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The Oliva Model

for

Curriculum Development

Description

Components VII - XII

Components I - VI

Oliva's Model is more complex than other curriculum models consisting of 12 components that include both the planning and operational phases of curriculum development. This model is based on goals/objectives, curriculum design/implementation/evaluation, and revision. This model takes into account not only the sources of curriculum, but also the evaluation and the instruction of the curriculum.

VII. Specification of instructional goals and objectives for each level taught. Instructional goals and objectives are stated.

VIII. Instructional strategies are implemented with students in the classroom.

IX. Planning ahead to to consider ways to assess achievement.

X. Instructional phase allows for reflection on instructional strategies and selection of the tool to measure student performance.

XI. Evaluation of instruction

XII. Evaluation of the curriculum

I. Aims of education, philosophical, and psychological principles are stated

II. Needs of the community, students, and the subject matter are analyzed

III. Curriculum goals are specified

IV. Curriculum objectives are specified

V. Curriculum is organized and implemented.

VI. Specification of instructional goals and objectives for each level taught. Instructional goals and objectives are stated.

Historical Context

Political Facts and Theoretical References

  • There were several curriculum models that preceded The Oliva Model. These precursors were analyzed and improved upon by Peter Oliva.
  • "The Oliva Model is based on previous curriculum models such as the Tyler Model, the Saylor, Alexander and Lewis Model (SAL), and the Taba Model. Oliva's model is identified as an extension from the SAL Model and the context, input process, product (CIPP)Models" (Daud, Ahmad, & Johari, 2012).

  • Studies have used the Oliva Model to study curriculum design and framework.
  • This model has been applied to programs, knowledge, competency, and institutional needs in conjunction with educational needs.
  • The model has also been used to ascertain the relationship between philosophical orientations and educational practices.

Prescriptive

The Oliva Model should be considered as a prescriptive model because it allows, "the developer to achieve desired outcomes in a more controlled manner" (Gordon, Oliva, Taylor, 2019).

Linear

Oliva's Model suggests a sequential progression through the 12 components. "The term linear applies to a model whose steps proceed in a more or less sequential, straight line method from beginning to end. Although there is a built in mechanism for continuous revisions, the order of the progression through the steps remains constant.

Deductive

The Oliva Model is deductive because it proceeds from general, the needs of the community, to the specific, the subject matter that will be taught.

Advantages

Disadvantages

Work Cited

  • The model is versatile in that it provides a process for the complete development of a curriculum, allows developers to focus on particular components of the curriculum, and the development of instructional components.
  • This model allows for a meaningful practice on a larger scale of Danielson's Domain 4a, Reflecting on Teaching. According to Danielson (2007), "Teachers need to actively reflect on teaching. This should include what went well and what did not go well during a lesson. By doing this, teachers can constantly be improving their teaching in order to improve learning."

Some may say that a disadvantage would be the need for continuous revision of the components. The Oliva Model forces the planner to continually provide answers to the following issues, which can leave the planners feeling overwhelmed and unaccomplished in their task.

Issues

  • Is the curriculum functioning while in operation?
  • Is the best material being used and are the best methods being followed?
  • Are the programs cost effective? Is the money spent being maximized?

Danielson, C. (2007). Enhancing professional practice a framework for teaching (2nd ed.). Alexandria, Va.: Association for Supervision and Curriculum Development.

Daud, D., Ahmad, H., & Johari, H. (2012). Oliva Model in Malaysian Logistics Curriculum: A Conceptual Framework Paper. International Journal of Learning and Development, 2(3), 217-228. doi:10.5296/ijld.v2i3.1884

Gordon, W. R., Oliva, P. F., & Taylor, R. (2019). Developing the curriculum[9780134802732]. Retrieved June 12, 2019, from https://reader.yuzu.com/#/books/9780134802732/

Élana Gilmore

Curriculum Analysis

EDU 563 Curriculum Development

Dr. Marinelli

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