Aral脹k 2015'de Anadolu niversitesi Eitim Bilimleri Enstit端s端 Eitim Programlar脹 ve retim b旦l端m端 doktora program脹 kapsam脹nda Yaamboyu renme dersinde Karab端k niversitesi Yabanc脹 Diller Y端ksekokulu 旦retim elemanlar脹ndan Okt. Mustafa POLAT taraf脹ndan Gereksinime Dayal脹 Uyum Modeli ile ilgili yap脹lan sunum dosyas脹. 聴letiim: mustafapolat@karabuk.edu.tr .聴yi 巽al脹malar dilerim.
The WildCare Trust was established in 2005 to save endangered animals. It relies on membership fees, donations, and an animal adoption scheme for funding. WildCare plans to develop an endangered species database for members to use.
The document discusses evaluation of instruction through student assessment. It defines key terms like evaluation, assessment, measurement and testing. Evaluation can occur through preassessment before instruction, formative evaluation during instruction, and summative evaluation after instruction. Assessment includes norm-referenced comparisons to peers or criterion-referenced comparisons to objectives. Evaluation should address cognitive, affective and psychomotor domains using a variety of testing and alternative assessment methods.
This chapter discusses developing instructional goals and objectives to guide classroom instruction. It defines instructional goals as general statements of expected student performance, while instructional objectives are measurable and observable statements of student performance derived from goals. The chapter outlines guidelines for writing goals and objectives in the cognitive, affective, and psychomotor domains based on curriculum goals. It also discusses debates around using behavioral objectives and validating instructional goals.
The document discusses definitions of curriculum and the relationship between curriculum and instruction. It provides several conceptions of curriculum from narrow (subjects taught) to broad (all learner experiences). Curriculum can be defined by its purposes, contexts, or strategies. Models of the curriculum-instruction relationship are presented, including dualistic, interlocking, concentric, and cyclical. For curriculum to be considered a discipline, it must have principles, a body of knowledge and skills, and theoreticians and practitioners.
This document discusses the human dimension of curriculum planning. It describes the roles that various individuals, such as principals, teachers, students, and parents, play in the curriculum development process. It emphasizes that curriculum development is a collaborative effort that requires strong leadership skills from curriculum leaders, including skills in managing the change process, building relationships, leading groups, and effective communication. Curriculum leaders must understand group dynamics and be able to facilitate productive discussions to improve the curriculum.
The document outlines key concepts in curriculum development principles:
- It defines curriculum, curriculum development, planning, implementation, evaluation and revision.
- Curriculum development aims to continuously improve learning experiences for students and is influenced by changes in society.
- Principles that guide curriculum development come from various sources and exist on a spectrum from established truths to hypotheses.
- Ten axioms are presented that curriculum developers use as guidelines, such as the need for change, reflecting the times, and starting curriculum planning from the current state.
The WildCare Trust was established in 2005 to save endangered animals. It relies on membership fees, donations, and an animal adoption scheme for funding. WildCare plans to develop an endangered species database for members to use.
The document discusses evaluation of instruction through student assessment. It defines key terms like evaluation, assessment, measurement and testing. Evaluation can occur through preassessment before instruction, formative evaluation during instruction, and summative evaluation after instruction. Assessment includes norm-referenced comparisons to peers or criterion-referenced comparisons to objectives. Evaluation should address cognitive, affective and psychomotor domains using a variety of testing and alternative assessment methods.
This chapter discusses developing instructional goals and objectives to guide classroom instruction. It defines instructional goals as general statements of expected student performance, while instructional objectives are measurable and observable statements of student performance derived from goals. The chapter outlines guidelines for writing goals and objectives in the cognitive, affective, and psychomotor domains based on curriculum goals. It also discusses debates around using behavioral objectives and validating instructional goals.
The document discusses definitions of curriculum and the relationship between curriculum and instruction. It provides several conceptions of curriculum from narrow (subjects taught) to broad (all learner experiences). Curriculum can be defined by its purposes, contexts, or strategies. Models of the curriculum-instruction relationship are presented, including dualistic, interlocking, concentric, and cyclical. For curriculum to be considered a discipline, it must have principles, a body of knowledge and skills, and theoreticians and practitioners.
This document discusses the human dimension of curriculum planning. It describes the roles that various individuals, such as principals, teachers, students, and parents, play in the curriculum development process. It emphasizes that curriculum development is a collaborative effort that requires strong leadership skills from curriculum leaders, including skills in managing the change process, building relationships, leading groups, and effective communication. Curriculum leaders must understand group dynamics and be able to facilitate productive discussions to improve the curriculum.
The document outlines key concepts in curriculum development principles:
- It defines curriculum, curriculum development, planning, implementation, evaluation and revision.
