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Presentation on

Curriculum Development

Submitted by:
Priyanka Bhatia
M.Ed Scholar
Curriculum
A curriculum is a structured document which
includes strategies for achieving goals and
objectives.
It is a framework which outlines what to do, how
to do and when to do.
A progressive and systematic process in order to
create positive improvements in the education
system.
It allows experimentation and innovation in overall
structure and promotes interdisciplinary approach.
An effective curriculum
It should not only be developed by curriculum
planners alone but also include committee of
teachers, parents, and other stakeholders.
It should be compatible with the philosophy of the
school.
A representative of activities to meet the needs of
students with varying abilities and needs.
Linked to teacher evaluation goals and professional
development.
Must consider planned or formal and unplanned or
informal curriculum
Foundations of curriculum
Epistemology Sociological Psychological
It investigate the Curriculum should Teaching and learning
nature of knowledge consider social are interrelated and
and the process of settings. The psychology cements
knowing. representative the relationship. The
It has different school groups includes: major theory of
of thought: Students, parents., learning are classifies
1. Idealism community into 2 groups:
members, governing 1. Behaviourism
2. Realism bodies, pressure
3. Pragmatism groups, educators 2. Cognitive field
theory
4. Existentialism etc.
Idealism
Reality of everything lies in ideas, thought, & mind not in material
thing.
Ideas are absolute reality
The ultimate nature of reality is based on mind or ideas. It holds
that the so-called external or real world is inseparable from mind,
consciousness, or perception
Reality is dependent on mind rather than independent of it.
Idealism emphasizes on moral and spiritual reality.
It is the only school of thought which gives importance to
abstraction rather than concretisation.
They focus on teaching rather than learning and stresses on memory
.
Learning involves recalling and working with ideas which are
already present in the mind and teachers task is to bring this
knowledge into consciousness
Principles:
Ideals are more important than objects:
Importance of man over nature:
Importance of Personality Development
Faith in Spiritual Values
Aim of Education
Self-realization
To Cultivate Truth, Beauty and Goodness
Preparation for a Holy Life
To ensure Spiritual Development
Role of student and teacher
Students are passive listener whereas teachers play an active role.
No freedom to students
Lecture method, dialectic method, question- answer method used
Focus on teaching rather than learning.
Realism
The realist view the world in terms of objects and matter and
people can come to know the world through senses.
Reality is independent of human mind.
According to Realism the external world of objects is not
imaginary
They believe that world around them is reality. It is a world of
objects and not of ideas.
A curriculum is problem centred and is of organized subject
matter, content and knowledge.
They give priority to abstract and most general subjects.
Education should proceed from simple to complex and from
concrete to abstract.
They give priority to abstract and most general subjects.
Principles:
Phenomenal world is real
Senses are the gateways of learning
Man is only a part of material world
Emphasis on experiment
Importance of Present Life
Aim of Education
Preparing the child for a happy, successful and real life
Developing the physical and mental powers of child
Developing and Training of senses
Imparting vocational education
Role of student and teacher
Realism gives more emphasis to sense training therefore importance given
to observation and experimentation.
teacher must have knowledge of the subject matter and nature of the
child. He must know their needs.
He must present the objects and activities before the child in their actual
form.
Pragmatism
Things which are experienced and observed are real.
It is referred as experimentalism and is based on change as
reality is constantly changing.
There are no absolute ideas. All ideas are relative to situations.
Action gets priority over thought.
Values are instrumental only. There are no final or fixed
values. They are evolved and are not true for all times and
for all situations
Curriculum should be constructed according to the changing
needs of the society.
Children should be given freedom to experiment and explore.
In this way he will develop self confidence, cooperation,
sympathy towards other.
Principles:
Truth is ever changing
Emphasis on social and democratic value
Opposition to fixed ideals and values
Emphasis on the principle of utility
Importance of present and future
Reality in making
Aims of education
To reform and reconstruct the society
To enable the individual to adjust with the changing social environment
To develop the child fully according to his interest, abilities and needs
To develop democratic values and ideals in the child
To instil habit of experimentation in the children
To enable the child to discover the truth himself
To make child self reliant
Role of teacher
Teacher works as friend or a guide. He should have the capacity to to know the interest of
the learners. He puts forth problems for the students to be solved according to their
interests. Learning by doing, Integrated approach Individual approach etc. can be used to
teach.
Existentialism
They prefer free learners to choose what they want to study and the
knowledge they wish to possess.
It emphasizes individual existence, freedom and choice
Curriculum must avoid systematic knowledge and should be based
on childs needs and abilities. They should be free to select from
many available learning situations.
Major concern is with individual and its primary value is the
absolute freedom of the person, who is only what he, makes himself
to be
Curriculum should stress experimentation, self expressive activities.
Its purpose is to optimize potential and creativity.
Aim of Education
liberal education, freeing man from his isolation, freeing his mind from
confusion
education should make a man subjective and should make him conscious for
his individuality or self
build character, to optimize potential and creativity and to enhance the quality
of life
It must cater to individual differences
ultimate aim of education is to make man conscious of his destination, to give
understanding of his being
Role of a teacher
Learning is self-paced, self directed, and includes a great deal of individual
contact with the teacher
The teachers role is to help students define their own essence by exposing
them to various paths they may take in life
creating an environment in which they may freely choose their own preferred
way.
they have the ability to make judgments with regards to what is worthwhile
and valuable in them and in others
Sociological Foundation
Social forces have always had a major influence on
school and in turn on curriculum. Some of these
forces originate from society at large and other from
local community.
The educators view it in terms of traditional versus
futuristic approach. The latter approach suggest that
educators can analyse and evaluate the recent trends
and decide appropriate aims and objectives to
provide students with the knowledge and values they
need to make wise decisions.
Representative groups
School
Parents
Educators
Research community
Community members
Business community
Government officials
Pressure groups
Professional organisations
Governing bodies
Philosophical foundation
Major theories of learning have been classified
into behaviourism which deals with the aspect of
stimulus and response where as cognitivist view
learner in relation to the total environment.
Behaviourist theories: Thorndike, Pavlov,
Skinner
Cognitivist theories: Bandura, Tolman, Kohler
Approaches to curriculum
Technical- scientific approach- Person who believe in
subject matter curriculum design.
It suggest that the process of curriculum development has
high degree of objectivity, universality and logic.
This approach stresses on the output of production and rely
more on experts, society for determining students needs.
It follows the top-down tradition and relies heavily on
rationalism, empiricism.
The primary focus is on subject matter keeping in mind the
student and society on secondary basis.
Educators use an intellectual and rational approach to
accomplish task.
Focus is to maximize growth and efficiency.
The Tyler Model
The Tyler model is one of the best technical-scientific
model. In 1949 he published basic principles of curriculum
instruction in which he mentioned that those involved in
curriculum planning must try to define:
Aims/purpose

