Curriculum planning and practice( note)

Curriculum planning and practice( note)

• 1.
  CURRICULUM PRACTIC- ED521 M.ED.2ndSEMESTER SUBJECTTEACHER TOLANATHKAFLE Associate professor janta m. campus 2076-2077 SUBJECT TEACHER DR.TOLANATH KAFLE Associate professor JANTA MULTIPLE CAMPUS ,ITAHARI SUNSARI 2078
• 4.
  HOW DO WEDEFINE CURRICULUM
• 11.
  TRADITIONAL CONCEPT OF CURRICULUM
• 13.
  Cont.…….  Wortham (2006)that Curriculum is a planned set of course that is presented to teachers to arrange teaching and learning in certain level of ages.  Nation & Macalister (2010) define Curriculum as a guidance in designing courses that consist of outer cycle namely Principles, Environment, and needs that involve practical and theoretical considerations that will have a major effect in guiding the actual process of course production. Inner cycle that consists of goals and its center, contents and sequences, format and presentation, and monitoring and assessment.  Cottington (2010), curriculum (or curriculum standards) to refer to the standards, benchmarks, and outcomes that delineate the content to be taught and learned in science classrooms.
• 14.
  Cont….  Slattery (2006)Curriculum should be developed time by times to the postmodern curriculum that is radically eclectic, determined in the context of relatedness, recursive in its complexity, autobiographically intuitive, aesthetically intersubjective, embodied, phenomenological, experiential, simultaneously quantum and cosmic, hopeful in its constructive dimension, radical in its deconstructive movement, liberating in its poststructural intents, empowering in its spirituality, ironic in its kaleidoscopic sensibilities, and ultimately, a hermeneutic searchfor greater understanding that motivates and satisfies us on the journey.  Lake and Winterbottom (2010) in Kattington (2010), Curriculum is a set of rule that benefits students by providing them with practice in both content and social curriculum through the use of active learning, exploration of interests, civic responsibility, character building, and recognizing and helping thecommunity.  Tomlinson (2008 Ed) impled that curriculum requires too much to be accomplished within a unit and that their students want a moremanageable and realistic learning goal.
• 15.
  Definitional issues ofCurriculum (kf7oqmdsf kl/efiff;u ;DaGwL d'2fx?_  Curriculum as subject and subject matter विषय विषयिस्तुका रुपमा पाठ्यक्रम Curriculum as experience अनुभिका रुपमा पाठ्यक्रम Curriculum as Objectives उद्देश्यका रुपमा पाठ्यक्रम Curriculum as Plan योजनाका रुपमा पाठ्यक्रम
• 16.
  kf7oqmd ljifo j:t'sf]?kdf (Curriculum and subject matter)  kf7oqmd ljifoj:t'sf ¿kdf eGg] ;f]rclt k'/fgf]dfGotf xf] . o;n] kf7oqmdnfO{lzIf0f l;sfOsf] dxTjk"0f{Pjd clt cfjZosLo ;fdu|Lsf] ¿kdf lng]ul/G5. kf7oqmdsf ljifoj:t'nfO{ dflg;df af}l4stfsf] ljsf; ug]{dfWod dflgG5 . ljBfyL{x¿n]l;Sg] / l;Sg' kg]{ljifoj:t'x¿ k"j{ lgwf{/0f k|lqmofaf6 lglZrt ug]{ul/G5. o:tf] kf7oqmdlzIf0fs]lGb|t x'G5. ljifoj:t'df s]lGb|t of] kf7oqmd Seven liberal Arts df cfwfl/t x'G5. h;leq Grammar,Rhetoric,logic, and Arithmetic, Geometry, AstronomyMusic kb{5. ljifoj:t'sf] ¿kdf kf7oqmd eg]cjwf/0ffn] k7g–kf7gsf;fdu|LnfO{ Jojl:ytu/]sf] x'G5 . ljBfno – dxfljBfnodf k9fOul/g]ljifoj:t' cnu–cnutof/ u/Lk|of]usf] nflul;kmfl/;ul/Psf] x'G5 . lzIf0fl;sfOdf ljifoj:t'nfO{ ljz]if :yfgk|bfg ul/G5
• 17.
