Bases of Curriculum
•Als PPTX, PDF herunterladen•
8 gefällt mir•8,573 views
Work of others and they should be acknowledged for the work.
Empfohlen
Empfohlen
Weitere ähnliche Inhalte
Was ist angesagt?
Was ist angesagt? (20)
Andere mochten auch
Andere mochten auch (20)
Ähnlich wie Bases of Curriculum
Ähnlich wie Bases of Curriculum (20)
Kürzlich hochgeladen
Kürzlich hochgeladen (20)
Bases of Curriculum
- 1. Bases of Curriculum Group 1 © Pasang Dorji (PgDE-B), 2014
- 2. What is Curriculum? • Planned learning experiences • Intended learning outcomes • The experiences, both planned and unplanned, that enhance the education and growth of students © Pasang Dorji (PgDE-B), 2014
- 3. Bases of Curriculum © Pasang Dorji (PgDE-B), 2014
- 4. Four Bases © Pasang Dorji (PgDE-B), 2014 1.Social Forces 2.Theories of Human Development 3.Nature of Learning and Learning Styles 4.Nature of Knowledge
- 5. Social Forces • Goals and Values: Schools must harmonize with the lives and ideas of people in a particular time and place. Social Environments are dynamic rather than Static: curriculum must be modified continually. A critical dimension of curriculum planning is the continuous reconsideration of present social forces and future trends. © Pasang Dorji (PgDE-B), 2014
- 6. Social Forces “All education springs from some image of the future. If the image of the future held by a society is grossly inaccurate, its educational system will betray its youth.” (Alvin Toffler, 1970) • In curriculum planning, current social forces and future trends should be examined regularly. © Pasang Dorji (PgDE-B), 2014
- 7. Future? • Who has been to the future? • How do we know about the future? • How can we incorporate an unknown future in to the curriculum? © Pasang Dorji (PgDE-B), 2014
- 8. Curriculum and the Future… There are major trends and issues that will have a profound influence on education at all levels in the future: 1. Increasing Ethnic and Cultural Diversity • Rapid increasing of Hindu religion • Spreading of Christianity Therefore, our curriculum must be planned in such a way that it fits in all the cultures and religions. © Pasang Dorji (PgDE-B), 2014
- 9. Curriculum and the Future… 2. The Environment • Rapid increase in industrialization • Scientific and technological Advances • Over population, pollution, deplation of the ozone layer, environmental disasters… So, the curriculum must educate the people about pollutions, equitable usage of natural resources and so on. © Pasang Dorji (PgDE-B), 2014
- 10. Curriculum and the Future… 3. Changing of Values and Morality • Changing their religions • More adult and child drug abuse • Teen alcoholism • Increasing divorce rate Some educators believe that the processes of moral judgment should be taught at all school levels to help students develop so that they can live accordingly. © Pasang Dorji (PgDE-B), 2014
- 11. Curriculum and the Future… 4. Family • Most important institution • Family is not tied closely to the community – spread out over a wide geographical area. • Change in role of father and mother: women’s entry into the workforce • Domestic abuse and divorce cases • Children are likely to have an emotional and health problems. Curriculum should teach children about the problems and how to deal with such problems. © Pasang Dorji (PgDE-B), 2014
- 12. Curriculum and the Future… 5. Microelectronics Revolution • Need to attain extensive skills in computer-based technologies – Communicate worldwide and to generate creative solutions to complex problems. • To equip students to access vast stores of information available on the Internet. • The Internet, WWW, and related telecommunications technologies transformed the world in which we live. Thus, schools, colleges, and universities will need to become more technologically rich and teachers more technologically sophisticated © Pasang Dorji (PgDE-B), 2014
- 13. Curriculum and the Future… 6. Changing the World of Work • Microelectronics revolution change work and the workplace. • Works done by pen and pencils can be done by computers. Curriculum should guide Preschool to the graduate school and beyond students about different work places and technologies. © Pasang Dorji (PgDE-B), 2014
- 14. Curriculum and the Future… 7. Equal Rights • Equal rights for men and women • Equal educational opportunity regardless of religions, race, ethnicity, social class, secual orientation. • No Child Left Behind (NCLB) Policy – to ensure an equal educational opportunity. Curriculum should be framed base on the equal rights. © Pasang Dorji (PgDE-B), 2014
- 15. Curriculum and the Future… 8. Crime and Violence • Gang violence, terrorism, drug abuse, corruptions, vandalism, robbery, kidnapping, rap cases….. • 72 chorten vandalism cases in 2013 in T/gang and T/Yangtse from 43 in 2012. • 23 larceny and burglary cases from 22 in 2012. - Kuensel, Aug, 2014 Curriculum planners should check if the crimes rates are increasing or decreasing and plan accordingly. © Pasang Dorji (PgDE-B), 2014
