Curriculum Development Model by Franklin Bobbit

Franklin Bobbitt was an influential figure in the field of curriculum development during the early 20th century. He is best known for his “Scientific Curriculum Making” approach, which focuses on the application of scientific principles to curriculum design. Bobbitt believed that curriculum should be based on clear objectives and should be developed systematically.

Curriculum development model by Franklin Bobbit can be summarized in a few key principles:

Identification of Objectives: Bobbitt stressed the importance of clearly stating the educational objectives that the curriculum aims to achieve. These objectives should be specific, measurable, and aligned with broader educational goals.

Analysis of Needs: Before developing a curriculum, Bobbitt focused on conducting a thorough analysis of the needs of learners. Also, focuses on the societal and cultural context in which the curriculum will be implemented. This analysis helps to ensure that the curriculum is relevant and according to the needs of its stakeholders.

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ORID Model

The ORID Model of Learning is an adaptation of the ORID (Objective, Reflective, Interpretive, Decisional) model, specifically tailored to the learning process. It provides a structured framework for educators and facilitators to guide learners through a complete and elaborate learning experience.

Each stage of the ORID Model of Learning corresponds to a different aspect of the learning process:

Objective: In the Objective stage, learners are introduced to the topic or subject matter. This stage is focused on gathering facts, information, and establishing a basic understanding of the topic. Educators typically present the learning objectives, provide relevant background information, and introduce key concepts. Learners are encouraged to ask questions related to the “what,” “where,” “when,” and “who” of the topic to gain a solid foundation.

Reflective: The Reflective stage encourages learners to connect personally with the material. Here, they are invited to reflect on their own experiences, beliefs, and feelings related to the topic. This stage helps learners make connections between the new information and their existing knowledge and experiences. Educators may facilitate discussions, journaling, or other reflective activities to help learners explore their thoughts and feelings.

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