A Curriculum Model
based on the work of
Ralph Tyler
The Tyler Model of
Curriculum Design
• The nature & structure of knowledge
• The needs of the society
• The needs of the learner
Fundamental Questions in
Developing Curriculum
1 .What educational purposes should the school seek to attain?
Fundamental Questions in
Developing Curriculum
2 .What educational experiences can be provided that are likely to attain these purposes?
Fundamental Questions in
Developing Curriculum
3 .How can these educational experiences be effectively organized?
Fundamental Questions in
Developing Curriculum
4 .How can we determine whether and to what extent these purposes are being attained?
The Nature & Structure
of Knowledge
Selection of subject matter
Organization of subject matter or discipline
Theoretical basis of methods & approaches
Selection of Subject Matter
Criteria: Relevance, importance, priority
Scope: Amount, depth of coverage, concentration
Sequence: Hierarchy & progression of complexity or difficulty
Organization of Subject Matter
# Discrete subjects or courses
# Broad fields or disciplines
# Core or interdisciplinary
# Skills or processes
# Projects & activities
Approaches to Subject Matter
Textual
Experimental
Developmental
Psycho-social
Experiential
Needs of the Learner
* Cognitive development
* Linguistic development
* Psycho-social development
* Moral/affective development
* Vocational focus
The Needs of Society
Literacy
Vocational skills
Social order & morality
Interpersonal skills
Transmission of values & culture
Creativity & innovation
Thursday, July 26, 2007
Number One Teacher
Puan Shima,
I'm happy that you're my teacher;
I enjoy each lesson you teach.
As my role model you inspire me
To dream and to work and to reach.
With your kindness you get my attention;
Every day you are planting a seed
Of curiosity and motivation
To know and to grow and succeed.
You help me fulfill my potential;
I'm thankful for all that you've done.
I admire you each day, and I just want to say,
As a teacher, you're number one!
Puan Shima,
I'm happy that you're my teacher;
I enjoy each lesson you teach.
As my role model you inspire me
To dream and to work and to reach.
With your kindness you get my attention;
Every day you are planting a seed
Of curiosity and motivation
To know and to grow and succeed.
You help me fulfill my potential;
I'm thankful for all that you've done.
I admire you each day, and I just want to say,
As a teacher, you're number one!
PUAN SHIMA
The Teacher Gets A+..
Puan Shima,
I look forward to your class
When I come to school.
You're an awesome teacher;
I think you're very cool.
You're beautiful and fair and friendly;
You're helping all of us.
And if I got to grade you,
From me you'd get A+!
Puan Shima,
I look forward to your class
When I come to school.
You're an awesome teacher;
I think you're very cool.
You're beautiful and fair and friendly;
You're helping all of us.
And if I got to grade you,
From me you'd get A+!
my friend
My Friend when I think of you.
I think of all that we've been through.
All the times we argue and fight,
I know deep inside that it isn't right.
I, then feel bad and alot of pain.
It feels like I've fallen from the sky like the rain.
I love you dear friend with all of my heart.
But now that you're gone I've fallen apart.
I'm getting better as the days go by.
I wish sometimes this was all a big lie.
I pray to you every night.
It's like you're my fire, a burning light.
My dear friend, I miss you alot.
I still wonder why you were put in that spot.
I know you're in a place much better than here.
Watching and helping me with all of my fear.
Our friendship my dear friend,
we will have to the end.
Friends til the end is what we will be.
Someday we'll be together,
together you and me.
I think of all that we've been through.
All the times we argue and fight,
I know deep inside that it isn't right.
I, then feel bad and alot of pain.
It feels like I've fallen from the sky like the rain.
I love you dear friend with all of my heart.
But now that you're gone I've fallen apart.
I'm getting better as the days go by.
I wish sometimes this was all a big lie.
I pray to you every night.
It's like you're my fire, a burning light.
My dear friend, I miss you alot.
I still wonder why you were put in that spot.
I know you're in a place much better than here.
Watching and helping me with all of my fear.
Our friendship my dear friend,
we will have to the end.
Friends til the end is what we will be.
Someday we'll be together,
together you and me.
