Presented by Dr. Parveen Pandit Controller of Examination Central University of Kashmir

1. 1
An Understanding And Overview
CURRICULUM DEVELOPMENT-
Parveen Pandit
Controller of Examinations
Central University of Kashmir

2. Introduction
 “Curriculum is a tool in the hands of an artist (teacher) to mould the material
(student) according to the ideals (aim) in a studio (school)”-----Cunningham.
 “Curriculum is not merely a set of studies nor a list of subjects but the whole
learning experiences, activities. It consist of activities and projects leading to
reconstruction and reorganization of experience.”---Dewey,J.1966;
 “Curriculum includes subjects, activities and community services. It comprises
besides literary subjects, activities on gardening, dramas and social
servic.es”---Tagore.
2

3. Objectives
 To develop an understanding about the thematic concept of Curriculum
Development
 To know the bases, approaches, process and evaluation of Curriculum
Development
 To implement the Curriculum Development components in instructional plan
with special reference to History
METHOD
 Source Method
 Participatory/Observation
3

4. Challenge of Education
 “Challenge of Education;A Policy Perspective
(1985)-highlights informaties like;
 -Mismatch between Education and Employment
(world of knowledge and work )
 -Increasing quantitative expansion on qualitative
improvement
 -Declining standards of teaching, examination
and Research
4

5. Challenge of Education
 Paralysis of the implementation strategies to achieve the goal.
 Disequilibrium of policy, procedures, curriculum formation and Reform,
delivery system and evaluation procedures
5

6. Reasons/Challenges
 Demographic changes
 Technological innovations
 Social innovations
 Cultural diffusion
 Information explosion and ICT
 Job Market/vocation
 Lifelong/continuing education
 Liberal/global/secular/interdisciplinary education
6

7. Curriculum Development
Curriculum
Concrete Abstract
Hidden curriculum
Curricular Co-curricular
Content Media Method Within Institution Outside Institution
7

8. 8
Bases of Curriculum
Human Development
(stage/age/Thinking/Interest/
attitude) Social Forces
Curriculum
Nature of Learning
(Cognitive theory, Piaget)
(Behaviourist theory , bloom)
Nature of knowledge &
Cognition

9. 9
Development Consideration
Areas & Inter- Relationship
Physical
Emotional
Social
Inter Relational

10. Social Forces
NPE(1986,1992,2004)
“The National System of Education will be based on National
Curricular Framework which contains a common core along
with other components that are flexible. The common core
will include the History of India’s freedom movement, the
constitutional obligations and other content essential to
nurture national identity. These elements will cut across
subject areas and will be designed to promote values such as
India’s common cultural heritage, egalitarianism,
democracy and secularism, equality of sexes, protection of
the environment, removal of social barriers, observance of
the small family norm and inculcation of the scientific
temper. All educational programmes will be carried on in
strict conformity with secular values.” (NPE 1986, 3-4)
10

11. 11
Social Forces Exerting Influence on
Curriculum
Social Forces
Government Qasi-Legal Professional
Organization
Special group in
the Community
Curriculum for Elementary, Secondary, Higher Level

12. Major Approaches to Curriculum
Curriculum
Society Learner subject Learning School Criteria
Matter Theory Organization of Construction
12

13. 13
Considerations for Curriculum Development
Nature of discipline
Development
consider Curriculum
Social
consideration
Environmental &
Economic
consideration
Institutional
consideration
Teacher related
fact

14. 14
Tyler’s CD Model-Basic Principles of Curriculum-1949
Subject Matter Sources Tentative
Objectives
Screens Precise
Object
Society Philosophy
Learner
Selecting
Experience
Evaluation
Psychology

15. Taba’s Model
Seven steps in her grassroots model of curriculum
 Diagnosis of needs
 Formulation of Objectives
 Selection of Content
 Organization of Content
 Selection of learning experiences
 Organization of learning experiences
 Evaluation
J.Galan and William H.Alaxander-
“ Planning Curriculum”,1974
15

16. 16
Curriculum Process
ii) Selection of Learning
Experiences
iii)Selection of content
i) Selection of goals ,
Aims & objectives
iv) Organization of
Learning experience
& content
v) Evaluation

17. 17
Process of Curriculum Development
Background
Assessment of Educational needs of the target group
Felt Needs
Observed
Needs
Real Needs

18. 18
Selection of Goals, Aims, Objectives
(Levels)

19. 19
Model of an Instructional System
Input
Learner with
required
entry
behaviours
Process
Output
Expected
terminal
behaviour
Feedback
Output
Actual
terminal
behaviour

20. 20
Formulating Educational Objectives
 Transformation of needs into objectives
 Objectives specify expected outcomes
Characteristics:-
 Matching
 Worth
 Wording
 Appropriateness
 Logical grouping
 Revision

21. Organization & Integration of Learning Experiences and Content
21
Organization & Integration of Learning
Experiences and content
Available learning
situations in
school
Inputs for
effective
classroom
interaction
Developmenta
l level of
learners
Principles of
Learning

22. 22
Verbal Symbols
Visual symbols (signs,
stock, figure)
Radio & Recordings
Still Pictures
Motion Pictures
Educational TV
Exhibits
Study trips
Demonstration
Dramatized experiences-
plays, puppets & role
playing
Contrived experiences,
models simulations
Direct purposeful
experience
Cone of Experience
A.Edger

