Curriculum Development & DS t: B bielCURRICULUM — DEVELOPMENT & INSTRUCTION For B.Ed. M.Ed. M.A Edugati Asma Khizais | — Bs} Lecturer & Ph. D peger = gS Misbah | =e Lecturer & Ph. D Schota Humaira Tabassum Razia Asim |. Desba imdad. Ghulam tanees Imdad Ghulam. Zainab. Dp @ MAJEED [=a | BOOK DEPOT | 0237311494, 37355197 ett || 1 Floor Rasool Plaza Aminpur Bazar, Falsalabad. 049-254%822 6th Road, Rawalpindi, 051-4423048 Email: [email protected] |yo Copyright © All rights reserved. No part of this Publication m be reproduced, stored in a retrieval system, , transmitted, in any form or by any. megy, electronics, mechanical, photocopying, recording gy otherwise, without the prior permission Of the Author and Publisher. Author: Prof. Dr. Pervez Aslam Shami Publisher: Kashif Mukhtar MAJEED BOOK DEPOT Urdu Bazaar, Lahore. Ph: 042-3 7311484 ZA Printers Price: : Rs. 200/- A NOTE: Although every care has been taken in 4 book, yet the Publisher/Authors witl nin be erating of this for any printing error or omission, However a Tesponsible the improvement of the book (including pringa Stions for any) will be welcomed anq incorporated in ee Tors, if editions of the book. 2 SubsequentCONTENTS Concept of Curriculum 1.1. Definition of curriculum 1.2. Curriculum, syllabus, textbooks 1.3. Components of Curriculum ‘ 1.3.1. Aims & Objectives 1.3.2. Contents 1.3.3. Methodology 1.3.4. Evaluation 1.4. Characteristics of a Good Curriculum 1.5. | Future Curriculum Trends Foundations of Curriculum / 19 2.1. Islamic Foundations 2.2. Philosophical Foundations 2.2.1. Contribution of -Philosophy towards Education 2.3. Psychological Foundations 2.3.1. Relationship between Education and Psychology4 2.3.2. Contribution of Educational Peet, in Education 2.4. Sociological Foundations 2.4.1. Relationship of Education and Socioigy 2.4.2. School and Society Models of Curriculum Development as 3.1. Tyler Model of Curriculum Development 3.2. Kerr’s Model of Curriculum Development 3.3. Taba’s Model of Curriculum Development 3.4. Curriculum: Theory and Practice Types of Curriculum 4 4.1., Subject Centered Curriculum 4.2. Child/Student Centered Curriculum 43. Activity Based Curriculum 4.4, Teacher Centered Curriculum 4.5. Integrated Curriculum 46. Multidisciplinary Curriculum 4.7. Hidden Curriculum 4.8. Core Curriculum5 Curriculum Development 6 5.1 General Curriculum Framework ay 5.2 Principles of Curriculum Planning 5.3 A Developmental Curriculum Model 53.1 Developmental Curriculum Stages 5.3.2 Educational Elements for defining Objectives 6 Formulating educational objectives 77 6.1. Aims, goals and objectives 6.2 Taxonomy of Educational Objectives 6.2.1 Cognitive Domain 6.2.2 Psychomotor Domain 6.2.3 Affective Domain : 6.3 Solo Taxonomy 6.4 Objectives of Science Education at Elementary Levels : 6.5 A Style of Writing Curriculum Objectives 7 Curriculum Content 99 7.1 Criteria for Content Selection 7.1.1 Self- sufficiency 7.1.2 Significance7.1.3 Validity oli 7.1.4. Interest of Students : - 7.1.5 ° Utility 7.1.6 Leamability 7.1.7 Feasibility 7.2 Procedures of Content Selection 7.2.1 Judgmental 7.2.2 Experimental 7.2.3 Analytical 7.2.4 Consensual 7.3 Criteria for Selection of Learning Experience 7.4 | Content Organization 74.1, Sequencing of learning experience. Vertical and Horizontal, 7.4.2g Progression of Learning Activities-Lineat and Spiral 75 Development of Instructional Material 8 Teaching Methods/ Instruction 107 8.1 Characteristics of Teaching 82° Styles of Instruction 8.3 Model of Teaching8.4 Teaching Approaches 4 8.5 Teaching Methods 8.5.1. Teacher Centered Methods 8.5.2. Student Centered Group Methods 8.5.3. Student Centered Individual Methods 8.6 Processes of Teaching 8.7 Effective Teaching 8.8 Learning Styles Curriculum Implementation & Evaluation 117 9.1. Curriculum Implementation 9.1.1 Mobilization ‘ 9.1.2 Implementation 9.1.3 Institutionalization 9.2 Curriculum Evaluation 9.2.1. Types of Evaluation Formative evaluation “Summative evaluation 9.2.2 Major Purpose of Evaluation 9.2.3. Methods of Curriculum Evaluation 9.2.4 Tools of Curriculum Evaluation 9.3 A Tool for Curriculum EvaluationFo Curriculum Development in Pakistan 4H 10.1. Legislations: Act of 1976 and 18 Amendment 10.2. Development of School level Curriculum 10.3. HEC and University Level Curriculum 10.4. Major Issues and ~ Challenges ia ‘Curriculum Development q @ REFERENCES 44.Curriculum Development & instruction ee CONCEPT OF CURRICULUM - “The aim of education should be to teach us how to think, rather than what to think and how to improve our minds, so as to enable us to think for ourselves, than to load the memory with the thoughts of other men.” (Bill Beattie) “Curriculum is the tool in the hands of artist (teacher) to mound his material (student) according to the ideals (aim & objectives) in his studio (school) .” (Curringham) Curriculum is the soul of the process of education. It is the heart of the educational institutions and the mind of the course and all that only goes with