BED 2nd year knowledge and curriculum topic dimensions of curriculum

Dimensions of curriculum b.ed 2nd year notes
Knowledge and curriculum

1. BED202: Unit 2 Dimensions of Curriculum By: Asst.Prof . Suresh S Waghmare Dr.D.Y.Patil College of Education, Pimpri

2. Unit 2 Dimensions of Curriculum CONCEPT OF CURRICULUM Meaning: The Latin meaning of the term curriculum is a ‘racecourse’ used by chariots. The traditional meaning of the term curriculum in the course of a study or training leading to a ‘product’ or ‘education’. Definitions: A curriculum is defined as a plan for action or a written document that includes strategies for achieving desired goals or ends.

3. “Curriculum includes all those activities which are utilized by the school to attain the aims of education”. - by Manroe “Curriculum includes all student school experiences relating to the improvement of skills & strategies in thinking critically and creatively, Solving problems, working collaboratively with others, communicating well, writing more effectively, reading more analytically, and conducting research to solve problems.” by Brown D

4. Importance of Curriculum It plays important role in education. All the educational institutions function on the basis of designed curriculum. Gives direction to the entire educational process Helps in achieving the all round development of the child To realize the aims of education Deciding quality of education as it impacts teaching learning process as well as evaluation procedure.

5. Aspects of Curriculum

6. Types of Curriculum: Subject cantered this is the most widely used type of curriculum. It focuses on the cognitive development & acquisition of information & knowledge by the learner. Teacher cantered approach is used. Competency based This curriculum lays down certain competencies and its sub competencies to be achieved by the students after each year through various subjects. Eg. Language learning, solving problems

7. Activity based This type of curriculum is very flexible. In this curriculum everything that the child has to learn is presented in the form of task that is to be completed. It is very successful at elementary level. Eg. Observation, play, story & handiwork or crafts. Experience based This curriculum focuses on preparing the learners for life & developing in them the knowledge & skills essential to earn their living. In variety of ways teacher can give experiences like- non verbal experiences, verbal, direct, indirect, curricular, non curricular etc.

8. Integrated Instead of teaching each subject separately they are combined together and taught in an integrated curriculum. this approach is entirely opposed to the subject cantered curriculum approach. This approach is successful at elementary level. Through this students are able to learn appreciate, think critically, analyse, and also formulate generalizations since they get a holistic perspective rather than isolated facts. Value based Curriculum is framed on the basis of philosophy that has been adopted by the country. Hence the national values, social values, moral values as well as personal values as adopted in the philosophy are reflected through the curriculum.

9. Hidden Curriculum In this type of curriculum learner learns a lot from the social environment of the classroom and the school. Teacher provides instructional inputs which might not be planned & designed. Through various non verbal behaviour like gestures and postures, eye contact, appreciation of learner behaviour by nodding, the teacher conveys many things. Null Curriculum It is physically not possible to teach everything in the schools, therefore many topics and subjects areas are excluded intentionally. Eg. Life education, career planning etc

10. Principles of Curriculum development Child cantered Life oriented Fulfilling objectives Co related curriculum Activity cantered Flexible Variety Useful for leisure Creating self dependence Useful for cultural values etc.

11. Child centered / Learner Centered : it is very important that the curriculum should be based on the needs, interests & capacities of the learner. It should consider the developmental stages of the learner. L ife oriented: curriculum should be designed in such a manner that the learner is able to relate it with his/her life. It should focus on the political, social and economic conditions.

12. Fulfilling objectives It should be helpful in achieving pre decided objectives. The content should be supportive in achieving objectives. Co related curriculum the curriculum should make the learner understand the relationship between different subjects. He/ She should be able to relate the learning with his life. Activity centered : The learners are an important part of the learning process, so we have to keep them always active. Eg . collect metallic & non metallic objects from the surrounding.

13. Flexible: The curriculum should be flexible. There should be a facility of different electives or options from which the learner can choose the ones he wants to study. Also there should be a provision for modification in the curriculum based on the location and time. Variety: The curriculum should include a variety of subjects so as to cater to the needs of the learner as well as the society. e g . Science, Mathematics, Social Studies etc.

14. Useful for leisure The designed curriculum should provide for inter relation of play and work activities. This will facilitate the learner to make effective use of his/her leisure time. Creating self dependence Every learner is unique and is born with some abilities. The curriculum should be designed in such a way that every learner is able to use his/her abilities to the fullest. Which will be helpful in creating self dependence among learners.

15. Useful for cultural values Curriculum must include seen and hidden values. Curriculum should provide for developing a conductive environment for the learner to understand his own culture, values & traditions & develop a respect for the culture heritage. It should help to develop the national spirit among the learners. Principle of Utility: The education has to make the learner self-reliant. The curriculum should be designed & focus on that knowledge and skills which will help the learner to earn his livelihood.

