curriculum design and development-1

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Constructivism• Learning is simply the process of adjusting ourmental models to accommodate newexperiences.• Learning is a search for meaning. Meaningrequires understanding wholes as well as parts.In order to teach well, we must understand themental models that students use to perceive theworld The purpose of learning is for an individualto construct his or her own meaning, not justmemorize the “right” answers and regurgitatesomeone else’s meaning
Reconstructivism• Focus is on providing students the critical tools to be agents of socialchange. Students explore controversial issues, analyze world events. E.g.P. Freire.• Progressivism: The goal is to help each student think rationally. Studentcenteredapproach. Project and problem-based learning. E.g. John Dewey• Postmodernism: Focus on helping students recognize that here are nouniversal truths, and the traditional narratives of the dominant culture mustbe deconstructed. Deconstruction through dialogue. Critical pedagogy. E.g.M. Foucault.• Behaviourism: Free will is an illusion, students' behaviour is shaped in orderto reinforce proper learning and behavior. Drill and practice. B.F. Skinner
Page 1 and 2: CURRICULUM DESIGN ANDDEVELOPMENTbyP
Page 3 and 4: • Everything that goes on within
Page 5 and 6: DERIVING A DEFINITION• CURRICULUM
Page 7 and 8: • child-centered,ORIENTATIONS TO
Page 9 and 10: APPROACHES TO CURRICULUM(Common phi
Page 11 and 12: Realism• Classical realism held u
Page 13 and 14: Essentialism• Essentialism is a u
Page 15: Existentialism• Existentialism be
Page 19 and 20: • 8.Curriculum-in-use• 9.Receiv
Page 21 and 22: Societal curriculum• Cortes defin
Page 23 and 24: The null curriculum• That which w
Page 25 and 26: Phantom curriculum• the encultura
Page 27 and 28: Rhetorical curriculum• comprised
Page 29 and 30: Received curriculum• Those things
Page 31 and 32: The electronic curriculum• throug
Page 33 and 34: • how to be artfully discerning a
Page 35 and 36: Medical curriculum
Page 37 and 38: LEVELS OF CURRICULUM• PRIMARY•
Page 39 and 40: DETERMINANTS OF A• BASIC NEEDS•
Page 42 and 43: CURRICULUM PLANNING• PHILOSOPHY
Page 44 and 45: DESIGN FACTORS• SCHOOL (LEVELS, T
Page 46: CURRICULUM DEVELOPMENT-PHASES• IN
Page 49 and 50: CURRICULUM DEVELOPMENT• Relating
Page 51: IMPLEMENTATION OF THECURRICULUM•
Page 56 and 57: What is evaluation?• Evaluation d
Page 58 and 59: APPROACHES TO CURRICULUMEVALUATION
Page 60 and 61: • Curriculum evaluation ranges fr
Page 62 and 63: ALADE’S SIX MODELS• From anothe
Page 64 and 65: CIPP Evaluation Model(CACIIPPEM)•
Page 66 and 67:
Scriven’s goal-free model (1970s)
Page 68 and 69:
Tyler’s objectives model• Tyler
Page 70 and 71:
• These approaches are based on t
Page 72 and 73:
• Process• Implementing decisio
Page 74 and 75:
• Relation to decision-making•
Page 76 and 77:
Process evaluation• Objective•
Page 78 and 79:
• Purpose to measure and interpre
Page 80 and 81:
CURRICULAR CHANGES• NATIONAL ASPI
Page 82 and 83:
Step 1: Problem Identification• I
Page 84 and 85:
Step 3: Goals and Objectives• Ide
Page 86 and 87:
Step 5: Implementation• Identify
Page 89 and 90:
A SIMPLIFIED SYSTEMS APPROACH TOCOU
Page 91 and 92:
Small Group Activity• Step 4• W
Page 93:
THANK YOU• WISH YOU ALL THE BEST
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