Curriculum change/ Curriculum Change Process / Issues in Curriculum Change HennaAnsari
Curriculum Change
Concept of Change
Curriculum change or Revision
Forces Driving Changes
Drivers for curriculum change
Factors influencing the Change in Curriculum
Need to Change the Curriculum
Major Types of Curriculum Change
Process of Curriculum change
Stage of curriculum change Process
Various issues in Curriculum change
Curriculum change/ Curriculum Change Process / Issues in Curriculum Change HennaAnsari
Curriculum Change
Concept of Change
Curriculum change or Revision
Forces Driving Changes
Drivers for curriculum change
Factors influencing the Change in Curriculum
Need to Change the Curriculum
Major Types of Curriculum Change
Process of Curriculum change
Stage of curriculum change Process
Various issues in Curriculum change
A set of standards to be followed in assessment.
As they apply to curriculum, criteria are set of standards upon which the different elements of the curriculum are being tested.
Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme. The public want to know whether the curriculum implemented has achieved its aims and objectives; teachers want to know whether what they are doing in the classroom is effective; and the developer or planner wants to know how to improve the curriculum product.
Selection and organization of learning experienceNursing Path
Curriculum is the educational design of learning experiences for the students. Curricular experiences include course content as well as learning activities. The selection and organization of curricular experiences must also reflect the philosophy of the school. The identifying and organizing of curricular experiences begins with the analysis of curriculum objectives. The most commonly used approach in selecting learning experiences is the logical approach in which the process is treated as content in curriculum development.
Constructivism, modular curriculum, credit system, Information technology these all are the emerging trends in curriculum development. These trends should be given proper justice while developing curriculum. Educators should learn to work together with their students, and with other experts in creating content, and are able to tailor it to exactly what they need.
Curriculum Change, Planning and Transactionvalarpink
Curriculum Change
With changing time, curriculum should also change reflecting the needs and aspirations of the people. There cannot be a uniform curriculum for all the countries for all the time, because education is related to social, economic and political changes in the country. Curriculum content should be based on current information and not on the past information that has been proved to be false or outdated and unusable. There is therefore need for constantly changing and updating the curriculum content.
A curriculum is the instructional and the educative programme by following which the pupils achieve their goals, ideals and aspirations of life. It is curriculum through which the general aims of a school education receive concrete expression
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.
Needs Assessment
Importance of need assessment in curriculum development
purposes of need assessment in curriculum development
sources of need assessment in curriculum development
A set of standards to be followed in assessment.
As they apply to curriculum, criteria are set of standards upon which the different elements of the curriculum are being tested.
Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme. The public want to know whether the curriculum implemented has achieved its aims and objectives; teachers want to know whether what they are doing in the classroom is effective; and the developer or planner wants to know how to improve the curriculum product.
Selection and organization of learning experienceNursing Path
Curriculum is the educational design of learning experiences for the students. Curricular experiences include course content as well as learning activities. The selection and organization of curricular experiences must also reflect the philosophy of the school. The identifying and organizing of curricular experiences begins with the analysis of curriculum objectives. The most commonly used approach in selecting learning experiences is the logical approach in which the process is treated as content in curriculum development.
Constructivism, modular curriculum, credit system, Information technology these all are the emerging trends in curriculum development. These trends should be given proper justice while developing curriculum. Educators should learn to work together with their students, and with other experts in creating content, and are able to tailor it to exactly what they need.
Curriculum Change, Planning and Transactionvalarpink
Curriculum Change
With changing time, curriculum should also change reflecting the needs and aspirations of the people. There cannot be a uniform curriculum for all the countries for all the time, because education is related to social, economic and political changes in the country. Curriculum content should be based on current information and not on the past information that has been proved to be false or outdated and unusable. There is therefore need for constantly changing and updating the curriculum content.
A curriculum is the instructional and the educative programme by following which the pupils achieve their goals, ideals and aspirations of life. It is curriculum through which the general aims of a school education receive concrete expression
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.
Needs Assessment
Importance of need assessment in curriculum development
purposes of need assessment in curriculum development
sources of need assessment in curriculum development
*Introduction
Curriculum it is the blue print of an any educational programme.
*Definition
Curriculum development is the multi-step process of creating and improving a course taught at a school or university. While the exact process will vary from institution to institution, the broad framework includes stages of analysis, building, implementation, and evaluation.