16. Principle of forward looking : Curriculum should be always looking forward & eyes should be on future of individual & Society. Principle of totality of experiences It should include totality of experiences which a learner needs to grow & develop. Learner must be able to develop a holistic approach & a wholesome perspective towards ant aspect. He/She must be able to look at everything rationally, critically & scientifically.

17. Curriculum Planning Curriculum planning and designing is a process in which participants at different levels take decisions about the goals of learning, decide about the teaching learning situations by which these may be achieved and whether the methods and means adopted are effective

18. Philosophy Idealism : teachers had to be the role models for the students. Methods focused on memorizing & learning by rote to be adopted. Realism: Realism is a philosophy of common sense & science. It advocates the laws of nature & the accompanying universal truths of the physical world. Field trips, laboratories, audio visual materials & ingredients of methodology. Experimentalism: Problem solving, inquiry, discovery, experimental learning were all focused as the methods of teaching. Pragmatism: Pragmatic curriculum ‘ is built on Principle of utility’, interest, childs personal needs & ‘learning by doing’ plays important role in pragmatism. Teacher is facilitator.

19. Steps in Curriculum planning Identify Issues/problem/Need What are the students need & society needs? This is relevant in determining that under any discipline or faculty, what would be the core curriculum, the subject curriculum & the activity curriculum. Form curriculum development team Once the nature & scope of the issues has been broadly defined, the members of the curriculum development team can be selected, then roles & functions of team members can be defined, process for the selecting members, principle of teamwork.

20. Conduct needs Assessment & Analysis Needs assessment & analysis done in two parts: First is conducting needs assessment where we use number of techniques: Surveying KAP: Knowledge, attitude & practices Arranging discussions for focus groups Analyzing the environment Analysis includes ways to identify gaps between knowledge & practice, trends emerging from the data, a process to prioritize needs & identification of the characteristics of the target audience.

21. What are the students & society needs? How do students learn? What are the current expectations of the the field? What are the values, competencies & skills that are expected to be developed in our students? What are the existing available resources? Which methods & purposes of assessment are currently in practice? What kind of professional development programmes would be required?

22. Curriculum Designing “Curriculum design is nothing but the plan of action which is concerned with the selection & Organization of content, learning experiences/methods/techniques/ activities to be u sed as instructional strategies & the evaluation procedure to be adopted.” curriculum design is “...the pattern or framework or structural organization used in selecting, planning and carrying forward educational experiences in the school. By Alexander

23. Components of Curriculum Design

24. Steps of Curriculum Design Assessment of Educational needs Formulation of objectives Selection & Organization of the content Selection & organization of learning experiences Evaluation

25. Assessment of Educational needs While selecting any knowledge to become a part of Curriculum, need assessment is to be done. The need assessment helps curriculum developers in following ways: Learners : 1)to address the gap that exists between the present status of the learner and the intended one. 2) Helps them to remain motivated Society: In understanding and identifying social function of educational program. Subject Matter: Helps in outlining the structure of a subject, including topics to be covered, their order of presentation, and the appropriate grade level for each topic.

26. Formulation of objectives Objectives should be stated in listing topics, concepts, generalizations, or other elements of content that are to be dealt within the course or courses; The purpose of a statement of objectives is to indicate the kinds of changes in the student to brought, then the instructional activities can be planned and developed in a way likely to attain these objectives; Statements of objectives should be expressed interns of which it identify the kind of behavior to be developed in the student and the content or area of life in which this behavior is to operate.

27. Selection of the content Content refers to facts, concepts, principles theories, and generalizations. Criteria for content selection the availability of the subject matter; appropriate balance of scope and depth; appropriateness to pupils needs and interests; the durability of the subject matter; logical relationship of the subject matter content to main ideas and basic concepts; contents that contribute to the development of the society.

28. Organizing the Content Content Organizing Principles: Sequencing : Sequencing curriculum means putting the content and materials into some sort of order of succession. For this, certain teaching principles such as moving from known to unknown, from simple to complex, from concrete to abstract, etc have to be kept in mind. also these principles, the resources that facilitate students’ learning have to be arranged.

29. Continuity: The content of curriculum should provide for continuity in learning and prevent loss through forgetting. The learners should be provided with experiences step by step, leading to the examination of more complex forms of criticism and analysis of ideas. For example, a student of grade II may learn the concept of interdependence among family members. She may encounter the same concept in a higher grade but with reference to interdependence of nations, political decisions, etc.

30. Integration : Curriculum planners should attempt to integrate the curriculum by simultaneously establishing relationships between various subjects taught to the target learners. One method can combine related areas into one broad field; for example , combining geography and history into social studies. Correlating two subjects such as Maths and Science is another attempt to integrate content. In Economics , the concepts of supply and demand are central to the content. Without these, the concepts of capital, labour and market cannot be grouped

31. Selecting Learning Experiences The educational environment should address social needs as well as development of awareness, appreciation and empathy for others. It should stimulate purposeful student activity and allow for a range of activities that facilitate learning.

