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Week 3 - Models of Curriculum
Week 3 - Models of Curriculum
WEEK 3
Curriculum Development
In developing a curriculum (or course) we are faced with three major decisions or questions: 1)WHAT TO TEACH?? (PLANNING) 2)HOW TO TEACH IT?? (IMPLEMENTATION) 3)HOW TO EVALUATE IT?? (EVALUATION)
Identify philosophy, vision and mission PLANNING Setting goals and objectives
Designing curriculum
CURRICULUM
IMPLEMENTATION
Making evaluation
EVALUATION Redesigning curriculum
CONTENT
METHOD
EVALUATION
Determine the method to measure the extent objectives are being achieved
Proposed by Taba (1962) and Cohen (1974). It shows a relationship among the curriculum elements
Curriculum development is seen as a dynamic process and it may begin with any curriculum element and these elements can be followed in any sequence E.g. method-objective-content-evaluation if the teacher decided that it would be valuable to have students perform a role play, such an addition to the method section of the curriculum would be necessitate change to the objectives, content and evaluation sections
INTERACTION MODEL
OBJECTIVES
EVALUATION
CONTENT
METHOD
2) the model is not systematic in the way that the objectives model is. It has no one fixed direction or sequence
SELECTION OF OBJECTIVES
SELECTION OF CONTENT
ORGANIZATION OF CONTENT
SELECTION OF LEARNING EXPERIENCES
Tabas model
1) diagosis of needs- the teacher (curriculum designer) starts the process by identifying the needs of the students for whom the curriculum is to be planned 2) formulation of the objectives- after the teacher has identified needs that require attention he specifies objectives to accomplish 3)selection of content- the objectives selected or created suggest the subject matter or content of the curriculum unit. Taba pointed out that not only should objectives and content be matched, but the validity and significance of the content chosen needed to be determined
Tabas model
4) organization of content- a teacher cannot just select content but must organize it in some type of sequence, taking into consideration the maturity of the learners, their academic achievement and their interest. 5) selection of learning experiences- content must be presented to pupils must be engage in an interaction with the content
Tabas model
6)organization of learning activities- just as content must be sequenced and organized, so must the learning activities is determined by the content that is sequences 7) evaluation and means of evaluation- the curriculum planner must determine just what objectives have been accomplished. Evaluation procedures need to be considered by the students and teachers
Needs Analysis (need assessment Needs Analysis makes use of both: a) Subjective information b) Objective information questionnaire,
a) The situations in which the training will be used b) The objectives and purposes for which the training will be used
c) The level of competence that will be required at the end of the training
Contemporary Model
Needs Analysis
Objectives
Content
Impleme ntation
Evalua tion
Feedback
Curriculum Development
Based on 3 models, curriculum development or syllabus design involves 5 steps: 1) Needs analysis
2) Formulating Objectives
3) Selecting and organizing content
Curriculum Development
1) Needs analysis It may include: Students Graduates Employers Industry Society, SME, Professional bodies National Global
Curriculum Development
2) Formulation of objectives The following may be considered: Students Lecturers Employees Industry Social National Global
Curriculum Development
3) Selection of Content Sources: Lecturers SME External examiners Employers Accreditation bodies Politicians IHL Students Academic advisors Professional bodies Alumni, graduates Government policies Academicians Comparison and benchmarkin
Curriculum Development
3) Selection of Content Consider: Breadth and depth Knowledge, Skills and Attitude Principles of Continuity, Sequence and Integration
Curriculum Development
4) Implementation Teaching and learning Teaching styles and strategies Learning styles and strategies
Curriculum Development
Evaluation-is a process for determining whether the curriculum is achieving the desired results Do evaluation or assessment whether the program that you conducted is effective or not What do you evaluate? Purpose/objectives Tasks/ learning activities- teachers, materials, facilities provided, etc Methods