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The document discusses the topical approach to teaching social science. It explains that the topical approach revolves content around a series of interconnected topics that are suitable for students' ages, abilities, and interests. Examples provided include focusing on discrete historical events, eras, or other topics. Key merits are that an integrated knowledge is imparted, learning is related to life, and student interest and motivation remain high. However, difficulties include that the approach is challenging to adopt and requires good resources like libraries and competent teachers.
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CONSTRUCTIVISM IN TEACHING - PPT
Constructivism in Teaching discusses constructivist teaching methods. It defines constructivism as a learning theory where learners actively construct their own understanding and knowledge through experiences and reflection. In a constructivist classroom, the teacher acts as a facilitator by prompting discussion and asking questions rather than direct instruction, allowing students to develop their own conclusions. Key aspects of constructivist teaching include student-centered active learning activities, a democratic environment where students share responsibility, and the teacher taking on coaching and mentoring roles to support student learning.
Types of curriculum design (1)
The document discusses different types of curriculum design, including:
- Core curriculum which focuses on essential learning experiences for all students.
- Integrated curriculum which connects learning across disciplines around themes.
- Activity-based curriculum which is based on student needs and interests and promotes learning by doing.
- Learner-centered curriculum which emphasizes individual student development and emerges from their needs and interests.
- Teacher-centered curriculum where the teacher passes knowledge to students and determines curriculum standards and methods.
The document provides definitions, characteristics, advantages and disadvantages of these different curriculum designs.
Subject centred curriculum
The document discusses the subject-centered curriculum model proposed by Ralph Tyler in 1949. It focuses on organizing education around specific subject matter like math or science rather than the individual student. Key aspects include selecting content based on the logic of the subject, teaching students in a traditional classroom setting, emphasizing skills practice and intellectual development, and assessing students based on how much of the predetermined subject content they have learned. While it can promote intellectual growth, critics argue it is not student-centered and may lack engagement if it does not consider individual learning styles.
Chapter 2: Philosophical Foundation of Curriculum
This presentation highlights information from Chapter 2: Philosophical Foundation of Curriculum from Curriculum: Foundations, Principles, and Issues by Allan C. Ornstein and Francis P. Hunkins. Highlighted here are the different educational philosophies and their unique impacts on education.
The constructivist approach
Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own “rules” and “mental models” which we use to make sense of our own experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences.
Criteria for the selection of subject matter or content of the curriculum
Criteria for the selection of subject matter or content of the curriculumThe Gandhigram Rural Institute (Deemed to be University)
The document outlines seven criteria for selecting subject matter for curriculum:
1) Self-sufficiency of learners - allowing independent learning through experimentation and observation
2) Significance of domains of learning - responding to learner needs, interests, and developing cognitive, affective, and psychomotor skills
3) Validity of subject matter - ensuring content remains relevant and up-to-date
4) Interest of learners - making content meaningful and centered around learner interests
5) Utility of subject matter - ensuring learners view content as useful
6) Learnability of students - designing content at an appropriate level for learner experiences and capacities
7) Feasibility of completion - enabling content to be fully coveredHumanism & its Educational Implications
This document discusses the philosophy of humanism and its educational implications. It defines humanism as a philosophy that places primary importance on human beings, their faculties, and well-being. Some key principles of humanism are that values shape history, great literature emphasizes important values, and that humans are rational beings capable of perfection. The aims of education under humanism are the cultivation of intellect, liberation of the mind, human perfection, and the welfare of all humanity. Humanism stresses respect for ancient cultures, freedom of expression, and the development of thinking power.
Curriculum content.ppt
The document discusses curriculum content and its elements. It defines curriculum as all learning planned by the school, whether individual or group activities inside or outside the school. Content is defined as information to be learned and can come in various forms like audio, text, or video. The document outlines criteria for selecting content, including significance, relevance to learners' lives, variety, suitability, validity, interest, utility, and feasibility. It emphasizes organizing content through sequencing, continuity, and integration to improve learning.
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CONSTRUCTIVISM IN TEACHING - PPT
Constructivism in Teaching discusses constructivist teaching methods. It defines constructivism as a learning theory where learners actively construct their own understanding and knowledge through experiences and reflection. In a constructivist classroom, the teacher acts as a facilitator by prompting discussion and asking questions rather than direct instruction, allowing students to develop their own conclusions. Key aspects of constructivist teaching include student-centered active learning activities, a democratic environment where students share responsibility, and the teacher taking on coaching and mentoring roles to support student learning.
