curriculum development models
DESCRIPTION
This presentation suggests various curriculum development models. This presentation was utilized by me when I acted as a Resource Person for the workshop organized by Center for Educational Research, Madurai Kamaraj University, India, at V.V.V.College for Women (Autonomous)TRANSCRIPT
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Curriculum Development Models
ByDr.Kumuda Gurruao
Advisor / Consultant to Hr.Edu / Corporate Sectorswww.advisor2u.com
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Why should we consider various models?
To keep the educational system up-to-date with prevailing advancements in various subjects.
To reduce the gap between actual output and required output.
To adopt blended mode of education.
To offer more meaningful education.
To offer international standard so that credit transfers, student, faculty exchange program can take place.
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When should you consider introducing new curriculum models?
When the gap between existing and expected outcome is noticeable.
Adoption of new advancements become essential to carry forward.
A new methodology such as blended mode of education demands change of curriculum.
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Curriculum defined as a
• Structured Series of Intended Learning Outcomes
• Written Total Plan for Education of Learners for which Action to be taken.
Domains of Curriculum consists of
Curriculum Development Curriculum Design
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Curriculum Development
Involves planning, implementation and evaluation of curriculum.
Constructing the curriculum.
A logical step-by-step procedure based on managerial or behavioral approaches to curriculum and rooted in scientific principles of education.
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Curriculum Design
Refers to, how we conceptualize the curriculum and arrange its major components (subject matter content and learning experiences) to provide guidance and direction as one develops the curriculum.
Involved as a part of curriculum development.
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Curriculum Model
Curriculum Model is defined as a plan of action that
can be employed to structure a subject or knowledge
area from a theory into practice.
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Various Curriculum Models
1. Curriculum Design in a Context of Widening Participation in Higher Education
2. New Design to face the challenges of 21st century.
3. Differentiated curriculum model4. Integrating Information Literacy into the Higher
Education Curriculum5. Interdisciplinary curriculum model6. Internationalizing the Higher Education
Curriculum:
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6. Using a Learning Outcome-Led Model
7. Prescriptive & Descriptive models
8. iCarnegie's dynamic curriculum delivery model
9. Transformative curriculum model
10. Model based on faculty-driven processes and practices through dept initiatives
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11. Inquiry based model
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According to Duncan McCallum, the deputy academic secretary at the University of Cambridge,
“A good curriculum should engage and challenge the student”.
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Curriculum Design in a Context of Widening Participation in Higher Education
These models should accommodate heterogeneous student community (geographical diversity, ethnic, regional, international, linguistic)
May involve student exchange or credit transferable programs.
Hence introduce a pattern existing in the state / country where credit transfer is to be done.
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separate, semi-integrated and Integrated approaches and associated models
‘separate’ provision of the ‘academic support’ type has a limited impact, and that a mix of semi-integrated and integrated models of curriculum provision offers better prospects for helping a wide spectrum of students to succeed at university.
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According to Digby Warren a learning, teaching and curriculum developer at London Metropolitan University,
"Semi-integrated models of provision allow space within curricula for assisting less-prepared students to develop fundamental skills," he says. "In addition, further individual help remains through forms of academic support congruent with discipline-specific needs."
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Integrated curriculum: “A curriculum that is organized in such a way that it cuts across subject-matter lines and brings together various aspects of the curriculum.
A meaningful association focuses upon broad areas of study in a holistic way and reflects the real world, which is interactive” (Shoemaker, 1989).
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New Design to face the challenges of 21st century.
The new design should take into account
Learning Environment
Learning Process
Learning Reward
Design Process
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Source : http://vocserve.berkeley.edu/CW81/NewDesigns.html
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Learning Process
• Engaging the student in knowledge construction & inquiry methods
• Through social networks
• Facilitated by experts
• Doing projects that enhance cognitive skills
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Learning Reward
• Must be integrated with total learning experience (scholarship, certificate of merit, project assistance, placement)
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Source : http://vocserve.berkeley.edu/CW81/NewDesigns.html
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The Differentiated Curriculum model
By monitoring of each student’s performance as they progress through the course content within a Learning Management System (LMS), enables learning programs to be differentiated according to each student’s need. This approach is consistent with
that of Lee (2005) where a Diagnostic Tutorial Assessment System (DTAS) and the Intelligent Content Assessment Marking
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(ICAM) System provided teachers with the facility to identify the strengths and weaknesses of students and automatically prompted component lessons for remediation in weak concepts.
