Curriculum Models
- 1. Curriculum Models Professor Dr. Md. Nazrul Islam Dept. of Anatomy and Histology Faculty of Veterinary and Animal Science and Former Director, IQAC, SAU, Sylhet 5/9/2020 1
- 2. Objectives At the end of this presentation, participants will be able to: 1. define curriculum 2. define the concept of curriculum model 3. know the characteristics of a model curriculum 4. Know the different types of curriculum models
- 3. What is curriculum? Curriculum is a comprehensive plan for an educational/ training programme / course to training programme /course to offer new / improved manpower to fulfil the rising needs of a dynamic society
- 4. Some of the components of a comprehensive curriculum unit Content Assessment Introduction/Closure Teaching Strategies Learning Activities Grouping and Pacing Products Resources Extension Activities Differentiation
- 5. Characteristics of a Model Curriculum •Powerful knowledge goals, representative or generative topics, and big ideas •Advance organizers that clarify prior knowledge, future activities, and expectations •Motivating introductory experiences •Challenging and active learning activities •Authentic resources and products •Aligned assessment strategies and growth criteria, feedback, debriefing, transfer and extension opportunities, interaction, and support •Interest-based applications and extensions •Modifications that attend to powerful student differences
- 6. What is a curriculum model? A model is a format for curriculum design developed to meet unique needs, contexts, and/or purposes. In order to address these goals, curriculum developers design, reconfigure, or rearrange one or more key curriculum components.
- 7. The Framework Underlying All Curriculum Models Content Assessment Intro Teaching Learning Products Resources Grouping Extensions Modifications KEY CURRICULUM COMPONENTS
- 8. Common elements of different Models Hilda Taba Kerr & Nicholls NCTB Need identification Situation/ Need analysis ….. Objective setting Objectives Aims & Objectives Content selection Content Content selection Content organization ….. ….. Teaching strategy Teaching strategy Teaching materials devt. Organizing teaching ….. Teacher training 8
- 9. Curriculum models Models are used to explain: levels of curriculum aspects of organization practice aspects of classroom instruction types of decision making
- 10. The curriculum process The development of a curriculum involves the developer in decisions about the nature and appropriateness of the substantive (basic) elements, e.g. the Outcomes Content method assessment strategies These decisions are made in relation to the context in which the curriculum will operate.
- 11. Types of curriculum models Rational/objectives models Cyclical models Dynamic/interaction models
- 12. Hilda Taba's Linear Model Hilda Taba believed that teachers who teach or implement the curriculum should participate in developing it. Her advocacy was commonly called the "grassroots approach" where teachers could have a major input.
- 13. Hilda Taba's Linear Model 1. Diagnosis of needs. The teacher (curriculum designer) starts the process by identifying the needs of the students for whom the curriculum is to be planned 2. Formulation of learning objectives. After the teacher has identified the needs that require attention, he or she specifies objectives to be accomplished. She presented seven major steps:
- 14. Contd. 3. Selection of learning content. The objectives selected or created suggest the subject matter or content of the curriculum. Not only should objectives and content match but also the validity and significance of the content chosen needs to be determined. 4. Organization of learning content. A teacher can not just select content, but must organize it in some type of sequence, taking into consideration the maturity of the learners, their academic achievement, and their interests.
- 15. Contd. 5. Selection of learning experiences. Content must be presented to pupils and pupils must engage the content. At this point, the teacher select instructional methods that will involve students with the content. 6. Organization of learning activities. Just as content must be sequenced and organized, so must the learning activities. Often the sequence of the learning activities is determined by the content. But the teacher needs to keep in mind the particular students whom he or she will be teaching.
- 16. Contd. 7. Evaluation and means of evaluation. The curriculum planner must determine just what objectives have been accomplished. Evaluation procedures need to be considered by the students and teachers.
- 17. THANK YOU