- 16. Curriculum and the Future… 9. Lack of Purpose and Meaning • Inability of many individuals to develop and pursue goals they consider worthwhile has let to a lack of purpose and meaning in their lives. • Fragmented communities, changes in family structure, immorality of many leaders, loss of faith, corruptions, make it difficult to establish a sense of purpose and meaning. • Stress, poverty, crime, family violence….. Curriculum should be planned so that it gives meaning and purpose in their lives. © Pasang Dorji (PgDE-B), 2014
- 17. Curriculum and the Future… 10. Global Interdependence • Education helps us understand our interconnectedness with all countries. • Future wellbeing and development depends upon being able to participate intelligently and empathetically in the global community. Curriculum should emphasize global interdependence, respect for the views and values of others, and an orientation toward international coporation for resolving global threats to security, health, the environment, and human rights. © Pasang Dorji (PgDE-B), 2014
- 18. Perspectives on Four Curriculum Traditions • Old Thought: • mid 1800s, teachers and school administrators thought of curriculum as textbooks • Later, scholars realized that it deals with what is worth experiencing. • Journey of learning, becoming, growing © Pasang Dorji (PgDE-B), 2014
- 19. Perspectives on Four Curriculum Traditions William H. Schubert have identified four positions on Curriculum Thought: 1. Intellectual Traditionalist 2. Social Behaviorist 3. Experientialist 4. Critical Reconstructionist • Philosophical Perspectives on Education © Pasang Dorji (PgDE-B), 2014
- 20. Intellectual Traditionalist (Perennialism) • Believes that students understand the great ideas of the earlier civilization (Great Works). • Focus on teaching ideas that are everlasting, to seek enduring truths which are constant, not changing. • Cultivation of the great ideas (intellectuals). • Emphasized on the great works of literature and art, the laws and principles of science and mathematics. © Pasang Dorji (PgDE-B), 2014
- 21. Social Behaviorist (Essentialism) • Behaviorist: Identify behaviors that help students become successful • Social: Such behaviors taken from the systematic investigation of success today. • Students should be taught hard work, respect for authorities and disciplines. • Believes that core curriculum may change. • “The unexamined curriculum is not worth offering.” © Pasang Dorji (PgDE-B), 2014
- 22. Experientialist (Progressivism) • Focus on the whole child rather than on the content or the teacher. • Stresses that students test ideas by experimentations. • Learner is a problem solver and thinker who makes meaning through his/her individual experiences in the physical and cultural context. • Emphasis on how one process- how one comes to know. © Pasang Dorji (PgDE-B), 2014
- 23. Critical Reconstructionist (Critical Theory) • Addresses the social questions and a quest to create a better society and worldwide democracy. • Focuses on social reforms: overcome oppression and improve human conditions. • Focuses on taking social action on real problems such as violence, hunger, international terrorism, inflation, and inequality. • Bringing the world into classroom. © Pasang Dorji (PgDE-B), 2014
- 24. • Intellectual Traditionalist: Power of Classics. • Social Behaviorists: Look at what knowledge, skills, values lead to success for each generation. • Experientialist and Critical Reconstructionist: Debate whether intellectual or social behaviorists is the best. • Each of these views transcends to textbooks to meet needs more fully. • The great curriculum task is to draw upon all traditions for insights and understandings that best fit the situations at hand. © Pasang Dorji (PgDE-B), 2014
- 25. The End Any questions??? Let us discuss,,,,,,,,,,,,, © Pasang Dorji (PgDE-B), 2014
Hinweis der Redaktion
- Learned different aspects of curriculum: Intended, Taught, Learned and Hidden Curriculum Bases of
- Bases of Curriculum: Social Forces, Human Development, Nature of Learning styles, Nature of Knowledge
- Bases of Curriculum: Social Forces, Human Development, Nature of Learning styles, Nature of Knowledge
- Since education reflects on the goals and values of a society, schools must harmonize with the lives and idea of people in a particular time and place. Curriculum planners, therefore, must understand how school systems mirror the surrounding societal environment. Since
- His Majesty the King says, “Youths are the future of our nation.” So, for the youths to be the future of our nation, our education curriculum must be base on farsighted.
