Jumble words

Jumble words

• The term curriculum is a Latin word meaning “the course of a chariot race”
• Traditionally curriculum included two elements: content and examination
• curriculum is the result of bringing together a number of elements - content, strategies and methods – to ensure quality in education and excellence in performance, but should have a right mix of elements to ensure efficiency and to facilitate learning.
 • Some possible educational strategies:
• Student centered/ teacher centered Student centered strategy ask for active role of student in process of definition of curriculum, decision about learning methodology and decision what and when they will study. Second strategy is based on teacher decisions what, when and how will certain subject be studied.
• Problem solving/ information gathering Problem solving strategy is based on student acquiring of knowledge through process of clinical problem solving. Information gathering is a strategy based on student presentation of gathered information.
 • Integrated multidisciplinary approach This strategy is based on integration of different disciplines. Mostly integration is made around certain organ systems. Basic sciences, preclinical and clinical subjects are integrated around the organ system which they studied.
• Elective/ standard In elective strategy studying process is organized on the way that all students have the same core curriculum while they choose certain aspects which they want to study more deeply through elective courses. In standard curriculum all students have same curriculum without possibility to choose elective subjects.
 • Systematic planned/ opportunistic In systematic approach teaching and learning experience are planned. In opportunistic approach student follow the experience of departmental doctor as it is.
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 • Aristotle's influential categorization of knowledge into three disciplines: the theoretical, the productive and the practical. Bobbitt's theory was based on four fundamental questions: 1. What educational purposes should the school seek to attain? 2. What educational experiences can be provided that are likely to attain these purposes? 3. How can these educational experiences be effectively organized? 4. How can we determine whether these purposes are being attained? (Tyler 1949: 1
 • Step 1: Diagnosis of need
• Step 2: Formulation of objectives
• Step 3: Selection of content
 • Step 4: Organization of content
 • Step 5: Selection of learning experiences
• Step 6: Organization of learning experiences
 • Step 7: Determination of what to evaluate and of the ways and means of doing it. (Taba 1962)
• John Dewey in Experience and Education referred to the 'collateral learning' of attitudes that occur in schools, and that may well be of more long-range importance than the explicit school curriculum
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• Piaget hypothesized that children are not capable of abstract logical thought until they are older than about 11 years, and therefore younger children need to be taught using concrete objects and examples.
 • The most prevalent disabilities found among school age children are attention deficit hyperactivity disorder (ADHD), learning disability,dyslexia, and speech disorder. Less common disabilities include mental retardation, hearing impairment, cerebral palsy, epilepsy, and blindness.[2]
 • Motivation is an internal state that activates, guides and sustains behavior.
 • Constructivism is a category of learning theory in which emphasis is placed on the agency and prior "knowing" and experience of the learner, and often on the social and cultural determinants of the learning process.... Lev Vygotsky, Jerome Bruner
• A form of attribution theory developed by Bernard Weiner
• Bloom's Taxonomy divides educational objectives into three "domains": Cognitive,Affective, and Psychomotor (sometimes loosely described as knowing/head, feeling/heart anddoing/hands respectively).
• Social cognitive theory is a highly influential fusion of behavioral, cognitive and social elements that was initially developed by educational psychologist Albert Bandura
• Johann Pestalozzi (1746-1827) emphasized the child rather than the content of the school.
• Friedrich Froebel (1782-1853) is the founder of the kindergarten movement, which combined work and play to teach children responsibility and cooperation.
• Johann Herbart (1776-1841) is considered the father of educational psychology.[58] He believed that learning was influenced by interest in the subject and the teacher.
 • The pioneering American psychologist William Jamescommented that:
• Psychology is a science, and teaching is an art; and sciences never generate arts directly out of themselves. An intermediate inventive mind must make that application, by using its originality”.[59]
 • Edward Thorndike (1874-1949) supported the scientific movement in education. He based teaching practices on empirical evidence and measurement
• John Dewey (1859-1952) had a major influence on the development of progressive education in the United States. He believed that the classroom should prepare children to be good citizens and facilitate creative intelligence.
 • Jerome Bruner was the first to apply the cognitive approaches in educational psychology.
 • In his book The Process of Education Bruner stated that the structure of the material and the cognitive abilities of the person are important in learning.
• Benjamin Bloom (1913-1999) spent over 50 years at the University of Chicago where he worked in the department of education.[55] He believed that all students can learn. He developed taxonomy of educational objectives.
 • Nathaniel Gage is important in educational psychology because he did research to improve teaching and understand the processes involved in teaching.
• Classical conditioning, where the behavior becomes a reflex response to stimulus as in the case ofPavlov's Dogs. Pavlov was interested in studying reflexes, when he saw that the dogs drooled without the proper stimulus • Operant conditioning where there is reinforcement of the behavior by a reward or a punishment. The theory of operant conditioning was developed by B.F. Skinner and is known as Radical Behaviorism.
 • Cognitive theories grew out of Gestalt psychology. Developed in Germany in the early 1900s, it was transplanted to America in the 1920s. Gestalt is roughly translated as "configuration," or "pattern," and emphasizes "the whole" of human experience.
 • Constructivism is a revolution in educational psychology. Built on the work of Jean Piaget and Jerome Bruner, constructivism emphasizes the importance of active involvement of learners in constructing knowledge for themselves...Constructivism emphasizes top-down processing: begin with complex problems and teach basic skills while solving these problems.
 • The learning theories of John Dewey, Marie Montessori, and David Kolb serve as the foundation of constructivist learning theory
• Transformative learning theory [explains the] process of constructing and appropriating new and revised interpretations of the meaning of an experience in the world.[24] Transformative learning is the cognitive process of effecting change in a frame of reference
 A. Planning: 1. Convening a Curriculum Development Committee 2. Identifying Key Issues and Trends in the Specific Content Area 3. Assessing Needs and Issues
 B. Articulating and Developing: 1. Articulating a K-12 Program Philosophy 2. Defining K-12 Program, Grade-Level and Course Goals 3. Developing and Sequencing of Grade-Level and Course Objectives 4. Identifying Resource Materials to Assist with Program Implementation 5. Developing and/or Identifying Assessment Items and Instruments to Measure Student Progress
 C. Implementing: 1. Putting the New Program into Practice
 D. Evaluating: 1. Updating the Program 2. Determining the Success of the Program 2. Ethnography 3. Classroom Based 4. School Based 5. Enclosed group based 6. Any of the above •