32. e) Evaluating the Curriculum Evaluation is both qualitative and quantitative, i.e. it maybe ‘formative’ and ‘summative’ (at the end of the total programme or each phase thereof to judge the effectiveness of the instructional design) Formative evaluations are used during the needs assessment, product development & testing steps. Summative evaluations are undertaken to measure & report on the outcomes of the curriculum. This step reviews evaluation strategies & suggests simple procedures to produce valid & reliable information.

33. ROLE OF STAKEHOLDERS IN CURRICULUM PLANNING & DESIGN A teacher should be directly involved with the curriculum planning and development because it is the teacher who implements it and translates instructional plans into action. Teaching is an act of implementing or transacting the curriculum. Teachers should be part of the overall development activity. This implies that teachers should ideally be involved at every stage of curriculum planning and development i.e. from the formation of aims to the evaluation and maintenance of the curriculum. their help should be sought for developing curriculum packages and conceptualizing re-source designs. they can assist in designing supportive educational environment. they can communicate with the general public on new auricular projects and thereby make them more receptive to curriculum change.

34. Curriculum Transaction This is the actual implementation stage of the curriculum. It involves application of resources, orientation & training of those involved in its transaction, the development of materials, etc. T his involves: Making the teachers aware of the design of the new curriculum h elp them to understand the differences & similarities of new & old syllabus Developing readiness & confidence among the teachers Organizing training sessions regularly Taking feedback regularly Modes of Curriculum transaction: Face to face, open & distance learning

35. Curriculum Development Curriculum development is the developmental process of constructing knowledge & experience in a such a way that it will increase the ability of the students to grow in spiritual & emotional maturity as well as in academic excellence. Need : Achievement of educational aims Criteria of appropriate teachers Selection of appropriate methods Reflects trends in education Providing appropriate activities & experiences.

36. Process of Curriculum Development

37. Stages in Curriculum development

38. Hilda Taba Hilda Taba was a architect a curriculum theorist, a curriculum reformer and a teacher educator. Taba developed a process for determining what needs to be taught to students & included a guide on hoe to accomplish the outcomes from students.

39. Features of Hilda Taba Model The model is based on the behavioral approach to curriculum design. It emphasis on a step by step plan Is inductive approach, specific to generalized design. It focuses on the specific goals & objectives. Taba believes that teachers are aware about the student needs hence they should be the one to develop the curriculum, it is teacher centered model. It advocates the spiral form of curriculum development.

40. Steps / grassroots approach to curriculum development Diagnosis of learners needs & expectations of larger society Defining & formulation of learning objectives Selection of the learning content Organization of learning content Selection of learning experience Organization of the learning activities Determination of what to evaluate.

41. Step 1:Identification of student’s needs It focuses on identifying the problems faced by learners while learning in the context of various factors like age, social background, language, classroom environment etc. Also it aims to identify the problems of the learner in the context of their achievement. e.g. sample of assessment, lessons from teacher, assignments, textbooks currently used, students perception & feedback from the parents.

42. Step 2- Defining & formulating objectives The objectives gives direction for what is to be covered, how it is to be covered i.e content to be covered & methods to be used & what is to be emphasized. In other words, what do the students need to do in order to be successful? Each subject has natural objectives that are indicators of mastery. All objectives need to be realistic, clear, concrete & useful. For example, a school that is developing an English curriculum my create an objective that students will write essays. This would be one of many objectives within the curriculum.

43. Step 3:Selection of content The content has to be selected according to the level of the students. The content should be relevant, valid & significant. Also the content should be in conformity with the social realities & appropriate with the needs & interests of the students. For example, glossary/vocabulary, tenses, figure of speech, Phrases, Proverb etc.

44. Step 4:Organization of content The content is sequenced according to learners interest, achievement level, maxims of teaching etc. We have to maintained continuity while organizing content. For example, glossary/vocabulary, tenses , Phrases, Proverb, figure of speech etc.

45. Step 5-developing learning experiences Developing learning experiences helps the students to achieve step one. The learning experiences should be so selected that they consist of activities that focus on cognitive & affective development of the learner. For example , if students need to meet the objective of writing an essay. The learning experience might be a demonstration by the teacher of writing an essay. The students then might practice writing essays. The experience (essay demonstration and writing) is consistent with the objective (Student will write an essay).

46. Step 6- Selection of teaching method/organizing the experiences The learning experiences should help to develop concepts, generalizations & applications. The selected instructional methods must keep students engaged. Teacher can use appropriate method of teaching like problem solving, inquiry & discovery techniques, Inductive Deductive method etc. The point is that the teacher needs to determine a logical order of experiences for the students . E.g.