Types of curriculum design (1)
The document discusses different types of curriculum design, including:
- Core curriculum which focuses on essential learning experiences for all students.
- Integrated curriculum which connects learning across disciplines around themes.
- Activity-based curriculum which is based on student needs and interests and promotes learning by doing.
- Learner-centered curriculum which emphasizes individual student development and emerges from their needs and interests.
- Teacher-centered curriculum where the teacher passes knowledge to students and determines curriculum standards and methods.
The document provides definitions, characteristics, advantages and disadvantages of these different curriculum designs.
Subject centred curriculum
The document discusses the subject-centered curriculum model proposed by Ralph Tyler in 1949. It focuses on organizing education around specific subject matter like math or science rather than the individual student. Key aspects include selecting content based on the logic of the subject, teaching students in a traditional classroom setting, emphasizing skills practice and intellectual development, and assessing students based on how much of the predetermined subject content they have learned. While it can promote intellectual growth, critics argue it is not student-centered and may lack engagement if it does not consider individual learning styles.
Chapter 2: Philosophical Foundation of Curriculum
This presentation highlights information from Chapter 2: Philosophical Foundation of Curriculum from Curriculum: Foundations, Principles, and Issues by Allan C. Ornstein and Francis P. Hunkins. Highlighted here are the different educational philosophies and their unique impacts on education.
The constructivist approach
Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own “rules” and “mental models” which we use to make sense of our own experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences.
Criteria for the selection of subject matter or content of the curriculum
Criteria for the selection of subject matter or content of the curriculumThe Gandhigram Rural Institute (Deemed to be University)
The document outlines seven criteria for selecting subject matter for curriculum:
1) Self-sufficiency of learners - allowing independent learning through experimentation and observation
2) Significance of domains of learning - responding to learner needs, interests, and developing cognitive, affective, and psychomotor skills
3) Validity of subject matter - ensuring content remains relevant and up-to-date
4) Interest of learners - making content meaningful and centered around learner interests
5) Utility of subject matter - ensuring learners view content as useful
6) Learnability of students - designing content at an appropriate level for learner experiences and capacities
7) Feasibility of completion - enabling content to be fully coveredHumanism & its Educational Implications
This document discusses the philosophy of humanism and its educational implications. It defines humanism as a philosophy that places primary importance on human beings, their faculties, and well-being. Some key principles of humanism are that values shape history, great literature emphasizes important values, and that humans are rational beings capable of perfection. The aims of education under humanism are the cultivation of intellect, liberation of the mind, human perfection, and the welfare of all humanity. Humanism stresses respect for ancient cultures, freedom of expression, and the development of thinking power.
Curriculum content.ppt
The document discusses curriculum content and its elements. It defines curriculum as all learning planned by the school, whether individual or group activities inside or outside the school. Content is defined as information to be learned and can come in various forms like audio, text, or video. The document outlines criteria for selecting content, including significance, relevance to learners' lives, variety, suitability, validity, interest, utility, and feasibility. It emphasizes organizing content through sequencing, continuity, and integration to improve learning.
Curriculum approachers
The document discusses different approaches to curriculum development, including behavioral, managerial, systems, and humanistic approaches. The behavioral approach focuses on setting goals and objectives and measuring learning outcomes through changes in behavior. The managerial approach views the principal as the curriculum and instructional leader who manages various school operations. The systems approach examines how different parts of the educational system relate and influence each other. The humanistic approach places the learner at the center of curriculum development and emphasizes self-actualization, intrinsic motivation, and developing students' self-esteem.
integrated curriculum
The document discusses different approaches to integrated curriculum, including multidisciplinary, interdisciplinary, and transdisciplinary integration. In a multidisciplinary approach, different subject areas explore the same theme, such as studying pioneers through a math, language, and art lens. An interdisciplinary approach cuts across subjects, bringing them together around broad topics. A transdisciplinary approach organizes learning around student questions through project-based learning.
Taba model of curriculum development
The document describes Hilda Taba's model of curriculum development, which consists of 7 steps: 1) Diagnosing student needs, 2) Formulating learning objectives, 3) Selecting learning content, 4) Organizing the content, 5) Selecting learning experiences, 6) Organizing learning activities, and 7) Evaluating outcomes. Taba believed teachers should play a leading role in curriculum development by identifying student needs and designing content and activities accordingly through an inductive, "grass-roots" approach.
PHILOSOPHY OF IDEALISM & EDUCATION
1. The document discusses the philosophy of idealism and its views on education. Idealism believes that education helps one understand their true spiritual self and preserve cultural ideals.