identifying the place of curriculum in the educational process. The structure of schooling and organization of education is linked with curriculum. The idea of curriculum is hidden in the: chariot tracks of Greece i.e. a ‘course. But the way we understand and theorize has changed with the progress of human beings and development in education. Many changes are occurring in the world with a great pace that demand changes in schooling and revamping of curriculum to prepare individual for the present and future environment. Curriculum is the major source to bring quality in education. Any effort for the quality improvement of education must be directed to the'curricula, which hold pivotal position in education system. Education imparted ant any level has to be inyo 2 B.Ed. M.Ed. M.A. Educati,, a Ee ee accordance with aims and objectives laid down in educations): policies of the government. Professional’s educators for children of different age groups than translate these in the form, of curriculum. Curriculum guides the teacher, the students ang the parents about what to teach, how to teach whom to teach and up to which level? - 4.1, Definitions of Curriculum The 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”. This meaning does not inform enough specifically and intelligently. For the definition of curriculum, people would say that the curriculum includes English, Mathematics, Social Studies, Science and Music etc. However, that would certainly tell very little about leaning experience students be engaged in or what it is hoped students might achieve as a result of experiences. There are a number of definitions of curriculum: ; According to JF Kerr (1968) curriculum is “all the learning which is planned and guided by the school, whether it 's carried on in groups or individually, inside or outside the school.” H. Rugg states, “The curr iculum is really the entire Program of the school? S work. It is essential means of that you and your teachers do, thus it u , being mad ivities, the things done and of the m; 'g made up of the activitie: : aterials with which they aré done” To M. Johnsin (1967) «, of intended learning Outcomes, anticipates) the results of ins: curriculum is structured series Curriculum prescribes (or least truction. It does not prescribe the wgas: «ene RiaCurriculum Development & Instruction means i.e. the activities, materials, or even the instructioy contents to be used in achieving the results. The curriculum has teference to what is intended that you learn not what it is intended that you do.” G.A. Beachamp (1968) says curriculum is “a design of social group for the educational experiences of their children in school. “ A close look at these four definitions reveals that what actually takes place both inside and outside the school is curriculum. Curriculum is a written plan that drives instruction. It delineates the skills and concepts taught and evaluated to enhance student achievement. It is intentionally designed to meet district, state, and national goals and standards. More broadly curriculum is anything and everything that teaches a lesson, planned or otherwise. Humans are born learners, thus the learned curriculum actually encompasses a combination 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 inhabits a school — from the janitorial staff, the secretary, the cafeteria workers, their peers, as well as from the deportment, conduct and attitudes expressed and modeled by their teachers. Many educators are unaware of the strong lessons imparted to youth by these contacts. The definition of the curriculum, which researcher favour, is that of Stenhouse (1975) - “A curriculum is the means by which the experience of attempting to put on , educational proposal into practice is made publicly available. It involves both content and methods and has widest application in the institutions of the educational system.” Curriculum is the set of planned activities undertaken in and outside the school.B.Ed. M. 1.2. Difference between Curriculum, Sytlabyg and Textbook People sometime confuse and equate curr; with syllabus or textbook. Syllabus means a short statemen, or table of headings. It is just an outline of topics of g course for a given period- may be a year or leading tg examinations. Syllabus is a part of the curriculum. Syllabus is followed to write textbooks by the author(s). So syllabus is book oriented while the curriculum is not. Syllabus lays more stress on learning and memory of a prescribed course framework. On the other hand the scope of curriculum is very wide. It is able to comprehend every aspect of the descant’s life, seeks to satisfy all his requirements and to develop every aspect of his personality. Hence the syllabus becomes part and parcel of curriculum. Thus the two terms should not be treated as synonymous. In addition to the syllabus, the curriculum also includes various types of co curriculum activities and various parts of educational environments. Though the syllabus from the basis of curriculum in the school yet it is improper to restrict the curriculum in this manner. 