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Curriculum Development by Jamshah

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Curriculum Development by Jamshah

  1. 1. CURRICULUM DEVELOPMENT Process,Principles & Significance of Design, Selectionof Content and Organizationof LearningExperiences M.ED Work Shop Jamal Shah
  2. 2. CURRICULUM: • A critical component of school education that frames or prescribes education-in-practice in a country or school and provides guidance and support for the teacher • A comprehensive educational package involving the conceptualisation, planning, designing, and detailing of a comprehensive learning program for the benefit of deploying it in the schools SYLLABUS: • A layout out of key topics and related learning in an individual course in a learning program • is a sub-set of the curriculum
  3. 3. PROCESSOF CURRICULUMDEVELOPMENT • SIX STEPS OF C.D. • Identification of the problem or Need • Need Assessment • Goals and Objectives • Content Selection • Orientation & Method • Evaluation
  4. 4. IDENTIFICATION OF PROBLEM/ NEED • Encompasses the purpose of the curriculum • National: • Development of people as a population and a nation • Economic and industrial growth • Changes in line with emerging global trends • Institutional: • Compliance to common core curriculum • Aligned to school’s locational environment and special interest • Consideration of level of education – middle level
  5. 5. SETTING GOALS & OBJECTIVES • Educational Goals: • Provide for holistic development of the children; identify aspects of intellectual, emotional, social/ spiritual, and physical learning and growth • Academic Objectives: − Relate to discipline and subject learning − Typically broken down to topical level − Describe emphases of learning and abilities to demonstrate – learning outcome
  6. 6. SETTING GOALS & OBJECTIVES • UNESCO 4 PILLARS • Learning to KNOW • Learning to DO • Learning to LIVE TOGETHER • Learning to BE • PILLARS IN PAKISTAN • Philosophy • Psychology • Society • Economics
  7. 7. CONTENT SELECTION • Study of Global Trends • Benchmark of Compatible Countries • Environmental Forces: • Geographical • Social, Cultural and Political • Economical • Educational and Technological • National History and Literature
  8. 8. ORIENTATION & METHOD • Orientation: • Refer to advocacy of educational philosophy and teaching and learning principles and practices: • Perennialism, Essentialism, Progressivism • One out of these must be predominant • Others according to subjects • Religion and Moral Studies – Perennialism • History and Social Studies – Essentialism • Science and Mathematics – Progressivism
  9. 9. ORIENTATION & METHOD • METHOD: • Teacher Centered, Student Centered (Extent) • Thematic arrangements and choice of teaching strategies • Learning Activities and Experiences Intended • How assessment is to be carried out
  10. 10. EVALUATION & FEEDBACK • An ongoing activity for continuous improvement, • How well is curriculum producing desired results? This is based on:  District education officers’ audit results and feedback  Public examination results analysis  Schools’ and teachers’ feedback  Managed by a centralized group or committee
  11. 11. PRINCIPLES & SIGNIFICANCE OF CURRICULUM DESIGN • Personalization and Choice • Relevance • Coherence • Challenge • Balance • Depth • Progression
  12. 12. PERSONALIZATION AND CHOICE • To improve the development of learner’s skills focusing on personalization & choice • Skills learner use in their wider lives • Making reference to learner’s skills • Assessing their understanding and providing feedback and progress • Listening to learner’s questions and ideas • Providing support to tailor their different needs
  13. 13. COHERENCE • Subjects Or Theme Based • Subject-based curricula support disciplines but tend to undermine coherence across different aspects of learning • Theme-based curricula support coherence, but tend to undermine disciplinary development • Links between skills • Similarities and Dissimilarities b/w skills
  14. 14. RELEVANCE • What to learn (Curriculum) • Context relates to learner’s need, experience and interest • How to learn (Pedagogy) • Consequences (for individual & Society) • Skills for learning, life and work • Maturity
  15. 15. CHALLENGE/ RIGOROUS • Compels learner to think, rethink and think hard • Disciplinary habits of mind, specific powerful ways of thinking • Subject or Discipline??? • Maths: transformation and Invariance • History: Origin and Context • Sociology: Structure and Agency
  16. 16. BALANCE • Which subject? • Developing secure learning of subject-specific skills • Emphasis to skills that are transferable across curriculum areas • Better links with skills in literacy, numeracy and health and wellbeing
  17. 17. PROGRESSION • Universal • Addition before multiplication • Natural • Multiplication before division • Differentiation before integration • Arbitrary • Areas of triangles before areas of parallelograms • Optional • The Romans before the Vikings
  18. 18. DEPTH/ FOCUS • Successful Education • Persuade learners to learn more • Increase CURIOSITY • To Learn ABSTRACT Ideas • From SIMPLE to COMPLEX • From Concrete to Abstract • Big ideas about science
  19. 19. SELECTION OF CONTENTS • Validity • Comprehensiveness • Variety • Appropriateness • Relevance to LIFE • Importance • Conservation • Beneficial
  • cooltini8

    Sep. 14, 2020
  • SonalGahlot005

    Sep. 10, 2017
  • sarahpaul16100

    Mar. 22, 2017

Presentation for MED Workshop

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