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Advance Curriculum theory ( Secondary level), M. Ed., Uncategorized

Dimensions of Curriculum Change- Substantive, Instructional, and Organizational

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Dimensions of Curriculum change are Substantive, Instructional, and Organizational.

Substantive

One important dimension of curriculum change is the substantive dimension. This refers to changes in the actual content of the curriculum, including the knowledge, skills, and attitudes that students are expected to learn.

Substantive changes may be necessary for the discoveries or changes in the field, to address new social or global issues, or according to the requirement.

Some examples of substantive changes that can be made to a curriculum include:

  1. Integrating new subject areas or topics: As new fields of study emerge, or as existing fields evolve, the curriculum may need to be updated. For example, a curriculum in computer science may need to be updated to include new programming languages or emerging technologies.
  2. Revising learning objectives: Curriculum change may involve revising or updating the objectives to better reflect changing societal needs or workforce demands.
  3. Updating content: Curriculum change may involve updating the content of the curriculum to reflect new research or developments in the field. For example, a history curriculum may need to be updated to reflect new perspectives on past events.
  4. Addressing emerging social or global issues: Curriculum change may also be driven by a need to address emerging social or global issues. For example, a curriculum on environmental science may need to be updated to reflect the latest research on climate change, or a health education curriculum may need to address emerging public health concerns.

Another important dimension of curriculum change is the instructional dimension. This dimension refers to changes in the way that the curriculum is delivered to students, including changes in teaching methods, strategies, and resources.

Some examples of instructional changes that may be made to a curriculum include:

  1. Adopting new teaching methods or strategies: Curriculum change may involve adopting new teaching methods or strategies that are better suited to the learning needs of students. For example, a math curriculum may incorporate more hands-on activities or group work to engage students effectively.
  2. Incorporating new technologies: Instructional changes may involve incorporating new technologies to support teaching and learning. For example, a language curriculum may use language learning apps or online resources to help students practice their language skills.
  3. Providing additional resources or support: Curriculum change may involve providing additional resources or support to students to help them succeed.
  4. Redesigning assessments: Instructional changes may also involve redesigning assessments to better align with learning objectives and to provide more meaningful feedback to students.
  5. Fostering student-centered learning: Instructional changes may also involve fostering student-centered learning, which places students at the center of the learning process and encourages them to take ownership of their own learning. For example, a social studies curriculum may use project-based learning or inquiry-based learning to encourage students to explore their own interests and develop critical thinking skills.

The organizational dimension of curriculum change refers to changes in the structures, systems, and processes used to implement the curriculum. This dimension is critical because it determines how the curriculum is implemented and the extent to which it can be sustained over time. Organizational changes may be necessary to ensure that the curriculum is effectively implemented and achieves its intended goals.

Some examples of organizational changes that may be made to a curriculum include:

  1. Aligning resources: Curriculum change may involve aligning resources, such as staffing, funding, and facilities, to support the implementation of the curriculum. For example, a science curriculum may require additional laboratory space or equipment, and schools may need to allocate resources to support these needs.
  2. Providing professional development: Curriculum change may require providing professional development opportunities to teachers to help them effectively implement the new curriculum. This may include training on new teaching methods or new technology.
  3. Changing schedules or structures: Curriculum change may require changes to schedules or structures to better support the implementation of the new curriculum. For example, a language curriculum may require longer class periods or more frequent language practice sessions, and schools may need to adjust their schedules to accommodate these needs.
  4. Establishing communication channels: Curriculum change need effective communication channels so that stakeholders are informed and engaged in the change process. This may include regular meetings with teachers, parents, and community members to provide updates and gather feedback.
  5. Implementing monitoring and evaluation systems: Curriculum change may require implementing monitoring and evaluation systems to assess the effectiveness of the new curriculum and to identify areas for improvement. This may include collecting data on student outcomes, teacher performance, and other indicators to ensure that the curriculum is achieving its intended goals.
Dimensions of Curriculum Change- Substantive, Instructional, and Organizational
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Advance Curriculum theory ( Secondary level)

Major characteristics of Curriculum Theory- Conceptual Structure

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The conceptual structure of curriculum theory includes the following major characteristics:

  1. Curriculum as a social construct: Curriculum theory views curriculum as a socially constructed structure that is shaped by the values, beliefs, and relations of society. It recognizes that curriculum is not a neutral organization or structure but is influenced by social and cultural contexts.
  2. Curriculum as a process: Curriculum theory views curriculum as a dynamic and ongoing process that involves the design, implementation, and evaluation of educational programs. It recognizes that curriculum is not a fixed entity but is constantly evolving and changing in response to new knowledge, social and cultural changes, and educational policies.
  3. Curriculum as a context for learning: Curriculum theory views curriculum as a context for learning, in which learners engage in meaningful and purposeful activities that promote their intellectual, social, and emotional development. It recognizes that curriculum is not just a collection of knowledge and skills but is a means for promoting the holistic development of learners.
  4. Curriculum as a tool for social change: Curriculum theory views curriculum as a tool for social change, in which educators can use the curriculum to promote social justice, equity, and democracy. It recognizes that curriculum can be used to challenge social inequalities and to promote the empowerment of learners.
  5. Curriculum as a reflection of values and beliefs: Curriculum theory views curriculum as a reflection of the values and beliefs that underlie education. It recognizes that curriculum is not value-free but is shaped by the beliefs and values of educators, learners, and society.
Major Characteristics of Curriculum Theory- Conceptual Structure
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Advance Curriculum theory ( Secondary level)

The Implication of Piaget’s and Bruner’s Views on Curriculum Development

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Both Piaget and Bruner made significant contributions to the field of education and their views have implications for curriculum development.