2. The aims of education according to idealism are the exaltation of human personality, universal education, developing initiative and creative power, enriching culture, developing morality, and self-realization.
3. Idealism advocates for curriculum that develops the whole person through intellectual, physical, and spiritual activities. The teaching methods focus on self-activity and developing an appreciation for truth, goodness, and beauty.
Problem Centered Approach
Problem-based curricula provide a learning environment where competence is fostered through encouraging inquisitive learning rather than direct teaching of knowledge. Small group discussions, contextual learning integrating knowledge, and emphasizing patient problems have cognitive effects on students, including increased retention, better integration of concepts, development of self-directed learning skills, and increased interest in the subject. Several studies provide evidence for these effects. The document discusses using problem-centered approaches to help students develop conceptual understanding and skills for solving complex problems, as they will need to do in their careers.
Essentialism
Essentialism is an educational philosophy that began in the 1930s-1940s which believes students should be taught basic skills and knowledge to become productive citizens. It is teacher-centered with the teacher as the expert imparting essential content through direct instruction like lectures and memorization. Students play a passive role by listening to the teacher. The purpose of schooling within essentialism is to prepare students with the core curriculum of basic subjects needed for modern life. While it provides stability, essentialism is criticized for the passive role it gives students in their education.
Learner centred curriculum
The document discusses learner-centered curriculum and contrasts it with teacher-centered approaches. It outlines that learner-centered curriculum focuses on individual growth and development, with the teacher as a facilitator rather than instructor. Key aspects include respecting the child, allowing freedom of action, and recognizing students' unique needs, interests and goals in curriculum design. Assessment is open-ended and meant to involve students examining their own learning rather than focusing on grades. The goal is to empower students to take ownership of their learning process.
Types of curriculum
This document discusses different types of curriculum, including formal curriculum (written textbooks and lesson plans), informal curriculum (implicit lessons learned), null curriculum (what is not taught), actual curriculum (both written and unlearned lessons), subject curriculum (traditional organization by subjects), child curriculum (focusing on student experiences), core curriculum (compulsory common lessons), broad field curriculum (combining subjects), correlated curriculum (teaching subjects correlated to each other), task curriculum (project-based learning), intended curriculum (documented plans), extra-mural curriculum (non-official lessons), objective curriculum (focusing on objectives, experiences and behaviors), rhetorical curriculum (ideas from officials), phantom curriculum (lessons from media), concomitant curriculum
Curriculum its meaning, nature and scope
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
Teacher centered education
Teacher-centered education focuses on the teacher imparting knowledge to students through direct instruction. The teacher talks while students listen, and the teacher determines classroom activities. While this approach is effective for teaching basic skills, it has disadvantages like not developing higher-order thinking or workforce skills in students, making them overly dependent on the teacher for learning.
Core curriculum
Core curriculum is a set of basic courses considered essential for a well-rounded education. It includes compulsory subjects like social science, geography, biology, and history. Core curriculum also includes optional subjects like fine arts, home economics, languages, and music. Characteristics of a core curriculum include emphasizing discussion, group problem solving, integrating learning across disciplines, focusing on original source materials, and weaving common elements to encourage reflection and development of social skills.
Types of curriculum
This document discusses different types of curriculum. It describes a student-centered curriculum where children take control of their own learning and teachers facilitate. It lists characteristics like a natural approach and active student role. Advantages are that it helps students become independent and maintain interest. Disadvantages are that school values may be ignored and activities can be difficult to select. The document also discusses a fused curriculum, where two or more subjects are taught together without regard to traditional subject lines.
Humanistic curriculum
The document discusses a humanistic curriculum, which focuses on the holistic development of students by addressing their cognitive, affective, and psychomotor development. A humanistic curriculum is rooted in humanistic psychology and aims to develop students' self-concept, interpersonal skills, and ultimately self-actualization. It views students as individuals and facilitates their growth through participatory learning methods rather than a didactic approach.
Concept of curriculum
The document discusses the concept of curriculum, defining it as the totality of a student's learning experiences, both inside and outside of the classroom, and describes the traditional subject-centered curriculum and more modern competency-based and experience-based models. It also outlines the main components of a curriculum, including its objectives, content, instructional methods, and evaluation processes.
Learner centered teaching
Meaning, characteristics of learner-centered teaching, characteristics learner-centered learning, Need for learner-centered approaches in teaching, advantages, learner-centered teaching vs teacher-centered learning, teaching, Learner - centered techniques of teaching and their advantages.
