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Assignment of Introduction to Education

Submitted To: Madam Razia AsimSubmitted By: Labeeda Farid Topic:

CurriculumClass:

M.A EducationSemester:

1st

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UNIVERSITY OF SARGODHA

ContentsSr. No.

Topics Page No.

1 Definition of Curriculum 4

2 Difference between Curriculum and Syllabus 5

3 Components of Curriculum 7

4 Curriculum Development Model 7

5 Aims and Objectives of Curriculum 8

6 Guidelines for preparing Secondary School Curriculum 9

7 Contents 10

8 Content Selection 11

9 Characteristics of Good Textbook 12

10 Teaching Methodology 14

11 Models of Teaching 15

12 Methods of Teaching 19

13 Evaluation 24

14 Types of Curriculum 26

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15 Characteristics of good Curriculum 27

16 Bibliography 28

CURRICULUMThe word curriculum is derived from Latin word “currere” which means “to run” so the curriculum means a course to be run for reaching a certain goal.

According to J.F Kerr curriculum is:

“All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside

the school.”

Curriculum is broadly defined as the totality of student experiences that occur in the educational process. What actually takes place both inside and outside the educational institution is curriculum. Curriculum is intentionally designed to meet district, state and national goals and standards.

Curriculum is anything and everything that teaches a lesson, planned or otherwise. Humans are born learners, thus the learned curriculum actually encompasses a curriculum of hidden, written, political and societal curricula. Since students learn all the time through exposure and modeled behaviors, this means that they learn important social and emotional lessons from everyone who inhibits a school, from the janitorial staff, the secretary, the cafeteria workers, their peers, as well as from the department, conduct and attitude expressed and modeled by their teachers.

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Difference between Curriculum and Syllabus

Syllabus is focused towards a particular subject. Unlike curriculum, which is related to the all-round development of a student.

Definition of Syllabus:

The syllabus is defined as the documents that consist of topics or portion covered in a particular subject. It is determined by the examination board and created by the professors. The professors are responsible for the quality of the course. It is made available to the students by the teachers, either in hard copy or electronic form to bring their attention towards the subject and take their study seriously.

A syllabus is considered as a guide to the in charge as well as to the students. It helps the students to know about the subject in detail, why it is a part of their course of study, what are the expectations from students, consequences of failure, etc. It contains general rules, policies, instructions, topics covered, assignments, projects, test dates, and so on.

Definition of Curriculum:5

The curriculum is defined as the guideline of the chapters and academic content covered by an educational system while undergoing a particular course or program.

In a theoretical sense, curriculum refers to what is offered by the school or college. However, practically it has a wider scope which covers the knowledge, attitude, behavior, manner, performance and skills that are imparted or inculcated in a student. It contains the teaching methods, lessons, assignments, physical and mental exercises, activities, projects, study material, tutorials, presentations, assessments, test series, learning objectives, and so on.

The curriculum is well planned, guided and designed by the government or the educational institution. It is aimed at both physical and mental development of a student. It is the overall learning experience that a student goes through during the particular course of study.

Curriculum and Syllabus are the terms of education, imparted to the students by teachers. A subject syllabus is a unit of the curriculum. The two terms differ in a sense that curriculum is a combination of some factors which helps in the planning of an educational program, whereas a syllabus covers the portion of what topics should be taught in a particular subject.

Comparison Chart:Basis For Comparison

Syllabus Curriculum

Meaning Syllabus is the document that contains all the portion of the concepts covered in a subject.

Curriculum is the overall content, taught in an educational system or a course.

Origin Syllabus is a Greek term. Curriculum is a Latin term.Set for A subject A courseScope Narrow Wide

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Set out by Exam board Government or the administration of school, college or institute.

Term For a fixed term, normally a year.

Till the course lasts.

Uniformity Varies from teacher to teacher.

Same for all teachers.

Components of Curriculum

There are four components of curriculum which are as follows:1. Aims and Objectives2. Contents3. Teaching Methodology4. Evaluation

Their interrelationship is as follows: AIMS Evaluation

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Contents Methodology

Curriculum Development Model

These four components of the curriculum are essential. These are interrelated to each other. Each of these has a connection to one another.

