Curriculum Development, Framing Objectives in Curriculum Development, Organization of Content in Curriculum Development

1. Framing Curricular Objectives and
Organizing the Content
Michael J Leo., A. PhD
Assistant Professor of Education
St. Xavier’s College of Education (Autonomous)
Palayamkottai - 927002, Tamil Nadu, India.
Ph: 9994006762
E-mail : amjlsxce@gmail.com

2. • India’s workforce currently has approximately 48 Crore
40 Lakh people.
• 27 Crore 30 Lakh are working in rural areas primarily in
agriculture
• 6 Crore 10 Lakh are working in Manufacturing
• 15 Crore in Service Sectors.
10-12-2020 St. Xavier’s College of Education (Autonomosu), Palayamkottai 2

3. • 40% of the current workforce is illiterate
• 40% constitutes of school dropouts.
• 10% Vocationally trained, diploma holders,
graduates and above comprise the overall
workforce,
• 10% XII pass and above
• The demand for labour for the next five years
estimated demand 85-90 million people

4. Core Issues
• Shortage of skilled and qualified labour
• Employability
• Mainstream education system does not equip a lot
of the formally qualified with adequate numerical,
verbal and analytical abilities.
• If employability is not factored, the ‘talent gap’
widens to more than 500 million skilled people by
2022
4

5. Steps in Curriculum Development
a) Diagnosis of needs
b) Formulation of objectives
c) Selection of content
d) Organization of content
e) Selection of learning experiences
f) Organization of learning experiences
i) Determination of what to evaluate and the ways & means

6. Aims, Goals and Objectives
National / Global
Institutional
Programme/Course

7. The Objectives of Education
To enable performing Skills
To add Knowledge
To develop Insights or Appreciations

8. The Functions of Educational Objectives
To cover
To emphasize
Content to select
Learning experiences
What

9. Classification of Objectives
• Effective ways of thinking
• Acquisition of Information/Ideas & Principles
• Effective Work Habits & Skills
• Sensitivity & Aesthetic Experiences
• Social rather than Selfish
• Appreciation of literature, Art and Music
• Mature Interest
• Personal Social Adjustment
• Physical Health
• Philosophy of Life

10. Sources of Objectives

11. A) Empirical Sources
Studies of the Society
StudiesoftheLearners

12. B) Philosophical Sources
What is a good life?

13. Subject Matter Sources
Tangible to
Course/Education/Profession

14. Principles Guiding the Formulation
of Objectives

15. ONE
Statement of objectives should describe both
the kind of behaviour expected and the
content or the context to which that behaviour
applies.

16. TWO
Complex Objectives need to be stated
analytically and specifically enough so that
there is no doubt as to the kind of behaviour
expected or what the behaviour applies to

17. THREE
Objectives should also be so formulated that
there are clear distinctions among learning
experiences required to attain different
behaviours.

18. FOUR
Objectives are Developmental, representing
roads to travel rather than Terminal points

19. FIVE
Objectives should be realistic and should
include only what can be translated into
curriculum and the classroom experience

20. SIX
The scope of objectives should be broad
enough to encompass all types of outcomes for
which the institution is responsible

21. Education Vs. Training

22. Education : Humanistic Model
(Openness)
An individual
born in 1995 and
died in 1965.
How?

23. Training : Technical Model
(Specific )
Input ------------- Process----------- Output

24. Steps in Framing Curricular
Objectives
❖ Matching
❖ Worth
❖ Wording
❖ Appropriateness
❖ Logical grouping
❖ Revision

25. Example :
Based on Bloom’s Taxonomy
Cognitive
Affective
Psychomotor

27. Categories in cognitive
domain (Bloom 1956)
Categories in affective
domain (Karthwohl 1964)
Categories in Psychomotor
domain (Harrow 1972)
Knowledge: Specific facts,
terminology, etc. and universals,
principles, generalizations, etc.
Receiving: Sensitivity to the
existence of stimuli (e.g.
awareness, selected attention,
etc.)
Reflex movements:
Segmented and inter
segmented reflexes involving
spiral segments
Compréhension: Translation,
interprétation, extrapolation of
information, etc.
Responding: Active attention to
stimuli (e.g. acquiescence,
feelings and satisfaction).
Fundamental movements:
Behaviour related to walking,
running, jumping, pushing,
pulling and manipulating.
Application: Transfer of
information in particular
situations
Valuing: Beliefs and attitudes of
worth (e.g. acceptance,
preference, commitments etc.)
Perceptual abilities:
Endurance, exibility, strength,
ability, reaction-response time,
and dexterity.
Analysis: Breaking of a whole
into parts and distinguishing
elements, relationships and
organizational principles, etc.
Organization: Internalization of
values, beliefs involving
conceptualization of values and
organization of a value system
Skilled movements:
Concerning with games, sports,
dances and arts
Synthesis: Putting parts
together into a new form
Characterization: Reflecting a
generalized set of values, a
philosophy of life.
Non-discursive
communication: Expressive,
movements through postures,
gestures, facial expressions and
creative movements.[5]
Evaluation: Making
judgements in terms of
internal/external evidences

28. Conceptions of Content
• Knowledge
• Skills and Process
• Values

29. Content and Knowledge
• Record of Knowledge
• Content : Knowledge Interacts with
Organism
• Ex: All men are mortal

30. Process as Content
• ‘Knowledge becomes the vehicle rather than
the distinction’
• Ex: A Child Speaks Good English as Second
Language

31. Structure of Content

32. • The Content of Language Content
• The Content of Non-Language Content
Structure of Content

33. Principles of Organising Content
• Simple to Complex
• Whole to Part
• Prerequisite Learning
• Chronological Sequence

34. Criteria for Selecting the Content
i) Self-sufficiency
ii) Significance
iii) Validity
iv) Interest
v) Utility
vi) Learning outcomes
vii) Feasibility

35. Organisation of Content

36. Topical Vs. Spiral

37. Topical : Cases…

38. Spiral
1. Introduction - Prerequisites
2. Basic Concepts
3. Concrete Concepts
4. Concepts at Understanding Level
5. Concepts with Applications
6. Abstract Concepts
Example : Number, Relationships, Rules, Operations….

39. Logical

40. Psychological
Learning Theories
Concept Formation