Ed255 Week 6 CURRICULUM PROCESS: MODELS OF CURRICULUMDEVELOPMENT Curriculum development has been looked at in two ways. These are basically‘process’ and ‘product’. As the terms imply ‘process’ is concerned with the methodsand means ‘how’ whereas the ‘product’ looks at the outcomes‚ the end product‘what’. There are two approaches that have been developed: normative anddescriptive. The first approaches are called normative – Objectives (Tyler 1949) and the rational(Taba 1962 and Wheeler 1967) because
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A Portfolio demonstrating research into two particular curriculum models or approaches and a poster presentation analysing the advantages and disadvantages of these approaches making links with curriculum theory. (3‚250) This essay will demonstrate research into the National Curriculum and Steiner education and how they are implemented within schools‚ the importance within the structure of the school and personal development Including the benefits and drawbacks of each approach. as well as examining
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Situational Teaching Model Dr. El Ghrari Halima‚ Mohammed V University‚ Rabat‚ Morocco ABSTRACT The presentation about “Situational teaching styles” can be listed under the attempts aiming at developing the Moroccan educational system through the implementation of more flexible and more adaptable teaching styles. The importance of this presentation lies in the fact that it summarizes the first book in Morocco that approaches the issue of teaching styles from a leadership perspective and
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Situational Leadership Model For Project Management The Situational Leadership Model developed by Ken Blanchard and Paul Hersey is one of the most practical leadership theories for project managers. As a project manager‚ you’ll find that you usually have little to no direct authority over the members of your project team. As a result‚ your ability to influence will become a major determinant of your success. The Situational Leadership Model provides you with a framework that you can use to determine
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The Situational Leadership model is based on the assumption that leadership behavior should be guided by the elements affecting the situation. The three primary elements affecting the of the Situational Leadership model as identified by Changingminds.org are follower readiness‚ factors affecting the situation‚ and factors affecting the leader (as cited in Tannenbaum & Schmitt‚ 1958 pp.95-101) Follower readiness is the most important element. Where there is no readiness to follow‚ there exists no
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The Asian American Drug Abuse Program follows the s2/m2 level of Situational Leadership theory developed by Paul Hersey and Ken Blanchard. This model works best for AADAP because the services they provide for people are mostly therapeutic in nature. AADAP offers many programs like residential services and employment access which are aimed at potential clients who are motivated but lack the skills to change without some form of treatment and rehabilitation. With regarding the Managerial Grid format
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Northouse (2013) explained that situational leadership model is one that consists of a directive and a supportive dimension of influence. In essence‚ a situational leader is one who attempts to match one’s leadership style to what is described as the competence and commitment of an employee (Northouse‚ 2013). For example‚ if Ann decides to use the second style (s2) referred to as the coaching approach. Then‚ Ann would be demonstrating high directive behavior as well as high supporting behavior (Northouse
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MODELS OF CURRICULUM Mrutyunjaya Mishra Lecturer‚ H.I 2. The Word: Curriculum • Latin: Running course • Scotland 1603: Carriage way‚ road • United States 1906: Course of study • United States‚ 1940: Plan for learning (study) 3. What is curriculum? Curriculum is a design PLAN for learning that requires the purposeful and proactive organization‚ sequencing‚ and management of the interactions among the teacher‚ the students‚ and the content knowledge we want students to acquire. 4
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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 to the
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2. The Taba 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
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