PHILOSOPHY OF HUMANISM & EDUCATION
This document discusses humanism and its key proponents in education, including Abraham Maslow, Carl Rogers, and Malcolm Knowles. It outlines five principles of humanistic education: that students should choose what they learn; education should foster a desire to learn; grades are irrelevant and self-evaluation is most meaningful; objective tests don't provide sufficient feedback; and both feelings and knowledge are important to learning. The document also discusses implications of humanism for education programs to foster admiration of ancient cultures, intellectual wisdom, and respect for language.
Curriculum organization and design
The document discusses different approaches to curriculum organization and design. It describes subject-centered, activity/experience-based, and core curriculum designs. Subject-centered design organizes curriculum into distinct subjects. Activity/experience-based design determines curriculum based on learner needs and interests, emphasizing learning by doing. Core curriculum identifies common learnings all students should acquire. The document also discusses principles, models, importance, and steps of curriculum design to effectively organize educational experiences and content.
PRINCIPLES OF CURRICULUM
This document outlines several principles of curriculum construction according to Parvathy S. It discusses principles such as child-centeredness, ensuring the curriculum meets the needs, interests and abilities of students. It also discusses community-centeredness, ensuring the curriculum reflects community values. Additionally, it emphasizes activity-based learning, integration across subjects, preparing students for the future, flexibility to meet changing needs, comprehensiveness to cover a variety of subjects, and maintaining balance and utility.
Existentialism
Meaning, Underlying assumptions in Existentialism, Aims of Education, Curriculum, Methods of Teaching, Discipline, Educational Implications, Contributions, Limitations
Foundations of a curriculum
This document outlines different philosophies of curriculum:
- Perennialism focuses on classical subjects and cultivating critical thinking.
- Essentialism promotes core skills and subjects.
- Progressivism emphasizes learner-centered and interdisciplinary approaches.
- Reconstructionism aims to improve society through educational reform.
It also summarizes the contributions and theories of major curriculum theorists and psychologists like Bobbitt, Tyler, Dewey, Piaget, Vygotsky, and Gardner on how people learn.
Anaswara
The document discusses three approaches to constructing social science curriculum: concentric, spiral, and topical. The concentric approach teaches from simple to complex concepts in a sequential manner. The spiral approach revisits topics over time to provide continuity and linkage while increasing complexity. The topical approach focuses on certain topics at each grade level according to students' ages, abilities, and interests. The approaches each have advantages like supporting cumulative learning or adapting to students, as well as limitations like lacking continuity or being too complex.
The integrated approach
The document discusses the integrated approach to education, which creates a learner-centered curriculum based on students' interests that allows flexible and engaging learning. It values enhancing learning through learner-centered activities in real-life contexts that encourage critical thinking and problem-solving. An effective integrated approach requires reassessing the learning process with open-ended questions and information skills to promote active, collaborative, and creative learning that breaks down barriers between subjects. Educators take the role of facilitating student-driven constructive and resource-based learning. The document outlines steps to integrate information and communication technology into the curriculum through research, staff training, piloting, and ongoing evaluation for continuous improvement.
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Curriculum approachers
The document discusses different approaches to curriculum development, including behavioral, managerial, systems, and humanistic approaches. The behavioral approach focuses on setting goals and objectives and measuring learning outcomes through changes in behavior. The managerial approach views the principal as the curriculum and instructional leader who manages various school operations. The systems approach examines how different parts of the educational system relate and influence each other. The humanistic approach places the learner at the center of curriculum development and emphasizes self-actualization, intrinsic motivation, and developing students' self-esteem.
integrated curriculum
The document discusses different approaches to integrated curriculum, including multidisciplinary, interdisciplinary, and transdisciplinary integration. In a multidisciplinary approach, different subject areas explore the same theme, such as studying pioneers through a math, language, and art lens. An interdisciplinary approach cuts across subjects, bringing them together around broad topics. A transdisciplinary approach organizes learning around student questions through project-based learning.
Taba model of curriculum development
The document describes Hilda Taba's model of curriculum development, which consists of 7 steps: 1) Diagnosing student needs, 2) Formulating learning objectives, 3) Selecting learning content, 4) Organizing the content, 5) Selecting learning experiences, 6) Organizing learning activities, and 7) Evaluating outcomes. Taba believed teachers should play a leading role in curriculum development by identifying student needs and designing content and activities accordingly through an inductive, "grass-roots" approach.
