4 CURRICULUM MODELS,STAGES AND LEVELS.pptx

A CONCISE SLIDE ON CURRICULUM MODEL, STAGES AND LEVEL

1. C URRICULUM DEVELOPMENT IN NURSING(NUR 805) TOPIC:CURRICULUM MODELS,STAGES AND LEVELS BY USMAN NASIR P21AHNS8024 FUCALTY OF ALLIED HEALTH SCIENCES DEPARTMENT OF NURSING SCIENCES,ABU ZARIA. MARCH 2023 LECTURER: DR AS ABDULLAHI 4/29/2023 1

2. OUTLINE Introduction Curriculum models Stages of Curriculum Level of Curriculum Summary and Conclusion References 4/29/2023 2

3. INTRODUCTION The word curriculum derives from the latin word curere meaning ‘to run’ The functions of a curriculum is to provide a template or design which enables learning to take place. It define the learning that is expected to take place during a course or programme of study in terms of knowledge, skills and attitudes They specify the main teaching, learning and assessment methods. It provide an indication of the learning resources required to support the effective delivery of the course. 4/29/2023 3

4. DEFINITION OF CURRICULUM “ The planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners’ continuous and willful growth in personal social competence . • That which is taught in schools • A set of subjects. • Content • A program of studies. • A set of materials • A sequence of courses. • A course of study 4/29/2023 4

5. CONT. • Everything that goes on within the school, including extra-class activities, guidance, and interpersonal relationships. • Everything that is planned by school personnel. • A series of experiences undergone by learners in a school. • That which an individual learner experiences as a result of schooling. • An aggregate of courses of study in a school system. 4/29/2023 5

6. CONT. • An aggregate of courses of study in a school system. • Planned and unplanned concept, content, skills, work habits, means of assessment, attitudes and instructional strategies taught in the classroom and the variety of school activities in and out of class that influence present and future academic, social, emotional and physical growth of students 4/29/2023 6

7. CURRICULUM MODEL A curriculum model determines the type of curriculum used as well as the methodology and philosophy. Curriculum models inform the planning of the curriculum used in schools to ensure the courses are consistent within the institution. 4/29/2023 7

8. TYPES OF CURRICULUM MODELS Process model: The process model focuses on the learning that takes place during the lesson and how it impacts future learning Product model: The product model focuses on an end product that is then graded to assess the student's learning. 4/29/2023 8

9. CURRICULUM DESIGN MODELS There are a variety of curriculum design models to guide the process. Most of the designs are based on Ralph Tyler’s work which emphasizes the role and place of objectives in curriculum design. TAYLER’S MODEL Tyler’s Model (1949) is based on the following four (4) fundamental questions he posed for guiding the curriculum design process. They are as follows: 4/29/2023 9

10. CONT. What educational purposes is the school seeking to attain? What educational experiences are potentially provided that are likely to attain these purposes? How can these educational experiences be effectively organized? How can we determine whether these purposes are being attained? 4/29/2023 10

11. CURRICULUM MODELS Are targeted to needs & characteristics of a particular group of learners Outline approaches, methods & procedures for implementation . 4/29/2023 11

12. STAGES OF CURRICULUM DEVELOPMENT Allocate the detailed development of each topic and learning outcomes to individuals or teams Course teams to develop coherent programmes which have defined learning outcomes, timetables, content, appropriate teaching, learning and assessment methods which utilize relevant and available learning resources Implement and refine the programme Develop an appropriate and deliverable evaluation strategy Review and revise the course in line with feedback – has it met the identified needs of the learners and other stakeholders? 4/29/2023 12

13. CURRICULUM LEVEL Teachers, students and management in the field of higher education have different ideas about the concept Curriculum. Fraser and Bosanquet (2006) summarize the different meanings in four categories of description : The curriculum is the structure and the content of a course: Teacher provides the outline of the course which defines the necessary learning. Student learns according to course outline 4/29/2023 13

14. CONT. The curriculum is the structure and content of a program of study: Teachers develop their course within the program framework. Student learns to achieve the graduate outcomes . The curriculum is the students’ experience of learning: Teacher provides framework for learning within the discipline and responds to students’ needs and specific interests. Student engages with the knowledge of the discipline. 4/29/2023 14

15. CONT. The curriculum is a dynamic and interactive process of teaching and learning: Here, the structure of the learning experience is not predetermined or defined; rather, it emerges from the needs of the students and the interactions between students, teachers and colleagues: ‘The curriculum is very dynamic and very changeable … It has to be modified as needed to fit the circumstances, so it is … a living thing’. 4/29/2023 15

16. SUMMARY AND CONCLUSION Curriculum development is the multi-step process of creating and improving a course taught at a school or university. While the exact process will vary from institution to institution, the broad framework includes stages of analysis, building, implementation, and evaluation . The design of a curriculum determine or reflect the mission, philosophy, current and projected practice trends , stakeholders expected creativity, negotiation skills analytical rigor, psych energy and a modest degree of altruism. 4/29/2023 16

17. References Beetham . H. (2012)  institutional approaches to curriculum design. Final synthesis report.  JISC Berkvens , J. and Akker , J. van den (2013)  Indicators for curriculum quality assurance Conceptual paper in curricular quality for ECER 2013 conference , Istanbul. Dearn , J.M. (2010) Innovation in Teaching and Curriculum Design.  International Encyclopedia of Education. Gale Virtual Reference Library (GVRL). Available online 14 May 2010. Diamons , R.M. (1998)  Designing and assessing courses and curricula .  A practical guide.Ssecond edition.  Jossey -Bass Publishers: San Francisco Fraser,S.P . and Bosanquet , A.M. The curriculum? That‘s just a unit outline, isn’t it? Studies in Higher Education Vol. 31, No.3, June 2006, pp 269-284. 4/29/2023 17