  Curriculum as subjectand subject matter विषय विषयिस्तुका रुपमा पाठ्यक्रम  सबैभन्दा पुरानो र ऐततहाससक दृष्टिकोण  परम्परागत पद्धततमा आधाररत तनधाारर  पठनपाठनका लागग तयार पाररएको औजार  सबैभन्दा पहहला सिक्षकहरुद्िारा विद्यार्थीलाई अध्यापन गनाका लागग तयार पाररएको विषयिस्तुको सूची यस अन्तरगत तनम्न अिधारणाहरुमा प्रटिहुन आिश्यक छ
• 18.
  Perennialist concept of curriculum पाठ्क्रमकोस्र्थातयत्ििादी धारणा  सिक्षा र िैक्षक्षक कायाक्रमहरु ष्स्र्थरतामा आधाररत हुनुपदाछ भन्ने मान्यतामा आधाररत अिधारणालाई पाठ्यक्रमको स्र्थातयत्िादी अिधारणा मातनन्छ । खासमा पाठ्यक्रममा समािेि हुने विषयिस्तुहरु देि काल पररष्स्र्थतत अनुसार पररिततात नभई तनष्श्चत उमेर समूह र कक्षाका विद्यार्थीहरूका लागग एक ै प्रकारको हुनुपदाछ भन्ने मान्यतालाई प्रार्थसमकतामा राख्ने यो अिधारणाले प्राचीन पाठ्यक्रम पद्धततमा सात उदार कला हरु लाई पाठ्यक्रमका विषयिस्तु हुनु पदाछ भन्ने मान्यता राखखन्छ ।
• 19.
  Seven Liberal Arts Grammar व्याकरण  Rhetoric अलङ्कारिास्र  Logic तक ा िास्र  Arithmetic अङ्कगखणत  Geometry ज्यासमतत  Astronomy ज्योततष  Music सङ्गीत (knowledge is truth , truth is everywhere the same. So education should be everywhere the same. )
• 20.
  Essentialalist Concept ofCurriculum आिश्यक्त्तािादी पाठ्क्रमको अिधारणा  समयको पररितानसँगै समाजका आिश्यकता र समस्याहरु पतन पररितान हुन्छन् । उनीहरूको आिश्यकता र समस्यालाई समाधान गना जुन पाठ्यक्रम उपयोगी गर्थयो त्यो पाठ्यक्रम आजका आिश्यकता र समस्यालाई सम्बोधन गना उपयोगी नहुन सक्त्छ यही कारण पाठ्यक्रम तनरन्तर रुपमा पररितान गनुापदाछ तर्थावप पाठ्यक्रम विकास तर्था पररमाजान गदाा सबैलाई मान्य हुने गरी का विषय क्षेरहरुलाई समािेि भने गना आिश्यक छ ।
• 21.
  Basic Level आधारभूत तह (3Rs) Reading Reasoning Writing
• 22.
  Advance level English Mathmatics Science History Foregin Language
• 23.
  Curriculum as structureof discipline विधागत सरचनाकारुपमा पाठ्यक्रम  Curriculum should consist entirely of knowledge which concern from established discipline. पाठ्यक्रममा पूणा ज्ञान हुनु पछा जुन स्र्थावपत विधासग सम्बष्न्धत हुन्छ।  सिै तहका पाठ्यक्रमहरुको विकास र व्यिस्र्थापनमा स्र्थावपत विधाहरुलाइ तनदेिीत ससद्धान्तका रुपमा अङगीकार गरीनु पदाछ ।
• 24.
  Characteristics of curriculumas subject matter विषयिस्तुका रुपमा पाठ्यक्रमका वििेषताहरु Traditional Concept. Limited in classroom situation. Focus on the content only. Emphasis on passive learning. Neglect covert aspect of curriculum. Emphasis on intellectual development.
• 25.
