The document discusses curriculum development in higher education. It defines curriculum and lists its key components. It describes different types of curriculums like discipline-based, competency-based, and integrated curriculums. It also lists the determinants and steps involved in curriculum planning. The document encourages participants to engage in discussions around curriculum evaluation and development to identify gaps and bring innovations, like integrating new content areas or teaching methods.
Teachers use curricula when trying to see what to teach to students and when, as well as what the rubrics should be, what kind of worksheets and teacher worksheets they should make, among other things.
It is actually up to the teachers themselves how these rubrics should be made, how these worksheets should be made and taught; it's all up to the teachers.
Teachers use curricula when trying to see what to teach to students and when, as well as what the rubrics should be, what kind of worksheets and teacher worksheets they should make, among other things.
It is actually up to the teachers themselves how these rubrics should be made, how these worksheets should be made and taught; it's all up to the teachers.
A curriculum is the combination of instructional practices, learning experiences, and students' performance assessment that are designed to bring out and evaluate the target learning outcomes of a particular course.
Curriculum development is a process of improving the curriculum. Approaches for curricula:
Analysis
Selecting
Formation
Review
Curriculum development is significant because it
Takes contents and shapes into plan for effective teaching and learning
Provide a map to achieve outputs
Provide appropriate learning activities and assessments
secondary education
In British India, the structure and curricula of secondary education were mandated by British colonial rule
After independence, Pakistan then developed its own Boards of Intermediate and Secondary Education (BISE) which were tasked with developing and conducting final examinations at the ends of grades 9 to 12
Admission requires completion of middle school
Consists of two years education (grades 9 and 10) followed by two years of higher-secondary education
Compulsory subjects include Urdu, English, Islamic education (civics for non-Muslim students), and Pakistan studies along with both required and elective courses in the specific stream.
The exams are conducted by one of the Boards of Intermediate and Secondary Education (BISE).
Curriculum Domain at Secondary Level\
According to the Constitution of Pakistan, curriculum development is the domain of the federal government.
Curriculum development up to intermediate level is the responsibility of the Curriculum Wing of the Ministry of Education.
Textbooks are developed by the provincial Textbook Boards strictly in accordance with the curriculum developed by the committees.
Developed after extensive analysis of the previous curriculum in order to bring desired changes in teaching and learning.
Assessment patterns (development and evaluation ) together with recommendations for teacher training were included in the curriculum
To understand the concept of theory, it is essential to understand the nature of theory in general.
Historically, the Received View holds that a theory is a formalized, deductively connected bundle of laws that are applicable in specifiable ways to their observable manifestations. In the Received View, a small number of concepts are selected as bases for the theory; axioms are introduced that specify the fundamental relationships among those concepts; and definitions are provided, specifying the remaining concepts of the theory in terms of the basic ones.
THEORIES OF CURRICULUM AND THEIR MAJOR STRUCTUREseharalam
To understand the concept of theory, it is essential to understand the nature of theory in general.
Historically, the Received View holds that a theory is a formalized, deductively connected bundle of laws that are applicable in specifiable ways to their observable manifestations. In the Received View, a small number of concepts are selected as bases for the theory; axioms are introduced that specify the fundamental relationships among those concepts; and definitions are provided, specifying the remaining concepts of the theory in terms of the basic ones.
Training of Secondary School Teachers in PakistanR.A Duhdra
All the formal, nonformal and informal activities and experiences that help to qualify a person to assume the responsibilities of a member of the educational profession or to discharge his responsibilities more effectively.
The program of activities and experiences developed by an institution responsible for the preparation and growth of persons preparing themselves for educational work or engaging in the work of the educational profession.
1. To provide adequate professional training.
2. To keep teachers abreast of new developments in curriculum and pedagogy.
3. To upgrade the academic qualification of teachers
4. To develop the skills and attitude responsive to emerging national development goals.
5. To make the teachers aware of the problems of the community and develop necessary skills enabling them to be effective change agents.
A curriculum is the combination of instructional practices, learning experiences, and students' performance assessment that are designed to bring out and evaluate the target learning outcomes of a particular course.
