Curriculum Development

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But as for me, I watch in hope for the

Lord,

I wait for God my Savior;

my God will hear me.Micah 7:7

Notice from the SVG FSA : Forex IBCs – Wilfred International Services

Humor

School is practice for future life, practice makes perfect and nobody's perfect, so why practice?

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then use the video above to see and listen to the same teaching topic in text below.

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Next, Use the world site selector on my home page above to go to the search engine site or the social media site you like.

My YouTube Channel: Click: :( Mr. / Girgis H. H).

منهج الانجليزى ثانوية عامة / معكم الاستاذ / جرجس حنا هارون /Unit 1: (Writers and stories) Lesson: 1

Curriculum Development

Mr. / Girgis

Definition

:It is the total effort of the school to bring about desired

outcomes in school and out-of-school situations.

It is also defined as a sequence of potential experiences

set up in school for the purpose of disciplining children

and youth in group ways of thinking and acting.

Curriculum can be defined “as a dense and flexible contract

between politics / society and teachers”.

Vision of curriculum:

1-It's is a diversity of learning processes to achieve quality

education.

2-The curriculum is a political and technical issue that is

well embedded in the complex interfaces between politics,

society,and education.

Curriculum Planning:

1-Curriculum Laboratory:

Curriculum laboratory is a place or workshop where

curriculum materials are gathered or used by teachers

or learners of curriculum.

2-Essential School:

Its approach is authoritative and the teacher’s role is to

assign lessons and to recite recitations. It is book-centered

and the methods recommended are memory work ,

mastery of facts and skills, and development of abstract

intelligence.

3-Progressive School:

It conceives the curriculum as something flexible based

on areas of interest. It is learner-centered, having in mind

that no two persons are alike. Its factor of motivation is

individual achievement believing that persons are

naturally good.

The Role of the teacher is to stimulate direct learning process.

It uses a life experience approach to fit the student for future

social life.

Constant revision of aims and experimental techniques of

teaching and learning are imperatives in curriculum

development in order to create independent thinking,

initiative, self-reliance, individuality, self-expression and

activity in the learner.

Types of Curriculum:

1-Objective-based curriculum:

-It specifies behavioral objectives to change the behavior

of students.

-Objectives may describe what the teacher or student is

to do, what subject matter is to be covered, or the

expected student learning.

2-Content-based curriculum:

-It focuses on traditional subject disciplines.

- It is directive, detailed and rigid in both structure and

time allocation.

-It emphasizes lower level cognitive skills:

(memorization and reproduction of factual information).

3-Outcome-based curriculum:

-It focuses on the results rather than the means to

achieve them.

-It supports the development of skills or understandings

than cover required content.

4-Competency-based curriculum:

-It avoids a subject-based approach and emphasizes

the cross-connections between learning areas.

- It aims to ensure that every learner reaches specific

minimum levels of competency at particular stages of

schooling.

5-Integrated curriculum:

-Skills and knowledge are developed in more than one

area of study.

-It acknowledges that learning and knowledge have a

social dimension and that learning is not only a

“school-based” activity.

6-Standards-based curriculum:

-Assessments are criterion referenced.

-Student's performance is measured against the defined

standard, not against the performance of other students.

Curriculum tools:

Aims, goals and Objectives:

Every curriculum must have an education philosophy.

Aims must be linked to the country education philosophy.

Every curriculum is aimed at developing in the learners certain

competencies or abilities. The curriculum process must identify

the aims that the curriculum is intended to achieve.

1-Aims are broad statements which cover all of the experiences

provided in the curriculum.

2-Goals are tied to specific subjects or group of contents within the

curriculum.

3-Objectives describe the more specific outcomes that can be

attained as a result of lessons or instruction delivered at

the classroom.

Selecting Content:

1-Validity : means two things, is the content related to

the objectives and is the content true or authentic?

2-Significance : is the content significant or will lead it to

the memory mastery or more understanding of the course

or subject?

3-Utility : here the question is whether the content selected

is useful and will lead to the acquisition of skills and

knowledge that are considered useful by society?

4-Interest : is the content interesting to the learner?

Or can the content be made interesting to learners?

5-Learnability : is the content selected such that learners

can learn and understand given their present level?

Selecting Learning Experiences:

Learning experience must be related to the stated

goals of the curriculum. Relevance to life : learning

experience must be related to the learner’s real life

situations in and out of school.

learning experiences must cater to the needs of

different types of learners by providing different types

of experiences. Suitability:learning experiences must

be suitable to the learners' present state of learning and

characteristics.

Stages of curriculum Development:

The curriculum development process systematically organizes

what will be taught, who will be taught, and how it will be taught.

Each component affects and interacts with other components.

For example, what will be taught is affected by who is being

taught (e.g:their stage of development in age, maturity, and

education). Methods of how content is taught are affected

by who is being taught, their characteristics, and the setting.

Input, Process and Output:

I can say that the idiom Input refers to the syllabus, the

item Process refers to the methodology and the item

Output refers to the learning outcomes.

Stages of curriculum Development:

1-Forward design means developing a curriculum through

moving from input, to process, and to output.

2-Central design means starting with process and deriving

input and output from classroom methodology.

3-Backward design as the name implies, starts from

output and then deals with issues relating to process and input.

Curriculum Development Techniques:

1-Forward design means developing a curriculum through

moving from input, to process, and to output.

2-Central design means starting with process and deriving

input and output from classroom methodology.

3-Backward design as the name implies, starts from

output and then deals with issues relating to process

and input.

External links:

1-Classroom activity 11.

2-High school Activities.

3-Middle schools Activities.

4-Elementary schools Activities.

English Teaching Forum 2006,

Volume 44, Number 4

1-Creating Positive Attitudes

2-Constructivism

3-Conditions for Teacher Research

4-Translation and Foreign Language

5-Classroom Techniques

6-Newspapers in America

7-Lesson Plan

8-The Lighter Side

17-Teaching diverse and multi-cultured

18-The Educational Technology in

Technology in Teaching.


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