1. FOUR QUADRANT APPROACH OF CURRICULUM
DEVELOPMENT AND NEP 2020
15th Faculty Induction Programme
JADAVPUR UNIVERSITY
2nd Half
Delivered
By
Prof. Dibyendu Bhattacharyya
Department of Education
University of Kalyani, Kalyani, Nadia
Email-db.ku@rediffmail.com
2. Curriculum Development
Needs Assessment: Identify the educational needs of the learners and the community.
Understand the goals and objectives of the educational program.
Clear Objectives: Define clear and measurable learning objectives that align with
the overall educational goals.
Content Selection: Choose relevant and up-to-date content that supports the learning
objectives. Consider diverse perspectives and sources to provide a comprehensive
view.
Sequencing: Organize the content in a logical and progressive sequence to facilitate
understanding and retention.
Instructional Methods: Select appropriate teaching methods and strategies that cater
to different learning styles. Incorporate a variety of instructional techniques, such as
lectures, discussions, and hands-on activities.
3. Curriculum Development
Assessment and Evaluation: Develop fair and valid assessment methods to measure
student progress and achievement. Align assessments with learning objectives to
ensure they accurately reflect what students have learned.
Feedback Mechanism: Establish a system for providing constructive feedback to
both students and educators to enhance learning outcomes.
Flexibility: Build flexibility into the curriculum to accommodate the diverse needs of
learners and changes in educational trends.
Integration of Technology: Incorporate appropriate technology tools and resources
to enhance the learning experience.
Continuous Improvement: Regularly review and update the curriculum based on
feedback, changing educational needs, and advancements in the field.
5. Curriculum Development: Taba’s Model
It follows a Grassroots or Down-Top approach and promotes a
major role for teachers. The Model consists of seven stages of the
learning and teaching system, which are mutually interactive.
They are as follows:
1. Diagnosis of learners’ needs
2. Formulation of objectives
3. Selection of the content
4. Organization of the content
5. Selection of learning experiences
6. Organization of learning activities
7. Evaluation
6. Curriculum Development: John Goodlad’s Model
In his curriculum development models, Goodlad focuses on
four data sources, which are as follows:
1. Values
2. Funded knowledge
3. Conventional wisdom
4. The learner’s needs and interests
7. Curriculum Development: Tyler’s Model
Tyler’s Model lays importance on the planning phase. At the same time, it
focuses on maintaining consistency among objectives, outcomes, and
educational experiences. It is a linear model that considers four
fundamental aspects of developing a curriculum, including:
1. The purpose or objective of education to be achieved
2. The learning experience required to attain the defined objective
3. Organizing educational activities for effective learning experiences
4. Assessing the Learning experiences
8. Curriculum Development: Wheeler’s Model
It aims to help educators create and implement a dynamic curriculum
that is relevant, effective, and efficient. Wheeler’s Model comprises
five phases of curriculum development models, which are as
follows:
1. Selection of aims, goals, and objectives
2. Selection of learning experiences
3. Selection of content or subject matter
4. Organization and integration of learning experiences and content
5. Evaluation and revision of curriculum
9. Curriculum Development: Keerr’s Model
John Kerr proposed four components for his curriculum
development model:
1. Objectives
2. Knowledge
3. School learning experiences
4. Evaluation
10. • It refers to the evaluation of different components of curriculum:
objectives, content, methods and evaluation procedures for student
assessment to determine whether the curriculum caters to the needs
and the educational purposes of the target group.
• Evaluation is meant to gauge the extent to which the objectives of the
curriculum are achieved through implementation of curriculum.
Objectives
Activities
Evaluation
11. Need of Curriculum Evaluation
• Construction of a new curriculum
• To review a curriculum under implementation
• To remove deficiency and update an existing curriculum
• To find out the effectiveness of a curriculum
12. Approaches of curriculum Evaluation
It may be ..
1. 'formative' (with the objective improving the
process of development) and
2. 'summative' (at the end of the total programme)
13. Five Evaluation Models
1. Tyler: Objectives Approach Model
2. Stufflebeam: CIPP Model
3. Stakes Model: Responsive Model
4. Scriven: Goal-Free Model
5. Kirkpatrick: Hierarchy of Evaluation Model
14. Tyler’s Objectives-Centered Model System
1. Begin with the behavioral objectives that have been previously
determined
2. Identify the situations that will give the student the opportunity to
express the behavior embodied in the objective
3. Select, modify, or construct suitable evaluation instruments
4. Use the instruments to obtain summarized or appraised results.
5. Compare the results obtained from several instruments
6. Analyze the results in order to determine strengths and weaknesses
of the curriculum
7. Use the results to make the necessary modifications in the
curriculum.
19. Scriven’s Goal Free Model
1
• Identify relevant effects to examine without
referencing goals and objectives.
2
• Identify what occurred without the prompting of
goals and objectives.
3
• Determine if what occurred can logically be
attributed to the program or intervention.
