A standards-aligned curriculum ensures that teachers teach the most important content based on learning standards and eliminate gaps. When the curriculum is not standards-based, test scores drop as students are not taught what is assessed, teachers lack guides to help all students learn, materials may not be appropriate for all, and students are unprepared for further education. A standards-based curriculum provides guidelines for effective planning, consistent assessments, and supports for all students.
The document discusses the ADDIE model of instructional design. ADDIE is an acronym that stands for Analyze, Design, Develop, Implement, and Evaluate, which are the five key phases of a common instructional design process. Each phase is described in detail, including needs analysis in Analyze, creating objectives and testing strategies in Design, developing lesson plans and materials in Develop, delivering instruction in Implement, and evaluating effectiveness in Evaluate. The document emphasizes that instructional design considers factors like learning objectives, learner characteristics, and evaluation to create effective instruction.
The document discusses the Discrepancy Evaluation Model developed by Malcom Provus in 1969 to assess programs and drive improvement by identifying discrepancies between program standards and actual performance, with the goal of modifying programs or standards to address weaknesses; it outlines the key stages and steps of the model including defining objectives, planning evaluations, collecting data, identifying discrepancies, and determining corrective actions. The Provus model is best suited for formative program evaluation focused on continuous improvement through comparison of objectives and outcomes.
The Concerns-Based Adoption Model (CBAM) identifies teachers' concerns about an educational innovation and their level of use of the innovation in the classroom. The CBAM assesses teachers on a stages of concern scale from 0-6 regarding their feelings about the change, and a levels of use scale from non-use to renewal regarding their implementation of the innovation. Applying both the stages of concern and levels of use dimensions can help describe teachers' positions and inform further implementation support activities.
The document discusses the ADDIE model of instructional design. ADDIE is an acronym that stands for Analyze, Design, Develop, Implement, and Evaluate, which are the five key phases of a common instructional design process. Each phase is described in detail, including needs analysis in Analyze, creating objectives and testing strategies in Design, developing lesson plans and materials in Develop, delivering instruction in Implement, and evaluating effectiveness in Evaluate. The document emphasizes that instructional design considers factors like learning objectives, learner characteristics, and evaluation to create effective instruction.
The document discusses the Discrepancy Evaluation Model developed by Malcom Provus in 1969 to assess programs and drive improvement by identifying discrepancies between program standards and actual performance, with the goal of modifying programs or standards to address weaknesses; it outlines the key stages and steps of the model including defining objectives, planning evaluations, collecting data, identifying discrepancies, and determining corrective actions. The Provus model is best suited for formative program evaluation focused on continuous improvement through comparison of objectives and outcomes.
The Concerns-Based Adoption Model (CBAM) identifies teachers' concerns about an educational innovation and their level of use of the innovation in the classroom. The CBAM assesses teachers on a stages of concern scale from 0-6 regarding their feelings about the change, and a levels of use scale from non-use to renewal regarding their implementation of the innovation. Applying both the stages of concern and levels of use dimensions can help describe teachers' positions and inform further implementation support activities.
5. OL聴VA MODEL聴N聴N AMACI
OKUL E聴T聴M PROGRAMININ
GEL聴T聴R聴LMES聴 聴聴N B聴R YNTEM SUNAR
PROGRAM 聴ZLENEREK HERHAN聴 B聴R
ALANIN E聴T聴M PROGRAMI 聴聴N B聴R
PLAN YA DA BAINDAN SONUNA KADAR
E聴T聴M聴 YER聴NE GET聴RECEK YNTEMLER
OLUTURAB聴L聴R
6. OLIVA MODEL
Genelde renci Toplum Belirle renci
Gereksinimlerinin Gereksinimlerinin Gereksinimlerinin
Belirlenmesi Belirlenmesi Belirlenmesi
Belirli Bir
Topluluun
Gereksinimlerinin
renmeye 聴likin 聴nan巽lar脹 da Kapsayan Saptanmas脹
掘庄岳庄馨in Ama巽lar脹 ve Felsefesinin Belirlenmesi
Konu Alan脹nda
Duyulan
Gereksinimlerinin
Program脹n Ama巽lar脹n脹n
Belirlenmesi
Program脹n Hedeflerinin
Belirlenmesi
Program脹n rg端tlenmesi
Program脹n Deerlendirilmesi
retim Ama巽lar脹n脹n
retimin Deerlendirilmesi Belirlenmesi
retim Hedeflerinin
Deerlendirme Tekniklerinin Belirlenmesi
Nihai Se巽imi
Strateji Se巽imi
Stratejilerin Uygulanmas脹
Deerlendirme
7. SORULAR
1) Aagidakilerden hangisi Oliva Modeli i巽in
s旦ylenemez?
