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Foundational Concepts in Curriculum Design and Development - Coggle Diagram
Foundational Concepts in Curriculum Design and Development
Concepts of Curriculum
Definition
Planned course of Study
Students experiences
Prescribe content and activities
Types
Formal Curriculum
Informal curriculum
Actual Curriculum
Others
Core curriculum
Hidden/Collateral Curriculum
Extra-mural curriculum
Curriculum Perspectives
Rationalist
Existentialist
Empiricist
Pragmatist
Elements
Purpose
Evaluation
Content
Methods
Approaches to Curriculum Development
Curriculum Planning
Needs Assessment
Determinants
Learners
Theories of Learning
Child Development
Acquiring Knowledge
Society
Environmental Factor
Political Factor
Social Factor
Technological Factor
Economic Factor
Curriculum Design
Sources of Design
External and Divine Source
Society
Science
Knowledge
Learner
Models of Curriculum Design
Objectives Model
Kerr's Model
Tyler's Model
Process Model
Wheeler's Model
Steps in Curriculum Design
Establish or Obtain Goals
Select Content
Identify Teacher Role
Select Learning Experiene
Time allotment
Identify student behavior and role
Evaluation
Dimension of Curriculum Design
Balance
Articulation and Alignment
Horizontal Alignment
Vertical Alignment
Scope
Integration
Continuity and Progresion
Sequence
Total Sequencing
Spiral Sequencing
Curriculum Implementation
Factors on influencing the curriculum implementation
Teacher
Learners
Resource materials Facilities
Stakeholders
School Environment
Culture and Society
Instructional Supervision
Assessment
Curriculum Evaluation
Areas of Evaluation
Mass Statement
Coherence
Sequence
Balance
Continuity
Articulation
Scope
Approaches
Bureaucratic
Criterion-referenced
Autocratic
Norm-referenced
Democratic
Forms and Evaluation
Formative
Summative
Factors to consider Curriculum Evaluation
Focus to study
Participants
Tools to use
Curriculum Improvement
Sources
Policy Decision
Internationalization
Technological Change
Types of change
Hardware Types
Software Types
Forms of Change
Alteration
Restructuring
Substitution
Addition
Strategies and Model
Participative problem-solving
Planned Linkage
Coercive Strategies
Open input Strategies
Models Of Curricular Innovation
Research, Development and Diffusion Model
Social Interaction Model
Problem solving Model
Coordinators
Compatible
Has material and non-material
Tolerable and non-threatening
Feasible
Relevant to the users
Learning Domains
Cognitive
Knowledge
Synthesis
Evaluation
Comprehension
Application
Analysis
Affective
Characterization
Receiving
Responding
Valuing
Organization
Psychomotor
Perception
Origination
Guided Response
Adaptation
Mechanism
Complex overt Response
Set
School Curriculum and Instruction
School Curriculum
School
Capable of changing learner's behavior
Program of selected content and learning experiences
Reasons for designing School Curriculum
Develop capacity of learner
Shape attitudes and value systems of learners
Enhance manipulative skills of learners
Factors that influence a School-based Curriculum Design
National goals of education
Resource availability
Number of subject options available
Learner
Process of School Curriculum Designing
Diagnosis of needs
Evaluation
Organization of content
Formulation of Objectives
Organization of learning experiences
Selection of learning experience
Selection of Content
Curriculum Development and Instructional Development
Curriculum Development
Develop Curriculum Goals
Make curriculum content decisions
Make curriculum planning decisions
Determine curriculum content
Obtain school-related and community related dat
Instructional Development
Write a lesson plan
Plan a Unit
Obtain student instructional resources
Develop Learning experiences
Select media
Select equipment and obtain supplies
Prepare teacher made instructional materials
Shared Aspects
Write objectives
Sequence objectives
Determine student needs and interest
Develop curriculum materials
Evaluate curriculum materials effectiveness
Curriculum, Instruction and Assessment in the Context of Science and Mathematic Curriculum
Curriculum-Instruction-Assessment Triad
Curriculum
Assessment
Instruction
Salient features of Science Instruction
Structures the concepts, factual content, and procedures
Links new knowledge to what is already known
Focus on depth of understanding
Includes structured learning activities
Develops students abilities to make meaningful applications
Incorporate language, procedures, and models of inquiry and truth verification
Emphasizes interdisciplinary connections and integration
Assessment in Science Instruction
Types
Summative Assessment
Formative Assessment
Features of Effective Assessment
Use of multiple measurements
reveal student's understanding
Apply domain principle
Use knowledge to construct new products
Include evidence of understanding