Knowledge and Curriculum
KNOWLEDGE AND CURRICULUM
Unit IX- Curriculum as process and practice
Dr.V.Regina
Principal ,Asst,Professor of Biological Science
CSI Bishop Newbigin College of Education
No.109, Dr.Radhakrishnan salai, Mylapore, Chennai - 600004
Synopsis
●
Introduction
●
Curriculum
●
Forms of curriculum
●
Curriculum process
●
Curriculum importance
●
New trends in education
●
Role of the state in curriculum development
●
Meritocracy and its impact on curriculum
●
Relationship between power , ideology and the
curriculum
Dr. V. Regina , Principal CSI BISHOP NEWBIGIN COLLEGE OF EDUCATION
Learning Objectives
Learning Outcomes
●
To impart knowledge the instructional activities
●
To improve students achievement
●
To accomplish and employed in making curriculum decisions
●
To impart knowledge grounded in the discipline of art,
rationale, aims and content of the curriculum.
●
Analysed approach assessment methods
●
Reviewed curriculum review committee and formation.
●
Understands the learning objectives of designing curriculum
●
Describes incorporating an evaluative stage.
Dr. V. Regina , Principal CSI BISHOP NEWBIGIN COLLEGE OF EDUCATION
Introduction
●
The process of developing an elementary art curriculum
intended for national distribution is described with special
attention to theoretical and practical criteria employed in
making curriculum decisions.
●
Curriculum as a set of subjects we face a much simpler task
than the school that takes uopn the responsibility for all
experiences the learner has both inside and outside the
school.
●
Curriculum is composite of entire range of experiences the
learner undergoes of school or college. It ia a systematic
arrangement of the sum total of selected experiences
planned by a school or college or defined group of student
to attain the aims of particular educational program.
Dr. V. Regina , Principal CSI BISHOP NEWBIGIN COLLEGE OF EDUCATION
Curriculum
Content + Principles of teaching and learning = Curriculum
Forms of
curriculum
There are 3 basic types of curriculum design
1.
Subject- centred design
2.
Learner- centered design
3.
Problem- centred design
It is helpful to approach curriculum theory and practice in the
light of aristotle influential categorization of knowledge into 3
disciplines
The Theoretical
The Practical
The Productive
The Theoretical
The Practical
The Productive
Syllabus
Process
Product
Praxis
Dr. V. Regina , Principal CSI BISHOP NEWBIGIN COLLEGE OF EDUCATION
1.
Formulating education objectives : The Philosophies
serves as a framework within which an organisation,
school or college or educational program can function with
an objective and purpose.
1.
Criteria for content selection : The selection, organisation
and guidance of students learning experiences should be
submitted to continuous appraisal by the faculties.
1.
Organising the content : Continuity , sequence and
integration must be included.
1.
Selecting learning experience: learning experience is
defined as an interaction between the student and
condition in environment which she/he can react.
Curricular Process
5.
Evaluating the curriculum: The curriculum
process is the success or failure depends on the educational
enterprise by means of some measurement and assessment of
change in behaviour.
6.
Assessment of Educational needs: Felt needs
real needs observed needs are interconnected.
7.
Development tryout: will gather empirical data
to support whether the curriculum is relevant useful reliable and
valid.
Dr. V. Regina , Principal CSI BISHOP NEWBIGIN COLLEGE OF EDUCATION
Curriculum Importance
●
Explicit curriculum is important in ensuring that teaching
occurs.
●
Explicit curriculum prevents excessive overlaps across
grade levels.
●
Curriculum needs to be organised.
●
And explicit curriculum makes differentiated instruction
possible.
●
Achievement of educational aims.
●
Criteria of suitable teachers.
●
Selection of suitable methods.
●
Reflects trends in education.
●
Providing suitable knowledge.
●
Proving suitable activities and experiences.
●
Providing wholesome influences
Dr. V. Regina , Principal CSI BISHOP NEWBIGIN COLLEGE OF EDUCATION
New trends in education
●
Live stream teaching
●
School - to - school learning
●
3D printing.
●
Self - directed learning.
●
Reverse gamification
●
Virtual reality.
●
Adaptive learning algorithms.
●
Mobile learning.
●
Maker tinkering.
●
Let school questions guide everything.
●
Artificial intelligence.
●
New learning taxonomies.
