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Curriculum Development at Elementary Level
- 1. CURRICULUM IN ELEMENTARYEDUCATION
- 2. Cont… In education,a curriculum is broadly defined as the totality of student experiences that occur in the educational process. The term often refers specifically to a planned sequence of instruction, or to a view of the student's experiences in terms of the educator's or school's instructional goals. Curriculum is a Latin word which means a course or a path which leads to a specific destination
- 3. Foundations of Curriculum 1. Philosophical foundations (Include religion, social and cultural values, beliefs and human rights) 2. Sociological foundations (Needs and demands of individual, society, state and globe at large) 3. Psychological foundations (Taking into consideration the psychological needs of learners, individual differences and learning styles)
- 4. Types of Curriculum 1. Formal curriculum 2. Perceived curriculum 3. Experimental Curriculum 4. Observed Curriculum 5. Planned/ Overt Curriculum 6. Hidden or Covert Curriculum
- 5. Curriculum development processPhases 1. Analysis of situation including society‘s demands, economic conditions, political maturity, national interests and global requirements. 2. Selection of aims, goals and objectives 3. Selection of learning experiences 4. Selection of content 5. Organization of content and integration of learning experiences and content. 6. Evaluation of the effectiveness of all aspects of curriculum.
- 6. Process of CurriculumDevelopment Situational Analysis Analysis of situation includes the trends and styles of a society, religion and beliefs being followed by the people of the society, priorities of the people, economic conditions of the people, political understanding and maturity, vision and futuristic approach of the society as a whole, and understanding of global perspectives of education and future needs of the society. Selection of Objectives Objectives are the guiding force to help achieve the set target of teaching and learning. It is very important to have a very deep, fair and futuristic understanding of the set educational objectives. Success of an effective curriculum depends upon the understanding of the objectives.
- 7. Cont… Selection ofContent Content means the materials, activities or projects which are prescribed for achievement of set educational objectives. Content can be a story, a religious topic, a situation projecting a set of social values or it can be a project to develop some sorts of skills among the students. For the selection of the contents, it is crucial to take into consideration the age, stage, interests and social background of the students Organization of Contents 1 Simple to Complex 2. Pre-requisites of Learning 3. Chronology 4. Whole to Part Learning 5. Increasing abstraction 6. Spiral Sequencing
- 8. Cont… Methods Methods meandifferent types of approaches which are used to develop curriculum and some of the very common are: 1 Subject-Centered Designs 2. Learner-Centered Designs 3. Problem-Centered Designs 4. All-purpose Designs Evaluation Evaluation is the process of collecting data, organizing it and interpretation of the data to make an educational decision about teaching and learning. Evaluation provides feed- back for the correction and improvement of both teaching and learning. The main types of evaluation are: Formative and Summative
- 9. Language and LanguageSkill The teaching of language is now one of the most important subjects in most of primary schools. The implementation of English and Urdu has brought along the need to establish clear objectives that are different to the ones traditionally assigned to secondary schools. The different Educational Departments have decided to establish, as the main purpose of the language teaching, the development of the four skills: listening, speaking, reading and writing
- 10. Factor Affecting LanguageDevelopment There are many factors that affect the language learning process, and here we will classify factors into two factors. Internal factors External factors
- 11. Internal factors Physical Health Exhaustion Physical Defect Gender Psychology Intelligence
- 12. Cont… Attention Interest Aptitude Motive Exhaustion
- 13. External Factors 1)Family factors a)The way parents educate b) Relations within family c) The Home Atmosphere d) Family‘s Economy e) Parents Understanding f) Cultural Background
- 14. Cont… School Factors a)Teaching Method b) Curriculum c) Learning Style The Relations between Students and Teacher The Relations among Students
- 15. Model for curriculumDevelopment The Hilda Taba Model The Tyler Model
- 16. The Taba Model-Grass-roots rational Hilda Taba followed the grass-roots approach in developing curriculum. She believed in an inductive approach to curriculum development. For her it should be the teachers who design the curriculum rather than the higher authorities.
- 17. Seven major steps-teachers would have major input Step 1: Diagnose of needs The teacher (curriculum designer) starts the process by identifying the needs of the students for whom the curriculum is to be designed. Step 2: Formulation of objectives After the teacher has identified needs that require attention, he specifies objectives to be accomplished. Step 3: Selection of content The objectives selected or created suggest the subject matter or content ofthe curriculum. Objectives and content should be match.
- 18. Cont… Step 4:Organizationof content A teacher cannot just select the content, but must organize in some type of sequence, taking learner maturity into consideration, learners academic achievements and their interests. Step 5: Selection of learning experience: Content must be presented to students and they must engage the content. Here, the teacher selects instructional methods that will involve the students with the content. Step 6: Organization of learning experience As content must be sequenced and organized; the learning activities, too.
- 19. Cont… Step 7:Evaluationand means of evaluation The curriculum planner must determine just what objectives have been accomplished. Evaluation procedures need to be considered by the teacher and students.
- 20. Tyler’s Rational –Linear Approach Tyler’s rationale revolves around four central questions. They need be answered if the process of curriculum development is to proceed the stages: Setting objectives Learning experience and content Organizing Learning experience and content Evaluation