  Curriculum as experience (अनुभिकोरूपमा पाठ्यक्रम) परम्परािादी पाठ्यक्रम विषयिस्तुको सूचीमा मार क े ष्न्ित भयो भन्दै यसका विरुद्धमा विकससत भएको अिधारणाका रूपमा अनुभि मा आधाररत पाठकलाई सलइन्छ । ससकारुको रुगच र आिश्यकता सँग सम्बष्न्धत गराई जीिनका आिश्यकता र िास्तविकतालाई प्रतततनगधत्ि गना र उत्पादक एिम ् सक्रक्रय ज्ञान प्रदान गनाका लागग तयार पाररएको पाठ्यक्रम ढाँचा नै अनुभि रुपमा पाठ्यक्रम हो ।यो अिधारणालाई Rousseau,Montessori ,Frobel,Freire,Deweyआहद जस्ता आधुतनक सिक्षाविद्हरुले प्रयोगमा ल्याएका छन्। िैक्षक्षक पररिेिमा ससकारुले प्राप्त गरेका सम्पूणा अनुभिहरुको समूहलाई पाठ्यक्रमका रूपमा सलनु नै अनुभिका रूपमा पाठ्यक्रम हो।
• 26.
  Curriculum as experience "The scheme of curriculum must take account of the adaptation of studies to the needs of existing community life, it must selected with the intention of improving the life we live in common so that future shall be better than the past"-John Dewey ("पाठ्यक्रमको योजनाले विद्यमान सामुदातयक जीिनको आिश्यकतालाई अध्ययनको अनुक ू लनको लेखा सलनुपदाछ, यो हामीले साझा जीिनमा सुधार गने असभप्रायले चयन गनुापदाछ ताक्रक भविटय विगतको भन्दा राम्रो होस ्") - जोन डेिे
• 27.
  Cont…. "Curriculum is thatseries of things which children and youth must do and experience by way of developing ability to do the things well that up the affairs of adult life".-Bobbit ("पाठ्यक्रम भनेको ती चीजहरूको श्रृंखला हो जुन बच्चाहरू र युिाहरूले गनै पछा र अनुभि गना सक्त्ने क्षमता विकास गरेर ती चीजहरूको ियस्क जीिनको मासमलामा अनुभि गनुापदाछ"।)
• 28.
  अनुभिका रुपमा पाठ्यक्रमकावििेषताहरु  Child centered(बाल क े ष्न्ित)  Curriculum as guided living. (तनदेसित जीिनको रूपमा पाठ्यक्रम)  Curriculum as guided learning experience. (तनदेसित सिक्षा अनुभिको रूपमा पाठ्यक्रम)  Curriculum as extra class activities. (अततररक्त्त कक्षा गततविगधहरूको रूपमा पाठ्यक्रम)  Guided by School. (स्क ू ल द्िारा तनदेसित)  Flexibility in subject matter. (विषय मा लचकता)  Naturalistic. (प्राकर ततक)
• 29.
  p2]Zosf ¿kdfkf7oqmd (Curriculumas objectives)  kf7oqmd Ps l;sfOnfO{ Jojl:yt ug{agfOPsf] lnlvt b:tfj]h xf], h;n]JolQm, ;dfh / /fi6«n]/fv]sf ck]Iffk'/fug{ rflxg] cfjZos 1fg, ;Lk,Ifdtf tyf Jojxf/ ePsf gful/s tof/ ug]{ p2]ZolnPsf] x'G5. To;}n]kf7oqmddf lgwf{l/t p2]ZonfO{z}lifs sfo{qmdsf] k|f0fdflgG5 . p2]Zosf cfwf/df g}lzIfsn]ljifoj:t' lzIf0fug]{,lzIf0fljlw k|ljlw tyf z}lIfs k|of]uu/L l;sf¿nfO{ ljleGg lqmofsnfkdf ;DnUgu/fO{ pgLx¿sf] lrGtg, Jojxf/df ¿kfGt/0fug]{sfd ub{5. To;}n]kf7oqmd JolQm, ;dfh, ;d'bfo Pjd /fli6«o ck]Iff;Fu;DalGwt dxTjk"0f{lnlvt ;fdu|L xf] . of] wf/0ffsf k|d'vkIfw/dfR. W TylerelgG5 . kf7oqmdsf] k|d'vcªu g}p2]Zo xf], h;n]z}lIfs sfo{qmdnfO{ Jojl:ytu/L uGtJodf k'¥ofpg dfu{lgb]{zg ub{5. l;sf¿nfO{ s] l;sfpg] slt l;sfpg] s;/L l;sfpg] eGg] s'/f p2]Zon] k|i6ub{5.
• 30.
