This document discusses different perspectives on the content of education from curriculum theorists like Stenhouse, Ralf Tyler, Brunner, Schwab, Phenix, and Hirst.
Stenhouse notes the sociological approach which sees knowledge as non-neutral and serving dominant groups, and the philosophical approach which emphasizes the objective structure and nature of knowledge itself. The philosophical view leads to a disciplinary-based curriculum aimed at understanding reality.
Theorists like Brunner, Phenix, and Hirst argue for teaching the disciplines as they reveal structured, teachable forms of knowledge and enable students to understand each subject's concepts, logical structure, and methods of inquiry. While this risks social class patterns, issues of boredom
Teaching with questioning and answering methodtrak15
Outline:
Categories of Questions
Uses of Questions
Types of Questions According to Purpose
Types of Questions According to Level
Characteristics of Good Questions
Questioning Skills and Conduct of Good Questioning
Handling Student’s Response & Handling Student’s Questions
Sequence of Questions
Teaching with questioning and answering methodtrak15
Outline:
Categories of Questions
Uses of Questions
Types of Questions According to Purpose
Types of Questions According to Level
Characteristics of Good Questions
Questioning Skills and Conduct of Good Questioning
Handling Student’s Response & Handling Student’s Questions
Sequence of Questions
Guidance .... helping other to choose >>solutions for small problems
Counseling... helping other to solve issues that are huge...it is a continuous process...
Evaluation:: evaluate through assessment and exams and test midterm exams quizzes etc .....................
More details are given in slides ......
Thank you 💖💖💖💖💖💖
Mixed Ability Grouping is a teaching technique in class room. Used for effective peer group interaction. This presentation covers entire topic - including: what, why, how, advantages and disadvantages.
Aims of Research as a Scientific ActivitySahin Sahari
Aims of Research as a Scientific Activity
Problem- solving | Theory Building | Prediction
Scientific Activity-
Scientific activity is the activities of recognizing that personal and cultural beliefs influence both our perceptions and our interpretations of natural phenomena.
It provides a means to formulate questions about general observations and devise theories of explanation.
The approach lends itself to answering questions in fair and unbiased statements, a long as questions are posed correctly, in a hypothetical form that can be tested.
Aims of Research-
To gain familiarity with a phenomenon or to achieve new insights into it.
To portray accurately the characteristics of a particular individual, situation or a group.
To determine the frequency with which something occurs or with which it is associated with something else.
To test a hypothesis of a causal relationship between variables.
1. Problem Solving-
Problem solving refers to the ability to use knowledge, facts and data to effectively solve problems.
This doesn’t mean you need to have an immediate answer, it means you have to be able to think on your feet, assess problems and find solutions.
Steps involved in Problem Solving
Confronting the problems
Collection of evidence
Formulating possible solution of hypothesis
Evaluating the sustainability of solutions
Testing the possible solutions
Arriving at conclusions.
2. Theory Building
Meaning of Theory Building: The process of building a statement of concepts and their interrelationships that shows how and/or why a phenomenon occurs.
Theory: A theory is a well-substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment.
Steps of Theory Building
-Theories
-Propositions
-Concepts
-Observation of objects and events
3. Prediction
It is a statement about a future event in research.
Predictions are usually stated as hypotheses, i.e. clear statements which can be subjected to scientific verification.
This presentation is for those who want to know the role of guidance worker, counselor, teacher , parents and community members in successful implementation of guidance services in school.
Guidance .... helping other to choose >>solutions for small problems
Counseling... helping other to solve issues that are huge...it is a continuous process...
Evaluation:: evaluate through assessment and exams and test midterm exams quizzes etc .....................
More details are given in slides ......
Thank you 💖💖💖💖💖💖
Mixed Ability Grouping is a teaching technique in class room. Used for effective peer group interaction. This presentation covers entire topic - including: what, why, how, advantages and disadvantages.
Aims of Research as a Scientific ActivitySahin Sahari
Aims of Research as a Scientific Activity
Problem- solving | Theory Building | Prediction
Scientific Activity-
Scientific activity is the activities of recognizing that personal and cultural beliefs influence both our perceptions and our interpretations of natural phenomena.
It provides a means to formulate questions about general observations and devise theories of explanation.
The approach lends itself to answering questions in fair and unbiased statements, a long as questions are posed correctly, in a hypothetical form that can be tested.
Aims of Research-
To gain familiarity with a phenomenon or to achieve new insights into it.
To portray accurately the characteristics of a particular individual, situation or a group.
To determine the frequency with which something occurs or with which it is associated with something else.
To test a hypothesis of a causal relationship between variables.
1. Problem Solving-
Problem solving refers to the ability to use knowledge, facts and data to effectively solve problems.
This doesn’t mean you need to have an immediate answer, it means you have to be able to think on your feet, assess problems and find solutions.
