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Types of curriculum design (1)

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01  Ubd Pd Jan 2010
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Types of curriculum design (1)

  1. 1. Types of Curriculum Design Presented by : Amna, Iqra, khola, Suraya, sherish,samina,Arfana Presented to :Miss Parveen Ikhtar
  2. 2. What is Curriculum & Curriculum Design?  Curriculum:  The curriculum comes from latin word "currere" which means 'to run'.It is a runway or course on which one runs to reach the goal. Curriculum is a course of learning activities set out for learner to perform in order to achieve certain goal.  Curriculum Design:  Curriculum design is an image of curricula parts and how they fit together. Most commonly refers to "arrangement of the components or elements of a curriculum".
  3. 3. Curriculum Design Chart  c Curriculum Design Selection & organization of content(or Subject Matter) Selection & Organization of learning experience
  4. 4. Criteria for Selecting the Curriculum design:  Purpose and goals of education to be achieved  Sources of objective to be utilized  Characteristics of learners to be identified  Nature of the learning process to be used  Types of society for which design is meant  Nature of Knowledge to be provided  Types of society for which design is meant  Nature of Knowledge to be provided
  5. 5. Characteristics of good Curriculum design  Holistic & coherent  Inclusive /accessible /student centered  One that foster a deep approach to learning  Encouraging independence in learning  Based upon/has link to research /scholarship  Based on feedback , evaluation & review
  6. 6. Board –field Curriculum  Definition:  A broad field curriculum is a structure for achieving educational outcomes that combines related subjects into one broad field of study.  The purpose of a broad field curriculum is to highlight relationships between subjects and to integrate the learning experience.  This design is made to prevent the compartmentalization of subject and integrate the contents that are related to each other .Board field sometimes called “Hollistic” curriculum’ draws around themes and integration.
  7. 7. Use of Board Field Curriculum  Use of board field design cut down on the amount of factual detail often found in the subject-centered design  But still allow little integration between the board field themselves.  The school library will be used more extensively than in the subject-centered design  Help reinforce the interrelation ship among the subject areas within a board field of study.
  8. 8. Features of Board Field Curriculum  Classification and Organization of all content into subject or subject like grouping.  Subject are already defined and distinguished.  A hierarchy of subject is commonly found according to their perceived value.  Methodology implied, and practiced is largely teacher centered and expository in nature.
  9. 9. Core Curriculum Definition  A Core curriculum collectively define district-wide system that include  Foundational standard  Sequence of equivalent & equitable Learning experience  Common instruction materials & strategies  Common assessment
  10. 10. Characteristics of Core Curriculum  1. This design focuses on the set of learning experiences that are felt to be essential for all students.  2. In school, a general education is the goal of the core curriculum.  3. Problem solving through reflective thinking is encouraged.  4. All courses will introduce students to a broad discipline or field of study.  5 . It delivers quality standards and expectation of what need to be learned and in what order to ensure academic success .
  11. 11. Core Curriculum Affects Following Elements of Education  Curriculum: The curriculum is built on a mandated core, which is defined and designed outside the classroom.  Instruction: Instruction is based on defined core content. Rather than focusing on discovery, teaching revolves around imparting a predetermined body of knowledge.  Assessment: The core content literally shapes the assessment process. The core curriculum method easily lends itself to traditional testing based on information as well as the use of conventional letter grades.
  12. 12. Integrated Curriculum  According to Roberts & kellough, (2000).  “ The term integrated curriculum refers to a way of teaching, planning, & organizing so the discrete disciplines of subject matter are integrated and match the developmental needs of the learner, help to meaningfully connect the student’ learning to their current and past experiences”  What is Integration?  Problem, concerns real to the student and real in the community.  Student and teacher work together to select the specific topic of interest to them and together they plan how, when, where and why they pursue it.  Develop essential skills intrinsic to their learning.
  13. 13. Why is curriculum Integration is important:-  It is important to see student relationship among ideas and concepts as they plan and experience.  Communication process become authentic as student engaged in thematically based learning activities.  Students are encourages to share their ideas. As they listen to one another, their personal bases of ideas are expanded.  Student become more responsible and engaged in their own learning.  Teacher assume the role of facilitator rather than information dispenser.