A) basit bir modeldir
B) kapsaml脹d脹r
C) sistematikdir
D) birleik bir yap脹ya sahiptir
8. Cevap; oliva modeli basit,kapsaml脹 ve
sistematik bir modeldir fakat birleik bir yap脹ya
sahip deildir. Doru cevap D 脹kk脹d脹r.
9. 2) Oliva modeli ka巽 y脹l脹nda olumutur?
A) 1966
B)1997
C) 1998
D)1990
11. OL聴VA MODEL聴 GEREKS聴MLER-1
ncelikle 旦renci ve toplum
gereksinimleri dikkate al脹narak eitimin
ama巽lar脹 ve felsefesi belirlenir
Bu ama巽lar ve eitim felsefesi
belirlenirken 旦renci, toplum ve konu
alan脹 gereksinimleri dikkate al脹nmaktad脹r
12. OL聴VA MODEL聴 GEREKS聴MLER聴-2
掘庄岳庄馨 ama巽lar脹 ve felsefesi belirlendikten
sonra program脹n ama巽lar脹, hedefleri
belirlenir ve program 旦rg端tlenir
ama巽 ve hedefleri belirlendikten sonra
旦retim ama巽 ve hedefleri de belirlenir
ve bu ama巽 ve hedeflere uygun stratejiler
se巽ilir
13. OL聴VA MODEL聴 GEREKS聴MLER聴-3
Son olarak da deerlendirme yap脹l脹r
Deerlendirme aamas脹nda stratejiler,
deerlendirme tekniklerine dikkat
edilerek 旦retim ve program
deerlendirilir.
14. OL聴VA MODEL聴 EVRELER聴
1-rencilerin genel gereksimlerinin
belirlenmesi
2-Toplumun gereksimlerinin belirlenmesi
3-掘庄岳庄馨in genel ama巽lar脹n脹n ve
felsefesinin belirlenmesi
4-旦rencilerin okuldaki gereksimlerinin
belirlenmesi
20. eitim program脹n alt
modelini oluturan
evreler
rencilerin genel gereksimlerinin
belirlenmesi
掘庄岳庄馨 program脹n脹n d端zenlenip
uygulanmas脹
. 掘庄岳庄馨 program脹n脹n deerlendirilmesi ve
eitim unsurlar脹n脹n deitirilmesi
21. 旦retim program脹 alt
modelini oluturan
evreler
retim ama巽lar脹n脹n belirlenmesi
retim hedeflerinin belirlenmesi
retim y旦ntemlerinin se巽ilmesi
retim deerlendirilmesi ve 旦retim
unsurlar脹n脹n deitirilmesi
22. OL聴VA MODEL聴 DZENLEMES聴
rencilerin ihtiya巽lar脹
retmenlerin tercihleri
聴darecilerin d端端nceleri
Toplumun deerleri
Fiziksel yap脹n脹n s脹n脹rlar脹
Ekonomik kaynaklar
23. SORULAR
1)eitim amac脹 ve felsefesi belirlenirken hangi
gereksinimler dikkate al脹nmal脹d脹r?
2) evrelerin alt modelleri ka巽a ayr脹l脹r ve bunlar
nelerdir? Aa脹daki se巽eneklerin hangisinde
doru verilmitir?
A)掘庄岳庄馨-ders program脹
B) 掘庄岳庄馨 旦retim- ders program脹
C) ders- 旦retim program脹
D)eitim- 旦retim program脹
24. 3)Aa脹daki maddeler den hangisi eitim
program脹n脹n alt modelini oluturan evre deildir?
A)掘庄岳庄馨 program脹n脹n d端zenlenip uygulanmas脹
B)掘庄岳庄馨 program脹n脹n deerlendirilmesi
C)旦rencilerin genel gereksinimlerinin
belirlenmesi
D)旦retim ama巽lar脹n脹n belirlenmesi
E)掘庄岳庄馨 unsurlar脹n脹n deitirilmesi
