2. Education in Ancient India: Holistic Approach
Vedas were the first systematic educational process : (Max Muller)
Objectives of Education :
1. Physical & Intellectual Development
2. Spiritual evolution
3. Knowledge & Life Experience
4. Sublimation of instinct for a Higher Goal
5. Preservation & Spread of culture
6. Promotion of social efficiency
7. Development of character & personality
8. Preparation for a life – useful for society
9. Ultimate knowledge of God / Supreme Energy
- Learnt by listening, memorizing &
realizing through Meditation
3. Curriculum :
In The Curriculum, the first textbook
published on the subject, in 1918, John
Franklin Bobbitt said that curriculum, as an
idea, has its root in the Latin word for
race-course,
Explained Curriculum as the ‘Course of Actions
and Experiences’ through which children
become the adults, for success in adult
society.
Furthermore, the curriculum covers all the
learning activities and experiences occurring
in and out of school, for the purposeful
formation of adult members of society.
4. Categories of Knowledge
Facts: A specific detail, verifiable information
Concepts: A general idea or understanding, of a thing or class of things;
a category or classification
Principles: Fundamental truths, laws, doctrines, or rules, that explains
the relationship between two or more concepts
Generalizations: A generalization is a principle or concept that can be
applied across topics or disciples
Skills: Proficiency, ability, or technique, strategy, method or tool
Attitudes: Self-knowledge of appreciations, values and actions related
to a topic which have impact on learning
5. Curriculum
“
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5
In your understanding what is a
‘Curriculum’ ?
1. It is the Syllabus
2.It is whole academic programme
3.It is a Course of Study
4.It is the subject we teach
5.It is the topic we teach
6. Objectives of Today’s Interaction
1. Meaning of ‘Curriculum’
2. Concepts of Curriculum
3. Distinguish between
‘Curriculum’ & ‘Syllabus’
4. Levels of Curriculum
5. Approach to Curriculum Development
6
7. What is a Curriculum ?
7
It is a plan of educational experiences
provided to the learners by an institution
Comprises of both curricular, Co-
curricular & Extra – curricular activities
8. What is curriculum?
Curriculum is a design or PLAN for
learning. It requires a purposeful,
practical organization, sequencing, and
management of the interactions among
the teacher,
the students,
the knowledge content
10. Curriculum Includes …
* Goals & objectives of a programme
or a course
* Selection & organization of content
or topic
* Teaching – Learning activities :
Methods & Media
* Assessment of learning process,
learning outcome & programme
performance
10
14. Ascending Levels of Intellectual Demand
Take Into Consideration Students’ …….
• Cognitive abilities
• Prior knowledge
Scheme of learning
• Opportunities to learn
• Learning rate
• Developmental differences
• Levels of thought
15. Organizing the Teaching –Learning
Activities : Three Tier System
Must know (core)
Should know
Nice to know
15
17. Learning Outcome: At the end of this unit
the student will be able to...
Knowledge
Give evidence of
Attainment of … …
Skills Attitude
“Learning Strategies”
Teaching Methods
18. Learning is our Business
We want to ensure and increase student learning
and achievement.
Learning begins with attention to students’ prior
knowledge, motivation, attention, effort, and
perception.
Different learners have different levels of prior
knowledge, motivations, effort, and learning
styles.
If we attend to learner differences we can make
our curriculum more efficient.
Efficiency, effectiveness, and planning increases
the quality of curriculum.
19. 19
How do we differentiate
between a ‘Curriculum’ &
a ‘Syllabus’ !’
20. Curriculum Vs Syllabus
Curriculum has the
Overall goal of teaching –learning,
deals with the entire set of the course
Syllabus is a document containing the –
- Specific teaching learning objectives
- Major areas of the subject
- Sub areas of the subject
- Time allotment
20
22. Levels of Curriculum
1.Societal Curriculum : -
-- Planned for a large class of
students, by a group of people
outside the institution,
National or Regional.
22
23. Levels of Curriculum
2. Institutional Curriculum : -
-- Planned by faculty for a clearly
identified group of students in a
particular institution.
23
24. Levels of Curriculum
3.Instructional Curriculum : - -
- Consists of the learning activities
planned by a particular teacher for
a particular group of students
24
26. Curricular Approaches :
Health Care Professions
• Discipline Based
• Competency Based
• Integrated Curriculum
26
Topic oriented
Organ System
Problem Based
27. Model : An Approach
A simplified, yet communicable
representation of a real-world setting or
situation.
May be synonymous with design
It is an organized way of accomplishing
a goal or task.
28. What is a curriculum model?
A Model is a format for Curricular Design,
developed to meet the
purpose of the
curriculum.
29. The final model that we will look
at is the Ten-Step Curriculum
Planning Model.
This model first appeared in the
NASSP Bulletin in 1984 in an article
by Zenger and Zenger. It is an
inclusive, organized approach that
certainly meets the definition of
“systematic model.” It is commonly
used in the school setting.
