design principles that are most commonly used to sequence the curriculum contents: a. Simple to Complex – this is traditionally applied to disciplines like Math, Language, Science, or Music. Topics are arranged in the progressive spiral sequence. b. Prerequisite Learning – this principle is followed in subjects and courses that largely consist of laws and principles like Geometry, Algebra, and Physics. To understand the laws and principles, students should learn the basic prerequisite (required) knowledge and concepts. This pre-requisite learning means arranged through pre-requisite knowledge and skills. c. Chronology – this design principle suggests sequencing of content according to a chronology of events. History is an example. The arrangement of events or dates in the order of their occurrence. d. Whole-to-Part Learning – this is a deductive approach to designing content. One must see the big picture of ideas to understand the specific concepts and skills. e. Increasing Abstractions – content can be sequenced according to the idea or principle that a student can learn most effectively if the concept or skill or relevant to own personal experiences. To attain such kind of approach or way of sequencing curriculum context under the increasing abstractions, we need to apply the so-called contextualization and localization.  CONTEXTUALIZATION Developing new skills, knowledge, abilities, and attitudes in students in presenting new subject matter in meaningful and relevant context: ↦ Context of previous experience ↦ Real-life ↦ workplace Adapting the curriculum to relate more closely to the students' real-world experiences. This makes abstract concepts more relatable by connecting them to familiar contexts. Example: Instead of just explaining fractions with numbers and symbols, a teacher could say: "Imagine you have a pizza divided into 8 slices. If you eat 2 slices, what fraction of the pizza have you eaten?" This connects the abstract concept of fractions to something students understand from real life, making it easier to grasp.  LOCALIZATION Freedom for schools or local authorities to adapt the curriculum to local conditions and relating the context of the curriculum and the process of teaching to the local environment (Taylor 2024) Example: If students live in a tropical region, the teacher might say: "Here in our region, we experience heavy rains during the wet season. Let's explore how rainfall is measured and why it affects our community." By using the local climate, students can better relate to the content, making it more relevant to their everyday lives. “Curriculum design an anatomy that lays down the structure of educational contents and process.” - Limz - CHAPTER 4: CURRICULUM DEVELOPMENT The models in this chapter are presented according to three categories: linear, cyclical, and dynamic. 3 Different Curriculum Development Methods 1. Linear Models of Curriculum Development Learning  prescribe a rational step-by-step procedure for curriculum development starting with objectives.  6 Different Sub-topics: A. Tyler’s Rational Linear Model Ralph Tyler at the University of Chicago developed the first model of curriculum development. This model was presented in his book Principles of Curriculum and Instruction published in 1949. Tyler argued that curriculum development should be logical and systematic. His curriculum development follows a sequential pattern, from objectives to content, learning experience, and evaluation. It answers 4 questions (to attain purpose, to attained objective through experiences, organizing experiences, and determining attained purpose). Tyler also identified three curriculum sources: society, students, and subject matter. B. Taba’s Grassroots Model A follower of Tyler is another curriculum scholar, Hilda Taba. Taba presented her model in her book Curriculum Development: Theory and Practice in 1962. This model of development is a modified version of Tyler’s Model. Taba argued that curriculum development should follow a sequential and logical process, and she suggested forming more information input in all phases of curriculum development. She also claimed that all curricula are composed of fundamental elements. In her model, Taba outlined seven steps that should be followed when developing a curriculum. 1. Diagnosis of needs 6. Organization of learning 2. Formulation of objectives experiences 3. Selection of content 7. Determination of what to evaluate 4. Organization of content and ways and means of doing it 5. Selection of learning experiences Unlike Tyler’s model which only says there should be an Evaluation. Taba’s model highlights that there should be methodological ways of evaluating. Diagnosis of needs, is the way of having a successful curriculum development as Taba suggested. She also pointed out that the nature of the objective determines what learning is to follow. C. Standards-based Curriculum Development Allan Glatthorn developed the standards- based curriculum development model. The model was intended for developing curriculum standards for any discipline from basic education to higher education. He identified three phases to be followed in developing a standard-based curriculum. It prescribed sequences of curriculum development activities to develop standards. This model is an example of linear and rational curriculum development. It is rational and descriptive, stressing the development of standards as the first activity. It recognizes multiple sources and teacher’s inputs. Ex. K-12 Curriculum CHAPTER 4: CURRICULUM DEVELOPMENT D. Understanding by Design Model (UBD) Developed by Wiggins and McTighe (2002). It has become a byword in the Philippines educational system because it was used to design the basic education