Curriculum development is a process of improving the curriculum. Approaches for curricula:
Analysis
Selecting
Formation
Review
Curriculum development is significant because it
Takes contents and shapes into plan for effective teaching and learning
Provide a map to achieve outputs
Provide appropriate learning activities and assessments
secondary education
In British India, the structure and curricula of secondary education were mandated by British colonial rule
After independence, Pakistan then developed its own Boards of Intermediate and Secondary Education (BISE) which were tasked with developing and conducting final examinations at the ends of grades 9 to 12
Admission requires completion of middle school
Consists of two years education (grades 9 and 10) followed by two years of higher-secondary education
Compulsory subjects include Urdu, English, Islamic education (civics for non-Muslim students), and Pakistan studies along with both required and elective courses in the specific stream.
The exams are conducted by one of the Boards of Intermediate and Secondary Education (BISE).
Curriculum Domain at Secondary Level\
According to the Constitution of Pakistan, curriculum development is the domain of the federal government.
Curriculum development up to intermediate level is the responsibility of the Curriculum Wing of the Ministry of Education.
Textbooks are developed by the provincial Textbook Boards strictly in accordance with the curriculum developed by the committees.
Developed after extensive analysis of the previous curriculum in order to bring desired changes in teaching and learning.
Assessment patterns (development and evaluation ) together with recommendations for teacher training were included in the curriculum
To understand the concept of theory, it is essential to understand the nature of theory in general.
Historically, the Received View holds that a theory is a formalized, deductively connected bundle of laws that are applicable in specifiable ways to their observable manifestations. In the Received View, a small number of concepts are selected as bases for the theory; axioms are introduced that specify the fundamental relationships among those concepts; and definitions are provided, specifying the remaining concepts of the theory in terms of the basic ones.
THEORIES OF CURRICULUM AND THEIR MAJOR STRUCTUREseharalam
To understand the concept of theory, it is essential to understand the nature of theory in general.
Historically, the Received View holds that a theory is a formalized, deductively connected bundle of laws that are applicable in specifiable ways to their observable manifestations. In the Received View, a small number of concepts are selected as bases for the theory; axioms are introduced that specify the fundamental relationships among those concepts; and definitions are provided, specifying the remaining concepts of the theory in terms of the basic ones.
Training of Secondary School Teachers in PakistanR.A Duhdra
All the formal, nonformal and informal activities and experiences that help to qualify a person to assume the responsibilities of a member of the educational profession or to discharge his responsibilities more effectively.
The program of activities and experiences developed by an institution responsible for the preparation and growth of persons preparing themselves for educational work or engaging in the work of the educational profession.
1. To provide adequate professional training.
2. To keep teachers abreast of new developments in curriculum and pedagogy.
3. To upgrade the academic qualification of teachers
4. To develop the skills and attitude responsive to emerging national development goals.
5. To make the teachers aware of the problems of the community and develop necessary skills enabling them to be effective change agents.
The content presented in the slides is mainly emphasizing on developing holistic perspective about the process of curriculum development in a broader manner.
A curriculum Plan is the advance arrangement of learning opportunities for a particular population of learners.
Curriculum guide is a written curriculum.
Curriculum Planning is the process whereby the arrangement of curriculum plans or learning opportunities are created.
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Curriculum development in higher education
1. Curriculum Development in
Higher Education
Dr. Z. Zayapragassarazan PhD.,
Associate Professor of Educational Technology
Department of Medical Education
JIPMER
Puducherry-605006.
Mobile: 9894846929
E-mail: zprazan@yahoo.co.in
3. Next few hours…….
1. Define curriculum
2. List curricular components
3. Explain types of curriculum
4. List curricular determinants
5. List steps in curriculum planning
6. Involve participants in deliberations on curriculum
evaluation & curriculum development.
4. The strengths of ideal autonomy
• Innovations
• Experimentation
• Expansion and maximization of potentials
• Quality improvement
• Societal relevance
• Full involvement of teachers in the entire system
• Confidence building between students and teachers
• Transparency in teaching and evaluation
• Increased scope for educational reforms
• Speedy implementation of programmes
5. Curriculum
A plan of educational experiences
offered to a learner under the
guidance of an educational
institution.
