The document discusses the humanistic approach to cross-over curriculum, emphasizing the importance of integrating various subjects to enhance learning. It outlines curriculum reforms in India both before and after independence and describes several approaches to curriculum design, focusing on the needs and abilities of children. The humanistic approach is highlighted for its focus on personal fulfillment, self-actualization, and the holistic development of the child, incorporating cognitive, affective, and psychomotor domains.

1. TOPIC:
Humanistic Approach For Cross Over
Curriculum

2. Dr. Kaneez Fatima
Associate Professor
Marathwada College Of Education,

3. The Curriculum is the sum of learning stated as
Educational ends, Educational activities,
School subjects and/or topic decided upon
and provided within the framework of an
Educational institution or in a less
formal set up (Garcia, 2007)

4. Curriculum Reforms in India
Before Idependence
AfterIndependence

5. Curriculum before Independence:
1854:Woods Dispatch-Too academic neglecting
practical knowledge
1882:Hunter Commission-Diversification
of courses
1935:Hartog and Sapru Commission-same
1937-1944:Abbot ,Wood and Sir John
Sargent-some new recommendations

6. Curriculum Reform after independence
1948:University Education Commission
1952:Secondary Education Commission
1964:Kothari Commission
1986: National Policy on Education
And so on

7. Curriculum Design:
It is the purposeful ,deliberate and
systematic organization of
curriculum

8. Types of Curriculum Design based on approach:
Subject Area Approach
Broad Field Approach
Problem Centered Approach
Learner Centered Approach

9. Process of Curriculum designing:
Sequencing: putting content in some sort of
order of succession
Continuity: is the link provided in the
curriculum for progressively
more demanding performance
Integration: is establishing relationships
between various subjects taught
to the learners

10. Integration of curriculum is meant to
make the teaching learning activities
meaningful. Interpretation varies on the basis
of organisation of curriculum by following
Integration principles

11. Organisation of curriculum by means
of Integration Principles:
Trans-disciplinary: beyond the scope of
disciplines
Pluri-disciplinary: disciplines assumed to
be more or less related
Multi-disciplinary: several disciplines
found on one problem with no direct
attempt to integrate

12. Inter-disciplinary: a curriculum that
conciuosly applies method and language
from more thanone discipline to examine
the problem
Cross-disciplinary: viewing one
discipline from the perspective of another

13. Cross over curriculum
.Crossover curriculum involves
more than one subject
.Crossover learning refers to
comprehensive understanding of
learning that bridges formal and
informal learning
.Crossover teaching is
characterized by sensitivity
towards synthesis of knowledge
,skills and understanding from
various subject areas

14. Approaches to Cross over curriculum
.Behavioural Approach: oriented to
behavioural objectives
.System-Managerial Approach: focus on the
management and improvement
of the school system based on policies, plans
and people
.Intellectual Approach: is knowledge oriented
approach
.Humanistic Approach: valuing ego identity,
Freedom to learn and personal fulfillment

15. Humanistic Approach
.Emphasizes the uniqueness of each
child
.Curriculum based on the needs ,
interest and ability of children
.Stress on Self-actualisation and
Self-reflectiveness
.Active interaction among learners
and teachers

16. How Humanistic Approach differ
From other Approaches
.It is non-technical approach
.It favours artistic , physical and cultural
aspects of subject matter
.It considers the need of self-reflectiveness
and self-actualisation among learners
.This approach focus on the whole child rather
Content or teacher

17. Basic philosophy behind
Humanistic Approach:
.Based on Progressive educational
Philosophy
.Progressivism is improvement of
society by reform
.It focus on whole child
.Based on ideas of progress

18. Representatives of Humanistic
Approach:
. Parker
. Dewey
. Kilpatrick
. Washburne

19. Humanistic Approach gained
further impetus with the growth of
child psychology and humanistic
psychology
.Humanistic psychology emerged
During 1950s

20. Humanistic Psychology
.Fundamental belief of humanistic
psychology –people are innately good
.Utilize potentials fruitfully
.Humanistic psychology help individual to
fulfill childs potential
And maximize their wellbeing

21. Representatives of Humanistic
Psychology:
.Abraham Maslow: Father of
Humanistic Psychology
.Carl Rogger
.Rollo
.Erich Fromin

22. Strategies used in HA and HP
.Active interaction
.Problem solving
.Cooperative learning
.Collaborative learning
.Independent learning
.Small group learning
.Team teaching ,etc.

23. Development of child as a whole
The Humanistic Approach advances
strong argument that it is the
total(whole) person –the Cognitive, the
Affective and the Conative involved in
gaining knowledge and working
towards wisdom

24. Cognitive Domain
.It is related with mental development
,has 6 levels
.Remember-Knowledge
.Understanding- comprhension
.Apply
.Analysis
.Synthesis-create
.Evaluate

25. Affective Domain
.It is related with emotional
development ,has 5 levels
.Receiving
.Responding
.Valueing
.Organizing
.Characterizing
A

26. Conative /Psychomotor Domain
.It is related with physical or muscular
development
It has 5 levels
.Perception
.Set
.Guided response
.Mechanism
.Complex overt response

27. Role of Teacher
.Facilitator
.Encourage self-reflection
.Guide
.Motivator
.Link creator
.Decision maker
.Evaluator
.Mentor,etc.

28. Conclusion:
.There is no right or wrong approach
for integration of curriculum.
.Diagnose the needs and possibilities of
school and student.
.Select the combination that best serve
our students