  14. 14. Characteristics of an Integrated curriculum:-  Researched based.  Usage of multiple resources.  Social skills improved.  Collaboration.  Problem-answer.  Find an authentic literature on a topic.
  15. 15. Activity Based Curriculum  What is activity?  “A thing that a person or a group does or has done lively action or movement”  Activity based curriculum:  This approach is based on determine the genuine need and interest of learner which is turn from the basic of curriculum.  An importance of claim of this approach is that “people only learn what they experience.” according to A.K Gandhi education is a development of all aspect i-e body, mind ,and sprit. So mind without activities cannot develop the personality perfectly.
  16. 16. Advantages  The most importance feature of activity of learning based curriculum “learning by doing”  The method also promotes better understanding of a lesson by participating the task themselves  It inspire the students to apply their creative ideas , knowledge and mind in solving problems. Nature  It is one of the teacher centered method of teaching.  Here the experience student is getting here.  Participation of the student is there.
  17. 17. Objectives of activity based curriculum  By the end of the season the participant will be able to:  1. Understand what is activity based learning (ABL).  2. Explain communicative approach.  3. Step by step learning with the help of a model lesson plan.  4. Identifying hurdles in implementation of interactive learning.
  18. 18. Teacher centered curriculum  In teacher centered education, student pull all their focus on the teacher . The teacher talks, while the student exclusively listen.  It is primary role of teacher to pass knowledge & information onto their students . In this approach , teaching & assessment are viewed as two separate entities . Student learning is measured through objectively scored test & assessment
  19. 19. Underlying concept:  The underlying concept of the teacher centered approach is based on traditional pedagogy where in knowledge is passed from teacher to children . T of sharing knowledge and learning contents from teacher to children subject standards and methods are determined by the teacher.  The role of Teacher:- It is suggested that teachers may participate in any combination of curriculum decision making roles at the school level:  Implementers  Adaptors  Developers  Researchers
  20. 20. Advantages & Disadvantage  As the curriculum is designed by the teacher , it become easy to achieve the desired goals.  Subject matter become psychologically sound due to its relevance with interests needs and level of the children  Content/subject matter is logically arranged .  Irrelevant material/subject matter is avoided.  Teachers feel comfortable and confident in the class room activities .  Democracy is encouraged .  Cooperation is developed  A change in the attitude on the part of learners ,teachers and community is difficult to develop.  Lack of sources and resources .  Hindrance due to rigid administration planning and management .  It will become difficult to maintain a common standard in various institutions .  The existing curriculum for the teaching training is not suitable for teacher centered approach.  A drastic change in the examination system/evaluation will be required .  When students work alone, they don’t learn to collaborate with other students, and communication skills may suffer.  Teacher-centered instruction can get boring for student.
  21. 21. Leaner Centered Curriculum  Introduction:  The supporters of leaner centered curriculum give importance to individual development and they wants to organize the curriculum according to needs and interest of learner , there are fundamental differences in this approach and subject centered design .  Definition:  Learner centered curriculum design emphasize individual development and their approach the curriculum emerges from needs , intrust and purpose of students .
  22. 22. Principles  Freedom to develop naturally.  Interest is the motive of all work.  Teacher is a guide not a task – master.  Scientific study of pupil development.  The progressive school a leader in educational movement Characteristics  The curriculum plan is flexible , to accept new modification to confirm to the needs and interests of particular learners in fact ,  In this curriculum design the learner may develop his or her on curriculum plan with the guidance of the teacher .  The learner is consulted and tutored individually at difficult points in the curriculum and instructional process .  The curriculum plan is based on knowledge of learner needs and interests.
  23. 23. Teacher Centered V/S Learner- Centered Curriculum Teacher- centered  Focus is on instructor.  Instructor talks : Student listen.  Student work Alone.  Instructor monitors and corrects every student utterance.  Instructor answer student’s question about language.  Classroom is quite.  Instructor evaluates student learning. Learner-Centered  Focus is on both student and instructor.  Instructor and student interact with each other.  Student work in pair ,groups or alone depending upon the purpose of activity.  Student have some choice of topics.  Student answer each other question ,using instructor as an information resource.
  24. 24. Teacher & Student-Centered Approach

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