6. Curricular Components
1. Learning objectives
2. Selection & organization of content
(syllabus)
3. Pattern of teaching & learning
including time schedule
4. Program of assessment
5. Learning resources
9. Competency-based Curriculum
Activity Based Learning
The focus is on the tasks that a
successful graduate need to do later as a
competent professional
(Competency- Integrated use of Knowledge, Skills &
Attitudes for doing professional tasks)
10. Core Curriculum with Electives
• Common for all students
• Two third of curricular time is allotted
for core components
• Competency based
11. Core Curriculum
Hard core (80 %) (Must Know )
(Must attend must pass)
Soft core (Desirable to Know)
(Must attend may pass)
Electives (Nice to know)
(May attend may pass)
12. Integrated Curriculum
Eg: SPICES Model (Harden, 1984)
Teacher centered Student centered
Information oriented Problem based
Integrated
Community based
Subject based
College based
Uniform Elective driven
Opportunistic Systematic
13. Determinants of Curriculum
1. Demands of society- Developmental
needs of individuals, government,
corporates, industries, etc.
2. Professional needs
•Communication skills
•Management skills
•Socio-political and legal issues
•Ethical issues
14. Determinants of Curriculum
3. Social and industrial advances
4. Educational advances
5. National Employment Generation
Policy & employability
6. MHRD guidelines
7. Resources
15. Curriculum Development
Four Fundamental Questions:
1. The Educational purpose to be attained
– What kind of individual/employee do we need?
2. The educational experience that help in
achieving the purposes defined
– What do they learn?
3. Organization of these educational
experiences
- How do they learn?
4. The assessment process to determine
whether the purposes are attained
– How do we assess the learning outcomes?
16. Problem Identification and Needs Assessment
-Problem
-Current Approach
-Ideal Approach
Needs Assessment for
Targeted Learners
-Learners
-Learning Environment
Goals and Objectives
-Broad Goals
-Specific Measurable Objectives
Educational Strategies
- Content
- Method
- Learning Experiences
Implementation
-Obtaining Political Support
-Securing Resources
-Addressing Barriers
-Introducing the Curriculum
-Administering the Curriculum
Assessment (Feedback)
or Evaluation
-Individual Learners
-Program
Hilda Taba’s Model for Curriculum Development
17. Bringing innovation in Curriculum
• Need an Institute Curriculum Committee
• Identify Areas for revamping the curriculum
• Identify lacunae, exclusions, inclusions, etc
• Objectives – Global, National, Local,
Institutional, Individual.
• Contents, Teaching/ Learning Methods
• Assessment & Evaluation processes
• Curriculum mapping
18. Evaluation of a Curriculum
• Where are our students?
• What are they?
• How do they perform?
• Social accountability
• Job market
• Employability ratio
• Industrial/corporate demand and
supply
• Research & Development
21. Think, Pair & Share
The think, pair, share strategy is a
cooperative learning technique that
encourages individual participation and is
applicable across all levels and class sizes.
Learners think through questions using three
distinct steps:
Think
Pair
Share
22. Think, Pair & Share
Steps:
• Decide on how to organize members
into pairs.
• Pose a discussion topic or pose a
question.
• Give members at least 1-2 minutes to
think on their own. (“think time”).
• Ask members to pair with a partner and
share their thinking.
• Call on a few members to share their
ideas with the rest of the group.
23. Curriculum Development Exercise-2
Identify one innovation in the following
components of curriculum:
Group 1: Diagnose the needs
Group 2: Contents and Organization of Contents
Group 3: Teaching Learning Methods/Experiences
Group 4: Assessment and Evaluation methods
Method: Jig Saw Method
25. Curriculum - Checklist
1. Have the objectives been specified? Are these
relevant and feasible?
2. Has the course content been decided?
3. Has the decision been made on
-Who will teach?
-When will it be taught?
-How long will it be taught?
-What are the course materials, references, required?
-What other T/L aids are required?
-What assessment methods will be used to check
whether the specified objectives are achieved?
5. How will the curriculum be evaluated including a
provision for change, if necessary?
26. Summary
• A curriculum is a plan of educational
experiences with clearly stated
components.
• The type of a curriculum is decided
based on the developmental needs of
society.
• Effectiveness of a curriculum depends
on its determinants.
• Proper steps need to be followed while
developing a curriculum.
