curriculum development power point .pptx

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1. CURRICULUM DEVELOPMENT

2. Evolution of teaching Explain the three domains of teaching What is a Test and Non-Test? What is Testing? What are the goals/objectives of testing? VI. Kinds of Educational decisions VII. What is measurement? VIII. What is the difference between Measurement and Assessment IX. What is Triangulation? X. Examples of Assessment Strategies

3. The evolution of teaching has been a dynamic journey shaped by various factors including technological advancements, pedagogical theories, societal changes, and educational policies. Here’s a broad overview of its key stages: 1. Traditional Teaching (Pre-Industrial Era): Teaching was localized, often conducted by religious institutions or private tutors. Emphasis on rote memorization and direct instruction. Limited access to education, primarily for the elite. I. Evolution of Teaching

4. Industrial Revolution and Rise of Public Education: Industrialization spurred the need for basic literacy and numeracy skills. Mass education initiatives introduced compulsory schooling. Standardized curriculum and teacher training emerged.

5. 3. Progressive Education (Late 19th to Early 20th Century): Led by educators like John Dewey, focused on student-centered learning. Emphasized experiential learning, critical thinking, and problem-solving. Montessori and Froebel introduced alternative approaches for early childhood education.

6. Post-World War II Era: Increased focus on scientific and technological education. Rise of behaviorism influenced teaching methodologies, emphasizing rewards and punishments. Cold War competition spurred investment in STEM education.

7. 5. Digital Age and Technological Integration (Late 20th Century to Present): Introduction of computers, internet, and digital tools transformed teaching methods. Blended learning approaches incorporating online resources alongside traditional instruction. Personalized learning technologies cater to individual student needs. Flipped classrooms and MOOCs (Massive Open Online Courses) expanded access to education.

8. 21st Century Skills and Competency-Based Education: Shift towards teaching skills like critical thinking, collaboration, creativity, and digital literacy. Project-based learning and inquiry-based instruction gain popularity. Emphasis on lifelong learning and adaptability to rapid technological and societal changes.

9. Globalization and Cultural Integration: Diversity and multiculturalism integrated into curricula. Cross-cultural exchange facilitated through international education programs and digital platforms. Recognition of the importance of culturally responsive teaching practices.

10. COVID-19 Pandemic and Remote Learning: Accelerated adoption of online learning due to widespread school closures. Challenges of digital divide and equity in access to education highlighted. Blending traditional and digital teaching methods becomes essential for hybrid learning environments .

11. II. The three domains of teaching: 1. Cognitive Domain 2. Affective Domain 3. Psychomotor Domain

12. This domain involves intellectual activities and the acquisition of knowledge, comprehension, application, analysis, synthesis, and evaluation of information. It encompasses the development of thinking skills and mental processes. Bloom's Taxonomy is a widely used framework for understanding cognitive learning objectives, organized from lower-order thinking skills (remembering and understanding) to higher-order thinking skills (applying, analyzing, evaluating, and creating). COGNITIVE DOMAIN AFFECTIVE DOMAIN This pertains to the emotional and social aspects of learning. It includes attitudes, values, beliefs, and feelings. Teaching in this domain aims to foster positive attitudes, social skills, empathy, and ethical responsibility. Learning objectives in the affective domain often focus on behaviors such as receiving, responding, valuing, organizing, and characterizing. PSYCHOMOTOR DOMAIN This domain involves the development of physical skills and coordination. It includes actions, movements, and manual or physical tasks. Teaching in this domain aims to develop motor skills, muscle coordination, and physical dexterity. Learning objectives in the psychomotor domain may involve imitation, manipulation, precision, articulation, and naturalization. The three domains of teaching:

13. In the context of education, "test" and "non-test" refer to different methods of assessing student learning and performance. III. What is a Test and Non-Test?

14. III. What is a Test and Non-Test? A test is a formal assessment tool used to measure a student's knowledge, skills, or abilities in a specific subject or area. Tests typically involve questions or tasks designed to elicit responses that demonstrate the extent of the student's understanding or proficiency. Tests can take various forms, including multiple-choice tests, essay exams, standardized tests, quizzes, and performance assessments. They are often scored objectively using predetermined criteria or rubrics.