  Elements of Curriculum Objectives Teaching learning Strategies Content Evaluation
• 31.
  z}Ifl0fs of]hgfsf] ¿kdfkf7oqmdCurriculum as Instructional Plan Hilda taba curriculum as aplan for instruction .o; cjwf/0ff cg';f/ kf7oqmd ljBfno tyf dxfljBfnosf ljleGg sIff, tx / ljifosf] k7gkf7g ug{ agfOPsf] Jol:yt cfjlwssfo{qmd xf]. s'g} ljifo, sIff / txdf s] slt k9fpg], s:tf] 1fg, ;Lk, Ifdtf, k|bfg ug]{ slt ;do l;dfsf] sfo{qmd agfpg], s] s:tf p2]Zo /fVg], lzIf0f ljlw–k|ljlws] s:tf] x'g], d"Nofªsg s;/L ug]{, lzIfs ljBfyL{sf lqmofsnk s] s:tf x'g] eGg] s'/fsf] ;"lglZrttf ul/Psf] sfo{qmd g} z}Ifl0fs of]hgfsf ¿kdf kf7oqmd हो।
• 32.
  Cont… Saylor and Alexander-"Curriculumis conceived of as a plan for providing sets of learning opportunities to achieve broad educational goals and related specific objectives for an identifiable population saved by a single school center" ( "पाठ्यक्रम एकल स्क ू लद्िारा सुरक्षक्षत गररएको पहहचान योग्य जनसृंख्याको लागग विस्तरत िैक्षक्षक लक्ष्यहरू र सम्बष्न्धत विसिटि उद्देश्यहरू प्राप्त गना ससकाउने अिसरहरू प्रदान गने योजनाको रूपमा तयार गररएको हुन्छ"।)
• 33.
  System view ofcurriculum (पाठ्क्रमको प्रणालीगत दृष्टिकोण) "System is a systematic management of the elements that operates in unique way" –Craford. "छ ु ट्िै तररकाले सञ्चासलत तत्िहरूको एक व्यिष्स्र्थत व्यिस्र्थापन हो प्रणाली मातनन्छ । "A learning system is an original combination of peopel, materials , facilities and equipment's which interact among each other to achieve the goal."-Davis " "सिक्षा प्रणाली भनेको विद्यार्थी, सामग्री, सुविधा र उपकरणहरूको मौसलक सृंयोजन हो जसले लक्ष्य प्राप्त गना एक अकाा बीच अन्तक्रक्र ा या गदाछ।"
• 34.
  Components of Educational System Inputprocess output
• 35.
  Input  Operant  Objectives Content  Teaching materials  Physical facilities Operator Teacher Student Administrative personals
• 37.
  Unit II: ManagingCurriculum Development  Foundations of curriculum planning  Social forces  Treatment of knowledge  Human growth and development  Learning as a process Technology  Managing curriculum development  Establishing a philosophy  Formulating goals  Classifying goals and objectives  Using objectives to order learning  Assessing needs and aspects of needs assessment  Stages of curriculum management plans - Analysis stage, Design stage, Implementation stage, and Evaluation stage
• 38.
  Analysis of societyand culture  ;dfhsf] ;+/rgf -Structure of socicty_  ;fdflhs cfjZostf -Social Needs_  JolQmut tyf ;fdflhs lqmofsnfk -Individual and Social activity_  ;dfhsf] wd{ ;+:s[lt -Religion and Culture of society_  ;dfhsf] 1fg Pj= ;Lk -Knowledge and skills of society_  ;dfhsf] cfly{s;fdflhs cj:yf-Socio-Economic condition of sociecty_  lj1fg / k|ljlwsf] cj:yf -Science and techology_  ;dfhsf] cGt/lqmof Pj+ åGå -Social interation and conflict_  ;fdflhs ;dfof]hg -Social Adjustment_
• 39.
  Treatment of knowledge Meaningof knowledge  Knowledge is the accumulation of facts and information.  Knowledge is broader, deeper and rich than information.  facts, information, and skills acquired through experience or education; the theoretical or practical understanding of a subject.  awareness or familiarity gained by experience of a fact or situation  the fact of knowing  information or what is already known  the whole of what can be learned or found out.
• 40.
