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Dynamic Curriculum Model
Transcript of Dynamic Curriculum Model
- Appears confusing and seems to lack direction. (Developer are left perplexed as to what to do)
- Confusion rather than clarity.
- Lack of emphasis on the construction and use of objectives. (Objectives must be stated in order to be effective)
- Developers waste significant amounts of time by not following a logical sequence.
Malcolm Skilbeck's Model
Decker Walker's Model
- Youth Specialties - TalkSheets
- Youth Specialties - Pictures of God
- Youth Specialties -
Highway Visual Curriculum
- More realistic, feasible ways of handling curriculum development.
- Developers are free to be more creative.
- Offer considerable flexibility: developers may commence at any point in the curriculum process that is appropriate to their needs.
- Developers may retrace their steps and proceed in whatever way they prefer.
- Reflects the teaching situation: this model could be a more suitable, less dysfunctional approach.
- The needs of learners are more important in determining curriculum planning than some predetermined set of information to be acquired.
- This model is primarily descriptive model to curriculum where researchers have observed the behavior of teachers and developers as they devise curricula, whereas the classical model is prescriptive.
- Can commence with any curriculum element and proceed in any order