4.3. Components or Elements of Curriculum The process of curriculum develo, tarts pment i answering of three questions Why : ; with 5s ? So we have to think urriculum ink in advance. To an: yestions We need to know the components of C; nswer these i ig jntertetationship wriculum and 4 LL»_ Curriculum Development & Instruction " 4.3.1. Aims and Objectives Why do we need a curriculum? Curricultim provides means for the all round development of a child. It involves human experience, culture and civilization which are transferred to new generation. It helps to develop moral Hl character, discipline, honesty, .cooperation, tolerance and brotherhood. It develops mental abilities such as thinking, wisdom, reasoning and judgment. Curriculum intends to a change behaviors such as attitudes, interest, values and creative i ability. It develops right type of beliefs towards religion and traditions. It is the first stage of curriculum development. Aims and objectives of the curriculum are identified keeping in view the society, student and discipline (subject). AIMS Mm —-9 EVALUATION CONTENTS <———________» METHODOLOGY a Kerr’s CURRICULUM DEVELOPMENT . MODEL = The aims and objectives of curriculum usually focus following aspects:Foe eee é : B.Ed. MEd. NA, 1, - National interests and priorities | 2. Social issues 3. Public opinion and aspirations 4. Developments in disciplines 5. Standards in education 6. Individual’s needs 7. Needs of the future 8. National knowledge heritage ™ 1.3.1.1. Sources of Aims and Objectives ' _ Following are the sources from where the aim and objectives of the curriculum are derived and formulated: a. Society b. Students c. Discipline 1.3.1.2. Domains of Aims ang Objectives ims and objectj divided into three categories as under: wee . Cognitive Domain. Knowledge . Affective Domain. Behaviors Psychomotor Domain. sing a. c.Curriculum Development.& Instruction 1.3.2. Contents What is to be offered (content) to achieve the set aims and objectives? Keeping ‘in view the aims and objectives learning experience are selected from the subject, life of student and society and are arranged in order. In this way a course outline is developed which is called syllabus. Following the course outline textbook is developed by author(s). Selection of content for the textbooks is a difficult task and the knowledge explosion in all the fields has further increased the problem. The curriculum designers are faced with this challenge- what to include and what not to include. Contents are determined keeping in view the requirements of the discipline, society and students. Various procedures are used for the selection of content, Contents of the curriculum usually cover major areas or components of a discipline. Keeping in view the level of schooling- primary, secondary etc., class or grade and age of students topics from the contents are selected which formulate syllabus. Syllabus is a representative sample of the discipline/ subject. Treatment to a topic is also decided meaning to what depth it will be taught. Bruner ( 1960) supports the building up of curriculum on structural components of the discipline. Basic or fundamental ideas and concepts are considered essential to develop proper understanding as well as build up knowledge. Sense of structure of the discipline emerges through the use of concepts and generalizations. Traditionally contents of a discipline are organized following subject based approach. In this approach subject matter enjoys a central place to which ‘Taba (1962) has expressed some reservations. Firstly, subject matter alone does8 B.Ed. M.Ed. M.A. Education bases for well rounded education, secondly, it prevents a pursuit of inter disciplinary leaning, New trends call for elimination of undue divisions of disciplines and integration of applied areas with academic ones. 4.3.3. Methodology Instruction is the integral part of the curriculum. How the selected content to be delivered or taught to the students to achieve objectives of the curriculum? The aims of curriculum are achieved with the help of teaching methods through selected content- leaming experience. Different teaching methods are used for providing learning experience and bringing desirable changes among the students. Aims and contents guide to select methodology. Teaching methods are identified to teach the subject matter that is more suitable to achieve the objectives. It also involves training of teachers to teach the content. _ $ : not provide sufficient Significant advances have been made in the area of cognitive growth- knowledge development which are being utilized for the development of teaching learning process. The growing body of curriculum literature provides sufficient bases and ideas which are adequate to translate educational progr” into practice. Emerging trends and patterns are unfolding the teaching learning process towards