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Curriculum Models
Introduction

Curriculum models enable the process of development of teaching
curriculums.

It focuses on procedures and processes that contain the teaching
approaches.

The models enable the assessment of the approaches used in the
assessment and learning of the students (Krajcik, McNeill & Reiser,
2008).

There is focus on the feelings and attitudes that allow for increase
in enhancement of the learning of the students
Curriculum Model

There are two main models, the process and product model.

The product model focuses on the intentions and the plans that are
used in the teaching process.

It is valuable in the communication and development of the
outcomes in the students population (Miller, 2018).

It allows for the description of the content and the outcomes that
are expected in the declaration of the learning objectives.
Cont’d

The process model allows for the students to have more choices in
the development of life skills.

There is emphasis on the objectives of the students and the role that
they have in the development of their skills (Krajcik, McNeill &
Reiser, 2008).

The process model is more inclusive as compared to model and this
allows for increase in student value.

It helps in focusing on the design of the products and the changes
that are transferred to all the students.
Product Model
Process Model Illustration
Comparison of Product and Process Model

The process model is considered to have more advantages as compared to
product model.

It allows for increase in the productivity of the students by increasing their
participation.

It is effective as there is focus on the needs of the students and centering
the design on growth (Miller, 2018).

The planning process in the use of the models allows for the assessment of
the critical approaches in student learning.
Cont’d

The technicality of the models guides the education of the students
on competencies and the attributes to incur.

With the product model, the teacher has the decision on the
expected outcomes of the system (Klein, 2004).

There is analysis of the approaches that are effective in the creation
of change in the learning process.

With the design of the learning curriculum, there is increase in
humanistic approaches in development of programs.
Theoretical Approaches

Different theories are developed in helping to understand the
development of curriculum.

There is variation of the levels and the concepts that allow for the
centering of the learners to the model (Miller, 2018).

The theory that is applicable with the process model is design
theories that are focused on the development of the curriculum
plans.

It guides the involvement of the students using their personal
values.
Cont’d

The model and the theory work well in the environment allowing
for increase in decision-making in developing the curriculum.

The evaluation of the humanistic approaches guides the
effectiveness of the curriculum (Klein, 2004).

There is change in methodologies that allow for the introduction of
the intellectual information.

With the model, there is coordination of the theory and developing
the curricular.
Cont’d

The theories allow for the increase in efficiency in the learning
process.

There is enhancement of the crucial models and the change that
arises in the resource process (Klein, 2004).

With the critical learning process, there is guidance on the
consciousness of the students and motivated towards learning.

It helps in increasing the resource guidance and this enables the
presentation of vital skills to the students.
Superiority of the Model

The process model is more superior as there is enhancement of the
curriculum content.

There is increase in the learning activities with the assessment of
the constant involvement of the students.

In the process of satisfaction, there is development of social skills
increasing the ability of the students (Klein, 2004).

It encourages the growth of the students according to their abilities.
Conclusion

The curriculum models allow for development of ideal programs.

It focuses on the enhancement of clarity of the presentation and the
needs of the students (Miller, 2018).

With the application of the design theory and process model, the
interaction with the students becomes effective.

There is ability to enhance their levels of interaction and the
changes that enable their growth.
References
Krajcik, J. McNeill, K. L. & Reiser, B. J. (2008). Learning-goalsdriven design model: Developing curriculum materials that align
with national standards and incorporate project-based
pedagogy. Science Education, 92(1), 1–32.
Klein, J. (2004). Curriculum models. In A. Distefano, K. E. Rudestam,
& R. J. Silverman (Eds.), Encyclopedia of Distributed
Learning (pp. 103–105). Thousand Oaks, CA: SAGE Publications
Miller, J. L. (2018). Curriculum theory: A recent history. Journal of
Curriculum Theorizing, 1(1).
Running head: EVALUATING CURRICULAR MODELS
Evaluating Curricular Models and Theories
1
EVALUATING CURRICULAR MODELS
Evaluating Curricular Models and Theories
One Curriculum Model and the Associated Theory that Applies to the Model on which I
Am Basing My Presentation
My Curriculum Model
Enter Content
My Associated Theory
Enter Content
An Alignment of the Characteristics of the Theory and Model I Have Chosen for
My Educational Setting.
Why This Model and Theory Work Well in My Environment
Enter Content
The Process I Would Take to Implement the Curriculum Model with Diverse Populations
Enter Content
How I May Convince Stakeholders the Model Is Preferable to the Alternatives
Enter Content
2
EVALUATING CURRICULAR MODELS
References
3
EVALUATING CURRICULAR MODELS
Appendix A
4
EVALUATING CURRICULAR MODELS
Appendix B
5

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