The set of learnings assessed in teacher-made tests, district developed tests and standardized tests
8. Learned Curriculum
All the changes in values, perceptions and behaviour that occur as a result of school experience.
9. Futuristic Curriculum
The futuristic curriculum embodies a learner-centered approach to education in which students come to understand their strengths and weaknesses as learners and in which
students are able to be empowered to become life-long learners. Learning experiences are designed to assist students to integrate new knowledge and to refine this new
knowledge towards new insights by comparing, constrasting, inducing, deducing and analyzing. In addition, learning experiences provide opportunities for students to use
knowledge meaningfully for informed decision-making and for critical, creative and futuristic thinking and problem-solving. The three approaches to implement this vision
are: -
content will be provided through multiple representations with multiple strategies for acting upon it
- curriculum will be constructed as modules and accessed via networks
-
materials, experiences and supports will be drawn from a wide range of sources and integrated into the core structure of the curriculum
10. Curriculum Model
Based on a body of theory about teaching and learning. It is targeted to needs and characteristics of a particular group of learners It has outline approaches, methods and
procedures for implementation. Curriculum models like Tylerian model, model Taba and Stenhouse model of process
11. Tyler’s model of curriculum design
11.1 Tyler’s theory was based on four fundamental questions: i
What educational purposes should the school seek to attain? ii
What educational experiences can be provided that are likely to attain these purposes?
iii How can these educational experiences be effectively organized?
iv How can we determine whether these purposes are being attained?
11.2 He placed an emphasis on the formulation of behavioural objectives. According to him, since the real purpose of education is not to have the
instructor perform certain activities but to bring about significant changes in the students’ pattern of behaviour, it becomes important to recognize that any
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statements of objectives of the school should be a statement of changes to take place in the students.
11.3 The attraction of this way of approaching curriculum theory and practice is that it is systematic and has considerable organizing power. Central to this approach is
the formulation of behavioural objectives- providing a clear notion of outcome so that content and method may be organized and the results evaluated.
12. Model Taba