*uses
1.Curriculum development allows teachers to take a thoughtful and methodical approach to determine what students will be required to learn.
2.Curriculum development takes care of the big-picture strategy required to successfully teach a course.
*Different Curriculum Process
Are there different curriculum development processes or models?
First, there are generally two types of curriculum models: the product model and the process model. The model you choose to follow will influence the steps you'll take to develop the course.
Entire textbooks have been written on these long-standing models, but here's a brief explanation of each to make sure everyone is on the same page:
Product model:
Also known as the objectives model, this model focuses on evaluations, outcomes, and results. It determines what learning has occurred. If you need to develop a curriculum that prioritizes standardized test scores, you'll need to adhere to the product model. Generally, this model is thought to be more rigid and more difficult to adapt to your students' unique needs, but it does provide quantitative learning assessments.
Process model:
This model focuses on how learning develops over time. There's an emphasis on how the students are learning, and what thoughts they have throughout the process. This approach is more open-ended and considers the overall growth and development of a student rather than their performance on an exam.
Consider the characteristics of each model as well as any institutional requirements you need to adhere to. You may already have a strong preference for one of the two! It is also possible to develop a curriculum that values both product and process.
Once you've determined what type of curriculum you want to create, it's time to choose an approach. There are three widely accepted methodologies for curriculum design:
1.Subject-Centered
This model emphasizes the specific skills and knowledge associated with a subject area. Most kinds of widely standardized curriculum fall under the subject-centered approach.
2.Problem-Centered
This approach aims to provide students with relevant real-world skills. Learners are taught how to look at a problem and come to a solution.Students still learn key skills and knowledge.
3.Learner-Centered
Learner-centered design emphasizes the needs and goals of each learner as an individual.
*Steps of Curriculum Developement
Generally, the steps to curriculum development will fall into a framework that mirrors many instructional design approaches. Each process looks something like this:
Analysis
Design
Selecting
Formation
Review
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.
Breast & it's problems and treatment made by sonal Patelsonal patel
Breast & it's problems and treatment - Anatomy of Breast and Physiology of lactation , Breast Diseases - 1. bening breast problems, Breast Cancer, bening neoplastic lump made by sonal Patel
Antenatal Care Guideline- gestational Age Assessment,Early USG, Nutritional ...sonal patel
Antenatal Care Guideline- gestational Age Assessment,Early USG, Nutritional Supplements,, Food Acquired Infections,medicine, alcohol,smoking, Sexual Intercose avoid, Exercise, Clinical Screening in PPT made by sonal patel
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methods of Chromosomal Evaluation in Amniocentesis- Define, Time for test, Complications,and Chorionic Villus sampling ( CVS) , Risk of Procedure, Steps of Procedure in PPT -Define, Time for test made By sonal Patel
Amenorrhea - Define, Cause, Sign and Symptoms, Type- Pathological and Physiol...sonal patel
Amenorrhea - Define, Cause, Sign and Symptoms, Type- Pathological and Physiological Amenorrhea and It's Treatment and management, Cushing Syndrome - Define, Causes, Sign And Symptoms in PPT made By Sonal Patel
Abruptio placenta- Define, cause, sign and symptoms, Risk Factors, Incidence,pathology, Classification, Prevention and Treatment, management in PPT made by sonal Patel
ABO-Rh Isoimmunisation in that The Basics of Blood, antibody can Be Detecte...sonal patel
ABO-Rh Isoimmunisation in that The Basics of Blood, antibody can Be Detected,ABO Blood Group System,Rh Blood Group System,Pathogenesis Of Rh Isoimmunisation, Prevention and Management of ABO incompatibility in PPT made By Sonal Patel
Dysfunctional uterine Bleeding is type of Abnormal bleeding from the genital ...sonal patel
Dysfunctional uterine Bleeding is type of Abnormal bleeding from the genital tract- Factore, Types, Diagnosis, Treatment in that one type DUB- Define, sign and Symptoms, Diagnosis, Treatment, Management, hormonal Therapy in PPT made By sonal Patel
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Birth defect system according to System wise in that Respiratory System Birth defect, Cardiovascular System Birth defect,Digestive System Birth defect, Extremity Birth defect made by sonal Patel
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Embryology-all basic definition,Stage wise development of fetus,development of Zygote stage ,development of Embrionic Stage ,development of Fetus Stage all are according week development,Amnione,chorion,Fetal layer, Umbilical Cord developmentmade By sonal Patel
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Ve...kevinkariuki227
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
neurochemical systems and has rewarding and addictive properties. It
is the oldest recreational drug and likely contributes to more morbidity,
mortality, and public health costs than all illicit drugs combined. The
5th edition of the Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) integrates alcohol abuse and alcohol dependence into a single
disorder called alcohol use disorder (AUD), with mild, moderate,
and severe subclassifications (American Psychiatric Association, 2013).
