Curriculum Design. A Learner Entered Approach

May , 2007

By. Rhys Andrews

Planning and OrganizingPlanning and OrganizingCurriculumCurriculum

MOHAMMEDSAREEF . K

B.A., M.A.,B. Ed. ,M. Ed. , M. Phil.

Planing and organizing curriculum1. Curriculum-Concept ,Planing and Organization

2.Time Tabling and School Calendar

3. Planing for Co-curricular Activities

4. Planing for Teaching Aides & Multimedia Programmes

Some animals in a forest decided to start a school. The students included a bird, asquirrel, a fish, a dog , a rabbit & a mentally retarded eel. A board was formed and it wasdecided that flying, tree climbing, swimming, and burrowing would be part of thecurriculum in order to give a broad-based education. All animals were required to take allsubjects.

The bird was excellent at flying and was getting A's but when it came to burrowing, it keptbreaking its beak and wings and started failing. Pretty soon, it started making C's in flyingand of course in tree climbing and swimming it was getting F's. The squirrel was great attree climbing and was getting A's, but was failing in swimming. The fish was the bestswimmer but couldn't get out of the water and got F's in everything else. The dog didn'tjoin the school, stopped paying taxes and kept fighting with the administration to includebarking as part of the curriculum. The rabbit got A's in burrowing but tree climbing was areal problem. It kept falling and landing on its head, suffered brain damage, and sooncouldn't even burrow properly and got C's in that too

The mentally retarded eel, who did everything half as well became the valediction ofthe class. The board was happy because everybody was getting a broad-basededucation.What a broad-based education really means is that the student is prepared for life,without losing their areas of specialization or competence.

AIMS AND OBJECTIVES OF AIMS AND OBJECTIVES OF EDUCATIONEDUCATION

1) Individual Development1) Individual Development (2) Social and National(2) Social and National DevelopmentDevelopment (3) Social Transformation(3) Social Transformation (4) Modernaisation(4) Modernaisation (5) Acquisition of values(5) Acquisition of values (6) Community participation(6) Community participation (7) Universalisation(7) Universalisation

Four pillars of education

Learning to live togetherLearning to knowLearning to doLearning to be

The Learner

FamilyCommunity

Maturity

Culture

Gender

History

Supports

Socio-economics

What are Intended Learning Outcomes?

They are a statement of what the student should know and be able to do when they complete a program or course

•Knowledge•Skills•Attitudes

Learning outcomes are related to the needs analysis of the student rather than the needs of the instructor

Four important questions for curricular designers

• What educational purposes do we seek to attain?

• What educational experiences are likely to attain these purposes?

• How can these be organised effectively?• How can we determine whether these

purposes are being attained?

WHAT IS CURRICULUM

The most common definition derived from the word Latin root, which means “racecourse.”or “to run”

“Curriculum is a race to be run, a series of obstacles or hurdles (subjects) to be passed.”

How Do We Define Curriculum?

The secondary education commission says

A curriculum does not mean only the academic A curriculum does not mean only the academic subjects traditionally taught in the school but subjects traditionally taught in the school but it includes the totality of experiences that a it includes the totality of experiences that a

public receives through the manifold activities public receives through the manifold activities that go on in the school,workshop,play that go on in the school,workshop,play

ground,library,laboratory and in the informal ground,library,laboratory and in the informal contacts between teachers and pupils contacts between teachers and pupils

How Do We Define Curriculum?The whole life of the school becomes the

curriculum which can touch the life of students at all points and help to form a balanced personalty

A curriculum is the instructional programme through the pupils achieve their goals

What a curriculum is not

• A list of subjects to be transmitted and learned

that is a syllabus• details of methods and times that is a timetable

What is a curriculum?• More than a syllabus• A definition: “A curriculum is an attempt to communicate

the essential principles and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice.” Stenhouse L (1975)

How Do We Define Curriculum?Curriculum is all planned learning for which the school is responsible.

Curriculum is all the experiences learners have under the guidance of the school.

John Delnay (1959.)

How Do We Define Curriculum?

• A curriculum is :

“the public face of a profession’s best educational thinking”

Fish 2003

How Do We Define Curriculum?Curriculum is that which is taught at school.

Curriculum is a set of subjects.Curriculum is content.Curriculum is a sequence of courses.

Curriculum is a set of performance objectives.

A curriculum will answer• What outcomes do we want?• What content is therefore needed?• How can that best be taught/learned?• How do we best assess that?• How do we evaluate our process?