PHILOSOPHY OF IDEALISM & EDUCATION
1. The document discusses the philosophy of idealism and its views on education. Idealism believes that education helps one understand their true spiritual self and preserve cultural ideals.
2. The aims of education according to idealism are the exaltation of human personality, universal education, developing initiative and creative power, enriching culture, developing morality, and self-realization.
3. Idealism advocates for curriculum that develops the whole person through intellectual, physical, and spiritual activities. The teaching methods focus on self-activity and developing an appreciation for truth, goodness, and beauty.
Problem Centered Approach
Problem-based curricula provide a learning environment where competence is fostered through encouraging inquisitive learning rather than direct teaching of knowledge. Small group discussions, contextual learning integrating knowledge, and emphasizing patient problems have cognitive effects on students, including increased retention, better integration of concepts, development of self-directed learning skills, and increased interest in the subject. Several studies provide evidence for these effects. The document discusses using problem-centered approaches to help students develop conceptual understanding and skills for solving complex problems, as they will need to do in their careers.
Essentialism
Essentialism is an educational philosophy that began in the 1930s-1940s which believes students should be taught basic skills and knowledge to become productive citizens. It is teacher-centered with the teacher as the expert imparting essential content through direct instruction like lectures and memorization. Students play a passive role by listening to the teacher. The purpose of schooling within essentialism is to prepare students with the core curriculum of basic subjects needed for modern life. While it provides stability, essentialism is criticized for the passive role it gives students in their education.
Learner centred curriculum
The document discusses learner-centered curriculum and contrasts it with teacher-centered approaches. It outlines that learner-centered curriculum focuses on individual growth and development, with the teacher as a facilitator rather than instructor. Key aspects include respecting the child, allowing freedom of action, and recognizing students' unique needs, interests and goals in curriculum design. Assessment is open-ended and meant to involve students examining their own learning rather than focusing on grades. The goal is to empower students to take ownership of their learning process.
Types of curriculum
This document discusses different types of curriculum, including formal curriculum (written textbooks and lesson plans), informal curriculum (implicit lessons learned), null curriculum (what is not taught), actual curriculum (both written and unlearned lessons), subject curriculum (traditional organization by subjects), child curriculum (focusing on student experiences), core curriculum (compulsory common lessons), broad field curriculum (combining subjects), correlated curriculum (teaching subjects correlated to each other), task curriculum (project-based learning), intended curriculum (documented plans), extra-mural curriculum (non-official lessons), objective curriculum (focusing on objectives, experiences and behaviors), rhetorical curriculum (ideas from officials), phantom curriculum (lessons from media), concomitant curriculum
Curriculum its meaning, nature and scope
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
Teacher centered education
Teacher-centered education focuses on the teacher imparting knowledge to students through direct instruction. The teacher talks while students listen, and the teacher determines classroom activities. While this approach is effective for teaching basic skills, it has disadvantages like not developing higher-order thinking or workforce skills in students, making them overly dependent on the teacher for learning.
Core curriculum
Core curriculum is a set of basic courses considered essential for a well-rounded education. It includes compulsory subjects like social science, geography, biology, and history. Core curriculum also includes optional subjects like fine arts, home economics, languages, and music. Characteristics of a core curriculum include emphasizing discussion, group problem solving, integrating learning across disciplines, focusing on original source materials, and weaving common elements to encourage reflection and development of social skills.
Types of curriculum
This document discusses different types of curriculum. It describes a student-centered curriculum where children take control of their own learning and teachers facilitate. It lists characteristics like a natural approach and active student role. Advantages are that it helps students become independent and maintain interest. Disadvantages are that school values may be ignored and activities can be difficult to select. The document also discusses a fused curriculum, where two or more subjects are taught together without regard to traditional subject lines.
Humanistic curriculum
The document discusses a humanistic curriculum, which focuses on the holistic development of students by addressing their cognitive, affective, and psychomotor development. A humanistic curriculum is rooted in humanistic psychology and aims to develop students' self-concept, interpersonal skills, and ultimately self-actualization. It views students as individuals and facilitates their growth through participatory learning methods rather than a didactic approach.
Concept of curriculum
The document discusses the concept of curriculum, defining it as the totality of a student's learning experiences, both inside and outside of the classroom, and describes the traditional subject-centered curriculum and more modern competency-based and experience-based models. It also outlines the main components of a curriculum, including its objectives, content, instructional methods, and evaluation processes.
