Topic 5 Curriculum Planning PDF

Specific, Measurable, Achievable, Relevant, Time-Bound (SMART) Objectives: Objectives should be...

Specific, Measurable, Achievable, Relevant, Time-Bound (SMART) Objectives: Objectives should be clear and measurable, guiding both teaching methods and assessment. Cognitive Domain: "Students will be Formulating Objectives Using able to explain the process of Taxonomies photosynthesis." Affective Domain: "Students will Curriculum Planning: Refers to demonstrate a positive attitude Examples: establishing the goals and objectives towards group work." of a curriculum. It involves setting a Psychomotor Domain: "Students will direction for what educational accurately perform a lab experiment." outcomes should be achieved. Developed by Benjamin Bloom in 1956. Planning: Determining aims and goals Curriculum Development Process based on educational philosophy. Remember: Recalling facts and basic concepts. Design: Arranging learning Understand: Explaining ideas or experiences and content to meet Cognitive Domain concepts. Four Main Phases: objectives. Apply: Using information in new Implementation: Putting the designed situations. curriculum into practice. Categories: Analyze: Drawing connections among Evaluation: Assessing the ideas. effectiveness of the curriculum in achieving its goals Evaluate: Justifying a decision or stance. Introduced by Ralph Tyler in 1949. Create: Producing original work What educational purposes should the school seek to attain? Developed by Krathwohl and Bloom in 1964. What educational experiences can be provided to achieve these purposes? Receiving: Willingness to pay Four Key Questions: attention to learning. Taxonomies of Learning Outcomes How can these educational Affective Domain experiences be effectively organized? Responding: Active participation in the learning process. How can we determine whether these Tyler Model purposes are being attained? Valuing: Assigning worth to a Categories: Objectives: The learning goals to be particular idea or behavior. Topic 5 : Curriculum Planning achieved. Organization: Integrating values into one’s belief system. Screening by Philosophy and Psychology: The objectives are Characterization: Consistently filtered through educational applying values in behavior. philosophy and what is known about Developed by Dave in 1970. learning. Key Components: Imitation: Copying actions. Learning Experiences: Selecting and Manipulation: Practicing skills with Psychomotor Domain organizing experiences that align some confidence. with human development and Precision: Performing skills with previous learning. accuracy and confidence. Categories: Evaluation: Assessing whether the Articulation: Coordinating actions objectives have been met through with precision. measurable outcomes. Naturalization: Performing skills Proposed by Hilda Taba in 1962. automatically and creatively. Grassroots Model: Teachers, who Educational Philosophy: The broad interact directly with students, vision of education that guides should be involved in curriculum curriculum planning. This vision design. reflects national priorities and social Diagnosis of needs: Identifying Models of Curriculum Development needs, such as promoting unity or students' learning needs. preparing students for the workforce. Taba Model Formulation of objectives: Defining Educational Goals: The specific specific learning objectives. outcomes expected at the end of an Selection of content: Choosing educational period, such as subject matter based on the developing critical thinking skills or objectives. preparing students for responsible Organization of content: Arranging citizenship. content in a meaningful sequence. Seven Steps in Taba’s Model: Curriculum Goals: Specific to the Levels of Educational Goals Selection of learning experiences: curriculum, these goals provide Designing activities that help general direction for the content and students engage with the content. experiences to be included. Organization of learning activities: Curriculum Objectives: More specific Structuring activities in an than goals, these objectives describe appropriate sequence. the intended learning outcomes in measurable terms. Evaluation and means of evaluation: Assessing whether objectives have Instructional Goals and Objectives: been achieved. At the classroom level, these goals and objectives specify what students Developed in 1981. should achieve during lessons. Goals, Objectives, and Domains: Identifying major educational goals Saylor, Alexander, and Lewis Model and specific objectives. Curriculum Design: Designing the curriculum based on the goals and domains identified. Four-Step Process: Curriculum Implementation: Implementing instructional strategies to meet the objectives. Evaluation: Evaluating whether the instructional goals have been achieved.