Process of Curriculum Development

Different Stages of Curriculum Development

1. M.Ed. 2015-16 Curriculum Design & Development Unit IV Process of Curriculum Development M.Vijayalakshmi Assistant Professor

2. Phases of Curriculum process : Need assessment , Formulation of aims, goals and objectives , Selection of content , Selection of learning experience – Vertical and horizontal organization of content and learning experience and Evaluation

3. Meaning of Curriculum Latin word – Curricere / Currere – means – ‘A Race Course’ In Education – ‘Work field of student’ Course means curriculum Race refers students experiences and activities

4. Concept of Curriculum Curriculum is a tool in the hands of artist (teacher) to mould his material (pupil) according to his ideal (objectives) in this studio (school) - Cunningham

5. Phases of Curriculum Process

6. SELECTION OF AIMS, GOALS AND OBJECTIVES

7. SELECTION OF CONTENT Level I General II III Specific Selection of Specific Content Items Selection of Basic Themes/Concepts Conceptual Framework for Content Area

8. ORGANISATION AND INTEGRATION OF LEARNING EXPERIENCES AND CONTENT ENACTIVE MODE ICONIC MODE SYMBOLIC MODE

9. Evaluation

10. PROCESS OF CURRICULUM DEVELOPMENT Assessment of educational needs Formulation of objectives Selection and Organization of Content Selection and Organization of Learning Experiences Evaluation

11. Needs Assessment Felt Needs Real Needs Observed Needs

12. Formulating Educational Objectives

13. CRITERIA FOR CONTENT SELECTION

14. ORGANISING THE CONTENT

15. SELECTING LEARNING EXPERIENCES

16. Do the Learning Experiences … Light the overall aims and the specific objectives of the curriculum ? Apply the knowledge gained to practical situations ? Feasible in terms of time, Staff expertise, resources, etc ? Enable the students to develop thinking skills and rational powers ? Stimulate -greater understanding – as a individual and as members of a group/society ? Foster in students an openness to new experiences and a tolerance for diversity ? Allow students to address their needs and interests ? Cater to total development of students in cognitive, affective and psychomotor domains ?

17. Curriculum Organization

18. Prof. Abdelmoneim Ahmad Hassan 20 Curriculum Organization The aspect of curriculum organization that describe the correlation or integration of content taught concurrently is termed horizontal organization . The aspect of curriculum organization that describes the sequencing of content is termed vertical organization.

19. Prof. Abdelmoneim Ahmad Hassan 21 Horizontal and vertical organization Horizontal organization It is concerned with the concepts of scope and integration . That is the side-by-side arrangement of curriculum elements .

20. Prof. Abdelmoneim Ahmad Hassan 23 Horizontal and vertical organization Vertical organization It centers on the concepts of sequence and continuity . It is concerned with the longitudinal placement of curriculum elements .

21. Prof. Abdelmoneim Ahmad Hassan 25 Organization Dimension Considerations Scope deals with breadth and depth of the curriculum content. Scope refers to all varieties and types of educational experiences (cognitive, affective , psychomotor, and spiritual) that are to be provided to the students through the school. Sometimes the scope of the curriculum is represented just simply as a listing of the key topics and activities to be considered.

22. Prof. Abdelmoneim Ahmad Hassan 26 Organization Dimension Considerations Integration: - It refers to the linking of all types of knowledge and experiences contained within the curriculum plan. It emphasizes horizontal relations among various content topics and themes involving all domains of knowledge recognized.

23. Prof. Abdelmoneim Ahmad Hassan 27 Organization Dimension Considerations Some curriculum specialists say that integration only occurs within the learner. Other specialists say that the integration of curriculum works to interrelate not only the basic ideas within subjects, but to point to the interrelationship with other subject Ex: Whole language learning in elementary school Students in secondary school combine science with social study.

24. Prof. Abdelmoneim Ahmad Hassan 28 Organization Dimension Considerations Continuity: It deals with the vertical manipulation or repetition of curriculum components. Specialists indicated that if, for example, reading skills is an important objective, then “it is necessary to see that there is returning and continuing opportunity for these skills to be practiced and developed”. This means that over time the same kind of skills will be brought into continuing operation.

25. Prof. Abdelmoneim Ahmad Hassan 29 Organization Dimension Considerations Sequence is related to continuity but goes beyond it. It is possible for a major curriculum element to recur again and again but merely at the same level so that there no progressive development of understanding or skill or attitude or some other factors. Sequence as criterion emphasizes the importance of having each successive experience builds upon the preceding one but to go more broadly and deeply into the matter involved.

26. Prof. Abdelmoneim Ahmad Hassan 30 Organization Dimension Considerations Sequence is not just repetition of a skill or a concept but deepening of it, so that each successive encounter builds on the preceding one.

27. Prof. Abdelmoneim Ahmad Hassan 31 Organization Dimension Considerations Armstrong(1989) has summarized four of the most frequently used approaches to sequence in curriculum organization: 1- The chronological approach , in which content elements are sequenced in terms of calendar time. The sequence may be from past to present or from present to past. This approach makes sense only when the subject matter to be treated has some logical connection to chronological time (e.g., history and English literature).

28. Prof. Abdelmoneim Ahmad Hassan 32 Organization Dimension Considerations 2- The thematic approach , in which content element first are organizes under any one of several major themes. Decisions about which themes are to be taught first, second, third, and so forth may be left entirely to the discretion of the instructor (e.g., elementary school language arts programs may feature such thematic topics as short stories, creative writing and poetry- none of these topics necessarily builds on any of the others).

29. Prof. Abdelmoneim Ahmad Hassan 33 Organization Dimension Considerations 3- The part to whole approach , in which topics or units are sequenced so that basic elements of content precede more complex elements (e.g., math and foreign language programs)

30. Prof. Abdelmoneim Ahmad Hassan 34 Organization Dimension Considerations 3- The part to whole approach , in which topics or units are sequenced so that basic elements of content precede more complex elements (e.g., math and foreign language programs)

31. Prof. Abdelmoneim Ahmad Hassan 35 Organization Dimension Considerations 4- The whole to part approach , which reverses the sequencing order used in part to whole course planning. In this design, general information is typically introduced first, providing class members with a broad overview of what they are to learn. Only after they have a good grasp of this overview is more specific information introduced that allows them to study smaller parts of this “whole”

32. Prof. Abdelmoneim Ahmad Hassan 36 Organization Dimension Considerations Sequence: There are five major principles for organizing curriculum units 1-World - related sequence 2-Concept - related sequence 3-Inquiry - related sequence 4-Learning - related sequence 5-Utilization - related sequence

33. Sequencing Principles

34. Prof. Abdelmoneim Ahmad Hassan 38 1-World - related sequence

35. 2-Concept - related sequence

36. 3-Inquiry - related sequence

37. 4-Learning - related sequence

38. 5-Utilization - related sequence

39. EVALUATION AND THE CURRICULUM Relationship of Objectives with Evaluation Objectives Evaluation Activities

40. EVALUATION AND THE CURRICULUM STUDENT EVALUATION CURRICULUM EVALUATION

41. STUDENT EVALUATION Oral, written or practical tests Responses, discussions Written products of different kinds

42. CURRICULUM EVALUATION Objectives Content Evaluation Methods