Dr. V. Regina , Principal CSI BISHOP NEWBIGIN COLLEGE OF EDUCATION
Role of state in curriculum development
●
It plays a major role in curriculum construction,
implementation, evaluation, research and reconstruction
thought their educational departments.
●
It permits the schools / colleges/ to start and continue the
course according to the infrastructure.
●
It is responsible for the proper curriculum development
and implementation in the schools on the basis of
leaderships provided by the national bodies.
●
Helps to propagate the concepts and principles of
curriculum development and its implementation and
also conducts evaluation and research on curriculum.
●
It formulates philosophies objectives , syllabi, and
framework of all the courses. It will give permission to
start and to continue the course. It can stop a program if
it feels that's schools/ college is not providing necessary
facilities.
●
Recommended by tge 86 NPE, 1988 NCF, and also
2019 NEP.
Dr. V. Regina , Principal CSI BISHOP NEWBIGIN COLLEGE OF EDUCATION
Language
The policy of using english as medium of instruction beginning in
class 1 is being implemented in all the private, unaided school
throughout the country. In 2019 NEP till 5th standard mother tongue
is the medium of instruction.
Other scholastic areas
Several has modified NCF science and social science
recommendations. Schooling starting from 3 years of age onwards.
From school education to higher education the NEP envisions to
provide a new structure to education sector to the country.
Dr. V. Regina , Principal CSI BISHOP NEWBIGIN COLLEGE OF EDUCATION
Major reforms school Educations
●
Universalisation of early childhood care education. (ECCE)
●
National mission on foundation literacy and numeracy..
●
5 + 3 + 3 + 4 curricular and pedagogical structure.
●
Curriculum to integrate 21st century skills, mathematical
thinking and scientific temper
●
No rigid separation between art and sciences between
curricular and extracurricular activities, between vocational
and academic streams.
●
Education of gifted children.
●
Gender inclusion fund..
●
KGBVs upto grade 12.
●
Reduction in curriculum to corre concepts.
●
Vocational integration from class 6 onwards.
●
Universities to be named not on the basis of ownership
but on quality on education
●
NCTE will act as professional standard setting bodies
(PSSB s )
Dr. V. Regina , Principal CSI BISHOP NEWBIGIN COLLEGE OF EDUCATION
Meritocracy and its impact on curriculum
●
Personification and genetics : it the incentive approach to merit it
is characteristic of actions to personal quality.
●
Deserts and entitlement : an incentive argument is entirely
instrumental related to results.
●
Distribution independence: the results desired have a string
distributive components , with a preference for equality, then in
assessing merits , concern about distribution and inequality would
enter the evaluation.
Dr. V. Regina , Principal CSI BISHOP NEWBIGIN COLLEGE OF EDUCATION
Relationship between power ideology and the curriculum
●
Educational decisions are all ideological decisions.
●
The argument claiming that every educational decisions is
ideological to all levels of educational activities.
●
Laws of compulsory education and its duration
●
The levels of allocation of economic resources to education
in comparison to other areas of social activity
●
The uniform organisation of the educational system for
all children.
●
A class or cultural segregation in schools.
●
Religious education for all or separation of religion
from public education, all are clearly ideological
decision.
●
Philosophy of education or pedagogy theory of
education, educational outlook are nothing but ideology.
Dr. V. Regina , Principal CSI BISHOP NEWBIGIN COLLEGE OF EDUCATION
Relationship between power ideology and the curriculum
●
Functions of education in formation of ideologies and identity.
●
Factors which influence the national education system and
form identity and ideology of a country.
●
Thus education system includes the full range of learning
opportunities available in a country , whether they are
provided or financed by public or private sector that sustains
it.
Dr. V. Regina , Principal CSI BISHOP NEWBIGIN COLLEGE OF EDUCATION
Conclusion
Teachers enter particular schooling and situations with a
personal but shared idea of the good and a commitment to
human emancipation , an ability to think critically - in action
understanding of their role and their expectations others have
if them and a proposal for action which sets out essential
principles and features of the educational encounter.
While the process model is driven by general principles and
places an emphasis on judgement and meaning making, it
doesn't make explicit statement.
Dr. V. Regina , Principal CSI BISHOP NEWBIGIN COLLEGE OF EDUCATION
Suggestive Readings
●
Laura H. Chapman, ‘curriculum development has process and product” (1985).
