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<p>Slide 1</p> <p> CURRICULUM DESIGN AND DEVELOPMENT byAbhijit MondalDEFINITIONS OF CURRICULUMThat which is taught in schoolsA set of subjects.ContentA program of studies.A set of materialsA sequence of courses.A course of studyA set of performance objectivesEverything that goes on within the school, including extra-class activities, guidance, and interpersonal relationships.Everything that is planned by school personnel.A series of experiences undergone by learners in a school.That which an individual learner experiences as a result of schooling.An aggregate of courses of study in a school system.DERIVING A DEFINITION CURRICULUM IS A COMPREHENSIVE PLAN FOR AN EDUCATIONAL/ TRAINING PROGRAMME/COURSE TO OFFER NEW/IMPROVED MANPOWER TO FULFIL THE RISING NEEDS OF A DYNAMIC SOCIETY.KINDS OF CURRICULUM Social, Information Processing, Persona list, and Behavioral.ORIENTATIONS TOCURRICULUM child-centered, society-centered, knowledge-centered, or eclectic.APPROACHES TO CURRICULUM Idealism, Realism, Perennialism, Essentialism, Experimentalism, Existentialism, Constructivism, ReconstructivismTYPES OF CURRICULUM1. Overt, explicit, or written curriculum2. Societal curriculum3. The hidden or covert curriculum4. The null curriculum5. Phantom curriculum6. Concomitant curriculum7. Rhetorical curriculum8. Curriculum-in-use9. Received curriculum10. The internal curriculum11. The electronic curriculum12. Competency CurriculumOvert, explicit, or writtencurriculum That which is written as part of formal instruction of schooling experiences. Refers to a curriculum document, texts, films, and supportive teaching materials that are overtly chosen to support the intentional instructional agenda of a school. Usually confined to those written understandings and directions formally designated and reviewed by administrators, curriculum directors and teachers, often collectively.The hidden or covert curriculum That which is implied by the very structure and nature of schools, much of what revolves around daily or established routines. The "hidden curriculum," which refers to the kinds of learning's children derive from the very nature and organizational design of the public school, as well as from the behaviors and attitudes of teachers and administrators - Longstreet and Shane. The emphasis on: sequential room arrangements; the cellular, timed segments of formal instruction; an annual schedule that is still arranged to accommodate an agrarian age; disciplined messages where concentration equates to student behaviors were they are sitting up straight and are continually quiet; students getting in and standing in line silently; students quietly raising their hands to be called on; the endless competition for grades, and so on.Curriculum-in-use The formal curriculum (written or overt) comprises those things in textbooks, and content and concepts in the district curriculum guides. However, those "formal" elements are frequently not taught. The curriculum-in-use is the actual curriculum that is delivered and presented by each teacher.Received curriculum Those things that students actually take out of classroom; Those concepts and content that are truly learned and remembered.The internal curriculum Processes, content, knowledge combined with the experiences and realities of the learner to create new knowledge. While educators should be aware of this curriculum, they have little control over the internal curriculum since it is unique to each student.Competency Curriculum Consists of competencies. Assessment and certification of achievement of the competencies is sequentially integrated into each year of the curriculum culminating with a competency transcript upon graduationLEVELS OF CURRICULUM PRIMARY SECONDARY: GENERAL ACADEMIC; OCCUPATIONAL/VOCATIONAL TERTIARY: GENERAL ACADEMIC; PROFESSIONALINDIAN SCHOOL CURRICULUM 2+ - 3+ : PLAY SCHOOL 3+ - 5+ : PRE-SCHOOL 5+ - 9+ : PRIMARY SCHOOL 5+ - 12+:ELEMENTARY SCHOOL 12+-14+:SECONDARY SCHOOL 14+-15+:VOCATIONAL SKILLS CURRICULUM 14+-16+:HR./SENIOR SEC. SCHOOL 15+-18+:VOCATIONAL APPRENTICESHIP CURRICULUM 16+-18+: VOCATIONAL DIPLOMA CURRICULUM 16+-18+:U.G.CURRICULUM 16+-19+:U.G.PROFL. (ENGG./TECH.)COURSE CURRI. 16+-20+:U.G.MED. PROF. CURRI. 18+-19+:P.G.CURRICULUM 19+-20+:P.G. PROF.DIP. CURRI.20+-22+:P.G. PROF./GEN. RES. CURRICULUM 22+-24+:DOCTORAL RESEARCH 24+-26+:POST-DOCTORAL (D.Sc./D.Litt)/SUPER SPECIALITYDETERMINANTS OF ACURRICULUMBASIC NEEDSSOCIAL ASPECTSCULTURAL FACTORSINDIVIDUAL TALENTSIDEALS: INTELLECTUAL, MORAL, AESTHETIC, RELIGIOUSTRADITIONALCURRICULUM DESIGN Analysis of social needs Translating the needs into course/general/learning/terminal objectives Splitting the objectives into specific objectives Grouping the specific objectives into subjects Deriving the subjects from the above classification Specifying enabling objectives Unitising each subject matter Specification of required time Syllabus formulationStructure of a curriculum IntroductionScopeAims &amp; GoalsCourses of Studies: Part I, Part II, Part III Major, Ancillary, Part IV Alternative studiesMethodologyMaterialsMediaEvaluation schemeOutcomeWorld of work or Vista of lifeCURRICULUM DEVELOPMENTRelating the units of the subject matter to learning resourcesChoosing the appropriate strategies for curricular transactionSuggesting the suitable mediaExploring relevant learning experiencesProgressive testing of the achievement of objectives through these experiencesStructure of a syllabusRole of the subject in the overall developmentGeneral &amp; Specific objectives (Competences)Content table: Unit No., Unit objecvtive, Enabling objectives, unitised content, Relevant resources, transactional strategies, learning experiences, using the media, progressive self-testing items, time proposed fro each unitKnowledge, Skill and Attitude proportion for materialsMethods &amp; mediaTestingReferencesLinking with the other subjects in the curriculumIMPLEMENTATION OF THECURRICULUMInstructional scheme of each subject to be completed in the semester.Planning the lessons as per the timetableUsing the transactional strategiesUsing the appropriate mediaProviding the learning resourcesPromoting classroom learning experiencesProgressive testingCURRICULUM EVALUATIONIntra-curricular evaluationTeacher evaluation of studentsStudent evaluation of teachersMaterials evaluationVerification of methodsEvaluation of tests and examinationsChecking the learning outcomes while on the fieldCurriculum review/ improvement/ change/ modificationSystem revisionTHANK YOU</p>