effective teaching methods. The curriculum Considers that the way we treat subject matter as well as children constitutes method. The treatment is focal point of teaching. We teach children to learn. Hence central role of curriculum is to Promote leaning in acco! a, with desired contexts. Curriculum expect teacher is to facilitator, communicator and interactive, However the aims ecurrigulum Development & Instruction ‘ teaching should be directed towards achieving sct’ goals through planned learning experience of the selected contents, Types of Teaching Methods Teaching methods can be divided into two groups: Teacher Centered methods- e.g. Lecture method b. Student Centered methods- A Student centered individual methods- eg. ‘Assignment method . ii. Student centered group methods e.g. Discussion \ method 1.3.4. Evaluation To study the overall impact of curriculum procedures for evaluation are determined. The information thus collected helps to revise and bring about meaningful changes in the objectives, content and teaching methods. The evaluation requires judgment on the value of material and methods for given purposes. It also includes quantitative and qualitative judgment on the extent to which material and methods satisfy criteria. It involves use of a standard of appraisal. The level of students’ attainment is evaluated by tests. The results show the effectiveness of objectives, textbooks, eaching methods and method of examination. The © interpretation of evaluation of curriculum provides feedback about its components. These components are then improved oF . Modified to achieve the objectives.+ assessment and. evaluation jg ts ajor focus OF tudents. Assessmeny ; THe Thing and leaning of te SUEY SS TS Mea | improve teaching 20° student's performance. Tglish paeear » js used to assess A easly the term assessmen: 1S ti ie ee of the students and the term evi 7 edi ne i such as og ae performance of the ed oe ie at i . : textbooks and curriculum. In Am ogy: ume i th assessment of students ang the term evaluation includes bo evaluation of curriculum. Assessment is considered as a continuous process and part and parcel of teaching and learning. However, assessment should have the same ingredient as of learning situation ‘ie, / purposeful, interesting, enjoyable and challenging. A. WHY TO ASSESS? | ‘ The important purposes of assessment are as under: 1, To determine. the extent of achievement of set objectives, To determine the extent of Progress of student’s learning 3, To Evie feedback to each student about his progress in his/her achievements Tegarding specified concepts, understanding Proce: f : SS skills, mani i ills, ' attitudes and other desired couenee aspects, 4. To obtain feedb; ack about the effecti : : fe Strategies and curriculum materia ere 5. To determine }, i : Carning di i 4 8 difficulties of students. To determine remedial action: ; isum Development % Instruction _ Cc. * ‘To motivate students To grade students for promotion ‘ To direct the students in accordance with their abilities and interests. WHAT TO ASSESS? Major domains or areas for assessment are as under: Contents: Knowledge, understanding, application of scientific facts, principles and concepts. Skills: Competencies of students in various skills. Behaviors: Attitudes, _ interests, values and appreciations. HOW TO ASSESS? Information is considered more reliable when obtained through more than one method. Following are some of the techniques, which can be used by teacher to assess the achievements of set objectives of feedback from teaching and learning science. i. ii. iii. Observation Written test- traditional style, ‘open book test, Pre- publicized test Practical test Oral questioning/iest tome work: Examining student’s records and daily work such as notebooks, practical books, project reports \ —_—— "10 roe nN A Kk42 vi. vii. D. used for asking questions orally a Different types of q arious competencies and abilities. The questions are B.Ed. M.Ed. M.A. Educatig nm Assignment Project TYPES OF QUESTIONS There are different types of questions, which can be assess va usually categorized into two major groups. questions i. is well as for written tests uestions are used in testing procedures to Objective types questions and Essay or extension type Objective type questions include: a. b. g h. Alternate response items (True and false) Rewrite items Completion items Multiple choice items Matching items Structured items Short answer questions Labeling diagrams Subjective Type Questions includes “a. b. Essays Extended questionsCurriculum Development & Instruction 1.4. CHARACTERISTICS OF - GOOD” CURRICULUIM : The major aim of education is to enable the individual to adjust in the society. The education needs to cater the interests of the individual as well as of society to prepare the child for the future. This can only be achieved if the curriculum is comprehensive including all the aspects of education. The characteristics of good curriculum are as under: 1. Development of Individual The purpose of education is ‘to facilitate over all development of the individual. It not only focuses intellectual development of the learner but also physical, social and moral development. The curriculum represents total learning experiences and purposeful activities. A good curriculum offers balanced activities to develop all aspects of the personality. It provides essential knowledge and skills for students to enable them to adjust in the society and caters the personal and social needs. 