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Curriculum: Concept, Models , Curriculum design and development

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Curriculum: Concept, Models , Curriculum design and development

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the Concept of Curriculum
 
what is Curriculum Development? 
the Purpose of Curriculum Development 
 
Basic Elements of Curriculum 
Curriculum strategies
Key aspects of the curriculum
Curriculum Development Process
Curriculum Evaluation and Review
Curriculum Format at Course and program Levels
Standard 4: Curriculum (BAC)
Curriculum Model
Characteristics of Exemplary Curriculum

the Concept of Curriculum
 
what is Curriculum Development? 
the Purpose of Curriculum Development 
 
Basic Elements of Curriculum 
Curriculum strategies
Key aspects of the curriculum
Curriculum Development Process
Curriculum Evaluation and Review
Curriculum Format at Course and program Levels
Standard 4: Curriculum (BAC)
Curriculum Model
Characteristics of Exemplary Curriculum

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Curriculum: Concept, Models , Curriculum design and development

  1. 1. Curriculum: Concept, Models , Curriculum design and development Professor Dr. Md. Nazrul Islam Department of Anatomy and Histology Faculty of Veterinary, Animal and Biomedical Sciences Sylhet Agricultural University 1
  2. 2. Learning outcomes  At the end of the presentation, the participants will be able to know: • the Concept of Curriculum • what is Curriculum Development? • the Purpose of Curriculum Development • Basic Elements of Curriculum • Curriculum strategies • Key aspects of the curriculum • Curriculum Development Process • Curriculum Evaluation and Review • Curriculum Format at Course and program Levels • Standard 4: Curriculum (BAC) • Curriculum Model • Characteristics of Exemplary Curriculum
  3. 3. Concept of Curriculum 4
  4. 4. The Word: Curriculum  Latin: Currere means to run or running track  Scotland 1603: Carriage way, road  United States 1906: Course of study  United States 1940: PLAN for learning (study) 5
  5. 5. What is curriculum? Curriculum is a design PLAN for learning that requires the purposeful and proactive organization, sequencing, and management of the interactions among the teacher, the students, and the content knowledge we want students to acquire.
  6. 6. Curriculum What do stakeholders want (need)? What is state- of-the-art knowledge in the subject? Program designed around ILOs Planned progress towards high- order ILOs Year-on-year progress towards program ILOs Can graduates solve real-world problems? What can we resource? The curriculum must teach what the students need to know!
  7. 7. What is curriculum development?  Curriculum development is the organized preparation of whatever is going to be taught in the faculties at a given time in a given year.  They are made into official documents, as guides for teachers.
  8. 8. Cont.  Curriculum development is the process of setting up and establishing specific guidelines of instruction for the curriculum.
  9. 9. Purpose of Curriculum Development To ensure learners receive integrated, coherent learning experiences that contribute towards their fundamental, social, thinking, personal, academic and professional development.
  10. 10. Basic Elements of Curriculum 11/12/2021 11 Objectives Evaluation Content Methods
  11. 11. Curriculum strategies Student-centred Problem-based Integrated Community-based Electives + core Systematic Teacher centred Information gathering Discipline-based Laboratory-based Uniform Apprenticeship 11/12/2021 12
  12. 12. 11/12/2021 13 Teacher Centered vs Student Centered Learning
  13. 13. 11/12/2021 14 Teacher-Centered Learning
  14. 14. 11/12/2021 15 Student -Centered Learning
  15. 15. 11/12/2021 16 Key aspects of the curriculum  Aims  Learning outcomes(LO)/Objectives (knowledge, skills and attitudes)  Content  Teaching and learning methods  Assessment methods  Supporting elements:  Learning resources (teachers, support staff, funding, books/journals, IT support, teaching rooms)  Monitoring and evaluation procedures  Clinical placement activities  Recruitment and selection procedures, including promotional materials  Student support and guidance mechanisms
  16. 16. PHASES AND STEPS IN CURRICULUM DEVELOPMENT L E A R N E R
  17. 17. Curriculum Development Process Planning Development Implementation Evaluation