In the DSM-5, all types of substance abuse and dependence have been
combined into a single substance use disorder (SUD) on a continuum
from mild to severe. A diagnosis of AUD requires that at least two of
the 11 DSM-5 behaviors be present within a 12-month period (mild
AUD: 2–3 criteria; moderate AUD: 4–5 criteria; severe AUD: 6–11 criteria).
The four main behavioral effects of AUD are impaired control over
drinking, negative social consequences, risky use, and altered physiological
effects (tolerance, withdrawal). This chapter presents an overview
of the prevalence and harmful consequences of AUD in the U.S.,
the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
pharmacotherapies for AUD.
Explore natural remedies for syphilis treatment in Singapore. Discover alternative therapies, herbal remedies, and lifestyle changes that may complement conventional treatments. Learn about holistic approaches to managing syphilis symptoms and supporting overall health.
MANAGEMENT OF ATRIOVENTRICULAR CONDUCTION BLOCK.pdfJim Jacob Roy
Cardiac conduction defects can occur due to various causes.
Atrioventricular conduction blocks ( AV blocks ) are classified into 3 types.
This document describes the acute management of AV block.
Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
2. Introduction
Curriculum is a latin word,”currere” means ‘ the
race,the path,lap or course or runway’ which one
talks to reach a goal applied to a course of
study,if the teacher is the guide ,the curriculum is
the path.curriculum is the total structure of ideas
and activities.
Curriculum may be considered as an
educationalprogramme.
3. Curriculum is actually what happens during a
course i.e. lecture.demonstrations.field visits.the
work with the clients and so on.curriculum also
means a written description of what happens.
The course study means the specific content of
education,the details of the study,which the
students have to study to obtain different
certificates or degrees from the educational
instituitions.the course of study forms the basis
for writing of textbooks and preparing teachers’
guide.
4. Meaning and concept of curriculum:-
It includes all the learning experience which
a child has,regardless of when or how they
take place under the guidance of the school.
The systemic arrangement of arrangement
of certain courses designed with certain
objectives for the pupil.
5. Curriculum refers to the totality of activity
and experiences planned by the school
with a view to achieve the objectives of
education.
Curriculum is the blue print or plan of the
school that includes the experiences for
the learners to have.
It is a tool in the hands of the teachers to
give training to children in the art of living.
6. Three facets of curriculum are:-
goals and purposes of education
process of evaluation of products
curriculum
co-curricular extra-curricular
programmes programmes
curricular programmes
school
7. The basic reason for the existence of a school is
generally accepted to be the intellectual
development of the learner
Intellectual development is conceived as a mastery
of subject matter achieved primarily through
teachers’ exposition,drills,tests etc.
Growth of the learner is interrelated:emotional
health,personal and social adjustment,skill in group
interaction,physical health all contribute and are
essential to intellectual effectiveness
8. Therefore,the curriculum must give
consideration to curriculur and cocurriculur
activities,e.g.emphasis on the inclusion of
Subject matter and directed learning
experiences relating to interpersonal
relations
More and better use of group techniques
Widening the nursing student’s contact with
students and teachers.
9. The curriculum for nursing includes:
All the planned learning opportunities
Subject matter
Knowledge
Skills
Values
Attitudes
10. Learning activities that the faculty plans and
implements in all settings:
classroom,laboratory,hospital,public health
agency,for a particular group of students at a
specified time period.
Curriculum is a plan of logical sequence of
correlated and interated subjects which students
may pursue in the attainment of a given goal.
In reality 2 curriculum in each sentence:
Planned by faculty
Experienced by each student
11. The four c ‘s of curriculum planning
The four c
‘s of
curriculum
planning
Cooperativ
e
Continuou
s
Comprehensi
ve
Concrete
12. The four c ‘s of curriculum
planning
Cooperative: a programme prepared jointly by a group of
persons will be less liable to error than one prepared by a
single person
Continuous: the preparation of a programme is not a one
shot operation,provision should be made for its continuous
revision
Comprehensive:-in an approach which accepts the
interaction of all the programme components must be
defined with the requisite precision.
