Professional Documents
Culture Documents
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lindalias_2014
Main Role:
Teaching and
Learning
Implementation
of Curriculum
through T&L
Syllabus (Course of
Subject)
Curriculum Development
3 Stages:
Planning
Implementation
(What to teach?)
Evaluation
(How to evaluate
it?)
Scheme of Work
(Weekly Plan)
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lindalias_2014
Identifying philosophy,
vision and mission
PLANNING
Setting goals
and objectives
Designing the curriculum
Implementing the
Curriculum (T&L)
CURRICULUM
IMPLEMENTATION
Managing resources
The Tylers /
Objectives
Model
The
Interaction /
Dynamic
Model
Tabas Model
Contemporary
Model
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lindalias_2014
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CONTENT
METHOD
EVALUATION
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lindalias_2014
Objectives
Objectives
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lindalias_2014
Objectives
Contents
Should be:
1) specified precisely to indicate what is supposed
to be learned, to enable accurate assessment
2) specified the changes to be brought about in
the students, to show evidence of attainment of
objectives
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- relevant, adequate
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Method
Method
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lindalias_2014
Method
Evaluation
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lindalias_2014
Evaluation
Advantages
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lindalias_2014
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Critiques
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Curriculum
Models
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OBJECTIVES
EVALUATION
CONTENTS
METHODS
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lindalias_2014
lindalias_2014
lindalias_2014
23/09/2014
Strengths
Weaknesses
1) Practical
Represent a true picture of curriculum
development
2) Flexible It allows the curriculum developer to:
Change the order of planning, and thus, not
restricted by a fixed procedure.
React to learning situations in determining the
sequence to follow according to the curriculum
element.
Tabas
Model
(Hilda Taba,
1962)
1) No fixed objectives:
By not stating objectives first, the objectives
may be accommodated to suit the contents.
As a result, the objectives are not in line with
the initial objectives.
2) No fixed direction
Continuous changing of direction during the
process of curriculum development will result in
a disorganized curriculum.
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lindalias_2014
Tabas Model
Tabas Model
Most
suitable
model for
language
program
Based on the
Objective Model or
Tylers Model (Ralph
Tyler, 1950)
Prominent model for
curriculum
development and
widely used as a
reference
Curriculum
Models
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lindalias_2014
Tabas Model
Tabas Model
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DIAGNOSIS OF NEEDS
DIAGNOSIS OF NEEDS
SELECTION OF OBJECTIVES
SELECTION OF CONTENT
ORGANIZATION OF CONTENT
SELECTION OF LEARNING EXPERIENCES
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lindalias_2014
lindalias_2014
Curriculum
Models
23/09/2014
CONTEMPORARY MODEL
OR FRAMEWORK OF CURRICULUM
DEVELOPMENT
CONTEMPORARY MODEL
OR FRAMEWORK OF CURRICULUM
DEVELOPMENT
FIVE STEPS
Curriculum
Models
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lindalias_2014
CONTEMPORARY MODEL
OR FRAMEWORK OF CURRICULUM
DEVELOPMENT
CONTEMPORARY MODEL
OR FRAMEWORK OF CURRICULUM
DEVELOPMENT
1) Needs analysis
It may include analyzing the needs of:
Students
Graduates
Employers
Industry
Stakeholders
National and global development
3) Selection of
Content
Sources of content:
Lecturers
SME
External examiners
Employers
Accreditation bodies
Politicians
IHL
Academic advisors
Professional bodies
Alumni, graduates
Government policies
Academicians
Comparison and
benchmarking
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lindalias_2014
CONTEMPORARY MODEL
OR FRAMEWORK OF CURRICULUM
DEVELOPMENT
CONTEMPORARY MODEL
OR FRAMEWORK OF CURRICULUM
DEVELOPMENT
3) Selection of Content
Consider:
Breadth and depth
Relevance and Adequacy
Balance between knowledge, skills and attitude
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4) Implementation
Teaching and learning processes
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CONTEMPORARY MODEL
OR FRAMEWORK OF CURRICULUM
DEVELOPMENT
5) Evaluation
Determine the method to measure whether the
curriculum is achieving the desired objectives or
results
It involves an appraisal of the students actual
behaviour
It should be carried out at several different
times to secure evidence of the permanence of
the learning achieved
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CONTEMPORARY MODEL
OR FRAMEWORK OF CURRICULUM
DEVELOPMENT
5) Evaluation
Using a variety of methods e.g. tests, work
samples, questionnaires, records, etc.
Results should be used to:
indicate strengths and weaknesses of the
program
to plan for revision
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