●
Nursing education , BT Basavanthappa 2003 Jaypee brothers.
●
http://www.moe.goc.tt/curriculumprocess.html
Dr. V. Regina , Principal CSI BISHOP NEWBIGIN COLLEGE OF EDUCATION
Various forms of curriculum, the importance of curriculum, new trends in education, and the relationship between power and ideology in curriculum development. Understand the role of the state in curriculum development and the impact of meritocracy on the curriculum.
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Presentation Transcript
KNOWLEDGE AND CURRICULUM Unit IX- Curriculum as process and practice Dr.V.Regina Principal ,Asst,Professor of Biological Science CSI Bishop Newbigin College of Education No.109, Dr.Radhakrishnan salai, Mylapore, Chennai - 600004
Introduction Curriculum Forms of curriculum Curriculum process Curriculum importance New trends in education Synopsis Role of the state in curriculum development Meritocracy and its impact on curriculum Relationship between power , ideology and the curriculum Dr. V. Regina , Principal CSI BISHOP NEWBIGIN COLLEGE OF EDUCATION
To impart knowledge the instructional activities To improve students achievement Learning Objectives To accomplish and employed in making curriculum decisions To impart knowledge grounded in the discipline of art, rationale, aims and content of the curriculum. Analysed approach assessment methods Reviewed curriculum review committee and formation. Learning Outcomes Understands the learning objectives of designing curriculum Describes incorporating an evaluative stage. Dr. V. Regina , Principal CSI BISHOP NEWBIGIN COLLEGE OF EDUCATION
The process of developing an elementary art curriculum intended for national distribution is described with special attention to theoretical and practical criteria employed in making curriculum decisions. Curriculum as a set of subjects we face a much simpler task than the school that takes uopn the responsibility for all Introduction experiences the learner has both inside and outside the school. Curriculum is composite of entire range of experiences the learner undergoes of school or college. It ia a systematic arrangement of the sum total of selected experiences planned by a school or college or defined group of student to attain the aims of particular educational program. Dr. V. Regina , Principal CSI BISHOP NEWBIGIN COLLEGE OF EDUCATION
Curriculum Content + Principles of teaching and learning = Curriculum Forms of curriculum The Theoretical The Practical The Productive There are 3 basic types of curriculum design Syllabus Process Product 1. Subject- centred design 2. Learner- centered design 3. Problem- centred design Praxis It is helpful to approach curriculum theory and practice in the light of aristotle influential categorization of knowledge into 3 disciplines The Theoretical The Practical The Productive Dr. V. Regina , Principal CSI BISHOP NEWBIGIN COLLEGE OF EDUCATION
Curricular Process 1. Formulating education objectives : The Philosophies 5. Evaluating the curriculum: The curriculum serves as a framework within which an organisation, process is the success or failure depends on the educational school or college or educational program can function with enterprise by means of some measurement and assessment of an objective and purpose. change in behaviour. 1. Criteria for content selection : The selection, organisation 6. Assessment of Educational needs: Felt needs and guidance of students learning experiences should be real needs observed needs are interconnected. submitted to continuous appraisal by the faculties. 7. Development tryout: will gather empirical data 1. Organising the content : Continuity , sequence and to support whether the curriculum is relevant useful reliable and integration must be included. valid. 1. Selecting learning experience: learning experience is defined as an interaction between the student and condition in environment which she/he can react. Dr. V. Regina , Principal CSI BISHOP NEWBIGIN COLLEGE OF EDUCATION
Curriculum Importance Criteria of suitable teachers. Explicit curriculum is important in ensuring that teaching occurs. Selection of suitable methods. Explicit curriculum prevents excessive overlaps across Reflects trends in education. grade levels. Providing suitable knowledge. Curriculum needs to be organised. Proving suitable activities and experiences. And explicit curriculum makes differentiated instruction possible. Providing wholesome influences Achievement of educational aims. Dr. V. Regina , Principal CSI BISHOP NEWBIGIN COLLEGE OF EDUCATION
New trends in education Adaptive learning algorithms. Live stream teaching Mobile learning. School - to - school learning Maker tinkering. 3D printing. Let school questions guide everything. Self - directed learning. Artificial intelligence. Reverse gamification New learning taxonomies. Virtual reality. Dr. V. Regina , Principal CSI BISHOP NEWBIGIN COLLEGE OF EDUCATION
