A core curriculum provides essential common learning experiences considered important for all learners, although its exact scope varies by educational system.
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The hidden curriculum includes implicit lessons communicated through school routines, relationships, rules, institutional culture, and expectations.
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The psychological foundation uses knowledge of learning, cognition, motivation, maturation, and individual differences to guide curriculum decisions.
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Philosophy clarifies educational aims, values, the nature of knowledge, and the kind of individual and society education should promote.
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Learner-centered curriculum gives substantial attention to students' needs, interests, developmental levels, and active participation in learning.
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Ralph Tyler's model begins with educational objectives, followed by selection and organization of learning experiences and evaluation of their effectiveness.
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Taba advocated a grassroots approach in which teachers participate actively in developing curriculum, beginning with diagnosis of learners' needs.
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Tyler's four fundamental questions concern educational objectives, learning experiences, organization of those experiences, and evaluation of outcomes.
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Taba's model begins with diagnosis of needs and proceeds through objectives, content selection, content organization, learning experiences, and evaluation.
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Wheeler presented curriculum development as a cyclical process in which evaluation and feedback can lead to revision of objectives and other curriculum elements.
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The Saylor-Alexander approach considers educational goals, curriculum design, implementation, and evaluation within an organized planning framework.
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The sociological foundation considers social needs, cultural values, community expectations, social institutions, and changes affecting educational purposes.
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A broad definition of curriculum includes planned learning experiences, educational objectives, content, teaching methods, and assessment rather than only textbooks or subjects.
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Curriculum development begins by identifying learners' needs, societal demands, and educational aims before selecting content and learning experiences.
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Adolescents develop at different rates, so a teacher should reassure the student that individual differences in physical growth are normal and avoid unnecessary comparison.
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Crow and Crow emphasize education as a process that helps individuals become active, constructive, and socially useful members of society.
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The Deoband movement emerged in the nineteenth century, with Darul Uloom Deoband founded in 1866, and focused on preserving and advancing Islamic religious learning and scholarship.
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Curriculum translates educational aims into planned learning experiences, content, activities, and assessment through which educational objectives can be pursued.
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The Quadrivium consisted of arithmetic, geometry, music, and astronomy and formed the advanced part of the traditional seven liberal arts.
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Piaget's formal operational stage begins around age 11 and is characterized by abstract, hypothetical, systematic, and deductive thinking.
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Participation in extracurricular activities provides useful evidence about students' interests, abilities, social behaviour, personality characteristics, and preferences, since students engage in them voluntarily.
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A school counselor is the professional responsible for helping students with educational planning, personal concerns, career development, and related guidance needs.
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The guidance worker should view the curriculum as a means to an end, namely a vehicle through which educational objectives are translated into organized learning experiences for students.
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The extended abstract level of SOLO taxonomy involves generalizing, theorizing, hypothesizing, and applying understanding beyond the information given to new situations.
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The drill method provides repeated practice to develop accuracy, fluency, speed, retention, or mastery of specific skills, such as multiplication tables or spelling.
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