The Foundation of Curriculum

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Curriculum Development & Evaluation * Dr. A. Asgari — Presentation Transcript •1. CURRICULUM DEVELOPMENT & EVALUATION Dr. Azadeh Asgari Foundations of Curriculum •2. What is Curriculum? Any document or plan that exists in a school or school system that defines the work of teachers, at least to the extent of identifying the content to be taught student and the methods to be used in the process (English, 2000). The educative experiences learners have in an educational program. The purpose of which is to achieve broad goals and related specific objectives that have been developed within a framework of theory and research, past and present professional practice, and the changing needs of society (Parkay, 2006). •3. Concept of Curriculum A systematic group of courses or sequence of subjects required for graduation or certification in a major field of study; A general overall plan of the content or specific materials of instruction that the college should offer the student by way of qualifying him for graduation or certification or for entrance into a professional or vocational field; A body of prescribed educative experiences under the supervision of an educational institute, designed to provide an individual with the best possible training and experience to fit him for the society of which he is a part or to qualify him for a trade or a profession. •4. 7 Common Concepts of Curriculum Scope and Sequence Syllabus Content Outline Standards Textbooks Course of Study Planned Experiences (Posner, 2004) •5. Components of Curriculum Curriculum Design -Creating the curriculum in schools Curriculum Delivery -Implementation, supervising, monitoring or using feedback to improve the curriculum Curriculum Coordination -Lateral focus and connectivity Curriculum Articulation -Vertical focus and connectivity •6. Types of Curriculum Formal Informal -Values -Personality of teacher -Assessment Hidden Written Taught Tested •7. Quality Curriculum Greater depth and less superficial coverage Focus on problem solving Facilitates the mastery of essential skill and knowledge Coordinated Articulation -multi-level sequence study Emphasize academic and practical Effective integrated curricula Mastery of a limited number of objectives •8. Curriculum Goals Provide general guidelines for determining the learning experiences to be included in the curriculum. -Citizenship -Equal Educational Opportunity -Vocation -Self-realization -Critical Thinking •9. Bloom’s Taxonomy Remembering: Student can recall or remember information (define, duplicate, list, memorize, recall, repeat, reproduce, state) Understanding: Student can explain ideas or concepts (classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase) Applying : Student can use the information in a new way (choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write) Analyzing : Student can distinguish between the different parts (appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test) Evaluating : Student can justify a stand or decision (appraise, argue, defend, judge, select, support, value, evaluate) Creating : Student can create new product or point of view (assemble, construct, create, design, develop, formulate, write) •10. Syllabus List of Subjects Content outline for each subject Broad time Allocations •11. Difference Between Syllabus & Curriculum Functionally a ‘Syllabus’ is generally unidimensional in the sense it merely presents the content or the subject matter to be studied. Curriculum is three dimensional , because it takes into account: the needs of the students, the content (in terms of specific performances) instructional methodology •12. Curriculum Approaches

13. Curriculum as a Discipline IS CURRICULUM A DISCIPLINE? Reflect on the characteristics of a discipline: have organized set of theoretical principles...
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