- Curriculum development aims to continuously improve learning experiences for students and is influenced by changes in society.
- Principles that guide curriculum development come from various sources and exist on a spectrum from established truths to hypotheses.
- Ten axioms are presented that curriculum developers use as guidelines, such as the need for change, reflecting the times, and starting curriculum planning from the current state.
3. Ni巽in farkl脹 program model ve
yakla脹mlara gerek duyulmutur?
Bilim ve sanayi devrimleri ve demokratik hayat脹n
gelimesi, eitim-旦retim programlar脹nda 巽eitlenmeye gidilmesi
ihtiyac脹n脹 dourmutur
Psikolojinin ve 巽ada eitim ak脹mlar脹n脹n gelimesi ile 巽ocuun
incelenmesi ve okullar脹n bireysel ihtiya巽lar脹 dikkate alacak
ekilde organize olmas脹 g旦r端端 旦nem kazanm脹t脹r.
Herkes i巽in zorunlu eitime ge巽iin yaratt脹脹 旦renci say脹s脹ndaki
art脹a paralel olarak okula gelen 旦rencilerin ilgi, yetenek ve
ihtiya巽lar脹ndaki b端y端k boyutlardaki farkl脹l脹klar da bu ihtiyac脹
pekitirmi ve okul programlar脹nda farkl脹l脹klar脹n yarat脹lmas脹n脹
gerekli k脹lm脹t脹r.
H脹zla artan bilgi ve gelien teknolojinin de eitim uygulamalar脹
ve programlar 端zerinde 旦nemli etkisi olduunu belirtmek gerekir.
4. GOODLAD MODEL聴
Goodlad Modelinde ilk aamay脹 k端lt端rel deerlerin analizi
oluturur.
Bu analizden hedeflerin tespiti yap脹l脹r
Ard脹ndan hedeflerle ilgili davran脹sal 旦zellikler tespit edilir.
Bu 旦zelliklerin oluumu i巽in 旦renme f脹rsatlar脹 verilir.
5. GOODLAD MODEL聴
Program gelitiriciler, eitimsel hedefler ve daha 巽ok 旦zel
eitim hedefleri ad脹n脹 alan 旦renme f脹rsatlar脹ndan sonu巽
巽脹kar脹rlar.
zel eitim hedeflerinin dav-ran脹sal tespitinden sonra
da, 旦rg端tlenme merkezleri oluturulur.
Bu, 旦renciler i巽in 旦zel 旦renme f脹rsatlar脹 oluturmak
eklinde tan脹mlanmaktad脹r.
6. GOODLAD MODEL聴
Bu modelde eitsel hedefler toplumun k端lt端r
deerlerinden analiz edilmekte ve davran脹 olarak ifade
edilmi eitsel hedeflere d旦n端t端r端lmektedir. Bu
yakla脹m bir taraftan toplumsal deerlere dier yandan
旦renme yaant脹lar脹na a脹rl脹k vermektedir
Genel eitim hedefleri i巽in 旦renme f脹rsatlar脹 oluturulur.
Genel eitim hedefleri i巽in 旦renme f脹rsatlar脹
oluturulduktan sonra 旦zel eitim hedeflerinin
davran脹sal tespiti meydana getirilir ve 旦rg端tlenir.
Ard脹ndan da 旦rencilere ula脹r.
7. GOODLAD MODEL聴
Bu 旦retmen yetitirme modeli, 旦retmen adaylar脹n脹n bir
seride, ikinci y脹ldan itibaren bir grup olarak, mesleki eitim ve
metodoloji i巽erisinde t端m alarak balar.
Buna ek olarak, bir okul b旦lgesi ile 端巽 y脹ll脹k bir iliki
kurulmu, b旦ylece 旦renciler her d旦nem derslik alan脹nda deneyim
f脹rsatlar脹 kat脹labilir.
Bu 旦renci 旦retim deneyimi 旦nce bu 旦rencilerin okullarda saha
deneyimi 250 saat i巽inde birikir olaca脹 tahmin edilmektedir.
Bu model ayn脹 zamanda, ortak okul siteleri hizmet i巽i 旦retmen
i巽in geni mesleki geliim f脹rsatlar脹 sala
8. GOODLAD MODEL聴
Model t端m y旦nleriyle kalitesini art脹rmak ve 旦retmen
eitim program脹 旦renciler i巽in saha deneyimi f脹rsatlar脹
miktar脹n脹 art脹rmak i巽in tasarlanm脹t脹r.
zet olarak, bu teknoloji-inf端ze 旦retmen yetitirme
modeli, hizmet 旦ncesi ve hizmet i巽i 旦retmenlerin
m端fredat geniletmek ve gelitirmek i巽in yap脹lm脹t脹r.