  18. 18. Planning 20  Formation of Curriculum Development Team • Subject Matter Specialists (internal and External) • Curriculum Specialists • Dean, Head of the Department • Student representatives/Alumni • Employer Representatives • UGC Representative • Prominent Scholars • Registered Graduate/Senate Members • Parents/Community Representatives Needs Assessment/Situation Analysis
  19. 19. Development  Determine Aims (Vision & Mission)  General Objectives  Formulate the objectives in behavioral terms (Cognitive, Affective, Psychomotor domain)  Developing learning outcomes (Cognitive, Affective, Psychomotor domain)  Content selection (considering the relevant principles and Maxims)  Content Organization (considering relevant principles and Maxims)  Guidelines for the Instructional Materials Developers/ writers 21
  20. 20. Development (contd.)  Selection of Instructional Strategies  Teaching Aids/Planned Activities (Learning experiences)  Selection of Student Assessment Techniques  Draft Curriculum Evaluation: Piloting/Rationale Evaluation/ Seminar/ Online/others  Modification of the Draft Curriculum  Final Curriculum 22
  21. 21. Implementation  Teachers’ Training  Administrative supports  Infrastructural facilities  Educational Facilities  Lab Facilities  Internship  Monitoring and Formative Assessment (For Renew and Modification) 23
  22. 22. Elements of Curriculum Evaluation  Context-whether or not to offer the curriculum— focus, goals, and objectives.  Input-what resources and strategies are used.  Process-what effect does the curriculum have on the students.  Product-what effect has the curriculum had on former students.
  23. 23. Curriculum Format at Program Level 1. Vision & Mission 2. Program Objectives 3. Learning Outcomes: Cognitive, Affective & Psychomotor 4. Generic Skills/ Graduate Profile/Graduate Attributes/Day One Skills 5. Curriculum Structure/Layout (Course Schedule) 6. Learning Experience/ Teaching Strategy 7. Assessment Strategy
  24. 24. Curriculum Format at Course Level Course ID & Title:AGRSS-121; Seed Science & Thech. Credit hrs: 2 1. Rationale: Through this course students will learn about all kinds of seeds 2. Educational Objectives: 1.To identify different types of seeds 2. Have on qual. of seeds 3. Seed production 4. Preservation of seed Intended Learning Outcomes(ILOs) Course Content Teaching Strategies Assessment Strategies to fulfil the ILOs 1.Define & identify different seeds. Introduction of seed; Definition, types Lecture, demonstration of seeds, practical visit Identification, Quiz, T/F, Matching, Fill up the Blank 2. 3.
  25. 25. Curriculum Format at Course Level Course Code & Title: Credit hrs: 1. Rationale: ............................. 2. Educational Objectives: 3. Intended Learning Outcomes (ILOs): 1……………………………………………………. 2……………………………………………………. 3……………………………………………………. 4. Course Content: ……………………. 5. Teaching Strategies: Lectures, Lab Practical (group size),Field practical (group size), Field visits, Industrial training, Assignments, Tutorials, Report writing, Games, PBL, Experiential learning, Cooperative learning, Collaborative learning, Projects, Role play, Debates, Presentations, Quizzes, Self study 6. Assessment Strategies: Written examination, Oral examination, MCQs, Essays, Short answer questions, Quizzes, Portfolio, Book review, Problem /Scenario / Situation, Work-based problem , Case analysis , Role Play, Making a video References:
  26. 26. Participants in Developing Curriculum  Developing or designing a curriculum involves a large number of persons, both institution based and community based.  It also involves different levels of planning: the classroom level, the district level, the state level, the national level, and even the international level. 11/12/2021 32
  27. 27. Political Arena Participants  The politics of education is concerned with who benefits and how those benefits are determined.  Curriculum participants, both educators and non-educators  To determine what types of curricula will benefit what students, how to select those curricula, who will receive the benefits of particular curricula, and how to deliver those benefits. 11/12/2021 33
  28. 28. University Arena Participants The key players would be scholar-experts curriculum specialists university management & administration expert  professional educators  Vice-Chancellor, Dean, and Head  teachers and students. Less involved but still important players would be community members and parents.  business people and  politicians. 11/12/2021 34
