Basic concepts Curriculum development Curriculum analysis Curriculum evaluation

Basic concepts Curriculum development Curriculum analysis Curriculum evaluation Elements of curriculum Educational objectives Content

Cognitive domain Affective domain Psychomotor domain Data Facts Generalizations Values

Attitudes Teaching methods Activity Thinking skills Knowledge Understanding application

Analysis Synthesis Evaluation Receiving Responding Valuing Organization

Characterization by value Perception Set Guided response Mechanism Complex overt response adaptation

Origination Learning experiences Continuity Sequence Integration Validity comprehensive

Variety Abstract Activity curriculum Core curriculum Activity program Skills Test Concept learning

Convergent thinking Divergent thinking Team teaching Peer evaluation Effective teaching Environmental education Social education

Moral education Special education International education Population education Political education Teaching skills Basic skills

Curriculum enrichment Advanced organizer Spiral curriculum Null curriculum Class climate Curriculum dramatization Learning difficulties

Educational environment External environment Structuring content Classroom environment Observation card Teaching units

. § § § Curriculum theory Educational theory Achieved curriculum Written curriculum Tested curriculum Taught curriculum

Criteria Transferred knowledge Mental knowledge Realization knowledge Experimental knowledge God knowledge Mastery learning Lecture Educational competency

Open ended story Classroom control Human rights Self evaluation Student evaluation Verbal interaction Discovery method

Microteaching Verbal analysis Non verbal analysis Curriculum experimentation Interaction analysis In service program Pre service program

§ Inductive § Deductive § Value clarification § Value analysis § Concept attainment § Concept development Standards

The philosophical trends in curriculum -Traditional Experimental Structure of the discipline Behavioral Constructivist

Documents of curriculum planning § § § § 1 - philosophy statement Major goals for school level General scope and sequence matrix Subject scope and sequence matrix Framework for curriculum guide Curriculum guide Preparing education material

elements of curriculum planning - 1 -objectives 2 - the justification 3 -content 4 -chacteristics of target audience 5 -activities 6 -materials 7 -sequences 8 -schedule

§ § § 9 -teacher training and attitudes 10 -evaluation 11 -administrative structure 12 -school facilities 13 -finanacial constraints Other parts of curriculum

Five concurrent curriculum 1 -Official curriculum 2 -Operational curriculum 3 -Hidden curriculum 4 -Null curriculum 5 -Extra curriculum

Five commonplaces curriculum 1 -Learner and learning 2 -Teacher and teaching 3 -Subject matter 4 -Milieu 5 -Curriculum specialist

Steps of curriculum analysis 1 -Curriculum documentation and origins 2 -Curriculum prober 3 -Curriculum in use 4 -Curriculum critique

Organization research -title page -Table of contents -list of figures -list of tables 1 -prpblem to be investigated A- purpose of the study including assumption

B-justification of the study C- research question and hypotheses D- definition of terms E- brief overview of study

Background and review of the related literature A- theoretical framework B-studies directly related C-studies tangentially related

Procedures A-Description of research design B-Description of the sample C-description of instruments D- explanation of procedures E- discussion of internal validity F- discussion of external validity

G-description and justification of the data analysis

Finding A- description of finding to the research question and hypotheses Summary and conclusion A- brief summary of the research question B-discussion of the implication of the finding meaning and significance

C- limitation unresolved problems D-suggestions for further studies

Recent trends in curriculum and instruction -Water education -Population education -Political education -Law related education -Economic education -Religion -Democratic education -Human rights education

-Life skills -Sustainable education -Integration -Energy education -Death education -Nuclear education -Future education -Traffic education

-Social education -Health education -Environmental education -International education -Value education -Teaching methods -Family education -Life long education

-Controversial issues -Citizenship education -Digital citizenship education -Science and technology and society -Active learning -Multi intelligences -Preventive education

-Electronic education -Technical literacy -International education -Immigrant education -The return of geography -Middle grade education -Aging education

Approaches to develop future curriculum -Delphi technique -Cross impact analysis -Alternative futures projection -Visioning approach -Scenario planning -Word mapping -Linear or classic projection

-Bibliographic analysis -Environmental scanning -Trend extrapolations -Future scanning and analysis method -Historical analogy -Technological forecasting -Technological impact assessment -

-Future wheels -Science fiction -Intuition and intuitive forecasting -Relevance three -CERT/CPM analysis -Short , medium and long range-planning

Characteristics of future curriculum -Be aims-led based on the needs of learner and our aspiration for the society -Contribute to social justice by providing common entitlement for all learners and access to the kinds of experience, knowledge , skills, values and attitudes. -Give substantial weight to the personal, social and emotional education. .

-Promote the development of skills , competencies and disposition essential for life long learning. -Recognize the importance of knowledge that define who we are and our place in the world and cultivate an appreciation of major human achievement. -Value knowledge that falls outside traditional subject boundaries and recognize that learning can be organized in different ways.

-Be future oriented and deal with big issues in young people lives. -Allow for innovation and customization. -Use technology to extend and enhance learning. -Recognize practical and performance based learning. -Reach out the world outside the school. .

-Have international and global context-. -Assessment and accountability -Assessment should be an integral part of learning. -Value every thing that a modern curriculum is trying to promote. -Allow learners to demonstrate what they know and can do using a wide range of methods and increasingly authentic context.

-Make the most of new technology to make assessment more relevant. -Inspection and evaluation should: -Better reflect the range outcomes we expect from a modern curriculum -Include broad measures that relate directly to the wider aims and objectives of education. -Institutional accounting should be managed to minimize narrowing of the curriculum and leanring to the test. . -

Future studies -It is a systematic discipline to study future § probabilities with in a certain time. .

Aims of the future studies -Enable society to plan to the future. -Illustrate possibilities and choices about the future to aid policy makers and curriculum developers to plan preferred future. -To make decision on identifying preferred futures and identifying events which have high probabilities to happen in the future. -Outline action plans to avoid making false assumption about future and certain parties to state their view and choices about the future. -To explain the probability of preferred future. .

Future curriculum -it developed today for tomorrow based on systematic forecasting. -Every aspect in curriculum development consists of aims, content, implementation strategies and form of assessment needs. empirical data through research studies which among them Delphi technique -The developed curriculum will be used in the education system so that what has been implemented in the education system would have a clear direction in resulting better future,

generation with out loss of unnecessary cost energy and resources.

Foundation of future curriculum -Planning for future curriculum is not change the present. -Future is phenomenon subject to changes compared to the present. -Mankind events thing today and also in the future based on what has been planned. -Future curriculum planning is organized on values and beliefs. -The future curriculum begins in the present time therefore the present is an important foundation for the curriculum. .

-The policy of the future curriculum focuses on probabilities and impart our outcomes related to planning for better future. -As addition to each statistical and forecasting analysis. The study of future curriculum and another rational study of on forecasting development should be able to formalized and measured. -Humanity itself at present could form the criteria of better concept of the future.