Mind map

CURRICULAR DESIGN STAGES

MABELINE RUTH CUVI INLAGO English

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It consist in:
- The processes developed in a reflective and systematic way to improve the curriculum.
- Systematic reflection on:
  - 1. Objectives to be achieved. 2. Learning experiences to be provided. 3. Evaluation of changes brought out by the curricular activities
- This should follow:
  - Order and consideration in which decisions are made in curricular changes.
CURRICULAR DESIGN STAGES
- 1. Assessment of educational needs.
  - It based on:
    - Diagnose the gaps, deficiencies and variations in these backgrounds.
  - It determines:
    - What the curriculum should be for a specific population in an estimated time
      - The two ways to assess needs.
        1. Educational needs
        THROUGH:
        Specially designed surveys.
        Field studies or felt needs.
        Collection of general information on the target group.
        2.Analysis of existing data
        THROUGH:
        Reports of education commissions and government policies.
        Priority areas can be identified by:
        SECONDARY SOURCES.
        Known as:
        OBSERVED NEEDS.
        Can be created by:
        REAL NEEDS.
        Through:
        Comprehensive analysis of FEELEDED and OBSERVED NEEDS.
  - It should be identified:
    - Students, target and prepare your profile.
- 2. Formulation of objectives.
  - IS:
    - The second step following the needs assessment.
      - CONSISTS IN:
        Transforming needs into goals and objectives.
        STEPS TO FORMULATE CLEAR OBJECTIVES.
        a) MATCHING:
        It consists in:
        The objectives must be related to the general goals of education from which they are derived.
        PURPOSE:
        To lead students to reach the global goal of education.
        b) WORTH:
        Refers to:
        The IMPORTANCE or SIGNIFICANCE of the objective in the student's life in the present or in the future.
        THEREFORE IT MUST BE:
        Updated, modified or eliminated if necessary.
        c) WORDING:
        IT CONSISTS IN:
        WRITING the statements of the objectives correctly and appropriately.
        In favor of the students.
        d) APPROPRIATENESS:
        THIS CONSISTS IN THAT:
        All objectives should be derived from and respond to the needs and interests of the students.
        TAKE INTO ACCOUNT THAT:
        Ambiguities in the statement create confusion in the teacher as well as in the students.
        e) LOGICAL GROUPING:
        IT CONSISTS IN:
        Creating clear, coherent and organized objectives.
        They should be grouped according to:
        Some common idea or in terms of domains - cognitive, affective and psychomotor.
        f) REVISION:
        CONSIST IN:
        Having a periodic revision to have a continuous impact within the curriculum.
        CURRICULUM should be:
        FLEXIBLE with adaptability to changes in society.
- 3. Selection and organization of content
  - CONTENT IS:
    - A compendium of facts, concepts, generalizations, principles and theories.
    - As it also is about:
      - LEARNING EXPERIENCES, as well as subject matter.
      - IT IS DIVIDED INTO TWO PARTS:
        1. Criteria for Content Selection
        IT CONSISTS IN:
        Choosing contents that CONTRIBUTE to the students' knowledge or understanding of the reality of human life.
        ALLOWS:
        Students to acquire and apply knowledge in daily life.
        DIAGRAM OF CONTENT SELECTION:
        IT IS SUBDIVIDED INTO TWO LEVELS:
        1. Macro level
        CONTENTS ARE BASED ON: The socio-political and educational philosophy of the society or nation.
        2. Micro level
        These are the CRITERIA with specific objectives set that respond to the needs of the meet the needs of the students.
        1. CRITERIA FOR CONTENT SELECTION:
        1. Self-sufficiency:
        Content that helps the student to be autonomous and economically self-sufficient.
        2. Significance:
        The content to be learned is meaningful to the learner.
        3. Validity:
        It is the AUTHENTICITY of the selected content. In order to be used in everyday life.
        4. Interest:
        It is the adaptability of the personality and intellectual capacities of the students in their changing interests.
        5. Utility:
        It focuses on the contents useful for the learner in the future.
        6. Learnability:
        It is the content that can be perceived, understood and assimilated by the learners.
        7. Feasibility:
        Allows the content to be analyzed and examined in real life in the context of the time and resources available to the learner.
        2. Organising the Content
        IT CONSISTS IN:
        Organizing the learning contents in an adequate, logical and systematic way.
        IN ORDER TO:
        Facilitate the fulfillment of the educational objectives.