4
• Determine the degree to which the effect is positive,
negative or neutral.
20. Kirkpatrick: Hierarchy of Evaluation Model
Level 4:
Results
Level 3:
Behaviour
Level 2:
Learning
Level 1:
Reaction
The first level is learner-focused. It measures if the
learners have found the training to be relevant to their role,
engaging, and useful.
This level focuses on whether or not the learner has
acquired the knowledge, skills, attitude, confidence, and
commitment that the training program is focused on.
It measures behavioural changes after learning and shows if
the learners are taking what they learned in training and
applying it as they do their job.
This level focuses on whether or not the targeted outcomes
resulted from the training program, alongside the support and
accountability of organizational members.
21. Curriculum and
Educational
purposes
• Curriculum from philosophical perspectives helps
to provide a critical outlook towards a foundation
of curriculum.
• Whether stated explicitly, or implicitly, the
purposes of education constitute the reference
points for determining the content and
organization of curriculum.
• NEP 2020 stated unequivocally its intention to
follow Indian rich cultural heritage to upgrade its
education system and its application in the truest
sense to materialise the NEP Curriculum2020 in
the best possible way in the Indian context:
22. Philosophical
Perspectives :
Aims and Vision
Cultural heritage and
traditions of the society,
Social structure,
Economic and political
systems
Environmental and
philosophical Perspectives.
24. Current Challenges
Structural Challenge: The challenge based on proposed structure in NEP2020
Curriculum have had a wide range of difference from existing Infrastructure.
Previous academic structure was 10+2 and newly structure will be 5+3+3+4. So
additional 3 years per-schooling is proposed to be added which requires huge
funding and other educational supports to establish the structure.
Pedagogical Challenge: Pedagogy is the central force of any Teacher Education
System. Only content base knowledge can improve the teaching learning system
partially but when it is blended to pedagogical knowledge or better to say that
pedagogical based content knowledge it can enhance the teaching skill as well as
it improves the disciplinary knowledge also.
25. Challenge
of
Isolation
• It means isolation from reality. Teacher Education
Programme till now isolated from its different
components started from curriculum and ending to skill
enhancement programme in practising school. It is
popularly said that there is no big difference of teachers
training degree before attaining the degree and after
qualifying it.
26. Challenge of Quality
• Both In-service and Pre-service teacher Education programme are seeking professional up
gradation and professional knowledge for gaining quality. Presently B. Ed degree is
treated as Pre-service and Faculty Induction Programme, Refresher Course and other
activities like seminar, publication, workshop etc. are treated as In service Teacher
Education. So we have different quality improvement programmes in Teacher Education
but Quality Teacher Education is very much rare either with respect to development of
creativity within the course or neither it can produce any productive education to guide
the system. Rather the approach is very much casual and it behaves like that it is the
Teachers Training Degree which promotes good for nothing.
• Moreover there is no Evaluation System to evaluate the curriculum by external experts
needs to be incorporated to facilitate the system. We cannot think about quality unless it is
professionally evaluated. So for accelerating quality education curriculum should be
evaluated properly and should be encouraged by the Educational Administration.
27. Challenge of Professional preparation
Challenge of enhancing personal preparation following points to be
considered:
We have to consider teaching as a profession.
Professional preparation needs to be reshuffled.
Attitude towards teaching profession is ridiculous. Before joining it
is a requirement and after employment it is a need of the
institution. So professionalization is almost rare in practising
Teacher Education.
Professional ethics to be nurtured properly.
28. Challenge of
attaining Autonomy
Autonomy for plan ,do and
act in terms of administrative
matter is essential.
Financial autonomy is must.
Productive education is
rather difficult if we failed to
upgrade the Institution in an
autonomous status.
29. Implementation of Curriculum
Stage-wise approach Stage-wise
developmental
component
Curricular Approach Pedagogical Approach
Foundational Stage
Age :(3+ to 6) & (7 and 8)
nursury, KG1 ,KG2,
Class1 and class2
a. Caring education
b. Physical Preparation
c.Developmentof Senses
Curriculum based on Play way activity
and different non cognitive involvement
based on interest of learners.
Play way activity with caring
education.
Preparatory Stage
9 to 11
class 3, class 4 and class 5
a. Habit formation
b. Attitude formation
c. Nature study
Education must be based on hand on
experiences.
Curriculum based on Self
activity and self-supportive
mechanism.
Middle Stage
class 6, class 7 and class 8.
a. Field Study
b. Experiments
c. Activities
Group activity based on particular
content areas.
Practical based learning to be
enhanced.
Group discussion
Teaching based on practical
classroom related activity.
Secondary level
Class IX ,X & XI &XII
a.Theoretical background
b.Practicalbased
classroom
c.Project activity
Knowledge base of any content to be
developed both the theoretical
perspective and practical
understanding.
Innovative pedagogy
i.e. pedagogy based on
concerned teacher
and no specific
recommendations.
