Curriculum Design

Mais informações

MathTrek123andSmartIdeas

por Eric Duquette

Peter Pan

por Louise Virenfeldt Iversen

Procesos de la administración educativa y funcionarios encargados.

por LEIDY BIBIANA TABORDA QUICENO

HERBARTIAN APPROACH

por Nathalie Coello

Curriculum Design

Categories

Activity/Experienced Based Curriculum

People only learn what they experience.–
According to M.K Gandhi, education is the development of all the aspects, i.e body mind and spirit.
–Mind without activities cannot develop the personality perfectly, so education must give importance to activities.–Education, if has no link with life is meaningless.

Limitations

Not applicable to all stages of education

Personal supervision is needed for every activity which is not possible in school.

Neglects other activities needed for intellectual development of the child.

Require long term planning with details of the whole process.

Inspire the students to apply their ideas, knowledge and mind in solving problems.

Promote better understanding of a lesson among students-hands-on

Fulfill the natural urge of a growing child.

Activities

Community Activity

provide information regarding history, geography and economics

eg;communities projects, social services

the socialization of the child

Aesthetic Activity

self expression and development of inborn creative faculties.

eg;Music, arts creative crafts

Constructive Activity

eg;Handwork craft repairing of tools

production efficiency may be developed

Environmental Activity

develop civic sense and love for nature in children

eg; nature study, excursion, survey, social visit

Physical activities

eg;physical training, games and sports

physical development of the child

Subject Centred Curriculum

Mandates specific amounts of material to be covered over special periods of time regardless of student abilities or interests.

Disadvantages

Teachers are teaching the students to think inside the box in order to pass the exams.

Students simply memorize what they need to know in order to pass a test, instead of actually learning it.

Teachers unable to innovate their teaching style to help students learn in a creative way.

Advantages

Efficient in staff development

What students learn, they learn well

Students like it

Common Feature in Three Subject Centred Design

Subjects are clearly defined and distinguished.

Methodology = teacher-centred.

Subjects-like groupings.

Broad Fields Design

Commonly found in primary and lower secondary school.

Overcome a perceived weakness in the subject design.

Academic Discipline Design

Emphasize the role played by academic discipline.

Subject Design

Classification and organization of subjects matter.

Core Curriculum

A set of common learning (knowledge, skills and values) that should be provided to all learners in order to function effectively in a society.

Reinforcement Theory

Implication of Theory

They must tell the employees how they can achieve positive reinforcement

They must tell their employees what they are not doing correct

Managers who a making attempt to motivate the employee must ensure that they do not rewards all employees simultaneously

Methods of Controlling Behaviour

Extinction

absence of reinforcements

lowering the probability of undesired behaviour

Punishment

lower the probability of repeating undesirable behaviour in the future

removing positive consequences

Negative Reinforcement

removing undesirable consequences

Positive Reinforcement

giving a positive response

Steps

10.Evaluation

9.Direction to the staff

8.Adoption of the solution

7.Preparation of adopting the solution

6.Authorization of the solution

5.Ratification of the solution by organization

4.Select the best alternative

3.Search for alternative solution

2.Diagnosis of the problem

Subtopic

1.Identification of the problem

Importance

Guide the selection and organization of content and the methodology used to teach the content.

Principles

Spend time to accomplish the goals of curriculum.

Provide for student testing of learned behaviour.

Enable utilization of cognitive teaching input.

Use teaching personnel in economical and efficient way.

Use the logical, precise, effective and efficient educational technology.

Cope with knowledge explosion and the short “half-life” of scientific knowledge.

Respond to the educational needs of society and the immediate concern of students.

Derive and test its concepts and theories in teaching process.

Implement the conceptual framework commitments and be consistent with it.