CURRICULUM DEVELOPMENT

CURRICULUM DEVELOPMENT

1. Character of Curriculum Development

   • The purpose is to develop skills and abilities onto the students. Also, students must acquire learning to understand the world, act in it and understand it
   • The Curriculum characteristics are: continuously, evolving It is based on the needs of the people and must be democratically conceived. The Curriculum is the result of a long-term effort and provides for the logical sequence of subject matter. Finally, it has administrative flexibility

2. Process of Curriculum

   • STEP 1: AIMS AND GOALS Develop a plan that will ensure timely completion and implementation of this process
   • STEP 2: SELECTION OF LEARNING EXPERIENCES It is necessary to develop outcomes; select the content; give examples about results and design activities
   • STEP 3: SELECTION OF CONTENT Select meaningful content for learners according to the knowledge, skills and outcomes
   • STEP 4: ORGANIZATION & INTEGRATION OF LEARNING EXPERIENCES & CONTENT The content must have a criteria for organization and integration. There mus be sequence, chronological order, logical order and dificulty
   • STEP 5: EVALUATION There are formative (used during the needs assessment and testing shapes) and Summative assesment (Made to measure and report on the outcomes)

3. Curriculum Approach in Schools

   • It is a way to deal with curriculum. It is a way of creating, designing and thinking about it
   • Ways of approaching a Curriculum: as a Content, as a Process and as a Product

4. Mastering Curriculum

   • There are many social and humand factors that influence in mastering a curriculum. However, it is also important to take into account the students' problems
   • The benefits are: Requires students to master basic skills before moving on. The basic skills are introduced without added details. The repetition is meant to move the information to long-term memory.A mastery approach also adds more details

5. Bloom's Taxonomy

   • Bloom's Taxonomy is a classification of the different objectives and skills that educators set for their students
   • How does it work with Learning Outcomes? Blomm's Taxonomy has "verb tables" with actions verbs for each level. Those verbs coould be applied to different activities
   • Hierarchy from behind: Knowledge; comprenhension; application; analysis; synthesis; evaluation
   • Doamins of Learning: KSA: Psychomotor; Affective; Cognitive