        REQUIRES:
        A deep understanding of the teaching-learning process.
        THE 3 MAIN PROBLEMS OF THE CURRICULUM ARE:
        1. Sequencing:
        It is to put the content and materials in a kind of order of succession.
        FOLLOWING: Pedagogical standards.
        WITH: Period order or historical development.
        2. Continuity:
        3. Integration:
        It is the integration or combination of subjects taught to students.
        It preserves the LOGIC of the subjects as the psychological sequence of learning experiences.
        -It is the most demanding and complex progressive performance approach.
        -Development of tests with complexity of critique and analysis of ideas for students.
- 4. Selection and organization of the Learning Experience
  - What is the Learning Experiences?
    - It is the teaching-learning process, which encompasses the methods, strategies and activities planned to facilitate this process.
    - Learning contents and learning experiences:
      - They go hand in hand and make up the overall curriculum.
      - Questions for the selection of learning contents:
        1. Do the learning experiences function the way we wish them to in the light of the overall aims and the specific objectives of the curriculum?
        2. Will the student be able to apply the knowledge gained to practical situations?
        3. Do the learning experiences enable students to develop thinking skills and rational powers?
        4. Do the learning experiences stimulate in students a greater understanding of their own existence as individuals and as members of a group/society?
        6. Do the learning experiences cater to total development of students in cognitive, affective and psychomotor domains?
        5. Do the learning experiences cater to total development of students in cognitive, affective and psychomotor domains?
        In the selection of learning contents, the following stand out:
        The physical, psychological, appropriate and creative environment.
        In order to:
        Create optimal learning.
- 5. Evaluation the curriculum
  - OBJECTIVE OF EVALUATION:
    - It is to MEASURE to what extent the objectives of the curriculum are achieved through the application of selected contents, methods and activities.
    - To produce empirical evidence on the nature, direction and extent of behavioral changes resulting from educational work.
    - IS CHARACTERIZED BY:
      - 1. Consistency with the objectives of the curriculum.
      - 2. Sufficient diagnostic value.
      - 3. Comprehensiveness, Validity AND Continuity.
      - Educational evaluation:
        GUIDES AND ASSESSES.
        The evaluation is:
        Qualitative (Formative) as well as quantitative (Summative).
        It makes use of:
        A variety of appropriate techniques and tools to collect all types of evidence needed.
        The success or failure of an educational program is determined THROUGH:
        Systematic feedback from curriculum planners.
        The two existing types of evaluation ARE:
        1. Student evaluation:
        ASSESSES changes in student behavior. Requires: Sufficient experience and expertise to develop a good curriculum.
        Requires:
        Sufficient experience and expertise to develop a good curriculum.
        The grades awarded for total performance are:
        Explained in a brief descriptive statement.
        2. Curriculum evaluation:
        EVALUATES the different components of the curriculum.
        In order to:
        Determine whether the curriculum meets the needs and educational purposes of the target group.
        Each component of the curriculum MUST be:
        EVALUATED together.
        The overall evaluation of the curriculum:
        The two indifferences to the importance of curriculum evaluation ARE:
        1. The results of assessment are often ignored.
        2. There is still resistance to accepting a new model despite its potential.
        Development Try-out
        THERE ARE TWO TYPES:
        1. FORMATIVE EVALUATION:
        It is given:
        During the process of curricular development.
        Its objective is:
        To improve each component of the curriculum during its planning and development.
        COLLECTS:
        Empirical data that allow decisions to be made about changing aspects of the curriculum plan.
        It uses the process of:
        Feedback and Adjustments.
        2. SUMMATIVE EVALUATION:
        It is given:
        At the end of the development and application,
        FOCUS ON:
        Results.
        Evaluates:
        Achievements
- There are 5 stages of curriculum design:

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Description: Mind Map on CURRICULAR DESIGN STAGES, created by MABELINE RUTH CUVI INLAGO on 11/29/2023.
Created by: MABELINE RUTH CUVI INLAGO
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