curriculum design and development-1

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STAGES OF THE PROCESS• PLANNING• PREPARING• DESIGNING• DEVELOPING• IMPLEMENTING• EVALUATING• REVISING• IMPROVING
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 and 16: Existentialism• Existentialism be
Page 17 and 18: Reconstructivism• Focus is on pro
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: DETERMINANTS OF A• BASIC NEEDS•
Page 43 and 44: CURRICULUM PREPARATION• SYSTEMATI
Page 45 and 46: CURRICULUM DESIGN• Analysis of so
Page 48 and 49: Structure of a curriculum• Introd
Page 50 and 51: Structure of a syllabus• Role of
Page 55 and 56: CURRICULUM EVALUATION• Intra-curr
Page 57 and 58: Curriculum Evaluation• Curriculum
Page 59 and 60: • These approaches are based on t
Page 61 and 62: Three paradigms or world viewsabout
Page 63 and 64: OLAITAN’S FOUR MODELS• In respe
Page 65 and 66: Models of curriculum evaluation•
Page 67 and 68: Stenhouse’s research model(1970s)
Page 69 and 70: Stufflebeam CIPP model• CIPP mode
Page 71 and 72: Stufflebeam CIPP model• Context
Page 73 and 74: Context evaluation• Most basic ki
Page 75 and 76: Input evaluation• Objective• I
Page 77 and 78: Product evaluation• Objective•
Page 79 and 80: Steps in CIPP model• Focus the ev
Page 81 and 82: A SIX-STEP APPROACHEVALN. &FEEDBACK
Page 83 and 84: Step 2: Needs Assessment of Learner
Page 85 and 86: Step 4: Educational Strategies• I
Page 87: Step 6: Evaluation and Feedback•
Page 90 and 91:
Small Group Activity• Step 1:•
Page 92 and 93:
FLOWCHART REPRESENTATION OF TABA-TY
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