Role of state in curriculum development Helps to propagate the concepts and principles of It plays a major role in curriculum construction, curriculum development and its implementation and implementation, evaluation, research and reconstruction also conducts evaluation and research on curriculum. thought their educational departments. It formulates philosophies objectives , syllabi, and It permits the schools / colleges/ to start and continue the framework of all the courses. It will give permission to course according to the infrastructure. start and to continue the course. It can stop a program if it feels that's schools/ college is not providing necessary It is responsible for the proper curriculum development facilities. and implementation in the schools on the basis of leaderships provided by the national bodies. Recommended by tge 86 NPE, 1988 NCF, and also 2019 NEP. Dr. V. Regina , Principal CSI BISHOP NEWBIGIN COLLEGE OF EDUCATION
Language The policy of using english as medium of instruction beginning in class 1 is being implemented in all the private, unaided school throughout the country. In 2019 NEP till 5th standard mother tongue is the medium of instruction. Other scholastic areas Several has modified NCF science and social science recommendations. Schooling starting from 3 years of age onwards. From school education to higher education the NEP envisions to provide a new structure to education sector to the country. Dr. V. Regina , Principal CSI BISHOP NEWBIGIN COLLEGE OF EDUCATION
Major reforms school Educations Universalisation of early childhood care education. (ECCE) Gender inclusion fund.. National mission on foundation literacy and numeracy.. KGBVs upto grade 12. 5 + 3 + 3 + 4 curricular and pedagogical structure. Reduction in curriculum to corre concepts. Curriculum to integrate 21st century skills, mathematical Vocational integration from class 6 onwards. thinking and scientific temper Universities to be named not on the basis of ownership No rigid separation between art and sciences between but on quality on education curricular and extracurricular activities, between vocational and academic streams. NCTE will act as professional standard setting bodies (PSSB s ) Education of gifted children. Dr. V. Regina , Principal CSI BISHOP NEWBIGIN COLLEGE OF EDUCATION
Personification and genetics : it the incentive approach to merit it is characteristic of actions to personal quality. Deserts and entitlement : an incentive argument is entirely instrumental related to results. Meritocracy and its impact on curriculum Distribution independence: the results desired have a string distributive components , with a preference for equality, then in assessing merits , concern about distribution and inequality would enter the evaluation. Dr. V. Regina , Principal CSI BISHOP NEWBIGIN COLLEGE OF EDUCATION
Relationship between power ideology and the curriculum Educational decisions are all ideological decisions. The uniform organisation of the educational system for all children. The argument claiming that every educational decisions is ideological to all levels of educational activities. A class or cultural segregation in schools. Laws of compulsory education and its duration Religious education for all or separation of religion from public education, all are clearly ideological The levels of allocation of economic resources to education decision. in comparison to other areas of social activity Philosophy of education or pedagogy theory of education, educational outlook are nothing but ideology. Dr. V. Regina , Principal CSI BISHOP NEWBIGIN COLLEGE OF EDUCATION
Relationship between power ideology and the curriculum Knowledge Functions of education in formation of ideologies and identity. Factors which influence the national education system and form identity and ideology of a country. Thus education system includes the full range of learning opportunities available in a country , whether they are provided or financed by public or private sector that sustains it. Learner Teacher Dr. V. Regina , Principal CSI BISHOP NEWBIGIN COLLEGE OF EDUCATION
Teachers enter particular schooling and situations with a personal but shared idea of the good and a commitment to human emancipation , an ability to think critically - in action understanding of their role and their expectations others have if them and a proposal for action which sets out essential principles and features of the educational encounter. Theory Conclusion Praxis Reflections Reflection action While the process model is driven by general principles and places an emphasis on judgement and meaning making, it doesn't make explicit statement. Dr. V. Regina , Principal CSI BISHOP NEWBIGIN COLLEGE OF EDUCATION
Suggestive Readings Laura H. Chapman, curriculum development has process and product (1985). Nursing education , BT Basavanthappa 2003 Jaypee brothers. http://www.moe.goc.tt/curriculumprocess.html Dr. V. Regina , Principal CSI BISHOP NEWBIGIN COLLEGE OF EDUCATION