Learner centered teaching
Meaning, characteristics of learner-centered teaching, characteristics learner-centered learning, Need for learner-centered approaches in teaching, advantages, learner-centered teaching vs teacher-centered learning, teaching, Learner - centered techniques of teaching and their advantages.
PHILOSOPHY OF HUMANISM & EDUCATION
This document discusses humanism and its key proponents in education, including Abraham Maslow, Carl Rogers, and Malcolm Knowles. It outlines five principles of humanistic education: that students should choose what they learn; education should foster a desire to learn; grades are irrelevant and self-evaluation is most meaningful; objective tests don't provide sufficient feedback; and both feelings and knowledge are important to learning. The document also discusses implications of humanism for education programs to foster admiration of ancient cultures, intellectual wisdom, and respect for language.
Curriculum organization and design
The document discusses different approaches to curriculum organization and design. It describes subject-centered, activity/experience-based, and core curriculum designs. Subject-centered design organizes curriculum into distinct subjects. Activity/experience-based design determines curriculum based on learner needs and interests, emphasizing learning by doing. Core curriculum identifies common learnings all students should acquire. The document also discusses principles, models, importance, and steps of curriculum design to effectively organize educational experiences and content.
PRINCIPLES OF CURRICULUM
This document outlines several principles of curriculum construction according to Parvathy S. It discusses principles such as child-centeredness, ensuring the curriculum meets the needs, interests and abilities of students. It also discusses community-centeredness, ensuring the curriculum reflects community values. Additionally, it emphasizes activity-based learning, integration across subjects, preparing students for the future, flexibility to meet changing needs, comprehensiveness to cover a variety of subjects, and maintaining balance and utility.
Existentialism
Meaning, Underlying assumptions in Existentialism, Aims of Education, Curriculum, Methods of Teaching, Discipline, Educational Implications, Contributions, Limitations
Foundations of a curriculum
This document outlines different philosophies of curriculum:
- Perennialism focuses on classical subjects and cultivating critical thinking.
- Essentialism promotes core skills and subjects.
- Progressivism emphasizes learner-centered and interdisciplinary approaches.
- Reconstructionism aims to improve society through educational reform.
It also summarizes the contributions and theories of major curriculum theorists and psychologists like Bobbitt, Tyler, Dewey, Piaget, Vygotsky, and Gardner on how people learn.
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Anaswara
The document discusses three approaches to constructing social science curriculum: concentric, spiral, and topical. The concentric approach teaches from simple to complex concepts in a sequential manner. The spiral approach revisits topics over time to provide continuity and linkage while increasing complexity. The topical approach focuses on certain topics at each grade level according to students' ages, abilities, and interests. The approaches each have advantages like supporting cumulative learning or adapting to students, as well as limitations like lacking continuity or being too complex.
The integrated approach
The document discusses the integrated approach to education, which creates a learner-centered curriculum based on students' interests that allows flexible and engaging learning. It values enhancing learning through learner-centered activities in real-life contexts that encourage critical thinking and problem-solving. An effective integrated approach requires reassessing the learning process with open-ended questions and information skills to promote active, collaborative, and creative learning that breaks down barriers between subjects. Educators take the role of facilitating student-driven constructive and resource-based learning. The document outlines steps to integrate information and communication technology into the curriculum through research, staff training, piloting, and ongoing evaluation for continuous improvement.
Integrative approach
Integrated learning incorporates teaching multiple subjects together through interdisciplinary methods to help students remain engaged. The goal is to draw from different skills, experiences, and resources to accelerate learning. An integrated approach enhances learning when studies are actively engaged in meaningful and relevant topics, allowing students to construct knowledge by solving problems and conducting inquiry. Integrated studies help students become lifelong learners by efficiently covering curriculum.
The integrated approach
The integrated approach to teaching aims to provide learner-centered education where students learn by doing in contexts they find interesting. It allows students to make connections between different subject areas and build on their own experiences. Some benefits include engaging students in relevant learning, encouraging understanding of interrelationships, and providing opportunities for students to demonstrate competence beyond tests. Effective integration of information and communication technologies (ICTs) can enhance student learning, support curriculum integration across subjects, enable ubiquitous learning, and increase collaboration between teachers, students, and administrators. Key approaches include project-based, task-based, active, collaborative, inquiry-based, cooperative, and problem-based learning. The teacher takes on a facilitator role by setting open-ended, contextualized
concentric approach of organizing curriculum
The concentric circles approach to organizing content involves introducing a subject matter over multiple years, with elementary knowledge provided in introductory years and more advanced knowledge added each subsequent year. A topic is broken into sub-topics that are allotted to different classes based on difficulty. This allows steady, gradual coverage of a topic from basic to full knowledge. It is considered a psychologically sound approach that maintains student interest through revision and presentation of small portions over time to create lasting impressions. Teachers must take care that topics are neither too long nor too short each year.
