A) Selection of aims, goals, and objectives B) Selection of content C) Organization and integration of experiences D) Evaluation
A) Decide which students should be expelled B) Start a conversation about the teacher's philosophy. C) Negotiate the budget for the next school year. D) Measure whether the predefined objectives have been achieved.
A) They fail to account for the unpredictable and "messy" reality of how teachers actually plan. B) They require too much deliberation between stakeholders. C) They place too much emphasis on feedback loops. D) They are too disorganized and lack structure.
A) Students are asked to vote on what they want to learn. B) A single leader makes all the decisions to save time. C) The curriculum is printed and distributed to schools. D) Developers argue and negotiate to identify which facts are relevant and which alternatives are reachable
A) Scrapping the entire school system. B) Promoting the students anyway because the test was too hard. C) Changing the objectives to match the low scores. D) Revising the learning experiences and implementation methods, then repeating the cycle (though linear models struggle with this step).
A) That teachers should only teach what is happening in the news that day. B) The physical location of the school building only. C) The interaction between the school's internal environment and the external social context. D) That curriculum only works in emergency situations.
A) To identify and analyze the factors that constitute the context in which the curriculum will operate. B) To categorize students by their IQ scores before teaching begins. C) To determine the final grades of the students. D) To choose which textbook is the most affordable for the school.
A) Only after an evaluation is completed. B) At any stage or point in the process depending on the need. C) Only when prompted by the Secretary of Education. D) Only at the "Aims" stage.
A) Sequential flow. B) Highly flexible and adaptable to change during implementation. C) Emphasis on objectives. D) Logical organization.
A) Selecting learning experiences B) Determining the school's purposes (objectives) C) Organizing the content logically D) Evaluating the effectiveness of the program
A) What will best help students attain the specific objectives previously defined. B) What is easiest for the teacher to present C) The personal interests of the principal D) Which textbooks are currently in stock in the school library.
A) Fixed B) Prescriptive C) Interactive D) Sequential
A) It is too logical and structured for most teachers to follow. B) It can be time-consuming because it requires constant data collection and situational reappraisal. C) It assumes that once a cycle is finished, the curriculum is "perfect" and never needs to change again. D) It completely ignores the importance of evaluation
A) The design B) The deliberation C) The platform D) The policy
A) False B) True
A) Print-based instruction B) Technologies and Multimedia C) Industrial-age model D) Rote learning
A) Print-centered B) Fragmented curriculum C) Memorization-based D) none of these
A) Flexible B) Content-focused C) Rigid D) Authoritative
A) Time-based model B) Memorization approach C) Fragmented curriculum D) none of these
A) TRUE B) False
A) Fragmented curriculum B) Project-based and Research-driven learning C) Passive instead D) Memorization strategy
A) Time-based learning B) Teacher-centered instruction C) Outcome-based education D) Lower-order thinking
A) TRUE B) FALSE
A) none of these B) Memorization C) Communication and Collaboration D) Passive listening
A) Wiki B) Podcast C) Blog D) E-portfolio
A) Multi-specialist B) Passive educator C) Lifelong learner D) none of these
A) Technologies and Multimedia B) none of these C) Textbook-driven learning D) Factory-model education
A) Hypertext B) Wiki C) Blog D) Prezi
A) Student-centered B) Technology-driven C) Factory-model curriculum D) Integrated and Interdisciplinary
A) Podcast B) Wiki C) Semantic Web
A) Teacher control B) Linear memorization C) Independent inquiry D) none of these
A) Discipline-centered B) Teacher-centered C) Student-centered D) Content-centered
A) Mechanical Literacy B) Media Literacy C) Information Literacy
A) Authentic assessment B) Standardized memorization C) Assessment for marking
A) Memorization B) Passive engagement C) Isolation D) none of these |