15. Non-test assessments, also known as alternative assessments or authentic assessments, encompass a broader range of evaluation methods that go beyond traditional tests. These assessments are designed to provide a more holistic understanding of a student's abilities and may include observations, portfolios, projects, presentations, interviews, performances, and self-assessments. Non-test assessments aim to capture a student's learning process, creativity, critical thinking skills, problem-solving abilities, and real-world application of knowledge. They often emphasize authentic tasks and real-life contexts, allowing students to demonstrate their understanding and skills in meaningful ways.

16. While tests focus primarily on measuring declarative knowledge and procedural skills through structured questions or tasks, non-test assessments offer opportunities for students to engage in deeper learning experiences and demonstrate higher-order thinking skills in authentic contexts. Both test and non-test assessments play important roles in evaluating student progress, informing instructional decisions, and promoting meaningful learning outcomes in education.

17. IV. What is Testing? Testing measures the level of skill or knowledge that has been reached.

18. V. What are the goals/objectives of testing? The goals or objectives of testing in education can vary depending on the context, purpose, and stakeholders involved.

19. Some common goals and objectives of testing include: Assessment of Learning Evaluation of Teaching Effectiveness Identification of Learning Gaps Promotion of Accountability Guidance for Instructional Decision-Making Motivation and Goal Setting Preparation for High-Stakes Examinations Data-Driven Decision-Making:

20. VI. Kinds of Educational Decision Policy Decisions : Policy decisions are made at the governmental or institutional level and involve the formulation, adoption, and implementation of educational policies, regulations, and guidelines. These decisions often have far-reaching implications for curriculum, funding, standards, assessment, accountability, and educational equity . 2. Administrative Decisions : Administrative decisions are made by school administrators, district officials, and educational leaders responsible for managing schools, districts, or educational organizations. These decisions pertain to resource allocation, budgeting, staffing, facilities management, scheduling, strategic planning, and overall organizational management.

21. Instructional Decisions : Instructional decisions are made by teachers, educators, and instructional leaders to support teaching and learning in the classroom. These decisions involve curriculum design, lesson planning, instructional methods, assessment strategies, differentiation, classroom management, and the use of educational technologies. 4. Assessment Decisions : Assessment decisions involve the selection, development, administration, and interpretation of assessments to measure student learning and performance. These decisions may include choosing appropriate assessment tools, setting assessment criteria, analyzing assessment data, providing feedback, and using assessment results to inform instructional practices and educational policies.

22. 5. Placement Decisions : Placement decisions involve determining the appropriate educational placement or program for individual students based on their academic, social, emotional, or behavioral needs. These decisions may include placement in special education programs, gifted and talented programs, English language learner (ELL) programs, advanced courses, or interventions for students at risk of academic failure. 6. Curriculum Decisions : Curriculum decisions involve the selection, development, and implementation of educational curricula, including the content, scope, sequence, and instructional materials used to teach specific subjects or courses. These decisions may be influenced by educational standards, pedagogical approaches, student needs, community preferences, and societal demands.

23. Resource Allocation Decisions : Resource allocation decisions involve determining how financial, human, and material resources are distributed and utilized within the education system. These decisions may include budget allocation, staffing decisions, procurement of supplies and equipment, investment in educational programs, and allocation of time and space. 8. Parental Decisions : Parental decisions involve choices made by parents or guardians regarding their children's education, such as selecting schools, enrolling in educational programs, participating in school activities, supporting homework and study habits, and advocating for their children's educational needs.

24. 9. Student Decisions : Student decisions involve choices made by students regarding their own education, including academic goals, course selection, extracurricular activities, study habits, career aspirations, and post-secondary education plans.

25. VII. What is measurement? Measurement is the process of assigning numerical or qualitative values to objects, events, or phenomena according to predefined rules or standards. In the context of education, measurement plays a crucial role in assessing student learning, evaluating educational programs, and making data-informed decisions.

26. VIII. What is the difference between Measurement and Assessment? Measurement and assessment are related concepts within the field of education, but they serve distinct purposes and involve different processes. Here's a breakdown of the key differences between measurement and assessment:

27. 1. Purpose : MEASUREMENT: ASSESSMENT: Measurement focuses on assigning numerical or qualitative values to specific attributes or characteristics of interest. The primary goal of measurement is to quantify and describe phenomena, such as student achievement, attitudes, behaviors, or program outcomes. Assessment involves gathering, analyzing, and interpreting evidence of student learning, performance, or development. The primary goal of assessment is to make judgments, evaluations, or decisions based on the evidence collected.