Piaget’s theory of cognitive development suggests that children construct knowledge through their experiences and that this construction of knowledge is an active process. Piaget argued that children go through four stages of development and that the curriculum should be designed to meet the needs of children at each stage of development. For example, at the preoperational stage, children are not yet able to think logically, so the curriculum should be designed to help them learn through hands-on experiences and concrete examples.

Bruner’s theory of cognitive development focuses on the role of language and culture in shaping a child’s development. Bruner argued that children learn best when they are actively engaged in the learning process and that the curriculum should be designed to help children make connections between what they already know and what they are learning. Bruner also emphasized the importance of scaffolding, which involves providing children with support as they learn new concepts.

Both Piaget’s and Bruner’s views on curriculum development emphasize the importance of designing the curriculum to meet the needs of the child. Both theorists suggest that children should be active participants in the learning process and that the curriculum should be designed to help them construct knowledge through their experiences. In addition, both theorists emphasize the importance of providing children with support as they learn new concepts, whether through scaffolding or through hands-on experiences. Overall, the implications of their views on curriculum development emphasize the importance of creating a curriculum that is developmentally appropriate, engaging, and meaningful for children.

Also Read : Types of Evaluation

The implication of Piaget’s and Bruner’s Views on Curriculum Development

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Advance Curriculum theory ( Secondary level)

Need Assessment Model of Curriculum

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The needs assessment model is a model that involves identifying the needs of learners and designing a curriculum that meets those needs. This model is a learner-centered approach to curriculum development, and it involves several key steps:

  1. Needs identification: This involves gathering information on the current situation and determining the gaps between the current situation and the desired situation. This can be done through various methods such as surveys, interviews, focus groups, and observations.
  2. Needs analysis: Once the needs have been identified, the next step is to analyze them in more detail. This involves examining the needs to determine their significance, urgency, and feasibility. This stage also involves analyzing the causes of the identified needs.
  3. Curriculum development: Once the needs have been identified and analyzed, the next step is to develop a curriculum that meets those needs. This involves creating learning objectives, selecting appropriate content and instructional methods, and determining the assessment strategies to evaluate student learning.
  4. Curriculum evaluation: The final stage of the needs assessment model of the curriculum involves evaluating the effectiveness of the curriculum. This is done through various methods such as testing, feedback from students and teachers, and observation. The evaluation results are then used to make necessary adjustments to the curriculum to improve its effectiveness.

Also Read : Demonstration Model

Need Assessment Model of Curriculum

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Advance Curriculum theory ( Secondary level), Curriculum Planning and Development, M. Ed.

Hilda Taba Model

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Hilda Taba (1902-1967) was an Estonian-American educator and curriculum theorist who is best known for her development of a teaching model called the “Taba Model”.

Features and Steps of the Taba Model:

The Taba Model is a curriculum development model that emphasizes a cyclical process of curriculum development. It is based on student learning needs and experiences.

The Taba Model consists of the following steps:

  1. Diagnosis of learner needs: This step involves identifying the learning needs, interests, and experiences of the students.
  2. Formulation of objectives: Based on the diagnosis, objectives are formulated that are specific, measurable, and achievable.
  3. Selection of content: The next step involves selecting content that is relevant to the objectives and the learning needs of the students.
  4. Organization of content: The selected content is organized into a meaningful and logical sequence.
  5. Selection of learning experiences: This step involves selecting appropriate learning experiences that will enable students to achieve the objectives.
  6. Organization of learning experiences: The selected learning experiences are organized into a sequence that help students to achieve the objectives.
  7. Evaluation: The final step involves evaluating the effectiveness of the curriculum in achieving the objectives.

Features of Hilda Taba Model :

  1. Focus on learner-centeredness: The Taba Model places a strong emphasis on the learner and their individual needs and interests. The curriculum is relevant and meaningful to the students, and it takes into account their prior knowledge and experiences.
  2. Spiral approach: The Taba Model uses a spiral approach, where the curriculum is organized around key concepts and ideas that are revisited and deepened over time. This allows students to build on their prior knowledge and make connections between different topics and subjects.
  3. Critical thinking: This emphasizes the development of critical thinking skills, encouraging students to question, analyze, and evaluate information and ideas.
  4. Interdisciplinary approach: The Taba Model encourages an interdisciplinary approach to learning, where students can explore connections between different subjects and topics.
  5. Collaborative learning: The Taba Model promotes collaborative learning, where students work together in groups to explore and solve problems. This helps to develop communication and teamwork skills, as well as foster a sense of community and shared responsibility.
  6. Flexibility: The Taba Model is designed to be flexible, allowing teachers to adapt the curriculum to meet the needs and interests of their students. So curriculum can be adjusted to accommodate changes in the classroom or new developments in the subject area.
Also Read: Foundation of Curriculum

The Taba Model emphasizes the importance of considering the needs and experiences of the students in the curriculum development process. It is a flexible and adaptable model that can be used in a variety of educational settings.

Hilda Taba Model of curriculum Development
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