47. Step 7-Evaluation of the objectives Lastly, step seven is evaluation of the objectives. The evaluation is related with the stated objectives. Now the teacher assesses the students ability to write an essay. For example , the teacher could have the students write an essay without assistance. If they can do this, it is evidence that the students have achieve the objective of the lesson.

48. Application Currently used in most curriculum designs Identifying the needs of the students Developing objectives Selecting instructional method Organizing learning experiences Evaluating

49. strengths It helps in developing higher order thinking skills. Students work collaboratively with others to build skills with speaking & listening.

50. Tyler model The Tyler Model, developed by Ralph Tyler in the 1949’s.Originally, he wrote down his ideas in a book  Basic Principles of Curriculum and Instruction  for his students to give them an idea about principles for to making curriculum. He considered three primary sources of curriculum – students, Society, subject matter in formulating tentative general objectives of the program that reflects the philosophy of education & the psychology of learning.

51. Tyler Model

52. Steps of Tyler model The brilliance of Tyler’s model is that it was one of the first models and it was and still is a highly simple model consisting of four steps. Deciding the objectives of education Selection of learning experiences Organize of the learning experiences Evaluation

53. Step 1 determining the objectives of the education what do the students need to do in order to be successful? Each subject has natural objectives that are indicators of mastery. It helps in selecting learning material, content outline, instructional strategies & assessments. While writing the objectives they should be written in the form of statements about students outcomes.

54. Step 2 Selection of learning experiences Selection of subject matter : Relevant, Scope & depth of coverage, sequence etc.The cognitive, affective, psychomotor, vocational needs of the students to be considered. Organization of subject matter: disciplines, skills, what activities, projects etc need to consider Theoretical basis of Methods & approaches: Psychological basis helps to consider the age, interest, instructional strategies, additional resources etc.

55. Step 3 organizing the learning experiences Step three is organizing the learning experiences. Learning activities should be systematically arranged to achieve defined objectives. In a number of ways we can involve learner into activities.

56. Step 4 evaluation of the objectives Lastly, step four is evaluation of the objectives. To determine defined objectives are achieved or not through learning activities. It helps in improvement of learning activities.

57. Strengths & weaknesses of the model Child centered Focuses on active participation A linear approach is adopted Weaknesses: Curriculum is restricted to a narrow range of students knowledge & skills Determining behavioural objectives is time consuming

58. Syllabus The syllabus is defined as the documents that consists of topics or portion covered in a particular subject. It is systematic arrangement of a subject for a particular standard. It is a plan showing the subjects or books to be studied in a particular course, especially a course that leads to an examination.

59. Characteristics Flexible Community centered Life centered Encourages creative thinking Promotes experimental activities Based on the interest of students Scope for utilization of available resources Promotes problem solving, application of scientific concepts & principles Scope for teachers to use various methods, approaches, tools & techniques in teaching

60. Textbook A textbook is a manual of instruction in any branch of study . A book that contains detailed information about a subject for people who are studying that subject.

61. Importance of textbook Satisfying needs & requirements of the learners. Provides concrete base in selection of methods, techniques & approaches in teaching learning process. It helps to provide uniformity for classroom instruction. Helps students to create new knowledge based on the existing one.

62. Basis for comparison syllabus Curriculum Meaning Syllabus is the document that contains all the portion of the concepts covered in a subject Curriculum is the overall content, complete set of taught material, taught in an educational system or course base Does not based on philosophy, goals & values of education Based on philosophy, goals & values of education origin Greek term Latin term Set for A subject A course Nature descriptive prescriptive scope narrow wide Set out by Exam board Government, School, College term For a fixed term Till the course lasts Uniformity Varies fro teacher to teacher Same for all teachers Components Content, list of topics Objectives, content, methods, evaluations tools

63. National Curriculum Framework 2005 Features: Learning without burden Constructivist approach to education Knowledge is discovered by students & transformed into concepts they can relate to. Learning occurs in a social setting. Students learn to understand & appreciate different perspectives through a dialogue with their peers. By using past experience & previous knowledge students reconstruct & expand their new learning experiences. Learning consists of active participation by the student versus passive acceptance of information.

64. Inquiry based learning, discovery, cooperative learning, problem solving & project based learning methods used in curriculum transaction. Evaluation should be an integral part of the teaching learning process. Areas like health, yoga , music, art etc should not be tested for marks.

65. Guiding principles of the NCF2005 Life oriented Based on social justice Learning with joy No rote learning Integrated approach Mother tongue Importance of learning Creativity Changes in Evaluation

66. Suggestion for teacher education in NCF Shift teacher education programme from teacher centric to learner centric with flexible designs & processes providing wider social context to learning. Shift from content based testing to problem solving & competency based testing. To increase use of ICT to enrich teaching learning process. Shift from Passive to active participation in learning