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CURRICULUM - Coggle Diagram
CURRICULUM
development
planning
Learners psychological preparation
Learning theory
acquiring knowledge
societal considerations
political
social
economic
technological
environmental
sources
science
society
history
knowledge
learner
design
models
objectives model
process model
Tyler's model
Wheeler's model
Kerr's model
task analysis
establish general goals
content
identify roles
learning experience
time allotment
evaluate
dimensions
BASICS
balance
articulation & alignment
horizontal
vertical
scope
integration
continuity & progression
conceptual
procedural
sequence
topical
spiral
elaboration
task expertise
implementation
teachers
learners
materials
stakeholders
school environment
culture and ideology
instructional supervisions
assessments
evaluation
approaches
bureaucratic
autocratic
democratic
criterion-referenced
norm-referenced
forms
formative
summative
concept
types
formal
DepEd
CHED
informal
other sources
actual
total learned
other terms
core
extra-mural
hidden/ collateral
perspectives
rationalist
empiricist
pragmatist
existentialist
elements
purpose
sources
levels
categories
content/ subject
methods
evaluation
assessment
basis for making change
learning domains
cognitive
lowest to highest
knowledge
comprehension
application
analysis
synthesis
evaluation
affective
sub-domains
receiving
responding
valuing
organization
characterization
psychomotor
simple to complex
perception
set
guided response
mechanism
adaptation
origination
school curriculum and instruction
definition
content has a source
qualified people select content and learning experiences
learners are expected to change after completing the program
designing
influencing factors
national goals of education
number of subject options
the learner
resource availability
process
diagnosis of needs
formulation of objectives
selection of content
organization of content
selection of learning experiences
organization of learning experiences
evaluation
reasons
develop the capacity of the learner
develop the manipulative skills of the learner
develop the attitudes and values of the learner
development
curriculum
curriculum goals
curriculum planning decisions
collection of school-related data
determine curriculum content
curriculum content decisions
similarities
write objectives
sequence objectives
determine student needs and interests
develop curriculum materials
evaluate curriculum materials effectiveness
instructional
learning materials
teacher's materials
learning experiences
in science
triad
curriculum
focused on central themes
consideration for learners
relevant
identifies learning gaps
appropriate
worthwhile and meaningful
dynamic
instruction
salient features
structured
linked
depth
relevant
interdisciplinary
teacher's role
committed
mastery over the subject
critical thinker
presents the subject's relevance
learner's role
inquisitive
apply concepts as they learn
develop motivation
develop critical thinking
assessment
formative
done during instruction
used for feedback and providing guidance
summative
done at the end
features of effective assessment
telling of students' understanding
application
creative
evident in qualitative
evident in quantitative
multiple measures
in advanced mathematics and science
based on a model
utilizes accepted practices
individual assessment
factual content
concepts
processes
skills
assesses both qualitative and quantitative
multifaceted