Standards, instructional objectives and curriculum design: A complex relationship

Gamson, David A.; Eckert, Sarah Anne; Anderson, Jeremy

doi:10.1177/0031721719834022

Cited by 5 publications

(7 citation statements)

References 3 publications

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“…According to [41] objectives describes the performances that teacher wish students to demonstrate when the learning takes place. Normally, these objectives offer concise expectation to what sort of knowledge or skills about the chosen topic should be achieved by students [39]. Therefore, the AR module comprised not only the module and teaching objectives to fulfil the requirement of a standard instructional plan or material, but having it presented in clear terms is significant in making sure the teacher using the module understands the purpose of the module.…”

Section: Teaching Objectivesmentioning

confidence: 99%

AR Module for Learning Changes of Matter in Chemistry

Mahanan

Ibrahim

Surif

et al. 2021

Int. J. Interact. Mob. Technol.

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Internal Visualization challenges concerning sub-microscopic particles in chemistry often result in some difficulties in learning the change of state of matter. Therefore, this study aims at developing an augmented reality ProCAR module that utilizes a project-based learning approach to facilitate learning changes of matter. This study employs ADDIE (Analysis, Design, Development, Implementation and Evaluation) instructional design model. The quality of the module was evaluated by a group of 5 Chemistry teacher-educator experts of Universiti Teknologi Malaysia to identify the suitability of the module. Inter-rater reliability (IRR) percentages were determined and the feedback was analyzed based on thematic analysis. The result shows that 100% of its learning objectives, Content, Usability, and Assessment and 75% of its performances were good and reliable all having IRR value 75% and above. Such revealed that AR Module is potentially effective for the teaching phase change to Secondary school students. Recommendations for future studies were highlighted

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Section: Teaching Objectivesmentioning

confidence: 99%

AR Module for Learning Changes of Matter in Chemistry

Mahanan

Ibrahim

Surif

et al. 2021

Int. J. Interact. Mob. Technol.

View full text Add to dashboard Cite

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“…Swanson & Hildebrandt (2017) on planning for instruction and alignment with CLT approaches. On the other hand, as this study aimed to propose a curriculum innovation in context, it considered Gamson et al (2019) which from their survey raised the questions and cautions for today's reformers when rethinking curricula.…”

Section: Extents Of Alignment Of the Teacher-participants' Identified Clt Strategies To The Prescribed Deped Curriculum Guide In Terms Ofmentioning

confidence: 99%

Communicative Language Teaching (CLT) Strategies in Daily Lesson Plans of Oral Communication Teachers and their Alignment to Standards in Curriculum Guide

Bargo

2021

IJLLT

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Communicative Language Teaching (CLT) is an approach that has been the subject of many practitioners and researchers in the field of language teaching and applied linguistics in many countries like the Philippines because of the recent changes and educational reforms, including lessons and curriculum innovations. Anchored to the CLT theory, this study used quantitative-qualitative content analysis of the daily lesson plans of the 7 purposively sampled Senior High School (SHS) language teachers teaching Oral Communication in Context (OCC). This aimed to identify the activities by cluster, assess which activities are CLT strategies, and determine their alignment to standards in the curriculum guide. Results revealed that the strategies used as classified through content analysis, and according to type and frequency included task-completion activity, opinion-sharing activity, mechanical practice activity, information-transfer activity, reasoning-gap activity, information-gap activity, communicative activity, information-gathering activity, fluency activity, accuracy activity, meaningful practice activity, and others. A number of strategies matched the CLT principles and features but vary on their respective percentages in each of the four phases, i.e., Activity-Analysis-Abstraction-Application (4As) of the lesson. These CLT strategies were found to be aligned to the Department of Education’s curriculum guide in terms of content standards, performance standards and assessment types. Implications of the findings to language teaching in the Philippines were drawn.

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“…Planning of the curriculum is a continuous, dynamic and never-ending process and represents the expression of educational ideas in practices [8][9][10] . In any curriculum, a seamless synchronization between instructional objectives, methods and assessment procedures are expected 11 .Objectives describe the endpoints of the curriculum that guide the assessment method and prepare learners for the educational activity and the standard by which their performance will be measured [12][13] .The objectives should be measurable and level of competence being delineated. The assessment methods measures whether the objectives are achieved or not through formative and summative examinations which ultimately drive the learning priorities and efforts [14][15] .The utmost foundation of medical curriculum is built around assessment, which often shapes the curriculum of medical schools and graduates.…”

Section: Introductionmentioning

confidence: 99%

Pharmacology Written Questions of One Decade: Evaluation of Curricular Objectives and Content Coverage

Johora¹,

Abbasy²,

Mahboob³

et al. 2023

Bangla J Med Educ

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Undergraduate pharmacology education has always been a topic of intense excitement and debate. This descriptive cross-sectional study was conducted to analyze the pharmacology written question papers (SAQ) of MBBS curriculum in last 10 years (January 2010 to November 2019). Total 131 question papers were collected, and reflection of curricular objectives and content coverage of pharmacotherapy of diseases of high burden were evaluated. Objective regarding factual knowledge (pharmacological effects, mechanisms of action, pharmacokinetic characteristics and adverse reactions of drugs) occupied about 80 percent of the questions throughout the last decade. Medicines used in diseases of high burden received very little weightage, which is consistent throughout the decade. Bangladesh Journal of Medical Education Vol.14(1) January 2023: 43-49

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Standards, instructional objectives and curriculum design: A complex relationship

Cited by 5 publications

References 3 publications

AR Module for Learning Changes of Matter in Chemistry

AR Module for Learning Changes of Matter in Chemistry

Communicative Language Teaching (CLT) Strategies in Daily Lesson Plans of Oral Communication Teachers and their Alignment to Standards in Curriculum Guide

Pharmacology Written Questions of One Decade: Evaluation of Curricular Objectives and Content Coverage

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