  Characteristics of knowledge Knowledge is like wealth, the more he gets, the more he craves. ज्ञान भनेको धनजस्तै हो, जतत कमायो उती तरटणा जाग्दछ।  Knowledge never decays. ज्ञान कहहले विफल हुँदैन।  Knowledge once gained casts a light beyond its own immediate boundaries. ज्ञानले एक पिक यसको आफ्नै सीमानाहरू भन्दा परको प्रकाि प्राप्त गदाछ।  Information is the source of knowledge. जानकारी ज्ञान को स्रोत हो।  The word knowledge implies three things – truth, proof, conviction ज्ञानले तीन चीजलाई सृंक े त गदाछ - सत्य, प्रमाण, विश्िस्तता  Facts and values are the basis of the structures of knowledge. तथ्य र मूल्यहरू ज्ञानको सृंरचनाहरूकाआधार हुन ्।  Knowledge is boundless ज्ञान असीमीत हुन्छ।
• 41.
  Sources of knowledge
• 43.
  Types Of Knowledge Factual Knowledge: ability to know fact Knowledge is refers to what we do with information and how we make meaning from it.  Conceptual Knowledge: ability to conceptualize the actions.  Procedural Knowledge: Knowing how to perform action.  Analytical Knowledge: ability to analyse the action  Conditional knowledge: knowing the ways and purpose of knowledge .  Meta-Cognitive Knowledge: ability to monitor, regulate, control and organize our own mental activities
• 44.
  Human Growth and Development Growth refers to physical increase in some quantity over time. It includes changes in terms of height, weight, body proportions and general physical appearance.  In Encyclopedia Britannica, growth is defined as “an increase in size or the amount of an entity”. (It means growth involves all those structural and physiological changes that take place within individual during the process of maturation. For example, growth of a child means the increase in weight, height and different organs of the child’s body.)  Hurlock has defined Growth as “change in size, in proportion, disappearance of old features and acquisition of new ones”. Growth refers to structural and physiological changes  (Crow and Crow, 1962). Thus, growth refers to an increase in physical size of whole or any of its part and can be measured
• 45.
  Development  Development refersto the qualitative changes in the organism as whole. Development is a continuous process through which physical, emotional and intellectual changes occur. It is a wider and more comprehensive term than growth. It is also possible without growth.
• 47.
  Unit Three The standardbased Curriculum  Concept, origin, importance of standard based education.  Roles played by standard in teaching learning assessment process.  How standards works in school.  Managing standard based education .  Role of technology  Balancing standards based curriculum
• 48.
  What is astandard?  A statement of what students should know and be able to do and demonstrate at the end of the process at each level.  The Standards can be used as a reference point for planning, teaching and learning programs, and for assessing student progress. प्रत्येक तहको अन्त्यमा विद्यार्थीले क े र्थाहा पाउनुपदाछ र क े गना सक्षम हुनुपदाछ भन्ने क ु राको ब्याख्या।  योजना बनाउने, ससक्त्ने र ससकाउने कायाक्रमहरू, र विद्यार्थीहरूको प्रगतत मूल्याङ्कन गना प्रयोगमा आउने पद्धतत।
• 49.
  What is Standardsbased education?  The Standards define what students should know and be able to do at each level. The Standards can be used as a reference point for planning teaching and learning programs, and for assessing student progress. Standards should help teachers set targets and monitor achievement and develop programs that support and improve student learning.  मापदण्डले प्रत्येक तहमा विद्यार्थीहरुमा बबकससतहुने सक्षमतालाइ जनाउछ । यो ससक्त्ने र ससकाउने कायाक्रमहरूको योजना बनाउन, र विद्यार्थीहरूको प्रगततको आकलन गना सन्दभा प्रयोगमा आउदछ।यसले सिक्षकहरूलाई लक्ष्यहरू तनधाारण गना उपलष्ब्ध अनुगमन गना कायाक्रमहरू विकास गना मद्दत पुर्याउँछ । जसका कारण विद्यार्थीको ससकाइमा सुधार आउँछ ।
• 50.
  cont  The termstandards-based refers to systems of instruction, assessment, grading, and academic reporting that are based on students demonstrating, understanding or mastery of the knowledge and skills they are expected to learn as they progress through their education  मापदण्ड-आधाररत भन्नाले सिक्षण प्रणाली , मूल्याृंकन, ग्रेडडङ, र िैक्षक्षक प्रततिेदन सम्बष्न्ध समग्र प्रणालीहरू लाइ बुझाउँदछ । जुन विद्यार्थीहरूको बुझाइ िा ज्ञान र दक्षतामा तनपुणता प्रदिानीमा आधाररत हुन्छन् ।
• 51.