30. Stage wise specific curriculum
recommendations
Stage-wise approach Stage wise curriculum
component
Recommendation of Specific Curriculum
Foundational Stage a. Caring education
b. Physical Preparation
c. Sense Training
1.Curriculum will be flexible
2. Curriculum based on 3R.
Preparatory Stage a. Attitude formation
b. Habit formation
c. Nature study
1. Curriculum based on hand on experiences.
2.Curriculum based on activity and self-supportive
mechanism.
Middle Stage a. Field Study
b. Experiments
c. Activities
a. General orientation of Core academic Subjects.
b. Development of independent personality
through curriculum and pedagogy.
31. Cont.....
Stage-wise approach Stage wise curriculum
component
Recommendation of Specific Curriculum
Secondary level a.Theoretical background
b.Practicalbased activity
c.classroom based
Project activity
a. Knowledge base of any content to be developed both
the theoretical perspective and practical
understanding.
b. Core subjects are gradually introduced and enhanced.
c. Curriculum may be divided in the following category:
1.Core subjects based on Science, Arts, Commerce to be
selected as per interest from learners.
2.Elective courses for Multidisciplinary approach.
3.Language group as per language policy.
4.Aesthetics: Any one performing Art to be selected.
32. Conclusion: Componential Flexible curriculum
First Step:
Identifying
Knowledge base of
Curriculum
Second Step :
Identifying
components
relevant for the
Curriculum
Third Step:
Identifying Subject
area
Fourth Stage:
Stage-wise
Curricular
Approach
Fifth Stage:
Pedagogical
Approach
Sixth Stage:
Draft Curriculum:
Seventh Stage:
Validation of
Curriculum
Eighth Stage:
Final Shape
33. Indian
Philosophical
Perspective
Types of
Curriculum
Developed
by
Educational
Component
What Should be
Aesthetic
Curriculum
Rabindranat
h Tagore
(1861-1941)
Aesthetic Component Inclusion of
performing arts and
cultural perspectives
in the curriculum.
Basic
Curriculum
Mahatma
Gandhi
(1869-1948)
Experiential
Components
Curriculum based on
activity and self-
supportive
mechanism.
Integrated
Curriculum
Rishi
Aurobino
(1872-1950)
Integration of
Idealistic, Naturalistic,
Pragmatic and
realistic curriculum.
Integration of Eastern
and western
philosophical motives.
Ethical
Curriculum
Swami
Vivekanand
a
(1863-!902)
Components based on
ethical and spiritual
dimensions.
Curriculum based on
morality.
35. Identifying Content Area & Activities
a. Educational Goals and Objectives
b. Relevance to Learners
c. Standards and Guidelines
d. Scope and Sequence
e. Interdisciplinary Connections
f. Real-World Applications
g. Cultural and Social Considerations
h. Differentiated Instruction
i. Assessment Alignment
j. Feedback Mechanism
k. Resource Availability
l. Sustainability
36. Types of
Knowledge
domain
Types Knowledge Domain Subject Area
1 Disciplinary Knowledge It means theoretical understanding
along with its application.
2 Behavioural Knowledge Change of cognitive and non-
cognitive domain.
3 Practical Knowledge Knowledge based on practical
activity.
4 Social Knowledge Society is the source of Knowledge.
5 Productive Knowledge Creative Knowledge
6 Aesthetic Knowledge Performing Arts and other related
activities.
7 Experiential Knowledge Knowledge based on activity and
experience.
37. Stage wise Curricular Approach & Pedagogical Implementation
Stage-Wise Curricular Approach
a. Needs Assessment
b. Goal Setting
c. Content Selection
d. Curriculum Design
e. Implementation Planning
f. Teacher Training
g. Pilot Testing
h. Refinement
i. Full-Scale Implementation
j. Evaluation and Revision
Pedagogical Implementation
a. Active Learning Strategies
b. Differentiated Instruction
c. Technology Integration
d. Assessment Strategies
e. Collaborative Learning
f. Real-World Applications
g. Adaptability
h. Inclusive Practices
i. Formative Feedback
j. Reflective Practice
38. Validation of Curriculum & Development of Study Material
Development of Study Material
a. Curriculum Mapping
b. Learning Resources
c. Authenticity
d. Differentiation
e. Accessibility
f. Engagement
g. Cultural Sensitivity
h. Technological Integration
i. Alignment with Objectives
j. Review Process
Validation of Curriculum
a. Alignment
b. Stakeholder Involvement
c. Feedback Loop
d. Pilot Testing
e. Evaluation
f. Data Analysis
g. Continuous Improvement
h. Quality Assurance
i. Adaptability
j. Professional Development
39. HOLISTIC MODEL OF CURRICULUM DEVELOPMENT
Policy Perspectives
Participatory Mechanism in the classroom
Experiential learning
Field Study, Hand to hand Experience, Aesthetic Experience
Needs of students to be incorporated with transaction of curriculum & Planning on
Teaching and Learning
Reflective Development
Individual Development Social Development
Holistic Development
