Tag Archives: models of curriculum

NET, Paper 2, Unit 5 Curriculum Studies

Outcome Based Integrative Model

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The Outcome-based integrative model of curriculum design is an approach that combines two curriculum design models: the Outcome-Based Education (OBE) model and the Integrated Curriculum Model (ICM).

OBE Vs ICM

The OBE model focuses on defining learning outcomes or competencies that students should be able to demonstrate by the end of the course or program. This model emphasizes a clear alignment between the learning outcomes, assessment, and instruction. The ICM model, on the other hand, focuses on the integration of different subjects or disciplines into a cohesive curriculum that is centered on real-world issues and problems.

The integration of these two models in the Outcome-based integrated model of curriculum design aims to create a curriculum that is student-centered, practical, and relevant to the real world. In this model, the learning outcomes are defined based on the knowledge, skills, and attitudes that students need to succeed in their chosen field or profession. These outcomes are then used to develop assessments that measure students’ mastery of the competencies, as well as instructional strategies that are aligned with the outcomes.

The ICM component of the model is used to connect different subject areas and create a cohesive and integrated curriculum that is focused on real-world issues and problems. This involves the identification of themes or topics that are relevant to the students’ lives and that integrate different subject areas. For example, a theme could be “sustainability,” which could be explored through science, math, social studies, and English classes.

In the Outcome-based integrated model of curriculum design, instruction is designed to support the development of the identified competencies or learning outcomes while also incorporating the integration of different subject areas. This model emphasizes the use of authentic assessments that measure students’ ability to apply their knowledge and skills in real-world contexts.

Features of Outcome Based Integrated Model of Curriculum

The Outcome-Based Integrated Model of Curriculum Design is a student-centered approach that combines the features of two curriculum design models: Outcome-Based Education (OBE) and Integrated Curriculum Model (ICM). Here are some of the features of the Outcome-Based Integrated Model:

  1. Learning outcomes: The model focuses on the development of clear, specific, and measurable learning outcomes that define what students should be able to do or demonstrate by the end of the course or program.
  2. Alignment: There is a clear alignment between learning outcomes, assessment, and instruction. This ensures that assessments and instructional strategies are designed to support the achievement of the learning outcomes.
  3. Integration: The model integrates different subject areas into a cohesive curriculum that is centered on real-world issues and problems. This helps students see the connections between different subjects and apply their learning in real-world contexts.
  4. Authentic assessments: The model emphasizes the use of authentic assessments that measure students’ ability to apply their knowledge and skills in real-world contexts.
  5. Student-centered: The model is designed to be student-centered, with a focus on the development of competencies that are necessary for success in the students’ chosen field or profession.
  6. Relevance: The model emphasizes the relevance of the curriculum to the students’ lives and future careers. This helps to motivate students and increase their engagement with the learning process.
  7. Continuous improvement: The model emphasizes continuous improvement, with ongoing assessment and evaluation of the curriculum to ensure that it remains relevant and effective.

Overall, the Outcome-Based Integrated Model of Curriculum Design is a dynamic and flexible approach. It emphasizes the development of competencies that are relevant to students’ lives and future careers. It integrates different subject areas into a cohesive curriculum that is centered on real-world issues and problems. And it is designed to support student learning and achievement.

Also Read : Competency Based Model
Outcome Based Integrative Model

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NET, Paper 2, Unit 5 Curriculum Studies

Competency Based Model of Curriculum Design

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A competency-based model of curriculum design is an educational approach that emphasizes the mastery of specific competencies or skills as the primary focus of instruction.

In this model, the curriculum is designed around the knowledge, skills, and abilities that students need to acquire in order to be successful in a particular field or profession.

History and Origin of Competency Based Model of Curriculum

  • The origins of the competency-based model of curriculum design can be traced back to the work of Benjamin Bloom. He was an educational psychologist who developed the taxonomy of educational objectives in the 1950s.
  • Bloom argued that learning objectives should be specific and measurable, and that assessments should be aligned with those objectives.
  • The competency-based approach to curriculum design gained popularity in the 1970s and 1980s. The educators began to focus more on the development of skills and abilities that were relevant to the workplace. The idea was to shift the focus from what students knew to what they could do with that knowledge.

Since then, the competency-based model of curriculum design has been refined and adapted by many educators and institutions. Today, it is used in a variety of settings, including K-12 education, higher education, and workforce training programs.