  What is aStandards Based Curriculum, (SBC)?  A Standards Based curriculum is a body of knowledge and set of competencies that form the basis for a quality education.  It defines what students should know, understand and be able to do and includes the accompanying teaching
• 52.
  Characteristics of standardbased education. • Standards are connected to community needs and student needs समुदाय र विद्यार्थीको आिश्यकतामा जोडीएको हुन्छ । Empower teachers सिक्षकहरुलाई सिक्त्त बनाउनु Based on principled procedures सैद्धाष्न्तक प्रक्रक्रयाहरूमा आधाररत Flexible and able to change लगचलो र पररितान गना सष्जलो Includes time lines for student's learning, development, and growth विद्यार्थीको ससकाई र विकासको लागग समय ससमा Describes a whole curriculum सम्पूणा पाठ्यक्रमको िणान गदाछ । Hidden curriculum is considered लुप्त पाठ्यक्रमलाइ जोड • Identifies big ideas, concepts, and outcomes विसिटि विचार, अिधारणा, र पररणामहरू पहहचान गदाछ Includes assessment: formative, summative, diagnosis, and generative मूल्याङ्कन प्रकर यामा तनमााणात्मक तनणायात्मक र तनदानात्मक तरीकाको प्रयेग Includes ways to satisfy सन्तुष्टिमा जोड
• 53.
  Cont…… • Includes timelines for student's learning, development, and growth विद्यार्थीको ससकाई र विकासको लागग समय ससमा • Describes a whole curriculum सम्पूणा पाठ्यक्रमको िणान गदाछ । • Hidden curriculum is considered लुप्त पाठ्यक्रमलाइ जोड • Identifies big ideas, concepts, and outcomes विसिटि विचार, अिधारणा, र पररणामहरू पहहचान गदाछ • Includes assessment: formative, summative, diagnosis, and generative मूल्याङ्कन प्रकर यामा तनमााणात्मक तनणायात्मक र तनदानात्मक तरीकाको प्रयेग • Includes ways to satisfy सन्तुष्टिमा जोड
• 54.
  Areas of SBA
• 55.
  Communication  Learners willcommunicate in both oral and written forms  Three modes of communication are involved here: the interpersonal, interpretive, and presentational communication.
• 56.
  Culture  Learners willgain deeper understanding of their culture(s) and other cultures in terms of their perspectives (e.g. values, ideas, attitudes, etc.), practices (pattern of social interactions), and products (e.g. books, laws, music, etc).
• 57.
  Connections,Comparison and Communities  Learnerswill make connections with other subject areas.  Comparison  Learners will gain awareness of cross- cultural similarities and differences (in terms of both languages and culture).  Communities  Learners will extend their learning experiences from the EFL classroom to the outside world through activities such as the use of the internet. They will therefore be made aware that they live in a global world..
• 58.
  characteristics of Standards- basedclassroom  Classroom climate is characterized by respectful behaviors, routines, and discourse.  Classroom practices and instruction honor the diversity of interests, needs, and strengths of all learners.  The teacher ensures that all components of the lesson (e.g., learning activities, assessment, homework) contribute to the lesson objectives and to student mastery of the standard(s).  Learning time is maximized for all students.  Instruction activates students’ prior knowledge and experience, and supplies background knowledge.  Students respond to opportunities provided by the teacher to make connections between the lesson and personal experience.
• 59.
  Importance of standardbased education  Equal opportunity for learning  Easy to evaluate student performance  Useful for remedial instructional strategies  Useful for behavior modification of learner  Maintain national standard of education  Develop competent manpower.  Easy to measure student performance
• 60.
