Developing Training Curriculum: A Course Leading To TM2
Developing Training Curriculum: A Course Leading To TM2
Developing Training Curriculum: A Course Leading To TM2
CURRICULUM
OBJECTIVES
Describe each element of curriculum
Explain the importance of each component
Using sample curriculum to identify each
element and component and be able to trace
back its philosophical orientation.
AIMS
CONTEN
EXPERIEN
T CE
EVALUATIO
N
ELEMENTS OF CURRICULUM
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• The aims of a curriculum are
supposed to indicate the general
AIMS direction of a course or training
programme
• objectives define the changes in
behaviour of a student or what a
student should be able to do, at end
CONTENT EXPERIE of a training programme.
NCE
• The determination of the aims and
objectives of a curriculum· is
EVALUATI usually influenced by the teacher's
ON
skills, the student's need, the
labour market and the facilities and
time available for the course.
ELEMENTS OF CURRICULUM
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• By content we mean the
subject matter, the
AIMS professional skills,
knowledge, laws and ideas
to be learned during a
Program or course.
CONTENT EXPERIE
• Information to be learned in
NCE school, another term for
knowledge ( a compendium of
facts, concepts, generalization,
EVALUATI
principles, theories.
ON
ELEMENTS OF CURRICULUM
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According to Ayeni (1989) and
AIMS Ghosh (1984), "Depth" assures
that the curriculum content
produces competence in one
discipline or speciality, while
CONTENT EXPERIE
the "Breadth" guarantees that
NCE the content allows acquisition
of knowledge in other cognate
disciplines.
EVALUATI
ON
ELEMENTS OF CURRICULUM
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Criteria used in selection of subject
matter
1. self-sufficiency – “less teaching effort
AIMS and educational resources, less learner’s
effort but more results and effective
learning outcomes – most economical
manner (Scheffler, 1970)
CONTENT EXPERI 2. significance – contribute to basic
ENCE
ideas to achieve overall aim of
curriculum, develop learning skills
ELEMENTS OF CURRICULUM
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Criteria used in selection of subject
matter
AIMS
4. utility – usefulness of the content
either for the present or the future
5. learnability – within the range of
the experience of the learners
CONTENT EXPERI
ENCE
6. feasibility – can be learned within
the tile allowed, resources available,
expertise of the teacher, nature of
EVALUA learner
TION
ELEMENTS OF CURRICULUM
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Principles to follow in organizing the
learning contents (Palma, 1992)
ELEMENTS OF CURRICULUM
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Principles to follow in organizing the learning
contents (Palma, 1992)
AIMS 3. SEQUENCE. This is the logical arrangement
of the subject matter. It refers to the deepening
and broadening of content as it is taken up in the
higher levels.
ELEMENTS OF CURRICULUM
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AIMS
Instructional strategies
and methods are the core
of the curriculum. These
CONTENT EXPERIENCE
instructional strategies
and methods will put into
action the goals and use
of the content in order to
EVALUATIO produce an outcome.
N
ELEMENTS OF CURRICULUM
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Guide for the selection and use
AIMS
ELEMENTS OF CURRICULUM
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Guide for the selection and use
AIMS
4. in the choice of teaching
methods, learning styles of the
students should be considered
5. every method should lead to
CONTENT
EXPERIENCE the development of the learning
outcome in three domains
6. flexibility should be a
consideration in the use of
EVALUATI
ON teaching methods.
ELEMENTS OF CURRICULUM
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Curriculum evaluation
AIMS
refer to the formal
determination of the
CONTENT EXPERIE
NCE
quality, effectiveness or
value of the program,
process, and product of
the curriculum. .
EVALUATION
ELEMENTS OF CURRICULUM
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There are 3 parts to an evaluation plan:
AIMS
ELEMENTS OF CURRICULUM
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UNPACKING THE Developing Training
Curriculum leading to
STANDARD TM2