23. 23
Time Management
Available time
Allocated time
Engaged Time
Academic Learning Time

24. 24
Core Teaching skills and Teacher
Core Teaching Skills
Skills of
Questioning
Skill of response
management
Skill of
reinforcementSkill of
planning
Skill of
illustration
Skill of
stimulus
variation

25. 25
Objective Formation (History)
Goals
Aims
Objectives
Socialism, Secularism,
Humanism, Democracy, Scientific
Temper
Four Dimensional- Time, Space,
Society, Ideas
C-Cognitive- Knowledge,
understanding, thinking (head)
A-Affective- Desirable Attitude,
Feeling (Heart)
P- Psychomotor- Essential
skills, doing (hand)

26. 26
Spiral of Curriculum-HistorySpiral of Curriculum-History
Theories
Concepts
Ideas
HIGHER ED.
H.S.
SECONDARY
Events
Personalities
MIDDLE
PRIMARY

27. Media for History
Time Line Methods/Padagogy
Map/Charts
Histrionics Source Method
Projected techniques Story telling
Biographical
Approaches Discussion
Chronological/Concentric Lecture
TOPICAL/correlation Project
Socialised Recitation 27

28. 28
Evaluation(Instructional)
1. Cognitive –Benjamin Bloom-1956
(Contd.)
Objectives Activity Evaluation
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
Recall, Know, Recognize,
Reproduce
Rewrite, Explain, translate
Apply, Demonstrate, discourse,
Modify, Operate, Predict,
Prepare, Produce, Show, Solve
Analyze, Compare, contrast,
Distinguish, identify,illustrate
Compile, Categorize ,Explain,
organize, Rewrite, Summerize

29. 29
- Affective –D.R.Krathwal 1964
Receiving
Awareness, Willingness to receive,
controlled attention
Responding
Active participation of student
involved, gain satisfaction from
working with an activity.
Valuing Seeing worth or value in a subject,
activity or assignment
Organization Balancing conflicting views

30. 30
Psychomotor –Dr.R.H.Davi -1969
Perception
Set
Guided response
Mechanism
Complete overt
response
Adaptation
organization
Choose, Describe, detect, differentiate,
distinguish, identify, isolate, relate, select
Begin, display, explain, move, proceed,
state, volunteer
Copies, traces, follows, react, reproduce
Assembles, calibrate, construct,dismantle
Build, display, fasten, fix, manipulate,
organize, manipulate, grinds, sketch
Adapt, alter, change, rearrange, varies
reorganize, revises
Arrange, build, combine, compose,
initiate, make, originate

31. 31
Sources of Evaluation of Curriculum
 Student
 Self (Evaluation)
 Peer Groups (Student and Teachers)
 Professional Evaluators
 Subject Experts
 Curriculum Experts
 Policy Makers
 Community
 Dropouts

32. 32
Aspects of Evaluation
Goals and Objectives
Content
Process
Outcome & Expectations
Linkages
Assessment
References

33. 33
Importance of CD
 To develop a new curriculum
 To review a curriculum under implementation
 To remove ‘dead wood’ and update an existing
curriculum
 To find out the effectiveness of a curriculum

34. 34
MICRO
Level Evaluation
Micro Level
Evaluation
Evaluation
of each
subject of
the
curriculum
Teachers
Observation
Summary
and
Recommend
-ations
Subject
Experts
Students
Curriculum
Evaluation
Team
Judgement

35. 35
MACRO
Level Evaluation
Macro Level
Evaluation
Evaluation of
the overall
effectiveness
of the whole
curriculum
Students who
completed the course
& are employed
Employers or
Entrepreneurs
Subject Experts
Principals/Teachers
Curriculum Experts
Officers Incharge of
Exam. Unit of Boards of
Secondary Education
Summary and
preparations of the
Evaluation report
Decisions by the
discipline
committees
Decisions by the
interdisciplinary
committee
REVISION OF CURRICULUM

36. 36
Techniques of CD Evaluation
 Pre testing/post testing
 Norm- Referenced Testing and Criterion- Referenced
Testing
 Formative Evaluation .Sammative Evaluation
PRE-TEST CURRICULUM IMPLEMENTATION POST-TEST
While (Implementation)
(Transaction level)Process Product (Mastery level)
[Media + Method] [Student]

37. Conclusion
The curriculum/ instructions are planned, ‘developed, transacted
and evaluated for the students to achieve the Physical quality life
index(PQLI) and Spiritual quality life index (SQLI) as well as to
accomplish the social aspirations. This all is dependent on the
proper training, awareness, knowledge about the curriculum
development and implementation by the teachers, teacher
educators and the planners.
37

38. References
 Navneet Bhalla, Curriculum development, 2007, Delhi.
 JC Agarwal, S.Gupta, C.D, 2005-Towards Learning without
Burden and Quality of Education- An Evaluation Delhi-2005.
 Anil Chandra, 2003, Jaipur- Basic Theory – Research and
Reform.
 Unesco 1996, World guide to high.i-Paris
 Moonis Raza 1991, H.E IN India, Retrospect and Prospect,
Delhi.
 Doll, R.C, 1986 (Curriculum improvement, Boston)
 Malhotra, M.M.1985, Manila, Curriculum evaluation and
Renewal.
 Shapes, D.K.1988.Curriculum Traditions and Practices. 38

39. 39
THANKS