Curriculum development in higher education.pptx

CURRICULUM DEVELOPMENT IN TEACHER EDUCATION
Prof. Ramakanta Mohalik
Dept. of Education
RIE Bhubaneswar-751022
Prepared for Ranchi University, Jharkhand

• https://www.mentimeter.com/app/presentation/alt19kvhmtume351
6uqqcx7f131m4e2f/tammc1c85eqo/edit
19-02-2024 Prof. R. Mohalik, RIE Bhubaneswar

CONCEPT OF CURRICULUM
• Curriculum is the foundation of the teaching - learning
process.
• The development of programs of study, learning and
teaching resources, lesson plans/notes and assessment of
students, and even teacher education are all based on
curriculum.
• Curriculum Vs Syllabus/course of study (Traditional)
• Curriculum as totality of experience provided to the learners
(Modern)

ELEMENTS OF CURRICULUM
LEARNING
OUTCOMES
CONTENT
EVALUATION
PROCESS

PHASES OF CURRICULUM DEVELOPMENT
Need analysis
Learning
outcomes
Content Pedagogy
Learning
resources
Evaluation
Implementation
plan

NEED ANALYSIS
• Need analysis of the stake holders (students, parents,
industry/schools and civil society)
• Analyse the socioeconomic and intellectual background of the
learners for whom the curriculum is to be designed.
• Industry/educational expert needs to be involved in the process of
the curriculum development. The prospective industry has some
expectations from its future employees and the same needs to be
incorporated in the curriculum.
• Education is the process of socialization and the curriculum must
contribute in developing the responsible global citizen.
• The curriculum has to strive to imbibe the national values among the
learners.

Learning Outcomes
• Outcomes are learning results that we want students/trainees to
demonstrate at the end of significant learning experiences.
• Outcomes are actions and performances that reflect learner competence
in using content, information, ideas, and tools successfully.
• Outcomes involve actual doing, rather than just knowing or a variety of
other purely mental processes, they must be defined according to the
actions or demonstration processes being sought.
• Outcomes are stated in observable action verbs like describe, explain,
design, or produce rather than vague or hidden non demonstration
processes like know, understand, believe, and think.

Outcomes Observable/Demonstratable Actions
Creating: Create new product or
point of view
assemble, construct, create, design, develop, formulate,
plan, invent, produce
Evaluating: Justify a stand or
decision
appraise, argue, defend, judge, select, support, value,
check, hypothesize, test, detect
Analyzing: Distinguish between
the different parts
appraise, compare, contrast, criticize, differentiate,
discriminate, distinguish, examine, experiment, question,
Applying: Use the information in
a new way
demonstrate, dramatize, employ, illustrate, interpret,
operate, manipulate, schedule, sketch, solve, translate
Understanding: Explain ideas or
concepts
Classify, discuss, explain, exemplify, summarize, infer,
compare, translate, paraphrase
Remembering: Recall or
remember the information
Recognize, list, describe, identify, name, locate, find,
retrieve

Graduate Attributes
• The graduate attributes reflect the particular quality
and feature or characteristics of an individual,
including the knowledge, skills, attitudes and values
that are expected to be acquired by a graduate
through studies at the higher education institution
(HEI)/teacher education such as a college or
university.

• Disciplinary knowledge
• Pedagogical knowledge
• Communication skills
• Critical thinking
• Problem solving
• Analytical thinking
• Research skills
• Cooperation/team work
• Scientific reasoning
• Reflective thinking
• Digital literacy
• Self directed learning
• Multicultural competence
• Moral/ethical awareness
• Leadership
• Life long learning

Programme Learning Outcomes
• It include subject-specific skills and generic skills, including
transferable global skills and competencies, the achievement of which
the students of a specific programme of study should be able to
demonstrate for the award of the certificate/ Diploma/Degree
qualification.
• It also focus on knowledge and skills that prepare students for further
study, employment, and citizenship.
• It requires long time to achieve.

Course Learning Outcomes
• Course-level learning outcomes are aligned to
programme learning outcomes.
• Course-level learning outcomes are specific to a
course of study within a given programme of study.
• The achievement by students of course-level learning
outcomes lead to the attainment of the programme
learning outcomes.

Content
selection
LO
Significance
Validity
Relevance
Usefulness
National
priorities
Latest
knowledge

CRITERIA FOR CONTENT SELECTION
• Learning outcomes
• Significance
• Validity
• Relevance
• Usefulness
• National priorities
• Latest/recency
• Balance-theory Vs. practicum

PEDAGOGY
• It is a means to achieve learning outcomes
• Based on learning outcomes –cognitive/skills/attitude/values
• Based on content
• Availability of resources
• Shift from teacher-centric to learner-centric pedagogies, and from
passive to active/participatory pedagogies
• Experiential pedagogy/learning
• Integrated pedagogy-ICT/Sports/Art

LEARNING RESOURCES
• It is requirements to achieve learning outcomes
• Well equipped classroom
• Laboratory
• Activity rooms
• Innovation centre
• Resourceful library
• ICT laboratory
• Software and applications

EVALUATION
• Students assessment
• Curriculum assessment
• Formative Vs. Summative assessment

• A variety of assessment methods that are appropriate to a given
disciplinary/subject area and a programme of study can be used to
assess progress towards the course/programme learning outcomes.
• Priority will be accorded to formative assessment.
• Holistic assessment
• Non-conventional test items

• Time-constrained examinations;
• Closed-book and open-book tests;
• Problem based assignments;
• Practical assignment/ laboratory reports;
• Observation of practical skills;
• Individual project reports (case-study reports);
• Team project reports;
• Oral presentations, including seminar presentation; viva voce
interviews;
• Computerised adaptive testing;
• Peer and self assessment etc.
• Portfolios

ASSESSMENT PRACTICES IN TEACHER EDUCATION
• Assessment Practices in Teacher Education.pptx

Further Readings
• SPADY, W. G. (1994). OUTCOME BASED EDUCATION
• UGC (2020). LEARNING OUTCOMES-BASED CURRICULUM
FRAMEWORK FOR UNDERGRADUATE EDUCATION.
• TABA , H.
• TYLER, R.

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