Here is a more detailed explanation of the components of this model:

  1. Identify the competencies: The first step in designing a competency-based curriculum is to identify the specific competencies that students need to master. This involves analyzing the skills and knowledge required for success in a particular field or profession, as well as considering any relevant standards or regulations.
  2. Define the learning objectives: Once the competencies have been identified, the next step is to define clear and measurable learning objectives for each competency. These objectives should be specific, measurable, achievable, relevant, and time-bound (SMART). For example, an objective for a competency in project management might be “Students will be able to create a project plan that includes a timeline, budget, and resource allocation.”
  3. Develop assessments: After defining the learning objectives, assessments must be developed that measure students’ mastery of each competency. These assessments should be aligned with the learning objectives and should measure both knowledge and skills. For example, a competency in public speaking might be assessed through a speech that students deliver in front of the class, while a competency in data analysis might be assessed through a written report or presentation that demonstrates students’ ability to analyze and interpret data.
  4. Design instruction: Once the learning objectives and assessments have been developed, instruction must be designed. It will help students develop the knowledge and skills necessary to master each competency. This may involve a variety of instructional strategies, such as lectures, discussions, group work, and hands-on activities. Instructional materials should be aligned with the learning objectives and assessments. It should be designed to help students develop the knowledge and skills necessary to perform well on the assessments.
  5. Implement and evaluate: The final step in the model is to implement the curriculum. Also to evaluate its effectiveness in helping students master the targeted competencies. This may involve collecting data on student performance on assessments, as well as gathering feedback from students, teachers, and other stakeholders. This information can be used to make adjustments to the curriculum . Changes can be made in instructional strategies as needed, in order to better support student learning.

Overall, It is designed to ensure that students acquire the specific knowledge and skills they need to succeed in their chosen field or profession. It also provide them with opportunities to apply that knowledge and those skills in real-world settings.

By focusing on the mastery of competencies rather than the acquisition of knowledge, this model can help prepare students for success in a rapidly changing job market.

Also Read : Hidden Curriculum

Competency Based Model of Curriculum Design

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Issues, Curriculum and Assessment (secondary Level), M. Ed.

Vocational Training Model of Curriculum

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The vocational training model of curriculum is a type of educational program. It focuses on providing students with practical skills and knowledge.

This type of curriculum is designed to prepare students for specific careers and industries. It typically includes a combination of classroom instruction and hands-on training.

Speciality of Vocational Training Model

The vocational training model of curriculum often emphasizes real-world experience and practical skills over theoretical knowledge.

Students may learn by working with tools and equipment, practicing specific techniques, and completing projects that simulate real-world situations.

This type of education can be particularly useful for students who want to enter fields such as automotive repair, construction, cosmetology, culinary arts, healthcare, and many others.

In addition to technical skills, vocational training may also include courses on business management, customer service, communication, and other soft skills. These Skills are essential for success in the workplace.

Some vocational programs may also offer job placement services or internships that allow students to gain valuable work experience while still in school.

Overall, the vocational training model of curriculum is designed to help students develop the specific skills and knowledge they need to enter the workforce .

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Features of Vocational training Model of Curriculum Development
  1. Focus on practical skills: The focus of vocational training is to provide students with the practical skills and knowledge required. This may include hands-on training, practice with tools and equipment, and simulated real-world situations.
  2. Career-oriented: It is career-oriented, with a focus on preparing students for specific careers and industries. The curriculum is designed in collaboration with employers and industry experts to ensure that graduates have the skills and knowledge needed
  3. Flexible: Vocational training programs are more flexible than traditional academic programs. These programs are shorter program durations and give more opportunities for part-time or evening study. This makes it easier for students to balance their education with work and other responsibilities.
  4. Emphasis on soft skills: Vocational training programs emphasize soft skills such as communication, teamwork, and problem-solving. These skills are essential for success in the workplace.
  5. Job placement services: Many vocational training programs offer job placement services or internships. These internships help students gain valuable work experience and connect with potential employers.

It is a career-oriented, flexible, and practical approach to education that prepares students for specific careers and industries.

Vocational/ Training 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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Curriculum Planning and Development, M. Ed.

System Analysis Model of Curriculum

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System Analysis Model is used to improve and evaluate the present system of curriculum. A curriculum system analysis model is a framework used to evaluate and improve the curriculum development process in educational institutions.

It examines the various components of the curriculum, such as goals and objectives, content, instructional materials, assessment, and evaluation, which help to identify strengths and weaknesses and suggest improvements in the current system of curriculum.

The aim of this model is to ensure that the curriculum aligns with the needs of students and supports their learning and development in the right direction. The analysis process may involve collecting and analyzing data from various sources, such as teachers, students, and experts, and using it to make decisions about curriculum design and implementation.

The features of a system analysis model for curriculum development include:

  1. Assessment of goals and objectives- It ensure if the goals and objectives are with respect to the need of the students.
  2. Content analysis: The model examines the relevance and accuracy of the content covered in the curriculum, and identifies any gaps.
  3. Instructional materials review: The model evaluates the quality and effectiveness of instructional materials, such as textbooks and technology, used in the curriculum.
  4. Assessment and evaluation: The model assesses the validity and reliability of the assessment and evaluation methods used to measure student learning and progress.
  5. Stakeholder engagement: The model encourages active involvement of key stakeholders, such as teachers, students, parents, and experts, in the curriculum development process.
  6. Data-driven decision making: The model uses data collected from various sources to inform decisions about curriculum design and implementation.
  7. Continuous improvement: The model provides a framework for ongoing evaluation and improvement of the curriculum, to ensure that it remains relevant and effective with changing needs and expectations.
System Analysis Model of Curriculum Development
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