The article is not available on the web as
a full text article, therefore, I will mail a
copy to you.
30. Identify Curricular
Need
Develop Goals and
Objectives
Identify Resources and
Restraints
Organize Curriculum
Committees
Establish Roles of
Personnel
Identify New
Curriculum
Select New
Curriculum
Design New
Curriculum
Implement New
Curriculum
Evaluate Curriculum
Ten-Step
Curriculum
Planning
Process
Model
31. When using the “Ten-Step”
Model, the process...
• may or may not include all steps.
• may begin or end at any of the
steps.
• steps may be repeated as necessary
• evaluation is a critical component of
all steps
32. A quick wrap up...
Models are useful because they
provide guidance and structure.
Systems models bring various
groups, individuals, information, and
activities together to achieve the
goal and to provide continuous
feedback in order to improve the
curriculum.
33. The Parallel Curriculum Model
CURRICULUM
OF
CONNECTIONS
CURRICULUM
OF
PRACTICE
CURRICULUM
OF
IDENTITY
KEY CURRICULUM COMPONENTS
CORE
CURRICULUM
34. The Core Curriculum:
Definition
The Core Curriculum addresses the
core concepts, principles, and skills
of a discipline. It is designed to help
students understand the essential,
discipline-based content through the
use of representative topics, inductive
teaching, and analytic learning
activities.
35. The Curriculum of
Connections:
Definition
The Curriculum of Connections builds upon the
Core Curriculum. It is a plan that includes a
set of guidelines and procedures to help
curriculum developers connect overarching
concepts, principles, and skills within and
across disciplines, time periods, cultures,
places, and/or events. This parallel is
designed to help students understand
overarching concepts and principles as they
relate to new content and content areas.
36. The Curriculum
of Practice:
Definition
The Curriculum of Practice is a plan that
includes a set of guidelines and procedures to
help students understand, use, generalize, and
transfer essential knowledge, understandings,
and skills in a field to authentic questions,
practices, and problems. This parallel is
designed to help students function with
increasing skill and competency as a
researcher, creator, producer, problem solver,
or practitioner in a field.
37. The Curriculum of
Identity:
Definition
The Curriculum of Identity is a plan that
includes a set of guidelines and procedures to
assist students in reflecting upon the
relationship between the skills and ideas in
a discipline and their own lives, personal
growth, and development. This parallel is
designed to help students explore and
participate in a discipline or field as it relates
to their own interests, goals, and strengths,
both now and in the future.
38. What does
“Parallel” mean?
• Each parallel has components that align with each
other.
• Parallels can be used singly or in combination.
• Each of the parallels is of equal value and use with a
variety of students or with an individual student at a
variety of times.
• The choice to use a particular parallel should be
strongly related to learners’ profiles, the subject
area, content goals, related units, lessons, and tasks.
39. What are the purposes of the
Parallel Curriculum Model?
• Provides teachers with a comprehensive framework with
which they can design, evaluate, and revise existing
curriculum
• Improves the quality of the curriculum units, lessons, and
tasks
• Enhances the alignment among the general, gifted and special
education curricula
• Increases the authenticity and power of the knowledge
students acquire and their related learning activities
• Offers teachers the flexibility to achieve multiple purposes
• Reinforces the need to think deeply about learners and
content knowledge
• Uses high quality curriculum as a catalyst for observing and
developing abilities in learners
• Allows flexibility to address varying needs and interests of
learners
41. Curriculum development is often done
in a haphazard manner
May have a hidden agenda due to factors
such as:
• to keep or create jobs
• sell materials and equipment
• fulfill political or social agenda
• fit a particular instructor’s preferences
42. A systematic-model approach to
curriculum design may be the key to
avoiding these undesirable influences.
Let’s take a look at
“Systems”
43. What is a system??
A system is a collection of
elements, interacting with each
other to achieve a common
goal.
Crunkilton and Finch (1999)
44. A system consists of five elements.
These are…??
• Input-
• Output -
• Feedback-
• Environment-
• Process-
45. What about human resource
systems??
• Input--?
• Output--?
• Feedback--?
• Environment--?
• Process--?
46. Furthermore, a model should be...
• Practical
• Realistic
• Efficient
• Inclusive
47. There are five phases to the
Performance Improvement Model...
• Analyze
• Design
• Develop
• Implement
• Control
57. Importance of Curriculum
It integrates all the areas of knowledge
and skills and synthesizes a special
body of knowledge to meet a specific
societal need.
Do Health Care Professions
Need Curriculum for Learning ?
57
58. Yes …………
In short, main points in Curriculum ---
Integration
Assimilation
Association
Correlation
Implementation
Application
Of What ??
58
60. Curriculum
“
-
60
In your understanding what is a
‘Curriculum’ ?
1. It is the Syllabus
2.It is whole academic programme
3.It is a Course of Study
4.It is the subject we teach
5.It is the topic we teach
