Aroona HashmiAroona Hashmi

IER. University of the PunjabIER. University of the Punjab

PakistanPakistan

Curriculum has been defined in number of ways. At

its most general, curriculum can be defined as a road map of planned experiences given to learners by a facilitator or instructor.

A good, solid, most current definition states that curriculum is all of the experiences that learners have in a program of education whose purpose is to achieve broad goals and related specific objectives. which is planned in terms of a framework of theories and researcher's past and present professional practice. These experiences are documented in the syllabus. which is the formal agreement between students and instructor in terms of what will be taught and the expectations for successful course completion.

Curriculum

Curriculum Development is a comprehensive

process which (1)Faclitates an analysis of purpose (2)Design a program event (3)Implements a series of related activities (4)Aids in evaluation of this process (Wiles & Bondi,1993,p.81)

Curriculum Development Process

Situation AnalysisMade at deep level---preliminary to curriculum

planning butLess deep ,during development work andAgain at the point of implementation of the new

curriculum.Nicholls and Nicholls(1974) said,’’ A situation

which is made up of a no. of factors such as pupils, pupil's home &background, school its climate, staff, facilities &equipment. Analysis of these factors,2gather with a self analysis, followed by study of their implications for curriculum planning continue one step towards the rational approach of curriculum.”

Cont,

Pupils; aptitudes, abilities and defined education needs. Teachers;values,attitudes,skills,knowledge, experiences strengths& weaknesses, roles. School ethics and political structure; Material resources including plant ,equipment, Perceived and felt problems & shortcomings in existing

curriculum. (Print,1993)

Analysis of factors

Identify problems in context

Select appropriate factors

Data collection and analysis

Make recommendation

Recommended Approach

Aims ,goals and objectives Curriculum intent Aims

Goals

Objectives

Formulation of Curriculum objectives

General /Unit

Specific/instructional

AIMS A useful way to think about educational aims is to consider them as statement of societalexpectations and desires. Aims are broadly phrased statements of educational intent . Aims states what is to be hopefulachieved by the curriculum. Aims are general because they aregeneral level of education and by society. Aims are long term and developed at a system

level.

GOALS More specific, derived from Aimsusually phrased in non -technical language,direc-ted towards st, achievement by emphasizingcontent and skill. Goals are also considers as the waysinstitutions and organizations within societyfacilitates the achievement of educational aims. Goals medium to long term. they imply and state preferences,values,judgements aboutthe directions in which educational activities mightgo.

OBJECTIVES Invariably devised by teachers,or groups of teachers, within the school orgroups of educators within an institution. They are short in nature, maycover a lesson, a day, a week, a term or aSemester. The objectives can be used toPlan the learning opportunities of the pupils andto devise means of assessing the context toWhich the pupils have achieved the objectives.

The classification scheme is known asTaxonomy of educational objectives. In which three domains are identified; (1) The cognitive (2) The affective (3) The psychomotor

The Classification Of Objectives

Since, according to present teaching practice,

most educational objectives are of a Cognitive nature. The 6 major categories of the taxonomy are frequently

clustered in to two groups: lower mental functions and higher mental functions (Bloom

et al, 1956)

The Cognitive Domain

Emphasizes feelings, emotions and the degree of acceptance or rejection of a given Phenomena. Attitudes, values and interests

are types of Affective behaviors. (krathwohl et al,1964)

The Affective Domain

A classification scheme of psychomotor skills has been developed by Dave(1969).

The scheme is based on the concept of co-ordination between psychic and muscular

actions & between different muscular actions performed by various parts of the body.

The Psychomotor Domain

1, Knowledge 1. Receiving 1.Imitation

2. Comprehension 2. Responding 2.manipolation3. Application 3. Valuing 3.percision

4. Analysis 4.articulation5. Synthesis 5.naturaliztion6. Evaluation

C A P

Print(1980) described the criteria,Objectives should identify a learning outcome. Consistent with the curriculum aims. Precise Feasible Functional Significant appropriate

Criteria for development of curriculum objectives

Content ;The subject matter of a course. it

may include factor, concepts, theories as well thinking skills, inquiring skills, thought patterns to a discipline or area of knowledge.