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Integrating Information Literacy into the Higher Education Curriculum
Curriculum must be designed to include information literacy skills by means of assignments, project work, assessments, quiz, etc
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Interdisciplinary curriculum model
Terms associated with this model are:
‘interdisciplinary’, ‘pluridisciplinary’, ‘cross-disciplinary’, ‘transdisciplinary’ and ‘multidisciplinary’
Based on Melbourne model, stresses producing students with ‘depth’ as well as ‘breath’, so-called ‘T’
graduates Introducing New Generation Degrees
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Internationalizing the Higher Education Curriculum
Can be implemented through
Exchange programs (faculty & student)
Partnership programs
Rationale, purpose and status
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Using a Learning Outcome-Led Model
The learner is placed at the centre of the learning experience which is defined as incorporating three domains:
the teaching context;
the assessment régime;
and the directed learning
undertaken by students outside of taught sessions.
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The model incorporates a trichotomy of outcomes which
• define the subject -specific, the transferable skills and the
• generic academic outcomes which influence directly both the content and process of learning, and
• which successful students are expected to achieve on completion of a module.
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Prescriptive & Descriptive models
This is also known as Ralph Tyler’s Objectives or Rational Planning Model.
This curriculum model demands you to address following questions:
What educational purposes should the school seek to attain?
What educational experiences are likely to attain the
purposes?
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How can these educational experiences be organised effectively?
How can we determine whether these purposes are being attained?
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iCarnegie's dynamic curriculum delivery model
iCarnegie delivers curriculum using an innovative "blended approach" that couples web-based content and data
collection with the traditional classroom setting.
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Source: http://www.icarnegie.com/curriculum/model.html
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Transformative curriculum model
These type of models not only inform, but also transform learners.
It is based on the research of Mezirow (2000), Herbers (1988), Maslow (1971), and Habermas (1984).
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Model based on faculty-driven processes and practices through dept initiatives
Assisting curriculum change through departmental
initiatives.
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Inquiry based model
This model aims to develop the skills of
critical and creative thinking
Hypothesis building
Informed decision-making
problem-solving
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Students are encouraged to become active investigators by
• Identifying a range of information along with sources and checking for bias in it.
•This would enable them to evaluate data and draw meaningful conclusions supported by evidence.
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Things to be done after choosing curriculum model
One should plan, develop, and assess curriculum products (content & learning experiences)
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Various Approaches to Curriculum Development
Behavioral
Managerial
Systems
Academic
Humanistic
Reconceptualist (understand, not just implement or evaluate, the curriculum)
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Behavioral Viewpoint
Goals and objectives must be specified.
Content and activities must be sequenced based on objectives.
Learning outcomes must be evaluated based on
goals and objectives
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Managerial Viewpoint
Curriculum planned in terms of programs, schedules, space, resources.
Supervisory & administrative aspects are concerned.
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Systems Viewpoint
Takes in to account systems theory, systems analysis, and systems engineering (used mostly in business, government & military)
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Academic Viewpoint
Related to broad aspects of schooling (discipline, values, extra-curricular)
Humanistic Viewpoint
Student centered
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Reconceptualist Viewpoint
Focuses on larger ideological and moral issues of education
Views school as an extension of society
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Curriculum Practioners
Successful Curriculum Practioners must be able to select and organize:
• Goals and objectives
• Content (subject matter)
• Incorporate methods, materials, and media
• Interactive & Engaging learning experiences and activities
• Evaluation techniques
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Thank You
By
Dr.Kumuda GurruaoAdvisor / Consultant to Hr.Edu / Corporate Sectors
www.advisor2u.com