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Process of Curriculum Development

The document summarizes the process of curriculum development according to Hilda Taba. It discusses Taba's grassroots approach to curriculum development where teachers design the curriculum rather than authorities. The key steps in Taba's approach include diagnosing needs, formulating objectives, selecting content, organizing content and learning experiences, and evaluating through various means. The presentation also discusses other aspects of curriculum development like situation analysis, domains of objectives, principles of selecting content and instructional strategies, and the importance of evaluation and feedback.

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Nizar Jan Mhb
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33 views24 pages

Process of Curriculum Development

The document summarizes the process of curriculum development according to Hilda Taba. It discusses Taba's grassroots approach to curriculum development where teachers design the curriculum rather than authorities. The key steps in Taba's approach include diagnosing needs, formulating objectives, selecting content, organizing content and learning experiences, and evaluating through various means. The presentation also discusses other aspects of curriculum development like situation analysis, domains of objectives, principles of selecting content and instructional strategies, and the importance of evaluation and feedback.

Uploaded by

Nizar Jan Mhb
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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PRESENTATION

Process Of Curriculum
Development
PRESENTED TO:
DR. AROONA HASHMI
PRESENTED BY:

 TUBA QAYYUM (3201)


MEHAK ZAHRA (3214)
QANDEEL ABBAS (3217)
RIFFAT GULL (3223)
ANSA RIYAZ (3210)
CONTENT
INTRODUCTION.
OBJECTIVE.
SITUATION ANALYSIS .
FORMULATION OFOBJECTIVE.
SELECTION OF CONTENTS.
SELECTION OF INSTRUCTIONAL STRATEGIES.
EVALUATION.
INTRODUCTION
HILDA TABA (1902-1967) she was an architected, a curriculum
theorist ,a curriculum reformer , and a teacher educator .she presented
approach to curriculum in her book.
curriculum development “Theory and Practice’’ in 1962.
HILDA TABA followed the grass-root approach in development
curriculum.
She believed in an inductive approach to curriculum development.
For her it should be the teachers who design the curriculum rather than
the authorities.
CONTINUE
Diagnose of need.
Formulation of objectives.
Selection of content.
Organization of content.
Selection of learning experience.
Organization of learning experience.
Evaluation and means of evaluation.
OBJECTIVES
FORMULATION OF OBJECTIVE OF EDUCATION.
SPECIFICATION OF EDUCATION OBJECTIVE.
DETERMINATION OF SCHEME OF STUDIES,SYLLABUS etc.
PREPARATION OF INSTUCTIONAL MATERIALS.
IMPLEMENTATION OF CURRICULUM IN SCHOOL.
EVALUATION OF CURRICULUM TO ENSURE QUALITY
CONTROL FOR EFFECTING SUITABLE MODIFICATIONS IN
CURRICULUM.
DESIGEN, DEVELOPMENT, IMPLEMENT, MONITOR,
EVALUATION, REVIEW
SITUATION ANALYSIS
• ANY CURRICULUM IS BASED ON VIEWS SUCH AS;
WHAT IS MEANT BY EDUCATION AND ITS AIMS ?
THE NATURE OF SOCIETY ?
THE ROLE OF SCHOOL IN THE SOCIETY ?
THE NATURE OF CHILDREN AND HOW THEY LEARN?
WHAT IS THE MEANS TO TEACH ?
According to Denis Lawton

Philosophical theory.
• . Aims and objective.
• Structure of knowledge
Sociological theory.
• Nature of society.
• Issues of society.
• Ideological changes.
Psychological theory.
• Structure of content.
• Sequence of content.
Formulation of Objective
• Objective :
“Objective are believe clear statements that describe
the design learning outcomes of instructions”

Definition:
“The formulation of the project objective clearly indicates who is
to benefit from the desired outcomes and impact”
Criteria for formulation
objective
• Identify the needs of the learner.
• Needs of the society.
• Define the objective clearly.
• Level of students.
Domains of Objective
• 1: Cognitive
• 2: Affective
• 3: psychomotor.
• Sources
• 1:Society
• 2: knowledge
• 3: learner
• 4: learning process
Domains of Objective
Cognitive ;
It deals with the intellectual side of learning.
Affective;
This domain includes objectives relating to interest attitude
and values relating to learning the information.
Psychomotor;
This is focused on motor skills and action that require physical
coordination.
Principles of Formulation
Objective
• We select according to its principles must be consistent with ideology of
the nation.
• Objective should be selected that are achievable. Objective should not be
ideal what according to real life.
• Objective should be consistent with the social conditions of the country.
• |Objective must be expressed in terms of students behavior, otherwise
they will be under stable.
CATEGORIES OF
INSTRUCTIONAL
Direct .
Indirect.
Experiential.
Independent.
Interactive.
Introduction of Content
There are seven criteria that commonly applied in the selection of content ,
subjects needed for the curricular program or course of a curriculum ;
1. Self –sufficiency of learning
2. Significant of domains of learning
3. Validity of subject matter
4. Interests of the learner
5. Utility of the subjects-matter
6. Learnability of the student
7. Feasibility of completion
Definition of Content
‘’Content comes in any from audio, video and text
,and it informs entertains enlightens ,or teach people
who consume it’’
Principles for selection of content
 Balancing
 Articulation
 Sequence

procedures for selection of content


 The judgment procedures
 The experimental procedures
 The analytical procedures
 The consensual procedures
Selection of content and
organization
Planning curriculum similar to guided tour
Various options of how to reach destination (broad
program)
Broadest level involves selecting , structuring subject
matter to be taught to reach broad program goals.
Instructional o There are twenty instructional strategies as
presented by Dr. Marcia Tale;

strategies 1. Writing 11 Graphic organizations

Instructional strategies 2. Story 12 Drawing


are the tools and 3. Mnemonics 13 Humor
techniques that teacher 4. Visuals 14 Discussion
use to help students 5. Movements 15 Games
overcome obstacles to 6. Role play 16 Project- base
learning and reach higher
7. Visualization 17 Field trip
levels of knowledge and
8. Metaphors 18 Manipulative
understanding
9. Cooperative groups 19 Technology
10. Music 20 Work-study
 Strategies for curriculum development.
• Step 1:Problem identification
• Step 2;Targeted needs assessment.
(a)Target learner
(b)Target learning environment
• Step 3; Goals and objectives.
• (a)Focusing the curriculum.
• (b)The reason for teaching.
• Step 4; Educational strategies.
• (a )Educational methods.
• Step 5 ;Implementation.
• (a)Making the curriculum a reality.
• (b)Converting a good plan into an accomplishment.
Evaluation and Feedback
•Assessing the achievement of
objectives and stimulating
continues improvement.
Any Question….
THANK YOU

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