Aims, goals, and objectives can be simplified as “what is to be done”, the content can be simplified as to what subject matter is to be included, the teaching methodology as to what instructional strategies, resources and activities will be employed, while curriculum evaluation is “what methods and instruments will be used to assess the results of the curriculum.”

The curriculum aims, goals and objectives spell out what is to be done. It tries to capture what goals are to be achieved, the vision, the philosophy, the mission statement and objectives. Further, it clearly defines the purpose.

In the same manner, curriculum has a content. It contains information to be learned in school. It is an element or a medium through which the objectives are accomplished. A main concern of formal education is primarily to transmit organized knowledge to a new generation of young learners. In organizing the learning contents, balance, articulation, sequence, integration, and continuity form a sound content.

For the third component, the teaching methodology, instructional strategies and methods are the core of the curriculum. These instructional

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strategies and methods will put into action the goals and use of the content in order to produce an outcome. These would convert the written curriculum to instruction.

For the fourth component, the curriculum evaluation is an element of an effective curriculum. It identifies the quality, effectiveness of the program, process and product of the curriculum. Evaluation is also important so one could assess whether the objectives and aims have been met or not, he could employ another strategy which will really work out.

In summary, the components of a curriculum are different but interrelated to each other. These four components should be always present in a curriculum. These are essential ingredients to have an effective curriculum. Curriculum methodology could not be effective if the content is not clearly defined.

1. Aims and Objectives of Curriculum Development

It is the first stage of curriculum development. It must be specified why the followers of the curriculum should follow it. The aim and objective of curriculum is to provide all round development of a child.

It helps to develop

Moral character Discipline Honesty Cooperation Tolerance Brotherhood

It develops mental abilities such as

Thinking

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Wisdom Reasoning Judgment

Curriculum intends to change behaviors such as

Attitudes Interests Values Creative ability.

It develops right type of beliefs towards

Religion Traditions

Guidelines for preparing Secondary School Curriculum in Pakistan

1. Prepare the students for the world of work, as well as pursuit of professional and specialized education.2. To develop the personality of students as educated citizens of an Islamic State and peace loving citizens of the world.3. To ensure that all boys and girls, who want to enter secondary education are not deprived of their basic right because of non-availability of school.4. To design a system of recruitment, training and selection of teachers in a way that well-qualified and trained teachers are available for all subjects offered at secondary level.5. To prepare and make available such teaching-learning material which makes learning rewarding and attractive.

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6. To introduce a system of evaluation that emphasizes learning of concepts and discourages rote memorization.7. To remove ambiguities and contradictions in the operations of 3-tier system of education and design rules and regulations that ensure smooth functioning of the system.8. To adopt a balanced approach towards integration of technical education and evolve a system which is cost-effective and practicable.

2. Contents This is the second component of curriculum. What activities the learners are to do and what skills, knowledge, values are to be transmitted to them. Content is offered to achieve the aims and objectives of curriculum.

Content is defined as information to be learned in school, another term for knowledge. Content must take into account environment in which the course will be used, the needs of the learners and principles of learning and teaching.

Content comes in any form like Audio Text Video

Keeping in view the aims and objectives, a course outline is developed which is called Syllabus. Following the course outline textbook is developed by the authors. Contents are determined keeping in view the requirement of the

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discipline, society and student. Various procedures are used in the selection of content.

Content SelectionSome of the procedures being followed for content selection are as follows:

1.Judgmental Procedure:

This procedure of selection is based on judgment of curriculum designer. This is a subjective procedure as it depends on the knowledge and interests of curriculum designer. The curriculum designer’s judgment hardly leads to the best selection of subject matter.

This procedure is affected by

Prejudice Biasness2.Experimental Procedure:

The content is selected on the basis of experimentation with reference to certain criteria. This method is

Objective Reliable

3.Analytical Procedure:It is the most widely used methods of content selection. There are three forms of analytical procedure.

First is activity analysis in which the purpose is to discover general kinds of activities engaged in by people of a given national group or region.

Second is job analysis to determine what should be taught in the professional preparation of teachers.