  Managing of standardbased education मापदण्डमा आधाररत सिक्षाको व्यिस्र्थापन  Use of proper resources. उपयूक्त्त सामग्रीको प्रयोग  Use and aligning various instructional Strategies. विविध शैक्षणिक रिनितीको ममलाि र प्रयोग  Teaching materials . शैक्षक्षकसामग्रीको प्रयोग  Emphasis on Developmental stages. विकासात्मक चरिमा जोड  Manage Competency of teacher . मशक्षकको दक्षताको ब्यबस्थापि  Addressing Student Motivation. विद्याथीको उत्प्रेरिाको सम्बोधि  Chronological order of content उपयूक्त्त विषयबस्तुको क्रममकता
• 63.
  Unit IV: CurriculumDevelopment Models 4.1 Concept of model 4.2 Continuum of curriculum model 4.3 Representative curriculum models 4.3.1 Rational models • Ralph Tyler model • Hilda Taba model • Strengths and weaknesses of rational model 4.3.2 Cyclical models • Wheeler’s model • Audrey and Howard Nichole’s model • Strengths and weaknesses of cyclical model 4.3.3 Dynamic models • Decker Walker’s model • Malcolm Skibeck's model • Strengths and weaknesses of dynamic model
• 64.
  What is curriculum?पाठ्यक्रम क े हो? • Curriculum is a design plan for learning that requires the purposeful and proactive organization, sequencing, and management of the interactions among the teacher, the students, and the content knowledge we want students to acquire.
• 65.
   “The planned andguided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners’ continuous and willful growth in personal social competence.” (Daniel Tanner, 1980)  "
• 66.
  Unit four CurriculumDevelopment Model • Concept of Model • Rational Model • Cyclical Model • Dynamic Model
• 67.
  What is acurriculum model?  A model is a format for curriculum design developed to meet unique needs, contexts, and/or purposes. In order to address these goals, curriculum developers design, reconfigure, or rearrange one or more key curriculum components.  पाठ्यक्रम उद्देश्यहरू पूरा गिन र लक्ष्यहरूलाई सम्बोधि गिन, पाठ्यक्रम विकासकतानहरूले तयार गरेको िमुिा पाठ्क्रम ढााँचा हो,
• 68.
  Definitions of Model “A model is miniature representation of real object that summarized data and acts as an aid to comprehension” –Zais (नमुना बास्तविक बस्तुको सानो रुप हो । जसले तथ्याङ्कलाइ साराँिमा बुझ्न सघाउँ छ ।) Model is a simplified representation of reality that depicts relationship between variables in a diagram. M. Print (िमूिा बास्तविकताको सरल प्रनतनिधधत्ि हो जसले िस्तुहरुको सम्बन्धलाई प्रायजसो रेखाधचत्रमा प्रस्तुत गदनछ ।)
• 69.
  Rational Model  Scientificand systematic approach  Simple and straight forward model.  Logical steps.  Short term Approach  Simple and Clear  Objective oriented
• 70.
  THE TYLER MODEL 1949 by Ralph Tyler in his classic book Basic Principles of Curriculum and Instruction.  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, for example) to the specific (specifying instructional objectives).
• 72.
  Tyler Model  Whateducational purposes should the school seek to attain?(Objective)  What educational experiences can be provided that are likely to attain these propose ? (Content)  How can these educational experiences be effectively organized ?(Strategies)  How can we determine whether these purposes are being attained ? (Evaluation)
• 73.
  Weakness of TylerModel  It limits what students can learn.  It treats ends and means separately.  It doesn’t indicate who decides what is ‘worthwhile’ learning  It doesn’t consider that not all learning outcomes can be measured  It fails to consider the changing environment.  It fails to recognize that the future cannot be predicted accurately with precision
• 77.
  STEPS OF CURRICULUM
• 78.
  Compare between Tylerand Taba Model
• 79.
  Advantages of rationalmodel  It provides an easy to follow step-by-step guide to curriculum planning and development  It begins with a set of clear objectives that teachers must plan tasks and work towards achieving the specified outcomes  It aims at student's developing behavior as their target of teaching.
• 80.
  Disadvantages of rationalmodel  It does not have a feedback mechanism to tell people how to correct it.  It seems lack a procedure between evaluation and organization, and this procedure is execution. For example, they do not apply to all subjects or the design of a subject’s content.  It sees curriculum development as a fixed, linear process.  The division of labor at the various points/steps are fixed so curriculum ‘actors’ are unaware of what others do .  It cannot account for the many/complex outcomes of learning.  It limits what students can learn.  It treats ends and means separately.  It doesn’t indicate who decides what is ‘worthwhile’ learning.  It doesn’t consider that not all learning outcomes can be measured  It fails to consider the changing environment.  It fails to recognize that the future cannot be predicted accurately with precision.
