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Linear model of Curriculum

  2. LINEAR – term used for models whose steps proceed in a more or less sequential, straight line from beginning to end.
  3. How is LINEAR MODEL different from other models?
  4. THE INTERACTION MODEL OF CURRICULUM DEVELOPMENT - is seen to be a dynamic process which can begin with any curriculum element, and these elements can be followed in any sequence.
  5. THE OUTCOMES-BASED MODEL - structured series of intended learner outcomes that implies a planning process and a focus on what students actually learn
  8. Sources Sources Sources Student Society Subject Tentative general objectives Screen Screen Philosophy of Psychology of Education Learning Precise Instructional Objective
  9. There are 4 Basic steps 1) What is the purpose of the education? 2) What educational experiences will attain the purposes? 3) How can these experiences be effectively organized? 4) How can we determine when the purposes are met?
  10. Tyler recommends that curriculum planners identify general objectives by gathering data from three sources: 1. the learners 2. contemporary life outside the school 3. subject matter
  11. Filter through two screens: 1. the philosophical screen 2. the psychological screen.
  14. Curriculum theorist, curriculum reformer, and teacher educator. Hilda Taba contributed to the theoretical and pedagogical foundations of concept development and critical thinking in social studies curriculum and helped to lay the foundations of education for diverse student populations.
  15. - Very simple but complete.
  16. Description of Approach -Grassroots approach model that advocates for teacher participation in the development of the curriculum. -The Taba approach believes in allowing the curriculum to be authored by the users (teachers) versus the district supervisors of the implementation of the curriculum. -Taba approach involved teachers beginning by creating specific teaching-learning units and building to a general design. -Inductive approach rather than traditional deductive
  17. It offers five steps to developing curriculum: a. creating the units of work to be studied b. testing these units with students c. adapting units as necessary after the testing d. creating a framework to test to ensure that all material is covered in a clear and complete manner. e. putting the unit of study into practice, while always creating new units to use in the classroom.
  18. Step One: Diagnosing Needs, Step Two: Formulating Specific Objectives Step Three: Selecting Content Step Four: Organizing Content Step Five: Selecting Learning Experiences Step Six: Organizing Learning Experiences Step Seven: Evaluating Step Eight: Checking for Balance
  20. - A deductive model that offers a faculty a process for the complete development of a school’s curriculum. - Recognized the needs of students in particular communities are not always the same as the general needs of students throughout our society.
  21. Faculty can fashion a plan: - For the curriculum of an area and design ways in which it will be carried out through instruction. - To develop school-wide interdisciplinary programs that cut across areas of specialization such as career education, guidance, and class activities. - For a faculty to focus on the curricular components of the model to make programmatic decisions . - To allow a faculty to concentrate on the instructional components.
  22. 1. Specify the needs of the students in general. 2. Specify the needs of society. 3. Write a statement of philosophy and aims of education. 4. Specify the needs of students in your school. 5. Specify the needs of the particular community.
  23. 6. Specify the needs of the subject matter. 7. Specify the curriculum goals of your school. 8. Specify the curriculum objectives of your school. 9. Organize and implement the curriculum. 10. Specify instructional goals.
  24. 11. Specify instructional objectives. 12. Specify instructional strategies. 13. Begin selection of evaluation techniques. 14. Implement instructional strategies. 15. Make final selection of evaluation techniques. 16. Evaluate instruction and modify instructional components. 17. Evaluate the curriculum and modify curricular components.