Curriculum Development

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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.


 


View Resources:



1-Reader's Guide      

                      


                                    
2-Learning Styles.




3-Lexical Approach.




4-Learning strategies.




5-Learning outcomes.




6-Teaching Strategies.





7-Interaction  /  Interactivity




8-Intercultural Communication.




9-Education and development.




10-How to conduct ELT workshop.




11-Task-based language teaching.




12-Human Resources Management.




13-Homogeneous VS Heterogeneous.




14-Language communication research.




15-Education for sustainable

development.




.16-The role of Assessment
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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