Third is the analysis to determine generally useful knowledge and skills.

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Techniques of this process involves interviewing, analysis of job or activity of the worker, questionnaire, observing the performance of people.

4.Consensual Procedure:The consensual procedure is the way of collecting people’s views about what they believe the curriculum should be. The content is selected with reference to certain criteria by a group i.e. subject experts, curriculum experts, teachers etc. This procedure is

Dependable Reliable

The elements of the content are arranged in logical order i.e. simple to complex, known to unknown.

Characteristics of Good Textbooks

1. Aims and Objectives:A textbook of quality aims to achieve set goals such as:

Meets the needs of children at their level. Meets the needs of curriculum. Meets the needs and expectation of parents and teachers. Corresponds with national goals and aspiration of society also with

educational goals.

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2. Contents:The content of good textbook has following features:

Interesting Motivates students Comprehensive, authentic, appropriate and suitable to wide range of

students of abilities and backgrounds. Relevant with the experiences of students and everyday life. Matches development stages of the learner. Simple and understandable language and explanations. Organization of content simple to difficult, known to unknown. Compatible with the values of the society.

3. Technical Quality: Attractive cover Photographs, diagrams, graphs and illustrations should supplement the

text. Colored photographs and illustrations. Good quality of paper. Appropriate sized words. Good and long lasting binding. Affordable price. Appropriate size of textbook.

4. Teaching Methods: Suitable for the use of teacher. Relates with training of teacher. Facilitates various teaching methods.

5. Evaluation: Results in observable learning outcomes. Gives students a sense of achievement.

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3. TEACHING METHODOLOGY It answers the question about how the selected content is to be delivered to the students to achieve objectives of the curriculum. A teaching method comprises the principles and methods used for instruction to be implemented by teachers to achieve the desired learning or memorization by students. These strategies are determined partly on subject matter to be taught and partly by the nature of the learner.

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Models Of TeachingThe aim of teaching model is to produce effective teaching. Following are the four general models of instruction that are considered important in curriculum:1. Information-Processing Model: This model focuses on increasing students ability to think, seek, organize, interpret and apply information. This model is based on:

Concept formation Inquiry learning

2. Behavioral Model: This model makes use of the ideas about manipulating the environment to modify behavior of students. This model is based on

Mastery Learning Direct Instruction

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3. Personal Model: This model encourages self-exploration and development of personal awareness through non-directive teaching methods.

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4. Social Model: It focuses on learning from each other e.g. group teaching. It relies on students social and personal values. Use group inquiry and problem-solving strategies.

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Methods Of Teaching1. Teacher-Centered Methods:Lecturing is the most frequently used teaching technique in higher education. Over the

years it has developed a bit of a bad reputation because it encourages students to be

passive learners who neither contribute to the class through discussion nor engage in

critical thinking or problem solving. Many teachers would disagree with this criticism of

the lecture; they argue that if used appropriately, the lecture is a very effective

technique. There are ways to make lectures more active and student-centered.  For

example, ask an open-end question and have students discuss the answer in small

groups and then call on a few groups to report back.

This method includes: Guided discussion Lecture Lecture discussion Tutorial

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2. Student-centered Group Methods:Student-centered learninHHHNTYg, also known as learner-centered education, broadly encompasses methods of teaching that shift the focus of instruction from the teacher to the student. In original usage, student-centered learning aims to develop learner autonomy and independence by putting responsibility for the learning path in the hands of students.

In a student-centered method, students choose what they will learn, how they will learn, and how they will assess their own learning.

This method includes:

Brain Storming:

Brainstorming is a group creativity technique by which efforts are made to find a conclusion for a specific problem by gathering a list of ideas spontaneously contributed by its members.

Debate

Interview22

Listening and observing

Panel

Group Projects Case Studies Role play and Simulation

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Seminar Workshops Visits and field trips

3. Individual Student-Centered Methods: Assignment Distance teaching and learning Computer assisted learning Programmed learning

The learning material is in a kind of textbook or teaching machine or computer. The medium presents the material in a logical and tested sequence. The text is in small steps or larger chunks. After each step, learners are given a question to test their comprehension. Then immediately the correct answer is shown. This means the learner at all stages makes responses, and is given immediate knowledge of results.