Forever friends
you'r my friend and that is true,
but the gift was given from me to you.
we went thru moments that were good and bad,
even moments that were happy and sad.
you suported me when i was in tears,
we stuck together when we were in fear,
its really sad that it had to be this way,
but it has reached its very last day.
miles away cant keep us apart,
'cause you'll always be in my heart
but the gift was given from me to you.
we went thru moments that were good and bad,
even moments that were happy and sad.
you suported me when i was in tears,
we stuck together when we were in fear,
its really sad that it had to be this way,
but it has reached its very last day.
miles away cant keep us apart,
'cause you'll always be in my heart
Syllabus design
Knowing the basics of how to put together a syllabus for a course of study or series of textbooks is an essential teaching skill and can have a profound effect on how well material is applied in the classroom. This section of the English Raven site provides examples of basic syllabuses as well as ready to use templates that can be adapted according to classroom and institutional needs.
Generally speaking, a syllabus need not be a complicated affair, but should aim at ensuring that material is organized into manageable 'chunks' while at the same time catering for opportunities to review, apply projects and reading,
and facilitate time to apply assessment/tests. All too often, many teachers' and/or institutes' idea of a 'syllabus' is to calculate the amount of pages in the book and then divide that by the number of teaching days in a session. The resulting figure accounts for the amount of pages that need to be covered in one lesson, and wha-la! the school has a simple plan to make sure that textbooks are completed in a timely fashion. Perhaps this could be called a syllabus in some contexts, but it is really missing some important factors that could make applying the textbooks both more enjoyable and more effective.
In organizing a syllabus, teachers and/or administrators really should be asking themselves some important questions. Which parts of the textbook material are worthy or in need of more attention (and therefore time) than others? How can an organization of the material create both a rhythm and a routine that can apply to any given week and/or any given session of study? Does the syllabus allow sufficient time to engage in more production-based activities, such as projects and task-based learning? If we are to test the students on this material, how can we ensure that the syllabus provides days for pre-test revision and preparation as well as post-test review and reflection? Is the syllabus organized in such a way that a new teacher (or indeed, a student's parent) could glance at it and get a quick overview of what is going to form the focus of any given lesson as well as what was studied over the course of a week or a month? How can we be sure that a relief teacher could walk into our classroom and know what to do with the class and how (based on the sorts of language areas and activities the students have already covered)? In answering these sorts of questions and then sitting down to the task of organizing our material, the challenging nature of syllabus design becomes much more apparent. In fact, session planning, syllabus design and daily lesson planning are fundamental aspects of basic language program design and implementation - and all teachers can and should benefit from knowing how to engage in these activities
Generally speaking, a syllabus need not be a complicated affair, but should aim at ensuring that material is organized into manageable 'chunks' while at the same time catering for opportunities to review, apply projects and reading,
and facilitate time to apply assessment/tests. All too often, many teachers' and/or institutes' idea of a 'syllabus' is to calculate the amount of pages in the book and then divide that by the number of teaching days in a session. The resulting figure accounts for the amount of pages that need to be covered in one lesson, and wha-la! the school has a simple plan to make sure that textbooks are completed in a timely fashion. Perhaps this could be called a syllabus in some contexts, but it is really missing some important factors that could make applying the textbooks both more enjoyable and more effective.
In organizing a syllabus, teachers and/or administrators really should be asking themselves some important questions. Which parts of the textbook material are worthy or in need of more attention (and therefore time) than others? How can an organization of the material create both a rhythm and a routine that can apply to any given week and/or any given session of study? Does the syllabus allow sufficient time to engage in more production-based activities, such as projects and task-based learning? If we are to test the students on this material, how can we ensure that the syllabus provides days for pre-test revision and preparation as well as post-test review and reflection? Is the syllabus organized in such a way that a new teacher (or indeed, a student's parent) could glance at it and get a quick overview of what is going to form the focus of any given lesson as well as what was studied over the course of a week or a month? How can we be sure that a relief teacher could walk into our classroom and know what to do with the class and how (based on the sorts of language areas and activities the students have already covered)? In answering these sorts of questions and then sitting down to the task of organizing our material, the challenging nature of syllabus design becomes much more apparent. In fact, session planning, syllabus design and daily lesson planning are fundamental aspects of basic language program design and implementation - and all teachers can and should benefit from knowing how to engage in these activities
Scheme Of Work
A scheme of work defines the structure and content for teachers in their subject. The document includes teaching and learning objectives and, depending upon the level of detail, may contain a full time-plan for each lesson.
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