2. Fulfillment of Needs of the Society The society needs literate citizens and experts to run its _ affairs. There are many services and occupations in the society. Education fulfills the demands of the society through curriculum. Curriculum of general education fulfills the common needs and specific curriculum prepares people for specific tasks. 3. Fulfillment of Educational Needs Education prepares the learner for the times to come. It is obvious that a good curriculum visualizes those changes and14 B.Ed. M.Ed. Ma, Eat, “facilitates the preparation of individuals who have Phage understanding of the then world and have appropin knowledge and skills to be useful for self and society. Ty: students have different types of aspirations. A good Curricuy provides opportunity to the learners to realize his Potentials and aspirations. 4 Flexibility-in the Curriculum Curriculum needs to be flexible and accommodating | with regard to the learner. It should not be followed blindly and rigidly without caring the learner. While framing the curriculum, the needs and interests of the learners are given due consideration. In this way things are not forced or expected to do for which they are not ready. A good curriculum also facilitates the learner to study the material in a sequence of his or her interest. J 5. Balanced CurriculumCurriculum Development & Instruction 45 ee 1 Recognition of Individual’s Experience and Integration . New learning and new experiences become more meaningful when built upon previous knowledge and experiences. Teaching needs to integrate an idea with others and involve a re-organization of previous experience into new learning experience. Teacher should consider various parts of previous knowledge and build upon new learning experience. ° 8. Real Life Situation School does not function in isolation but it is an essential component of the society. Obviously teaching and learning should have relevance with life and society outside schoo’, The teaching should establish realization that whatever studeats study in school is a part of their life. Teacher should develop relationship between school and life situations, outside the school. i, Future Curriculum Trends Knowledge explosion and changes : occurring throughout the world also demands changes in school and university education if we want to prepare our students’ for the : present and future environment. Critics have pointed out that some aspects of education are not adequate to prepare the students for time to come. Technology has advanced tremendously and forecast is that this pace is going to continue. Technology has emerged as a force compelling schools and universities to implement it inthe curriculum. Computer and internet are here to’ stay. Many: -institutions being alive to the need have focused technology in -:a ” A B.Ed. M.Ed. M, 16 ae A. Educatig, . the curriculum. Consequently formal, institutions 8, offering online courses and e-enrolment is increasing day RY day. There are now examples of schools and Universities becoming completely wireless and all students lap top holders, Internship programs are going to be an essential Part of the curriculum. It will orientate them with the type of jobs that are available in the world of work. Curriculum needs to train the ‘students and develop saleable skills for jobs which are * awaiting them. - Now a day there is strong resistance to admit those students who do ‘not have recognized degrees, diploma and certificates. This may change as lot of students now study at home and read courses of their own interest beyond the boundaries of combinations. The number of home schooled students is going to increase and the schools and universities have to chapge their policies and open their doors for such students to enjoy curricular and co-curricular activities. Technology is becoming common and going to be accessible by all. Curriculum has to address and emphasize the teaching of technology as Major part. This Tequires a drastic change in curriculum. Software companies will dominant role in designing curriculum as they will be the one which are making it. Teachers have to be trained in technol wil, be instrumental to implement Curriculum It is the teacher who is going to teach the; developed programs. , br logy because they in the classroom. m how to use theCurriculum Development & Instruction Students need to be educated properly where’ ever they are. Instead of emphasizing foreign languages ‘students may be taught in their mother or local language. Students will ‘have. ibooks. instead of traditional textbooks. Price of a lap top is going to much less than a set of | course books. 