Selection of
Evaluation
content

Organisation of
Organisation
the learning
of the content
experience
Selection of
learning
experience
The Taba Model- Grass-Roots
Hilda Taba believed that those who teach
curriculum should participate in developing it.
The curriculum should be designed by the users
of the program not only by the persons in central
office, educators etc.
She advocated that teacher should begin the
process of creating teaching learning units for the
students and prefer inductive approach to
curriculum development.
1. Diagnosis
of needs

2. Formulation
7. Evaluation
of objectives

Seven major steps


to Grass- root
6. Organisation
Model
3. Selection
of learning
of content
activities

5. Selection of
4. Organisation
learning
of the content
experience
Nontechnical-Nonscientific approach- Individual who favour
learner centred design.
It stress on the subjective, personal, aesthetic areas as well as on
the learners through activity approaches.
According to this approach the curriculum evolves not planned
precisely.
This approach focuses on individual self perception, own
assessment and stress on the view that curricula deals with
humans, both at teaching and learning level.
It relies heavily on intuitionism and also support child centred
design.
The primary focus is on learner (needs, interests) with secondary
attention to subject matter and society.
Open Classroom Model
It was based on activity curriculum which is a
reaction to current practice of teaching where only
teacher actively engages and learner remaining
passive and silent.
The curriculum should not be planned before the
arrival of children and must not be rigid, systematic
or tightly organized.
Herbert Kohl considers this approach in which learner
can make choices and pursue what interest them. The
unplanned things works best for the teacher.
This model can be characterized by child freedom and
progressive ideals.
Herbert Kohl consider this approach and suggest that
child must pursue what interest him or her and things
works best when they are unplanned or spontaneous.
This approach can be characterized as child freedom;
freedom from teacher domination, structured
curriculum, imposition of goals by others.
Goodman argues we do not have to plan a curriculum
we only need to allow it to evolve from interaction
of pupils within the classroom context.

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