  29. 29. Strategic Planning for Curriculum Review may include:  Identifying the mission/goals of the program  Brainstorming on the characteristics of an ideal graduate at each degree level  Identifying the program strengths and opportunities for improvement/growth  Writing program learning outcomes (PLO)  Mapping the achievement of learning outcomes across the curriculum  Mapping program learning outcomes (PLO or PO) and learning activities (CLO from the relevant courses)
  30. 30. Standard 4: Curriculum (BAC) 37 As per the guideline of Bangladesh Accreditation Council (BAC): Curriculum must be outcome-based and consistent with the qualifications framework (QF) of Bangladesh for higher education. It should be comprehensive enough to guide the faculty and students towards systematic attainment of learning outcomes (LOs) and fulfilment of mission and objectives of the PoE.
  31. 31. Cont. 38 Criterion 4-1: The curriculum of the program is designed and reviewed following a well-defined procedure by a specific body or committee with representation from the industry/employers and alumni. Criterion 4-2: Curriculum aims at producing graduates focusing on graduate profile/attributes, that are defined following the identified needs of the stakeholders and learning domains in the QF of Bangladesh for higher education.
  32. 32. Cont. 39 Criterion 4-3: Program learning outcomes (PLOs) are defined within the scope of mission and objectives of the PoE and aligned with graduate profile/attributes. Criterion 4-4: Program learning outcomes (PLOs) are specific, measurable, attainable, relevant and time-bound. Criterion 4-5: Curriculum of the program is designed in compliance with the qualifications framework (QF) of Bangladesh for higher education in terms of graduating credits and credit value
  33. 33. Cont. 40 Criterion 4-6: Program learning outcomes (PLOs) and courses are aligned to make the content of the curriculum appropriate and adequate. Criterion 4-7: In case of Bachelor degree program curriculum of the program includes minimum 25% of total credits for general education courses with clearly defined course learning outcomes and mapped with PLOs and learning domains of QF. In case of Master’s degree program curriculum of the program includes minimum 10% of total credits for general education courses with clearly defined course learning outcomes and mapped with PLOs and learning domains of QF.
  34. 34. Cont. 41 Criterion 4-8: The PoE maintains documented course file with course plan specifying prerequisite course(s) (if any), credit value, teaching learning & assessment methods and facilities/resources that are mapped out as necessary to facilitate the attainment of course learning outcomes. Criterion4-9: Provisions of internship/project/dissertation/field work/work integrated learning opportunities are included in the curriculum.
  35. 35. Curriculum Model 42
  36. 36. What is a curriculum model? A model is a format for curriculum design developed to meet unique needs, contexts, and/or purposes. In order to address these goals, curriculum developers design, reconfigure, or rearrange one or more key curriculum components.
  37. 37. The Framework Underlying All Curriculum Models Content Assessment Intro Teaching Learning Products Resources Grouping Extensions Modifications KEY CURRICULUM COMPONENTS
  38. 38. Curriculum models Purpose: To provide a structure for examining the elements that go to make up curriculum planning, and how these elements interrelate. OBL G. Skill
  39. 39. Some of the components of a comprehensive curriculum unit  Content  Assessment  Introduction/Closure  Teaching Strategies  Learning Activities  Grouping and Pacing  Products  Resources  Extension Activities  Differentiation
  40. 40. 47 Characteristics of Exemplary Curriculum  Powerful knowledge goals, representative or generative topics, and big ideas  Advance organizers that clarify prior knowledge, future activities, and expectations  Motivating introductory experiences  Challenging and active learning activities  Authentic resources and products  Aligned assessment strategies and growth criteria, feedback, debriefing, transfer and extension opportunities, interaction, and support  Interest-based applications and extensions  Modifications that attend to powerful student differences

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