• 81.
  Cycical Model ofCurriculum  D.K WHEELER ¨A former member of the University of Western Australia, Wheeler developed and extended the ideas forwarded by Tyler and particularly Taba. ¨ He suggested five inter-related phases in the curriculum process which logically would produce an effective curriculum.  Cyclical models lie along with the continuum between the extremes of rational and dynamic models, incorporating elements of both to provide a different approach to devising curricula.  ¨Basically, these models are extension of rational models in that they are essentially logical and sequential in approach.  In cyclical model elements of curriculum as inter-related and interdependent. ¨  In the 1970s, a new element was introduced into the curriculum process of cyclical models called Situational Analysis  In the Cyclical Models, curriculum is a continuous cycle responding to the changes within education where any new information or practice will bring changes
• 87.
  Dynamic / interactionModel  According to Murry Print (1989) the major proponents of the dynamic or interaction model are Decker Walker (1971)and Malcolm Skilbek (1976) .  They argue that the objective or rational model of curriculum development were neither popular nor successful.
• 90.
  Skilbeck Model ofCurriculum Development  Skilbeck’s curriculum model develop in 1976.  Skillbeck suggested an approach for devising curriculum at the school level by which teacher could realistically develop appropriate curriculum.  The model claims that for SBCD (School Based Curriculum Development) to work effectively five steps are required in the curriculum process.  Skilbeck model locates curriculum design and development firmly within a cultural framework. It views such design as a means whereby teachers modify and transform pupil experience through providing insights into cultural values, interpretative frameworks and symbolic systems.  It is a more comprehensive framework, which can encompass either the process model or the objective model depending on which aspects of the curriculum are being designed. It is flexible, adaptable and open to interpretation in the light of changing circumstances.
• 91.
  Malcolm Skilbeck’s Model
• 92.
  Unit V: Disseminationand Implementation of Curriculum  5.1 Concept of curriculum dissemination  5.2 Models of curriculum dissemination  5.2.1 Schon's models  5.2.2 Havelock's model  5.3 Concept of implementation of curriculum  5.4 Relationship of implementation to planning  5.5 Role of incrementalism, communication and supports in effective curriculum implementation  5.6 Theory of change  5.6.1 Resistance to curriculum change  5.6.2 Receptivity to curriculum change  5.6.3 Models of curriculum change · Overcoming resistance to change model · Organizational change model
• 93.
  Curriculum dissemination  Curriculumdissemination is an essential component and phase of curriculum development. It creates a bridge between the curriculum theory and its implementation or practice. Indeed, the implementation of the new curriculum is the realization of a process of educational change. Hence, the importance of curriculum dissemination strategies. In this regard, Kelly (2004:107) observes that ―… a major reason for the failure of the Schools Council to influence curriculum change more directly and more widely was to be found in the dissemination strategies that were adopted‖.
• 94.
   According toCarl et al (1988) and Leithwood (1991) curriculum dissemination or curriculum diffusion consists in the distribution or publication of information, reflections and decisions. It refers to the spread of information about curriculum renewal, namely about innovative instruction or instruction-related practices aimed at preparing and informing all those involved with the curriculum change.
• 95.
   The-Curriculum-Theory-and-Practice-by-A.V.Kelly_.pdf (m ehrmohammadi.ir)
• 96.
  Models of curriculumdissemination Centre Periphery modelक े न्ि पररगध नमुना Proliferation of Centres model बहु क े न्ि नमुना Shifting Centres model क े न्ि पररितान नमुना Schon (1971)
• 97.
  Models of curriculumdissemination Research, Development and Diffusion (R, D & D) modelअनुसन्धान विकास र विस्तार नमुना Problem-Solving (PS) modelसमस्या समाधान नमुना
• 100.
  CentrePeriphery model,  Centre-Peripheryapproach is that it assumes that the process of dissemination must be centrally controlled and managed, that the innovation is planned and prepared in detail prior to its dissemination and that the process of that dissemination is one-way – from the centre out to the consumers on the periphery