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
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.
Determinants of curriculum are the factors that affect the process of assessing needs, formulating objectives and developing instructional opportunities and evaluations.
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.
Determinants of curriculum are the factors that affect the process of assessing needs, formulating objectives and developing instructional opportunities and evaluations.
The Tyler Model Is:
One Of The Best Known Models For Curriculum Development.
Known For The Special Attention It Gives To The Planning Phases.
Deductive For It Proceeds From The General (Examining The Needs Of Society,) To The Specific (Specifying Instructional Objectives).
Tyler Recommends That Curriculum Planners Identify General Objectives By Gathering Data From Three Sources:
1) The Learners
2) Contemporary Life Outside The School
3) Subject Matter. • After Identifying Numerous General Objectives, The Planners Refine Them By Filtering Them Through Two Screens:
1. The Philosophical Screen 2. The Psychological Screen
Determine The School’s Purposes (Objectives)
2. Identify Educational Experiences Related To Purpose
3. Organize The Experiences
4. Evaluate The Purposes
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.
The Tyler Model Is:
One Of The Best Known Models For Curriculum Development.
Known For The Special Attention It Gives To The Planning Phases.
Deductive For It Proceeds From The General (Examining The Needs Of Society,) To The Specific (Specifying Instructional Objectives).
Tyler Recommends That Curriculum Planners Identify General Objectives By Gathering Data From Three Sources:
1) The Learners
2) Contemporary Life Outside The School
3) Subject Matter. • After Identifying Numerous General Objectives, The Planners Refine Them By Filtering Them Through Two Screens:
1. The Philosophical Screen 2. The Psychological Screen
Determine The School’s Purposes (Objectives)
2. Identify Educational Experiences Related To Purpose
3. Organize The Experiences
4. Evaluate The Purposes
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.
Curriculum Development
- Purita P. Bilbao, Ed.D.
- Paz I. Lucido, Ph.D.
- Tomasa C. Iringan, Ph.D.
- Rodrigo B. Javier, Ph.D.
Module I Lesson 3
Nature, Concepts and Purposes of Curriculum
The Nature and Scope of Curriculum DevelopmentMonica P
MST Course Design and Dev't
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
This presentation provides information about curricular issues that any professor must take into consideration while designing courses and programs at the micro level.
Curriculum
Meaning, Definition and Nature
Dictionary meaning of the word curriculum stands for ‘chariot for racing’.
Derived from the Latin word ‘currere’.
The Chariot takes us from what we are to what we shall be.
According to Secondary Education Commission (1952-53) “Curriculum does not mean only the academic subjects traditionally taught in the school, but it includes the totality of the experiences that learner receives through the manifold activities that go in the school, in the classroom, library, laboratory, workshop, playground and in the numerous informal contacts between the teacher and the learners”.
According to Cunningham “Curriculum is the tool in the hands of the artist (the teacher) to mould his material (the students) according to his ideals (aims and objectives) in his studio (the school)”.
According to Krug “Curriculum is subject matter content which is taught to a person in order to educate him”.
According to Kerr “Curriculum comprises all the course offered to the learner which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school”.
According to Crow and Crow “Curriculum includes all the learners’ experience which the child gets under the guidance of a teacher, in or outside school, that are included in the programme which has been devised to help him develop mentally, physically, emotionally, socially, spiritually and morally”.
According to Saylor and Alexander “Curriculum is the Environment in which the education takes place”.
According to Saylor, Alexander and Lewis “Curriculum is planned opportunities for learning for persons to be educated”.
According to Smith “Curriculum deals with the learning outcomes which are to be achieved through instruction or experience”.
Nature
Curriculum is a means to achieve some end.
Curriculum is a series of experiences.
Curriculum is a process of living.
Curriculum is a dynamic process.
Curriculum helps in the development of a balanced personality
Curriculum and the society are interrelated and inter-dependent.
DEVELOPMENT OF TEACHING LEARNING MATERIALSvalarpink
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Peace education is the process of acquiring the values, the knowledge and developing the attitudes, skills, and behaviours to live in harmony with oneself, with others, and with the natural environment.
Humour is, the one thing, which is enjoyed by all, irrespective of age, caste, gender, whatever. It is one thing which can bind us all and generate a positive and happy environment. Then why do most of us strive very hard to sulk and brood and contaminate the environment with negativity rather than smile, laugh and spread happiness and positivity.
Maladjustment is the common term used to describe an inability to maintain a stable relationship or adjust to changing environments.
Maladjustment is the inability by individuals, family, groups, community or society to be in sync with other individuals, family, group, community or society on differences and conflict with socio-political and economic reasons or ideologies.
From Psychological point of view guidance and counselling are needed because no individual can succeed in all situations or activities of life. For example, all students cannot do well in science courses. Only those who have an aptitude for scientific studies can succeed. Success in every situation or activity of life is determined by certain abilities and skills. Researches in Psychology have revealed that there are found marked differences among individuals with regard to these abilities, aptitudes, interests and skills. Everyone cannot do everything with equal efficiency.
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.
Innovations in Teaching and Learning Processvalarpink
From an early age, play is important to a child's development and learning. It isn't just physical. It can involve cognitive, imaginative, creative, emotional and social aspects. It is the main way most children express their impulse to explore experiment and understand.
