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C O N T E M P O R A R Y D E S I G N S F O R C U R R I C U L U M D E V E L O P M E N T TVE 5002 CURRICULUM DESIGN IN TECHNICAL AND VOCATIONAL EDUCATION KHAIRUNISA MOHD KADIR G S 5 2 9 2 0

A SYSTEM VIEW OF CURRICULUM DEVELOPMENT

To help the curriculum developers design curriculum that is relevant to the time, people and organisations To allows us to look at the bigger picture and give considerations to a bunch of curriculum related factors

A SYSTEM IS "AN ORGANIZED WAY OF DOING SOMETHING" "A COLLECTION OF ELEMENTS, INTERACTING WITH EACH OTHER TO ACHIEVE A COMMON GOAL"

FINCH & CRUNKILTON (1999) CURRICULUM DEVELOPMENT IN TECHNICAL AND VOCATIONAL EDUCATION (PG. 26)

EDUCATIONAL SYSTEMS INPUT That which enters the system from the environment

PROCESS Subprocesses in the system that act on input and transfer it to output

OUTPUT Product of the system that is returned to the environment

EDUCATIONAL SYSTEMS ENVIRONMENT Context within which the system operates. May place constraints on system operation

FEEDBACK Serves as a means of providing results of system output back into the system so it can be compared with desired output

A SYSTEM FOR IMPLEMENTING COMPETENCY-BASED EDUCATION ENVIRONMENT (School, Community, Business, Industry, Government, Etc) INPUT (Student)

PROCESS (Program)

OUTPUT (Program graduate)

FEEDBACK

FIGURE 2-2 VOCATIONAl PROGRAM SYSTEM

CURRICULUM SYSTEM

INSTRUCTIONAL SYSTEM

Emphasizes what is to be taught

Emphasizes on how teaching & learning take place

Input range from philosophies, perception, and

Input tends to have more specifi focus; a

values held by curriculum participants to

developed curriculum

institutions & community context

focusing on instructional resource selection &

focuses primarily on planning for, selecting, & sequencing content Output is the developed curriculum

development, instructional planning, instruction & evaluation student's progress Output is student learning Feedback used to enhance student learning

Feedback used as for curriculum improvement

A MODEL IS "A SIMPLIFIED YET COMMUNICABLE REPRESENTATION OF A REAL-WORLD SETTING OR SITUATION" Model communicate in several ways: systematically

procedurally

conceptually

"Some models may also be systems, and some systems may be models"

FINCH & CRUNKILTON (1999) CURRICULUM DEVELOPMENT IN TECHNICAL AND VOCATIONAL EDUCATION (PG. 29)

SYSTEMS MODEL FOR PERFORMANCE IMPROVEMENT "SYSTEM THEORY, SYSTEMATIC PERFORMANCE DIAGNOSIS, AND SYSTEMATIC DOCUMENTATION OF EXPERTISE ARE POWERFUL MEANS OF DEALING WITH COMPLEX PERFORMANCE ISSUE" (SWANSON, 1994, P.19)

ANALYSIS

1 2 3 4 5

Determine the organization's performance requirements desired goal and standard

DESIGN Include both program and training design

DEVELOPMENT Materials development and pilot testing

IMPLEMENTATION Program plans and training are corporated into the organization

CONTROL Evaluating programs and training as well as deciding whether or not to continue these efforts

CURRICULUM PEDAGOGY ASSESSMENT MODEL EMBRACES A NUMBER OF FUTURISTIC CONCEPTS SUCH AS AN EXPERT SYSTEM, ARTIFICIAL INTELLIGENCE, AND COMPUTER BASED DEVELOPMENT PROCESSES (FOUNDER: DANIEL VOGLER)

8 BASIC CONCEPTS 1 Knowledge, skills, & affect required to exit a course are communicated in advance. 2. Course content drives the model. 3. The faculty member who delivers & evaluates the instruction is centrally involved in planning the instruction 4. The student is target for content planning, delivery, & evaluation of instruction 5. Each content goal is analyzed by the instructor for domain, level, frequency, difficulty, purpose & prefered sequence 6. Content action verbs are carefully sevected & manipulated to ensure that planning, delivery & evaluation of instruction is aligned. 7. Each content goal requires aprroximately three hours of learning time invested by student. 8. Micro-decisions made about course content create macro-baseddata that can be used to describe & prescribe the instructional system

INTEGRATED SYSTEM FOR WORKFORCE EDUCATION CURRICULAR (ISWEC) A NUMBER OF ACADEMIC, EMPLOYABILITY AND OCCUPATIONAL SKILL STANDARDS COLLECTIVELY SERVE AS A FOUNDATION FOR THE SYSTEM THE SYSTEM OFFERS A COMPREHENSIVE FRAMEWORK FOR "LINKING ACADEMIC, EMPLOYABILITY, AND OCCUPATIONAL KNOWLEDGE, SKILLS, AND ATTITUDES" (EDLING AND LORING, 1996, P. 1)

WHY INTEGRATION OF CURRICULUM IS CENTRAL TO ISWEC? Integration can contribute to the contextualization of content It can address the variation in students' learning styles Integration stimulates instructors to connect with others outside their teaching areas and create meaningful work teams

The three curriculum areas reflect a subtle content shift from core to broad to specialized content as the student progresses from 9 to grade 14+

Students can be exposed to clusters,major and occupations accordingly so there is no requirement to make uninformed commitments to certain work areas during grades 9 & 10 even later. The system has been created based "on the assumption that approximately 70 to 80 percent of the occupational requirements will be common within the cluster"

PERFORMANCE-BASED EDUCATIONAL DESIGN SYSTEM TO PROVIDE A SYSTEMATIC MEANS OF DEVELOPING INSTRUCTION THAT WOULD ENSURE THE PERFORMANCE CAPABILITY OF LEARNERS THE SYSTEM CAN BE UTILIZED TO DEVELOP INSTRUCTIONAL PROGRAMS, COURSES, AND INDIVIDUAL INSTRUCTIONAL SEQUENCES (DAVID PUCEL, 1989)

THE THEMATIC CURRICULUM FRAMEWORK FOCUS ON MOVING STUDENTS FROM TRADITIONAL, LOCKSTEP MODEL OF SCHOOLING TO ONE THAT INCLUDES MEANINGFUL OPPORTUNITIES FOR STUDENTS TO LEARN AS THEY EXPLORE BROAD THEMES THROUGH A WIDE VARIETY OF CONTEXTUALIZED EXPERIENCES (FINCH, FRANTZ, MOONEY & ANEKE, 1997)

SERVE AS AN ORGANIZER FOR AN ENTIRE SCHOOL, PROVIDE A FOCAL POINT FOR A SCHOOL-WITHIN-A-SCHOOL, OR FURNISH STUDENTS WITH CONTENT WHERE THEY CAN ENGAGED IN SELF-DIRECTED LEARNING

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