Integrative Approach
This document discusses integrative fertility enhancement treatments including acupuncture and herbal medicine. It covers topics like the human reproductive system, hormones involved in the menstrual cycle, fertility enhancement programs with two phases of treatment, objectives and protocols for each phase, hormonal imbalances, causations of infertility, individualized treatment plans, food and herbal recommendations, prenatal vitamins, and male factors of infertility.
integrated teaching
This document reports on a case study that examined students' responses to teaching English through an integrated-skills approach. The study involved 6 students at an English course in Bandung. Through observations and interviews, the study found that most students preferred the integrated-skills approach over a separated-skills approach. They felt it was more interesting and enjoyable to learn reading, writing, speaking, and listening skills together in a continuous sequence rather than separately. The integrated approach also helped students learn and use English in a more meaningful way that simulated real-world contexts.
Integrated teaching
Integrated teaching in medical education aims to coordinate different teaching activities to ensure effective learning. It is needed due to the growth and fragmentation of medical disciplines over time. Integration can be horizontal between disciplines of the same phase, vertical between disciplines of different phases, or both. Learning modules are planned units that take a multidisciplinary approach to a topic, problem, or task. They specify objectives, teaching methods, resources, and evaluation. Module development involves choosing a focus, identifying departments, planning teaching and assessment, and revising based on feedback. Benefits include minimizing contradictions and repetition for students while allowing collaboration for teachers. Drawbacks can include modules becoming too complex or fragmented learning.
Integrative Teaching Strategies (ITS)
This document discusses integrative teaching strategies (ITS) for improving student learning. It describes ITS as a well-organized strategy anchored in real-life situations that includes student interests and needs. The document outlines three main modes of teaching strategies that are part of ITS: thematic teaching, content-based instruction, and focusing inquiry. It also discusses principles for planning ITS, benefits and impediments, types of classroom activities, characteristics of meaningful integrative activities, and general steps for developing units and strategies.
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Curriculum development in special education
1. Society and student needs change over time, so the curriculum needs to be updated periodically to remain relevant.
2. Keeping the curriculum static means students are not learning the latest knowledge and skills needed in the current world.
3. Other schools will be providing more modern curricula, putting this school at a competitive disadvantage.
3.3 Curriculum and Philosophy.pptx
This document discusses four major philosophical positions that have influenced curriculum development: idealism, realism, pragmatism, and existentialism. It also outlines four educational philosophies related to curriculum: perennialism, essentialism, progressivism, and reconstructionism. For each philosophy, it provides implications for curriculum, such as emphasizing enduring values for idealism, imparting knowledge about the world for realism, teaching critical thinking for pragmatism, and facilitating self-directed learning for existentialism. In conclusion, the document states that philosophy has and will continue to be the basis for important curriculum decisions regarding objectives, content, organization, and instructional procedures.
Online assignment
The document summarizes the Kerala Curriculum Framework (KCF) which aims to strengthen primary and secondary education in Kerala. The three pillars of KCF are critical pedagogy, issue-based curriculum, and social constructivism. KCF emphasizes developing scientific temperament, nurturing interests and abilities, and imbibing a humanistic outlook. It promotes analyzing social issues to find logical solutions and connecting learning to daily life. KCF prepares students for a changing society by cultivating critical thinking and decision making skills through an issue-based approach to science education.
A Review of Inclusive Education Curriculum at primary level in Pakistan
The study was designed to review of curriculum of inclusive education at primary
level.The procedure of the study involved the selection of 100 students from the public
schools of Islamabad randomly. The data was collected through questionnaires. Analysis
and interpretation of the data was carried out by the help of the frequencies of the data.
Keeping in view the collected data it has been concluded that students learn less with the
help of verbal lecture only. Teachers did not use A/V aids for their class room teaching,
because A/V aids have not been provided to their institute. Most of the teachers were not
trained for teaching inclusive education curriculum. They should be provided training
through in-service refresher courses or workshops. It was also concluded that contents are
too lengthy and most of the students, feeling bored, start daydreaming during their classes.
The Data also shows that curriculum sometimes does not match with the mental level and
needs of special students. It is recommended that books should be colorful and Teachers
must be trained through workshops/seminar about inclusive educations.
