MODULE 5 Models in Curriculum Development INTRODUCTION Curriculum development is concerned with the drawing up of plans for teaching and learning activities in classroom situations that will bring about positive changes in the lives of the learners. It is based on the school’s mission and goals and identifies ways of translating these into a coherent and coordinated program of meaningful experiences and conditions eliciting responses that will lead to the transformation of the learners
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Aripuddin‚ Alshamir Bryan B. BSED IV – MAPEH PED 412 November 29‚ 2012 Analysis of the Three Models of Curriculum Development MODELS/Characteristics Ralph Tyler’s Curriculum Model In this model‚ the curriculum designed intends to make the curriculum aligned with the purposes of the school. Ensuring that the school promotes learning that develops both the learner and the society that learner belongs to or is associated with. This model intends to promote educational experience that can be related
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THE CURRICULUM DEVELOPMENT PROCESS Curriculum development has no beginning nor end‚ and there is no perfect product for the final curriculum document. Scales (1985) wrote that “in actual practice‚ development and implementation of the curriculum is an integral phenomenon developed in a very integrated and interrelating manner; one component‚ not necessarily springing full grown and naturally from another‚ nor will any single component usually stand without some revision after subsequent parts are
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and uncertainty as to ¡¥what is the curriculum?¡¦ As such‚ there is a distributing lack of consensus on an all-embracing definition of this comprehensive concept. This is‚ in part‚ due to the various interpretations‚ meanings‚ emphasis and approaches that the scholars of curriculum studies embark upon. This‚ in turn‚ leaves the education practitioners and the general public in the dark as to what constitutes that which should be considered as ¡¥good curriculum practice¡¦ in educational institutions
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Submitted by: APIPA U. MASNAR Supervision of Instruction and Curriculum Development 1. THE NATURE OF LEARNING(the learner/multiple intelligence) The theory of multiple intelligences is a theory of intelligence that differentiates it into specific (primarily sensory) "modalities"‚ rather than seeing intelligence as dominated by a single general ability. This model was proposed by Howard Gardner in his 1983 book Frames of Mind: The Theory of Multiple Intelligences. Gardner articulated seven criteria
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Development of curriculum content that implements strategies and methods that enhance Language Acquisition. Presented by: Presented to: Institution: Contents a) Grade/developmental level b) Education needs and rational c) Theoretical perspective d) Learning objectives e) Content outline f) Strategies and methods g) Resources h) Lesson plans
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Curriculum Changes and Innovations BLUEPRINT This chapter describes how the curriculum for Basic Education evolved from 1973 to 2010. It describes the changes and innovations implemented as necessitated by the changing factors in our country’s political‚ social‚ economic‚ cultural and technological environments. The discussions include an analysis of the processes and outcomes in accordance with the prevailing national development agenda. It also presents some best practices and lessons learned
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teaching practices that occur within a program‚ how these can be characterized‚ and how quality teaching can be achieved and maintained. a. Teaching Model and Principles This book has emphasized the curriculum as a network of interacting system involving teacher‚ learners‚ materials‚ school‚ administrator‚ and curriculum planners‚ and choices ay one level affect other elements in the system. Thus the choice of a particular curriculum philosophy or ideology implies a particular
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1. How are classroom materials changed and introduced in the classroom? Children learn best through active exploration. To ensure that they have a chance to develop a wide range of skills Ms. Ptasinski involves children in a variety of hands-on activities and gives them many activities to choose from. From time to time‚ she puts away some materials and takes out another to give children variety like seasonal materials: fall‚ winter‚ spring‚ Christmas. 2. How are children’s interests incorporated
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Model Hilda Taba’s model starts with the curriculum and the teacher’s outlook of what should be taught how‚ and then tests it on the students before declaring it effective. Therefore‚ she believed that teachers who teach or implement the curriculum should participate more than the authority in designing and developing curriculum. She used “grass root approach in her model. So she believed that the teachers should first create specific teaching- learning units‚ and a hospitable environment that lets
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