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1. Webinar Series 2
Curriculum Studies
DEPARTMENT OF EDUCATION
MANONMANIAM SUNDARANAR UNIVERSITY
Trinelveli, Tamil Nadu
2. Prof. K. Pitchumani, M.Sc., Ph.D., D.Sc.,
Hon’able Vice –Chancellor
Manonmaniam Sundaranar
UniversityTirunelveli, TamilNadu
Patron
Organizing Committee
3. Prof. B.William Dharma Raja
Organizing Secretary
Dean, Faculty of Arts
Head, Department of Education
Manonmaniam Sundaranar University
Tirunelveli, Tamilnadu
4. Committee Members
Dr A. Veliappan
Mr S. Lenin
Dr S. R. Sundaravalli
Committee Co-members
Dr V. Sasikala
Ms B. Viji
Programme Host
Ms. J. Rawoofu Nisha
Research Scholar
5. MODELS OF CURRICULUM
A. Jancy Rose
Mary Department of Education
Manonmaniam Sundaranar
University
Tirunelveli
6. CURRICUL
UM
Curriculum
i
s
a design plan for learning that requires the
purposeful and proactive organization, sequencing, and
management of the interactions among the teacher,
students, and the content knowledge we want students
to acquire.
Department of Education,Manonmaniam Sundaranar University, Tirunelveli, T.N
7. CURRICULUM
MODEL
A curriculum model is a format for
curriculum design developed
to meet unique needs,
contexts and purposes. In
order to address
these goals, curricular
developers design,
reconfigure or rearrange one
Sundaranar University, Tirunelveli,
8. TRADITIONAL
MODEL
Department of Education,
Manonmaniam
Ralph Tyler – first - traditional model in 1949 - his
book “Basicprinciplesof Curriculumand
Instruction”.
In general, the principle way to form a
concept of curriculum development
Widely used in schools –world
Many Teacher and students – familiar concepts
9. Has subject centred orientation
Knowledgeand skills cannot be photo copied but
instead taught in a sequence over time
Spiral approach – learners returns to topics.
Department of Education,
Manonmaniam
10. EXAMPLES
OF TRADITIONAL
MODEL
Department of Education,
Manonmaniam
1. Subject design - stresses entirely on content
2. Discipline design - Promotes knowledge to study specific content
3. Correlation design - links individual subject to reduce
fragmentation
4. Broad field / Interdisciplinary - prevents
categorization of subjects
-best design
11. Advantag
es
Widely available for
learners
Department of Education,
Manonmaniam
Promote elasticity of learning
new
knowledge
Learningdistinct skills in a
systematic fashion
Lending well to mass production
It is much more competent
Easy for volunteer tutors and
teachers
Disadvantag
es
Lacks integration
Focuses on one particular subject
Students are passive learner
Students are not part of authority
hierarchy
12. CONTEMPORARY
MODEL OR FRAMEWORK OF
CURRICULUM DEVELOPMENT
Based on the various models of curriculum development
there are
five steps in contemporary model
1. Need Analysis
2. Formulating objectives
3. Selecting and organizing content
4. Implementing the curriculum
5. Evaluating the curriculumDepartment of Education,
Manonmaniam
13. 1. Need
Analysis
It may include analyzing the
needs of
Students
Graduates
Stakeholders
National and globalDepartment of Education,
Manonmaniam
14. 2. Formulating of
Objectives
It could be formulated from the needs /
opinions of
Lecturers
Students
National
Social
Global Department of Education,
Manonmaniam
15. 3. Selection of
ContentSources of
Lecturers
External examiners
Politicians
Students
Academic advisors
Professional boarder
Alumni, Graduates
Governmental policies
Academicians
Comparisons and bench
marking
Department of Education,
Manonmaniam
17. 5.Evaluati
on
Department of Education,
Manonmaniam
Determine the method to measure whether the
curriculum is achieving the desired objectives or results.
It involves an appraisal of the students actual behaviour
It should be carried out at several different times to
secure evidence of the permanence of the learning
achieved.
18. ACADEMIC BASED
MODEL
Department of Education,
Manonmaniam
It is based on subject. All knowledge is transferred to
students through the subjects
Subject matter taught should reflect basic areas that
are
essentials and agreed upon content for learner
attainment
21. COMPETENCY BASED
MODEL
Department of Education,
Manonmaniam
Competence is defined as ability to adequately
perform a task duty or role.
Competence integrates knowledge skills, personal
values and attitudes
Competencebuilds on knowledge and skills
acquired through work experience and learning by
doing.
22. Competency based curriculum is directed to develop
knowledge, understanding, abilities, values attitudes, and
interests of students in order to be able to do something
in the form of skill, accuracy and success with full
responsibility.
