CURRICULUM DEVELOPMNT

1. Presented By
K.SATHISH KUMAR
DEPT. OF. EDUCATION,
ALAGAPPA UNIVERSITY.

2. TOPICS:
SELECTION OF CURRICULUM
DEVELOPMENT
 OBJECTIVES,
 CONTENT,
 ORGANISATION OF CONTENT,
 LEARNING EXPERIENCE,
 EVALUATION.

3. Definition of Curriculum Development.
Curriculum development is defined as planned,
a purposeful, progressive, and systematic process to create
positive improvements in the educational system. Every time
there are changes or developments happening around the world,
the school curricula are affected.

5. Curriculum development Objectives:
Creative and flexible approaches to learning and
teaching.
Offering an innovative curriculum developed with
the aspirations and interests of the student at the centre.
Making effective use of ICT and new technologies
to motivate and inspire students.

6. The major objective of
curriculum development is to
improve the District’s
educational offerings and its
instructional activities and
practices in order to increase
student engagement in the
learning process and improve
student achievement.

8. Selecting Content
Set some type of criteria to help
select appropriate content for your
course. Course design literature
suggests the following criteria.
Course content should:
oFit with course learning goals
oHave importance in the discipline
oBe based on or related to get more
information
oAppeal to student interests

9. oNot overlap excessively with student past
experience or knowledge
oBe multi-functional (help teach more than one
concept, skill, or problem)
oStimulate search for meaning
oEncourage further investigation
oShow interrelationships amongst concepts

11. Organizing Content
Many variations on
concept mapping
techniques exist to
help you decide on an
organizational
structure for content.

12. Topic by topic – There are no set relationships
amongst the topics, so the ordering is not critical.
This works well for courses that revolve around
current issues.
Chronological – Moving from past to present is a
very common and easy to implement
organizational pattern.
Causal – The course presents a number of events
or issues that culminate in some final effect or
solution.

13. Cumulative – Each concept builds on the previous
one(s).
Problem-centered – Problems, questions, or cases
represent the principal
organizing features of the course.
Spiral – Key topics or concepts are revisited
throughout the course, with new information or
insight developing each time.

15. LEARNING EXPERIENCE:
Tyler (1949) states: “The term
‘learning experience’ is not the same
as the content with which a course
deals nor the activities performed by
the teacher. The term ‘learning
experience’ refers to the interaction
between the learner and the external
conditions in the environment to
which he/she can react. Learning
takes place through the active
behavior of the student.”

16. Educators and curriculum
developers are presented with another
conundrum – selecting and organizing
learning experiences that can motivate
students to be actively involved in the
learning process, so that expected
outcomes (i.e. educational objectives)
can be met.

18. EVALUATION:
Evaluation is a phase in
the curriculum development
model as well as a specific
step. Two types of evaluation,
formative and summative, are
used during curriculum
development.

19. Formative evaluations are used during the needs
assessment, product development, and testing steps.
Summative evaluations are undertaken to
measure and report on the outcomes of the curriculum.
This step reviews evaluation strategies and suggests
simple procedures to produce valid and reliable
information. A series of questions are posed to guide the
summative evaluation process and a sample evaluation
format is suggested.

20. ss

21. Summative assessment cycle

22. CONCLUSION
We can use lot of methods to develop
curriculum. But most important to reach
success the curriculum selection of objectives,
organization, content, learning process and
evaluation. They have given success of
curriculum. So we follow to develop
curriculum.
WELL PLAN PARTLY SUCCEED.