CURRICULUM-LET-REVIEW.ppsx
The document provides an overview of curriculum development. It discusses various definitions and points of view of curriculum. Curriculum can be viewed traditionally as a body of subjects or progressively as total learning experiences. The document also covers foundations of curriculum including philosophical, historical, psychological and social foundations. Models of curriculum design are presented including subject-centered, learner-centered and problem-centered designs. Principles for organizing curriculum contents into units are also outlined such as world-related sequence and concept-related sequence.
CHRONOLOGICAL & UNIT APPROACHES.pdf
The document discusses two approaches to teaching - the chronological approach and the unit approach.
The chronological approach presents content in the order of occurrence and allows students to see the natural development of a topic over time. However, it risks students forgetting early material and lacks comprehensive treatment.
The unit approach divides content into smaller, related units that are easier for students to understand. It focuses on objectives, logical organization, and evaluation, but risks limiting originality and providing an overly mechanical form of learning.
Laboratory organization, management and safety methods - Chapter # 04 : PRACT...
Laboratory organization, management and safety methods - Chapter # 04 : PRACTICAL SCIENCE IN LOW-INCOME COUNTRIES - Course code # 8629 - AIOU
Pedagogy - Curriculum in computer science
curriculum in computer science, Principles of curriculum development, Principles of curriculum construction, Criteria of selection of content and organization of content curriculum for different stages, organizing the selected content, Development of a computer science curriculum
Two Year B.ED.Curriculum areas( India)
the presentation gives an idea on the Curricular Areas of Two year B.Ed. teacher training program first time implemented in INDIA
INTER-DISCIPLINARY CURRICULUM
This PPT prepared by Teacher Educator from Thiagarajar College of Preceptors Madurai for B.Ed Trainees.
Assignment
The document discusses curriculum and the hidden curriculum. It provides definitions of curriculum from various sources that describe curriculum as comprising all planned learning experiences in and outside of school. It outlines principles of curriculum construction such as being child-centered, community-centered, balanced, needed-based, useful, creative, and contemporary. It notes major defects in current curriculums such as being exam-oriented, theory-focused, and not developing the whole personality. It defines hidden curriculum as unintended lessons learned from social environments and norms conveyed in school. It concludes that the current curriculum needs reorganization to align with curriculum principles and that hidden curriculums will always be present in schools to some degree.
Assignment
The document discusses curriculum and the hidden curriculum. It provides definitions of curriculum from various sources that describe it as comprising all planned learning within and outside of school. It outlines principles of curriculum construction including being child-centered, community-centered, balanced, needs-based, useful, creative, and flexible. It notes major defects in current curriculums like being exam-oriented and lacking practical elements. It defines hidden curriculum as unintended lessons learned from social environments and structures within schools. These can reinforce social inequalities by educating students according to their class or status. The conclusion states that the current curriculum needs reorganization to align with principles and address its rigidness across age groups, while the hidden curriculum will always be present in
Similar to Seven slide presentation (20)
A Review of Inclusive Education Curriculum at primary level in Pakistan
A Review of Inclusive Education Curriculum at primary level in Pakistan
Laboratory organization, management and safety methods - Chapter # 04 : PRACT...
Laboratory organization, management and safety methods - Chapter # 04 : PRACT...
Seven slide presentation
- 1. WELCOME
- 2. TITLE TOPICAL APPROACH SUBMITTED BY DHANYASREE.A Register No: 13982010 Social science KUCTE, Kulakkada
- 3. INTRODUCTION Topical approach implies the revolving of the contents of Social studies around a series of topics connected together. Topics of study suitable for the age, ability, and interest of students make up the entire syllabus.
- 4. Examples for Topical approach In the topical approach, units focus on discrete events(eg; the great depression or world war second) historical eras(eg; Indian freedom struggles)or other topics(eg; the constitution).
- 5. Merits of Topical approach •Integrated knowledge is imparted to the pupils. •Learning is related to life and environment. •Pupil’s interest and motivation remain aroused.
- 6. Merits of Topical approach •The approach helps the pupil to understand the facts in their development setting. •The approach can be adopted according to the age, ability and aptitude of the children.
- 7. Demerits of Topical approach •The approach is rather difficult to be adopted. •This approach pre-supposes good library facilities. •This approach requires very competent resourceful teachers. •Appropriate instructional materials are not readily available.
- 8. CONCLUSION In topical approach each topic stands by itself. According to the topical approach, particular topics are taken as the central theme of work in Social science
- 9. THANK YOU