28. 2. Scope : MEASUREMENT: ASSESSMENT: Measurement is a narrower concept that pertains to the process of assigning values to specific attributes or variables. It typically involves quantifying one or more aspects of a phenomenon using standardized units, scales, or procedures. Assessment is a broader concept that encompasses a variety of methods, tools, and processes used to evaluate student learning, performance, or progress. Assessment may involve measurement as one component but also includes other activities such as observation, documentation, feedback, and interpretation.

29. 3. Focus : MEASUREMENT: ASSESSMENT: Measurement focuses on the properties, characteristics, or attributes being measured. It aims to provide accurate, reliable, and valid descriptions or representations of these attributes through numerical or qualitative values. Assessment focuses on the overall process of gathering and interpreting evidence of student learning or achievement. It involves setting goals or criteria, collecting data, analyzing results, and using the information to make informed decisions about teaching, learning, and program improvement.

30. 4. Usage : MEASUREMENT: ASSESSMENT: Measurement is often used as a component or tool within the broader process of assessment. It provides the quantitative or qualitative data that contribute to assessment activities such as grading, evaluation, diagnosis, or monitoring. Assessment encompasses a range of activities and purposes beyond measurement, including formative assessment (providing feedback to improve learning), summative assessment (evaluating learning outcomes), diagnostic assessment (identifying learning needs), and evaluative assessment (judging program effectiveness).

31. In summary, measurement involves the process of quantifying attributes or characteristics, while assessment involves the broader process of gathering, analyzing, and interpreting evidence of student learning or performance to make informed decisions. Measurement is a component of assessment but does not encompass all aspects of assessment.

32. IX. What is Triangulation? Triangulation is a research methodology that involves the use of multiple methods, data sources, investigators, or theories to study a research problem or phenomenon. The term "triangulation" originates from the field of surveying, where it refers to the use of multiple landmarks to determine the precise location of a point. In research, triangulation serves a similar purpose by enhancing the validity, reliability, and comprehensiveness of the findings through the convergence of multiple perspectives or sources of evidence.

33. Triangulation is a valuable approach in research for enhancing the validity, reliability, and comprehensiveness of the findings through the integration of multiple methods, data sources, investigators, or perspectives

34. X. Examples of Assessment Strategies 1. Formative Assessment: Classroom Discussions : Engage students in interactive discussions to assess their understanding, critical thinking skills, and participation. Exit Tickets: Use brief written or verbal responses at the end of a lesson to assess student comprehension, misconceptions, or questions. Think-Pair-Share: Have students think individually, discuss with a partner, and then share their ideas with the whole class to assess understanding and promote peer learning. Peer Assessment: Encourage students to provide feedback to their peers on assignments, presentations, or projects to promote self-reflection and peer learning.

35. 2. Summative Assessment: Standardized Tests : Administer standardized tests, such as state assessments or end-of-course exams, to measure student achievement and compare performance across schools or districts. Final Exams : Assess student learning at the end of a course or unit using comprehensive written, oral, or practical exams. Portfolios : Compile a collection of student work samples, reflections, and assessments over time to demonstrate growth, mastery, and achievement in a particular subject or skill area. Performance Tasks : Assign complex, authentic tasks or projects that require students to apply knowledge, skills, and creativity to solve real-world problems or demonstrate proficiency.

36. Diagnostic Assessment: Pre-Assessment: Administer pre-tests or diagnostic assessments at the beginning of a unit or course to identify students' prior knowledge, misconceptions, or learning needs. Learning Inventories : Use surveys, questionnaires, or self-assessments to gather information about students' interests, learning styles, motivations, and strengths. Skills Assessments : Assess specific skills or competencies (e.g., reading fluency, math computation) to identify areas of strength and areas needing improvement.

37. Authentic Assessment: Project-Based Learning : Assign projects or investigations that require students to apply knowledge, conduct research, solve problems, and create products or presentations. Case Studies : Present real-life scenarios or case studies for students to analyze, evaluate, and propose solutions based on their understanding of course concepts. Simulations : Use interactive simulations or role-playing activities to immerse students in authentic contexts and assess their decision-making, problem-solving, and critical thinking skills.

38. Self-Assessment and Reflection: Learning Journals : Have students keep reflective journals or logs to document their learning experiences, insights, challenges, and goals. Rubrics : Provide students with assessment criteria or rubrics in advance to self-assess their work and set goals for improvement. Peer Review : Encourage students to review and evaluate their own work and that of their peers based on established criteria, providing constructive feedback and suggestions for improvement.