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Process Curriculum Model
Transcript of Process Curriculum Model
Mednick, F. (2006, March 13). Curriculum theories. Retrieved from http://cnx.org/content/m13293/latest/
O'Neill, G. (2010, January 13). Overview of curriculum models. Retrieved from http://www.ucd.ie/t4cms/ucdtlp00631.pdf In summation, Knowledge is a process! Lawrence Stenhouse wrote one of the best-known explanations of the Process Model of Curriculum Theory. Learners have a clear voice in the way their learning experience moves and changes. interactions between teachers, students, and the curriculum at hand. Focus: Teacher's Responsibilities decide upon important information to be learned/taught
designate how to teach the information (teaching strategies)
set plan for action with essential components of the experience in mind focus on knowledge acquisition no clear formal assessment discussion-based student has more control could easily go off-track not viable for every learner (ex. young children, some students with disabilities) works well in a collegiate setting provides opportunities to improve social skills Teacher's Responsibilities
guide conversations among parties that encourage critical thinking and actions
constantly assess the knowledge acquisition process and its outcomes
determine each student's strengths and weaknesses (Before Lesson) (During Lesson) lack of structure and control can make teachers uneasy 1975 Teachers are the only safety net! content can be lost "A curriculum is an attempt to communicate the essential principles and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice." Curriculum as a process is a free-form approach to learning with a focus on constructive conversation between students and a continued maturation of their critical thinking skills. Teacher relinquishes much of control and merely helps to guide the dialogue while studying students' feedback.
Students take charge of their own learning.