1. Express views of scholars and educationists about curriculum and state your own views? 2. Why do we need to have curriculum to educate children? Discuss 3. Explain Components of curriculum? 4. Describe characteristics of bad curriculum? 5. You did your SSC (matric) by following secondary school curriculum. Discus was it a good curriculum with reference to its characteristics?\ Curriculum Development & Instruction 19 es FOUNDATIONS OF CURRICULUM 2.1. Islamic Foundations Education in Islam is primarily a tool for constructing a God oriented society and shaping the way of life. It forms the spiritualist world outlook of the students. This is what the Quran means when it says: “O mankind, worship your Lord who created you and those before you.” Our Prophet Muhammad - (PBUH) delivered the message and trained those who embraced Islam both in theory and practice of worship. He made His life and conducts an example for the mankind. 2.11 QURAN DECLARES “Behold! In the creation of the heavens and the earth, And the alternation of Night and Day, There are indeed signs for men of understanding.” . . “Say: Are those equal, those who know and those who do not know? It is those who are endued with understanding that Teceive admonition.” “God ‘will raise up, to (suitable) ranks (and degrees), those of: you who believe ‘and who have been granted knowledge.” :3S B.Ed. M.Ed. M.A. E; Even the Prophet Muhammad (PBUH) was co ; to pray to Allah for more knowledge. Neg 2.1.2. Sayings of the Prophet (PBUH) Numerous authentic Ahadith provide an ample evidence of the immense interest and respect shown by the Prophet (PBUH) for education and its spread. All of these glorify and celebrate the learned. We have the occasion to quote a few. “The learned men are the heirs of the Prophets.” “One learned man’ is better than thousand ignorant worshippers.” “The ink of scholar is more precious than the blood of the martyr.” “Of all the labour for which one may take reward, teaching is the most deserving.” . “Educate your sons; they must live in a time different from you.” : “Man.is learned as long as he seeks knowledge; if he thinks he has acquired all knowledge he becomes ignorant.” “Everything in heavens and earth pray that learned men be forgiven.” “The death of a tribe is a lesser tragedy than that of a learned man.” “Whoever follows the road of seeking knowledge. will show him the road to Paradise.” (From Al-Gis:) Lf GodCurriculum Development & Instruction The Quran and Islamic teachings is the road to the spiritual and moral development of individual. Education prepares an individual to distinguish between good and evil and right and wrong. Islamic foundations provide guidelines for balanced and integrated education. So that education can develop the whole man by focusing moral and spiritual growth as well as physical, emotional und intellectual growth.’ To achieve these goals education offers experience for exposing individual to the knowledge and skills of what is good for human and useful in managing the affairs of life. The acquired knowledge is integrated with the revealed knowledge and * harmonization of what is useful. These foundations lead to ensure proper and balanced moral, spiritual, physical, emotional and intellectual development of the individual. Educational aims in Islam do not arise out of an ongoing experience. Since they are natural laws, they are fixed and thus form perfect educational ideals. These fixed and perfect aims perform three normative functions. First they “give direction” to the educative process and also determine the role of the teacher in achieving them. Secondly, they “motivate” the learner to accomplish them. Thirdly, they provide the educator with “criteria” for evaluating the education process., Natural laws as referred ‘in the Quran are source of knowledge for human being that does not change. The,study of nature, of the heaven and the earth, is enlightening for the men of understanding. The alteration of day and night enables them to measure serial time. They can know the ways of God and the laws of nature by observing all things of varying colots, mountains, rivers, fields of corn, gardens of olives, date palms, grapes and fruit of all kinds. Though all plants are watered with. _D.Ed. M.Ed, MA Educate Same water, yet vary in quality. The study of bi: under the sky makes us think how they are s Observing the clouds one wonders how they are invites to conquer all that is’in the heavens and the ; and day, and the sun, the moon, and the Stars, Knowledge of | the extraordinary world that the senses yield is not an illusion, | but a blessing for which we must be thankful. Teachings of | Islam form the foundations of education. | TdS poisg, © held Made. Gog | €arth: nj 2.1.3. Major Features Islamic foundations of