curriculum in school year 2010-2011 before the K-12 Education Curriculum was implemented. The model is also called the Backward Design for putting emphasis on starting with the goals and objectives to engage students in exploring and deepening their understanding of important ideas and the design of assessments. E. Systematic Desing Model Robert Diamond originally developed the Systematic Design model in the early 1960s. This model has two basic phases. (1) project selection and design and (2) production, implementation, and evaluation. “Some actions must precede others, and certain decisions should not be made until all relevant facts are known.” The model relies heavily on data. It only ends in Phase II. Phase II – where the revision happened F. Murray Print Model for Curriculum Development Murray Print published his model in his book Curriculum Development and Design in 1988. His model provides a useful and easy-to- understand process for developing a curriculum. Curriculum presage 2. Cyclical Model of Curriculum Development  prescribe a continuous process of curriculum development  usually start with situational analysis that serves as the basis for all the succeeding process A. Audrey Nicholls and Howard Nicholls Model for Curriculum Development The model emphasized the cyclical nature of curriculum development. According to them, curriculum development is a continuous process. It prescribes five logical and interdependent stages that are in a continuous curriculum development process. The model starts with situational analysis in which curricular decisions are made, followed by the selection of objectives and the other succeeding phases. CHAPTER 4: CURRICULUM DEVELOPMENT B. Wheeler’s Curriculum Development Model In his influential book, Curriculum Process, Wheeler presented a cyclical process in which each element of the curriculum is related and independent. Although this model is rational in nature, each phase is a logical development of the preceding one. One cannot proceed to the next phase unless the preceding phase is done. He also emphasized the importance of starting from the development of aims, goals, and objectives. C. The Contextual Filters Model of Course Planning This model was developed by Startk, Lowther, Bentley, Ryan, Martens, Genthon, Wren, and Shaw in 1990 as part of their study conducted at the University of Michigan National Center for Research to Improve Postsecondary Teaching and Learning. This model appeared in the book Shaping the College Curriculum written by Shark and Latucca and published in 1997. Content Influences encompasses faculty members’ background and associated disciplinary and educational beliefs. Contextual influences refer to the influences outside of the instructor’s immediate control that cause adjustments in the course plans such as student characteristics or instructional resources. Form includes the processes that are followed when designing courses. After making course decisions, the planners can check with the content considerations and contextual filters. It describes the reality of how college faculty members design their courses. Hence, it is very much applicable for designing education courses. 3. Dynamic Models of Curriculum Development  describe how curriculum workers develop curricula in various educational contexts  usually used in school-based settings A. Walker’s Model of Curriculum Development Decker Walker developed a model for curriculum development and first published in 1971. Walker contented that curriculum developers do not follow the prescribe approach of the rationale- linear sequence of curriculum elements when they develop curricula. In his model, Wlaker was particularly interested on how curriculum workers actually do their task in curriculum development. Walker was able to identify three phases, which he termed platform, deliberation, and design. Dynamic and descriptive. CHAPTER 4: CURRICULUM DEVELOPMENT B. Skillbeck’s Curriculum Development Model In 1976, Skillbeck came up with a model for developing a school-based curriculum in Asutralia. His model presents a dynamic view of curriculum development. When using his model, curriculum workers may start from any phase. However, each phase is interrelated and follows a systematic sequence. Skillbeck’s model includes a situational analysis that involves gathering data from the school, society, and the learners. The results of the situational analysis provide strong bases for making curricular decisions for all the succeeding phases of curriculum development. C. Elsner’s Artistic Approach to Curriculum Development Elliot W. Eisner was a famous curriculum scholar. In 1979, he published the book The Educational Imagination where he presented his idea on how curriculum development should be done. Eisner believed that there is a need to develop a new theory that recognizes the artistry of teaching that is useful in helping teachers develop those arts. The process are not procedural. That’s why curriculum works can always modify and improve their curricula. Relevant and Responsive. D. Pawlien’s Model for Developing Curriculum The author developed this model as one of the major outputs of his doctoral dissertation in the University of the Philippines, Diliman. It is intended to help curriculum workers develop curriculum that is relevant and appropriate to the Philippine context. Curriculum Influences External - refers to those factors outside the organization and the school Internal – refers to those factors found within the organization and the school Organizational – talks about the hierarchy and the structure “Curriculum Models are choices of roadmaps that curriculum implementers have to select in parallel with the schools’ VMGO” -Limz-