Practical

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4. EVALUATIONFor the fourth component, the curriculum evaluation is an element of an effective

curriculum. It identifies the quality, effectiveness of the program, process and product of

the curriculum.

Curriculum evaluation ranges from estimating the performance of a single child in a course through the evaluation of specific instructional materials, methods, activities and techniques to the evaluation of an entire curriculum. curriculum. A comprehensive curriculum evaluation is concerned with the worthwhileness of the curriculum components, and the information provided is for the sake of facilitative decision making at the various stages of curriculum development.

Difference between Assessment and Evaluation:

Assessment:

• Focuses on learning, teaching and outcomes.• Not graded.• How learning is going.• It provides information for improving learning and

teaching.• Assessment is an interactive process between

students and faculty that informs faculty how well their students are learning what they are teaching. The information is used by faculty to make changes in the learning environment, and is shared with students to assist them in improving their learning and study habits.

• Determine the progress of student’s learning. • Provide each student feedback about his progress.

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• Obtain feedback about effectiveness of teaching strategies and curriculum material.

Evaluation:

• Focuses on grades.• What’s been learned.• May reflect classroom components other than

course content these include discussion, cooperation, attendance, and verbal ability.

What to Assess?• Content: Knowledge, understanding, concepts.• Skills: Competencies of students in various

skills. E.g. Teamwork, leadership, communication, problem solving.

• Behaviors: Attitude, Interests, values.How to Assess?

• Observation• Written tests• Practical tests• Oral Questions/tests

1. Objective type questions (true/false, multiple choice, short answer question etc.)

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2. Long Questions• Examine student’s notebooks

Types of Curriculum1.Written Curriculum:

This refers to a lesson plan or syllabus written by teachers. 2.Taught Curriculum:

This is about the implementation of the written curriculum. Whatever is being taught or an activity being done in the classroom is a taught curriculum. E.g. Lectures delivered by teachers.

3.Supported Curriculum:

Any resource a teacher uses to help him teach his students is an instructional material. Instructional materials, such as textbooks, audio visual materials, internet are examples of support curriculum. It helps teachers implement a written curriculum.

4.Assessed Curriculum:

When students take a quiz or the mid-term and final exams, these series of evaluations are assessed curriculum.

5.Learned Curriculum:

This type of curriculum indicates what the students have actually learned. It can be determined by the results of the tests.

6.Hidden Curriculum:

This refers to the unplanned or unintended curriculum but plays an important role in learning. Examples of the hidden curriculum include the lessons students take from practices, such as standing in line, raising hands to be called on and following a rigid class schedule. It is what children learn from the attitudes of teachers and administrators.

7.Null curriculum:

Is any subject matter that is not taught in school, which can give students the impression that these materials are less important. For example, in American

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schools, the culture and history of many non-Western people is often covered only slightly or sometimes not at all.

Characteristics of Good Curriculum

1. Development of individual.2. Fulfillment of the needs of the society.3. Fulfilment of educational needs.4. Flexibility in the curriculum.5. Balanced curriculum.6. Relevance of curriculum7. Recognition of individual’s experience and integration.

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BIBLIOGRAPHYhttp://keydifferences.com/difference-between-syllabus-and-curriculum.html#ixzz4Q9ZPZZethttp://olga-syscurriculum.blogspot.com/2011/05/4-components-of-curriculum-cayadong.htmlhttp://iosrjournals.org/iosr-jhss/papers/Vol17-issue2/I01725968.pdf?id=8357http://www.slideshare.net/julietacabiles/curriculum-contentcontentppthttp://www.slideshare.net/6172315/selection-of-contenthttps://en.wikipedia.org/wiki/Teaching_methodhttp://www.slideshare.net/AileenAsim/models-of-teaching-11201700http://www.usask.ca/gmcte/resources/teaching/tc_approachhttps://en.wikipedia.org/wiki/Student-centred_learning https://en.wikipedia.org/wiki/Brainstorminghttps://en.wikipedia.org/wiki/Programmed_learning

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