It requires qualified and professional teachers to
collaborate in order to improve the quality of education.Department of Education,
Manonmaniam
23. CHARACTERISTICS
OF CBC
Department of Education,
Manonmaniam
Learning system with modules
Using all learning resources
Field experience
Individual personal learning
strategies
Ease of learning
Study thoroughly
25. SOCIAL FUNCTIONS
DESIGN
Department of Education,
Manonmaniam
Focused heavily on society
Social functions or problems became the
centre
This design is more subjective
Co- operative planning occurs more
frequently
26. ACTIVITIES
MODEL
Department of Education,
Manonmaniam
Focuses on student interest
Integration of content from any subject
Emphasis is on learning as an active, dynamic
process
Specific skills and knowledge are acquired
Difficult to build a systematic system of
27. INDIVIDUAL NEEDS
AND
INTEREST
MODEL
Department of Education,
Manonmaniam
It is according to the interest and tendency of the learner.
It facilitate the mind of children because it fulfils their
psychological and mental requirements
In 18th centaury “Rolso” highlight the importance of
individualneeds and interest of students
Next “Pestalozzi”and “John
Davi”
of this concept.
further enhance the
excellence
28. • To know about the interest of student and to fulfil their
needs was developed as the central part of the course
by John Davi
• More and more practical activity included so that
children their own choice.
• Classroom is often noisy and busy
• Students have some choice of topicsDepartment of Education,
Manonmaniam
29. Contents are selected with the needs, interests abilities and
past experiences of the students.
Textbook are not highly valued
Instructional groups are formed on common interest or needs of
students
Instructional time is not fixed but flexible
Teacher is a co-learner and facilitator in the learning process.
Department of Education,
Manonmaniam
30. OUTCOME
BASED
INTEGRATIVE
MODEL
Department of Education,
Manonmaniam
Select course objectives which promote higher order thinking skills such as
Analysis, Synthesis, Evaluation and Creativity.
Express the objectives as knowledge, skills and attitudes which the students
should be able to demonstrate on successful completion of the course, using
measurable Action verbs
Take advantage of ICT to make these available to everyone concerned well
in advance.
32. STE
PS
Department of Education,
Manonmaniam
1. Describe, Compare and Search
2. Explain similarities and differences
3. Hypothesize outcomes for different
conditions
4. Generalize to form broad relationships
33. INTERVENTION
MODEL
Department of Education,
Manonmaniam
Designed as a blueprint for improving abilities to
provide research – based curriculum and evidence
based intervention to all k-12 learners
Curricular implications and Interventions will
empower educators to select, implement,
differentiate and evaluate the curricula and
interventions
34. CIPP
MODEL
Department of Education,
Manonmaniam
• Develops by Daniel Stufflebeam and colleagues in 1960’s
• Evaluation of Context, Input, Process and Product in
judging a programmed value
• It is a decision focused approach to evaluation
• Cycle of Planning, structuring implementing and
reviewing
35. CONTEXT
EVALUATION
Department of Education,
Manonmaniam
Often referred as needs
assessment
Help assess problems, assets
and within defined community
opportunitie
s
The methods are system analyses,
surveys, document reviews, interviews,
diagnostic tests
36. INPUT
EVALUATION
Department of Education,
Manonmaniam
Identifies procedural designs and educational strategies
The result is a project design to meet the needs.
Methods are inventory, analysis, proposed budgets
and schedules, and procedural designs
Once a project plan is developed. It can be evaluated
using cost analysis, logic models, PERT and various
scales.
37. PROCESS
EVALUATION
Department of Education,
Manonmaniam
Ongoing check on the process.
Documenting the process and providing feedback
To asses the extent to which participants accept and out their
roles.
Techniques include on-site observation, participant
interviews,
ratin
gscales, questionnaires ,record analysis, case studies of participants,
focus group, self- reflection sessions with staff and tracking of
expenditures
38. PRODUCT
EVALUATION
Department of Education,
Manonmaniam
To measure, interpret and judge project’s outcome by assessing their
merit, worth, significance and probity
Main purpose to ascertain the extent to which the needs of all the
participants were met
Techniques include logs, diaries, interviews, case, studies, hearings,
focus group , analysis of photographic records, achievement tests,
rating scales comparison of project costs and outcomes and
longitudinal comparisons.
39. CIPP FORMATIVE
QUESTIONS
SUMMATIVE
QUESTIONS
Context What needs to be done? Were important
needs addressed?
Input How should it be done? Was a defensible
design employed?
Process Is it being done? Was the design
well executed?
Product Is it succeeding? Did the effort succeed?
Department of Education,
Manonmaniam