Components of curriculum A framework of assumptions about the leaner and society

Aims and objectives Learning experiences Modes of transaction Evaluation

Stating general aims, goals and objectives

Selection of content Selection of learning experience Organization and matching learning

experience with context Evaluation

CURRICULUM DEVELOPMENT

STAGES IN CURRICULUM DEVELOPMENT

DIAGNOSIS OF NEEDS FORMULATION OF OUTCOMES SELECTION OF CONTENT ORGANISATION OF CONTENT ORGANISATION OF LEARNING ACTIVITIES DETERMINATION OF WHAT TO EVALUATE

AND OF WAYS AND MEANS OF DOING IT PILOT TESTING REVISING AND CONSOLIDATING APPROVAL BY FACULTY. SENATE AND

COUNCIL USE OF THE APPROVED CURRICULUM PERIODIC REVIEW

ATTRIBUTES OF CURRICULUM

1.Related to an occupation

2.Objective oriented content

3.Planned learning experiences

4.Criteria for evaluation of student’s

performance

SYLLABUS

List of Subjects

Content outline for each subject

Broad time Allocations

DIFFERENCE BETWEEN SYLLABUS AND CURRICULUM

i)the needs of the students,

i)the content (in terms of specific performances) and

i)instructional methodology

Functionally a ‘Syllabus’ is generally unidimensional in the sense it merely presents the content or the subject matter to be studied.

Curriculum is three dimensional, because it takes into account:

CONCEPTS IN CURRICULUM AND CURRICULUM DEVELOPMENT

CONCEPT1. Content2. Syllabus3. Scope4. Sequence5. Aims6. Goals7. Outcomes

8. Core Curricula

9. Integrated curriculum

10. Teaching Resources

11. Electives

APPROXIMATE MEANING1. Body of knowledge contained in a

course2. List of topics arranged in sequence3. The level to which a topic can be

taught• The arrangement of topics in order5. Broad statement of what is intended

to be achieved6. What is hoped to be attained7. High-quality, culminating

demonstrations of significant learning processes in context

8. Courses/subjects that are of absolute necessity in a programme of study

9. A set of subject fused together in which the traditional boundaries between subject areas are broken

10. Materials and activities used by teachers in their classroom transaction

11. Courses/subjects to be elected by students

* Balance between tradition and modernity* Flexible and creative* Leaner-centred and activity oriented* Age and stage specific Individual differences Relevant and life oriented Wholesomeness and comprehensiveness

Principles of Curriculum Planing

Principles of Curriculum Planing Value orientation and character building Four pillars National goals Judicious mix of centralized and localized elements

Incorporating the latest developments in various field of knowledge

Joyful learning and curriculum load Continuous , periodical change

Aims and Objectives

Every curriculum is aimed at developing in the learners certain competencies or abilities. The curriculum process must therefore clearly identify the aims that the curriculum is intended to achieve.

Aims and ObjectivesCurriculum aims range from the very broad to

the more specific. In fact, that is why we use the terms aims, goals and objectives to refer to them. Aims are broad statements which cover all of the experiences provided in the curriculum; goals are tied to specific subjects or group of contents within the curriculum; while objectives describe the more specific outcomes that can be attained as a result of lessons or instruction delivered at the classroom.

Knowledge(intellectual)

CognitiveDomain

Affective domain

Attitudes(values)

Skills(Manual)

Psycho motorDomain

Figure 4: Main categories of Human Behaviour

Cognitive KNOWLEDGEKNOWLEDGE UNDERSTANDINGUNDERSTANDING APPLICATIONAPPLICATION ANALYSISANALYSIS SYNTHESISSYNTHESIS EVALUATIONEVALUATION

NEW TRENDS IN EDUCATION

LEANER CENTRED ACTIVITY BASEDPROCES ORIENTED –

LEARNING EXPERIENCES

NEW TRENDS IN EDUCATION

SOCIAL CONSTRUCTIVSM

MULTIPLE INTELLIGENCE

WAIGODSKI

HAWARD GARDNER

NEW TRENDS IN EDUCATIONCritical Pedagogy

Issue Based Instruction

What is Critical Pedagogy?Critical pedagogy is a teaching approach which attempts to help students question and challenge domination, and the beliefs and practices that dominate them.

It tries to help students become critically conscious.

Role of School Head in Curriculum1 Plan a curriculum2 Organizing curriculum

3 Implementing curriculum

ACTIVITY BASED INSTRUCTION1 GROUP DISCUSSION2 SEMINAR3 PANNEL DISCUSSION4 SIMPOSIUM5 DEBATE6 DRAMATAISATION7 IDEA MAPPING8 PROJECT WORK9 COLLCTION etc..

TIME TABLING NEED AND IMPORTNCE OF THE

TIME TABLE

TYPES OF TIME TABLE

PRINCIPLES OF TIME TABLE CONSTRUCTION

ASSIGNMENT CRITICALLY EXAMIN NATIONAL

CURRICULUM FRAME WORK AND WRITE A SHORT NOTE