The philosophical basis of education emphasizes that philosophy is the end and education is the means to achieve that end. In other words, philosophy determines the goal of life and education tries to achieve the goal through its aims and curriculum.
An hypothesis is a preliminary or tentative explanation or postulate by the researcher of what the researcher considers the outcome of an investigation will be. It is an informed/educated guess.
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In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Ethnobotany and Ethnopharmacology:
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
Curriculum its meaning, nature and scope
1. Meaning of Curriculum:
The term curriculum has been derived from a Latin word
‘Currere’ which means a ‘race course’ or a runway on which one
runs to reach a goal. Accordingly, 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.
Traditional concept-The traditional curriculum was subject-
centered while the modern curriculum is child and life-centered.
2. Modern Concept of Curriculum:
Modern education is the combination of two dynamic
processes. The one is the process of individual development and
the other is the process of socialization, which is commonly known
as adjustment with the social environment.
3. Cunningham - “Curriculum is a tool in the hands of the artist
(teacher) to mould his material (pupils) according to his ideas
(aims and objectives) in his studio (school)”.
4. Morroe - “Curriculum includes all those activities which are utilized
by the school to attain the aims of education.
5. Crow and Crow - The curriculum includes all the learners’
experience in or outside school that are included in a programme
which has been devised to help him developmentally, emotionally,
socially, spiritually and morally”.
6. T.P. Nunn-“The curriculum should be viewed as various forms of
activities that are grand expressions of human sprit and that are of
the greatest and most permanent significance to the wide world”.
7. • subjects that will be taught, the identified
"mission" of the school, and the knowledge
and skills that the school expects successful
students to acquire
Explicit
curriculum
• lessons that arise from the culture of the
school and the behaviors, attitudes, and
expectations that characterize that culture
Implicit
curriculum
• topics or perspectives that are specifically
excluded from the curriculum
Null
curriculum
• school-sponsored programs that are
intended to supplement the academic aspect
of the school experience
Extra
curriculum
8. 1. Goals: The benchmarks or expectations for teaching and
learning often made explicit in the form of a scope and
sequence of skills to be addressed;
2. Methods: The specific instructional methods for the teacher,
often described in a teacher’s edition;
3. Materials: The media and tools that are used for teaching
and learning;
4. Assessment: The reasons for and methods of measuring
student progress.
9. Nature of curriculum
1. the instructional programme as indicated by the
course offerings to meet the varies requirements
of a vast heterogeneous population
2. the courses of study, embodying outlines of
knowledge to be taught
3. all the experiences provided under the guidance of
the school
10. Nature of curriculum
Close examination of them reveals the difficulty in
deciding
the basic nature of curriculum.
1. Is it thought of as a programme and pattern of
offerings?
2. Is thought of to be a content of courses?
3. Is it thought of to be experiences through which
knowledge is communicated?
11. Nature of curriculum
Curriculum is that which makes a difference between
maturity and immaturity, between growth and stasis,
between literacy and illiteracy, between sophistication
(intellectual, moral, social and emotional) and
simplicity.
It is the accumulated heritage of man’s knowledge
filtered through the prisms of contemporary demands
and pressures.
It is that wisdom considered relevant to any age in
any given location.
It is that we choose from our vast amount of heritage
of wisdom to make a difference in the life of man.
12. Scope relates to what should be taught or learned.
•Sequence relates to when different parts of the
curriculum should be learned with respect to the
other parts of the curriculum.
•Integration relates to how different strands of a
piece of curriculum relate to other things
•Continuity relates to how previous learning and
future learning relate in terms of cumulative effects
of learning.
13. Scope refers to the breadth of the curriculum- the
content, learning experiences and activities to be
included in the curriculum.
The scope can be arrived at by answering the following
questions:
What do young people need in order to succeed in the
society?
What are the needs of the locality, society, nation and
world?
What are the essentials of the discipline?
14. Sequence
Sequence relates to when different parts of the
curriculum should be learned with respect to the other
parts of the curriculum.
There are many ways in sequencing:
simple to complex chronological
easy to difficult developmental
prerequisite learning close at hand to far
away
whole to parts easy to difficult
parts to whole known to unknown
15. Balance or integration
The curriculum should integrate:
1. Cognitive, affective and psychomotor objectives and
abilities
2. Knowledge and experience
3. Objectives and content
4. Child’s activity and needs with the society needs and
activity.
It should be related to the social environment of the
students
16.
17.
18.
19.
20.
21. A change in the life style of a group, a community
or a society is called social change.
Social change includes technological changes,
economic changes, political changes and changes
in values.
The technological changes cause change in the
style of living and therefore influences the
curriculum accordingly.
Economic changes demand changes in curriculum
by bringing about change in occupational structure.
Political changes have an impact on curricula. The
policies of the government decide the core features
of a curriculum.
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22. Values play a crucial part in the formulation and
implementation of educational ideologies.
Generally, two kinds of values enter into curriculum
making. They are:
•Ultimate values that determine the aims and
purposes of education
•Instrumental values that are related to the means of
education.
The ultimate values and instrumental values of a
society decides the type of curriculum appropriate
for it.
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