Concrete:-general and abstract considerations are not a
sufficient basls for drawin up a programme.concrete
professional tasks must constitute the essential structure of
a relavant programme.
13. Definition:-
“A course especially the course of study in
a university”-Dictionary
“all the learning activities which are
planned and guided by the school,whether
they are carried out in groups or
individually ,inside and outside the school”-
kerr(1968)
14. “a systemic arrnement of the sum total of selected
experiences planned by a school or a
defined group of students to attain the
aims of a particular educational
programme”
“curriculum is a tool in the hands of the
artist (teachers) to mould his material (the
pupil) in accordance with his ideals in his
studio(school)”-cunningham.
16. Determinants of curriculum:-
The development of curriculum depands largely on three
fields:
Philosophy
Sociology
Psychology
The knowledge of three fields will help them to satisfy their
lives within the context of the society.
Philosophical criteria sociological
considerations
Aims social change
Worth whileness,the economical factors
Structure of the knowledge scientific
advancement
Technological change
Ideological change
17. curriculum:-
Philosophy is a powerful determinant factor of aims
of education,but is also equally a strong deciding
factor of contents and methods of education
It aims at the all round development of the individual
It is based on the philosophy of the nation
It reflects the ideals and aspirations of the people
It inculcates the desired ideals of the life in the
youngsters
It helps in the development of proper philosophy of
life
18. It is in accordance with the aspiration leval of the
individual
It enables the learners to learn the desirable cultural
values.intellectual virtues,social norms and moral
doctarine.
It helps in development of personal and national
character
The philolophical foundations of education
includes:-
Child centredness(naturalistic philosophy)
Need centredness(pragmatic philosophy)
Activity centredness(project and basic curriculum)
19. Sociological determinants of
curriculum :-
Schools are the social institutions specially set up for
preservation and transmission of culture by society.
schools seek to discharge this function through the
curriculum
Sociological considerations that guide the curriculum
development are:
Need of Indian society
Demands of modernization
Good family life,ways of life
Democratic temper of society
Faiths,attitude and beliefs of people
Cooperation
Population explosion
Regional and national imbalances
Economic efficiency
20. Creative and purposeful activities
Cultural ,political factors
Knowledge,attitude,beliefs
The characteristics of the curriculum i.e. determined
by sociological foundations of education are:
To realize the social aims of education
Keeps in mind the social changes and reflects
Related to social interests and problems of the society
Develops desirable social attitudes
Principles:-
Integratedness
Lifecentredness
Social utillitarinism
21. Psychological determinants of
curriculum
Human growth and development
Knowledge of growth and development
Curriculum to be child centred,learning
experiences should be provided in
accordance with the mental development
of the learner i.e.abiliity grouping
Interests of the learner
22. The determinants of curriculum may be
enumerated as follows:
National ideology
Sociological consideration
Educational philosophy
National goals
Religious doctrine
Cultural factors
Psychological foundations
Scientific and technological advancement
Economic planning
Need for modernization
24. Stages of curriculum
According to torres and Stanton the curriculum process
involves four main stages:
The directive stage:-
It lays foundations for all other stages by
Identify the beliefs,knowledge and concepts which forms
the basis of the curriculum
Formulation of the theoretical framework in the selection
and sequencing of content.
It will be done by:
Systemic gathering of information from the literature
Exploration of common beliefs about the nature of
nursing
Formulation of philosophy of the curriculum
25. Formative stage:-
Overall design of the curriculum will takes place
based on philosophy of educational institution
programme and nature of nursing
Objectives (general and specific) will be written
Content mapping
26. Functional stage/implementation
stage:-
The curriculum assumes more practical form
Teaching methods and learning experiences will be
planned(theory as well as practical experiences)
Evaluative stage
Input evaluation- what the students bring to the
course,e.g. problem solving abilities
Evaluation for continued learning- It provides
feedback for students to improve their learning
Throughout evaluation-all the tests and activities
that students undergo as they progress through the
course.
27. Functional stage/implementation
stage:-
Output evaluation- achievement of the
characteristics identified in the directive stage
Evaluation for curriculum revision:- it involves
assessment of the total curriculum package