Content which includes factual knowledge is classified as substantive while that relating to thought processes is syntactical.

Selection of contents

Selection of content is ideological process which serves

the interest of particular social groups & classes. The developers should have to follow some criteria. Doll (1982) has outlined the following criteria:

The validity& significance of the content as disciplined knowledge

The balance –being mentioned between content for survey & content for study in depth

The durability of the content The relationship of facts & other minor content to main

ideas & concepts

Cont,

The learnibility of the content. The possibility of illuminating the content with data

from other fields of knowledge .

Cont.

Basic concepts are SCOPE & SEQUENCE Scope refers to the actual amount of material In to the program. it is made up of 2 aspects of

curriculum ,breadth & depth. The breadth refers to the range of the materials to be

covered. The depth refers to the amount of the detail that is to

be provided on each item included.

Methods of content organization

The curriculum & the most perfect syllabus remain

dead unless quickened into life by the right of teaching .Methods is the means of reaching pre- determined ends .Curriculum developers seek to implement that content effectively through the use of appropriate learning activities. The instructional strategy is conceptualized as,

(a) the teaching activities of the teacher (b) the learning experiences of the pupil.

Selection of Instructional Strategies

The procedure in most good teaching follows a Five steps pattern. The steps are 1. Diagnosing the learning situation. 2. preparing the setting for learning. 3. guiding learning activities. 4. evaluating the students learning. 5. following through

A Model For Teaching

A model for teaching Clark(1976)

Cont,

FOLLOW-UP

DIAGNOSIS PREPARATION

EVALUATION GUIDING LEARNING

Curriculum evaluation refers to the collection of

information on which judgments might be made about the worth &effectiveness of a particular program.wheter to retain the program as it stands, modify it or throw it out altogether.

Evaluation

Formative evaluation , is directed towards

providing information on learner performance at one more point during the learning process. Appropriate assessment activities would be needed to

determine the effectiveness of st, progress provide with feedback on their performance.

The teachers evaluate the pupils to know that how well the st, is progressing during the

learning experience in order to determine if changes are required align the way.

Types Of Evaluation

Summative Evaluation , is directed towards a general assessment of the degree to which the large outcomes have been attained over the entire course or some substantial part of it.

In Summative evaluation, the students evaluation is done at the end of a learning

experience to indicate student achievement.

DIAGNOSTIC EVALUATION is directed towards for two purposes i.e.

placement of students properly at the outset of an instructional period (such as sec,school),or to discover the underlying causes of deficiencies in st, learning as instruction unfold” (print.1993).

Pupil Evaluation, The pupil's evaluation according to

Tuckman(1975) has the following uses in the process of learning

1. To give objectivity to the observation of a teacher.2. To elicit behavior under relatively controlled

Conditions.3. To sample the performance of which a st,is capable.4. To determine performance& measure gains relevant

to goals or standards.

5.To apprehend the unseen.6.To detect the characteristics and components of

behavior.7.To predict future behavior.8.To make data available for continuous feedback and

decision making.

Cont,

Instructional Pupil evaluation Curriculum development

The role of testing and measurement in curriculum

Curriculum evaluation algorithm Evaluation presage (context)

Task specification (Purpose and audience)

Evaluation Design

Data Collection

Existing Required data

Data Analysis

Conclusion and report Presentation (audience)

CONT.

Instructional Evaluation is an assessment of (1). pupils’ achievement, (2). The instructor’s performance, (3). The effectiveness of a particular

approach or methodology

Instructional Evaluation

Curriculum Evaluation includes instructional

Evaluation. The primary purpose of Curriculum Evaluation is, of course, to determine whether the Curriculum goals and objectives are being carried out.

Curriculum Evaluation