- Unlike USA, there is no immigrants in Bhutan and our ethnic diversity remains almost same as before. But there is a drastic change in cultural. Earlier, Bhutan was a Buddhist country, but now, Hinduism is increasing rapidly, and our King also give equal rights to Hindhu. Likewise, Christian religion is also spreading in our country. So, this will change our society’s culture. Therefore, our curriculum must plan in such a way that it fits to all cultures. Long time ago, people used to believe that people could control and use nature as they please because there was less industrial activities, less population and so on, but now a days, these are not true. We have to be careful about using our planet’s natural resources. So, the curriculum must educate the people about pollutions, equitable usage of natural resources and so on. People change their religion from Buddhism to Hinduism, Hindhuism to Buddhist, Buddhism to Christianity and so on. Which means, people are changing their values. There are more adult and child drug abuse, teen alcoholism and the divorce rate, which means the morality has changed. Therefore, the curriculum should be planned in such a way that it teaches people about the good morality and values. Some educators believe that the processes of moral judgment should be taught at all school levels to help students develop so that they can live accordingly. Family has traditionally been one of the most important institutions in the world. Children learn most of the cultural and
- Unlike USA, there is no immigrants in Bhutan and our ethnic diversity remains almost same as before. But there is a drastic change in cultural. Earlier, Bhutan was a Buddhist country, but now, Hinduism is increasing rapidly, and our King also give equal rights to Hindhu. Likewise, Christian religion is also spreading in our country. So, this will change our society’s culture. Therefore, our curriculum must plan in such a way that it fits to all cultures. Long time ago, people used to believe that people could control and use nature as they please because there was less industrial activities, less population and so on, but now a days, these are not true. We have to be careful about using our planet’s natural resources. So, the curriculum must educate the people about pollutions, equitable usage of natural resources and so on. People change their religion from Buddhism to Hinduism, Hindhuism to Buddhist, Buddhism to Christianity and so on. Which means, people are changing their values. There are more adult and child drug abuse, teen alcoholism and the divorce rate, which means the morality has changed. Therefore, the curriculum should be planned in such a way that it teaches people about the good morality and values. Some educators believe that the processes of moral judgment should be taught at all school levels to help students develop so that they can live accordingly. Family has traditionally been one of the most important institutions in the world. Children learn most of the cultural and
- Unlike USA, there is no immigrants in Bhutan and our ethnic diversity remains almost same as before. But there is a drastic change in cultural. Earlier, Bhutan was a Buddhist country, but now, Hinduism is increasing rapidly, and our King also give equal rights to Hindhu. Likewise, Christian religion is also spreading in our country. So, this will change our society’s culture. Therefore, our curriculum must plan in such a way that it fits to all cultures. Long time ago, people used to believe that people could control and use nature as they please because there was less industrial activities, less population and so on, but now a days, these are not true. We have to be careful about using our planet’s natural resources. So, the curriculum must educate the people about pollutions, equitable usage of natural resources and so on. People change their religion from Buddhism to Hinduism, Hindhuism to Buddhist, Buddhism to Christianity and so on. Which means, people are changing their values. There are more adult and child drug abuse, teen alcoholism and the divorce rate, which means the morality has changed. Therefore, the curriculum should be planned in such a way that it teaches people about the good morality and values. Some educators believe that the processes of moral judgment should be taught at all school levels to help students develop so that they can live accordingly. Family has traditionally been one of the most important institutions in the world. Children learn most of the cultural and
- Unlike USA, there is no immigrants in Bhutan and our ethnic diversity remains almost same as before. But there is a drastic change in cultural. Earlier, Bhutan was a Buddhist country, but now, Hinduism is increasing rapidly, and our King also give equal rights to Hindhu. Likewise, Christian religion is also spreading in our country. So, this will change our society’s culture. Therefore, our curriculum must plan in such a way that it fits to all cultures. Long time ago, people used to believe that people could control and use nature as they please because there was less industrial activities, less population and so on, but now a days, these are not true. We have to be careful about using our planet’s natural resources. So, the curriculum must educate the people about pollutions, equitable usage of natural resources and so on. People change their religion from Buddhism to Hinduism, Hindhuism to Buddhist, Buddhism to Christianity and so on. Which means, people are changing their values. There are more adult and child drug abuse, teen alcoholism and the divorce rate, which means the morality has changed. Therefore, the curriculum should be planned in such a way that it teaches people about the good morality and values. Some educators believe that the processes of moral judgment should be taught at all school levels to help students develop so that they can live accordingly. Family has traditionally been one of the most important institutions in the world. Children learn most of the cultural and
- In the USA, students were allowed to use laptops from grade iii onwards. It is because USA technologically more advanced than our country.
- The work done by dawala (Postman) is now done through fax Work of typewriter is done by computer
- The work done by dawala (Postman) is now done through fax Work of typewriter is done by computer
- The work done by dawala (Postman) is now done through fax Work of typewriter is done by computer
- Many of the class 11 students don’t have ambitions. Some say that their parents forced them to take science, and so on.