Steps involved in Problem Solving
Confronting the problems
Collection of evidence
Formulating possible solution of hypothesis
Evaluating the sustainability of solutions
Testing the possible solutions
Arriving at conclusions.
2. Theory Building
Meaning of Theory Building: The process of building a statement of concepts and their interrelationships that shows how and/or why a phenomenon occurs.
Theory: A theory is a well-substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment.
Steps of Theory Building
-Theories
-Propositions
-Concepts
-Observation of objects and events
3. Prediction
It is a statement about a future event in research.
Predictions are usually stated as hypotheses, i.e. clear statements which can be subjected to scientific verification.
This presentation is for those who want to know the role of guidance worker, counselor, teacher , parents and community members in successful implementation of guidance services in school.
The philosophical basis of education emphasizes that philosophy is the end and education is the means to achieve that end. In other words, philosophy determines the goal of life and education tries to achieve the goal through its aims and curriculum.
This presentation provides information about curricular issues that any professor must take into consideration while designing courses and programs at the micro level.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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2. Introduction 1
• All of us have opinions about what the content of
the curriculum should be.
For example,
economic skills should be taught to be able to get a
job.
Indigenous knowledge should be taught.
Subjects should be taught.
Everyday knowledge
Practical knowledge
6. • Assume that you are a curriculum planner –
• 1. Would you select knowledge on the basis
of social relevance and pupil interest and then
introduce worthwhile knowledge? Why?
• 2. Would you select ‘worthwhile’ subject
knowledge and try to interest pupils in it?
Why?
7. • The school has the task of making available to
the young a selection of society’s intellectual,
emotional and technical capital.
8. • Stenhouse calls this public knowledge or
public traditions
• Schools teach a variety of public traditions –
bodies of knowledge or academic disciplines,
arts, skills, languages,
9. • Also referred to as elements in culture
• The school cannot transmit the entire culture –
• as it selects should it follow the principle of relevance
or interest and try to guide pupils to what is ultimately
worthwhile. OR
• should it choose what is judged worthwhile and
attempt to teach it so that it invokes students interest.
10. Stenhouse writes about the content of education – what ought to be taught
and why.
• He notes the sociological approach to knowledge and the philosophical
approach to knowledge.
The sociological approach highlights
• that knowledge is not neutral,
• that dominant forms of knowledge are biased,
• That dominant group’s knowledge is selected
• that this knowledge serves the interests of dominant groups,
So key questions are
• whose knowledge counts as knowledge?
• Whose interest is served?
11. The philosophical approach emphasizes
• The structure and nature of knowledge itself
• that worthwhile knowledge is objective,
• and is not dependent on the whims of politicians,
• demands of society
• or the whims of learners
• Most important is for students to learn the ‘truth about
reality’.
• This would lead to understanding of society and its change.
• The philosophers, Hirst, Peters, Phenix, Brunner provide
different reasons for a disciplinary based curriculum.
12. Ralf Tyler
• The disciplines should be taught – they ought to be the
primary knowledge resource
• Aim is to understand each discipline
• Why: each is an active effort to make sense of the
world
• Not just a collection of facts although most teachers
teach it as such
• Argues for close contact between teachers and those
who produce knowledge in the discipline
13. Brunner
• Knowledge seen as subjects – each with own method and structure
• Aim in school is to enable understanding of the subjects
• Its underlying principles and structure
• Random topics outside the context of a subject are not good, because
- Do not allow for generalization or transfer to new situations
-No intellectual excitement
-The lack of structure and connection leads to forgetting
• To reduce memory loss – teach the structure of the subject, connections
necessary
• Motivation and retention enabled
• Facilitates understanding
• Although flawed it’s the best we have
14. Schwab
• Notes the changing nature of knowledge that
its tentative
• Difference between facts and meaningful
knowledge
• Facts can be memorized – meaning making
requires understanding
15. Phenix
• Bases his view on realms of meaning
• Humans have power to experience meaning
• Education – teach children to give meaning to
existence
• The curriculum must only teach knowledge from the
disciplines
• Because it reveals knowledge in teachable form
• Guide children in learning the process of inquiry of
each discipline
16. Hirst
• Stresses the tests for truth claims in the various disciplines
• Identifies forms and fields of knowledge
• Forms: eg. History, maths, physical science, etc.
• These have their own distinct concepts and meanings
• Distinct logical structure
• Distinct tests for truth claims
• Distinct modes of inquiry or methods
• Fields – inter-disciplinary – 2 types – theoretical and
practical
• Geography – theoretical
• Engineering – practical, curriculums studies
17. • Moral issue: Social class patterns with this
kind of subject content based curriculum.
• Issue of boredom: A problem of
teaching/pedagogy and not content
• Thinking about curriculum is thinking about
knowledge