education Contribute Belief: Faith in the Almighty Allah Values: Dignity of man equality, Lasting Peace, universal brotherhood, justice Spiritual, moral and intellectual growth 2.2, Philosophical Foundations What is Philosophy? Philo: sophy is a science of meaning, Teasoning, purpose and value of life. It is a set of a set of believes, ideas, values, cu: furnished by the philosophy, Philosophy is a set of values that act as a guide 7 * decision-making concerning education: ; Guide lines based ° Philosophy help to determine the purposes of subject matter~ : av the extent to which changes in the society will be addres, and the extend school should promote social change, Philosophies view that all cultural groups should improve, make progress and advance. In order to achieve this, it is advocated that in education there should be a desire to explore, to experiticht, to investigate, to advance learning and to improve living conditions. 2.2.1.CONTRIBUTION OF PHILOSOPHY TOWARDS EDUCATION 1. “From various philosophies, guidelines for education are derived. Each philosophy suggests objectives that need to be adjusted in education and curriculum. Some such implications are as under: 2. Teaching them to the new generation should preserve values, customs and knowledge acquired in the past. 3. Intellectual abilities need to be catered alongside the utilitarian knowledge by including relevant subject matter. It will help students to learn about reasoning, problem solving, analyzing, inquiry and mental skills. 4. Students must learn how to accept and adapt changes as " «+ =they occur. 5. Students 1 require techniques and skills i in experimentation : so that knowledge can be advanced. 6. Schools should be the leader in directing change. 7. Education should facilitate all students to their highest Potentialities.4 “B.Ed. M.Ed. M.A, Educay, h 2.2.2. Major Features Philosophical foundations of education contribute 1- Preserve values, customs and knowledge acquire i the past. 2- Intellectual abilities need to be catered alongside the utilitarian knowledge with emphasis on Teasoning problem solving, analyzing, inquiry and mental skills, 3- To accept and adapt to changes as they occur, 4 Techniques and skills in expérimentation so that knowledge can be advanced, 5- Education should facilitate all students to their highest potentialities. 2.3. Psychological Foundations Psychology is a science of both mind and behaviour. It refers to thinking or behaviour in a particular way. It has body of information and = that provide atte Gh ae ae Place and what methods and techniques should be used for imparting knowledge, skills, ee believes. To educate people’ education MUst be —_ 7 psychological principles. on Modern education aims at the ove, the learner’s personality. It emphasizes no, aspects but is also concerned aby opment including physical, mentay a f the individual learner, moral aspects Tall development of * only the intellectual : _ "©. harmonious » Social, Teligious and KE2.3.1. Relationship between Educatic:, ang Psychology Psychology is the ‘study of human behavior and therefore has much to offer in understanding of education, problems relating to the learner, the processes of learning and the conditions of learning. Education has turned to psychology for knowledge about learning. and teaching. It provides guidelines for teachers as well as for curriculum planners and helps to create more efficient learning environment. Education is intended for the learner and learner has specific needs, interests and developmental patterns. The education having desired value system drawn from philosophical foundations and knowledge and skills based on the needs of the society: will not be operative as such. It is because these have been formulated without the knowledge about the learner. The psychological foundations highlight the characteristics of the learners and their implications for education. Educational experiences: thus focus. awareness of self, opportunities of exploration and activities of academic, vocational and social nature. . 2.3.2. Contribution of Educational Psychology in Education The learner is a dynamic individual who creates a world» of his own through learning. Learning is a growth and growth is a change. Psychology. lends support to understand learner, leaning and learning process. It guides how to communicate (teaching methods) with learner. It reflects that leaming is not confined to Memorization but memory does play a part inos 26 B.Ed. M.Ed. M.A. Educatio, eae learning. Learning modifies old responses and helps to acquire new ones. Educational psychology devzlops awareness of learn; process. Learning takes place through interaction with the | environment. Thus it becomes vital to offer learning experience | with activities that permit learner to act and react. | Psychological knowledge helps to find out ways to offer learning experience. For example, information of psychology reflects on the capacity of the learner to learn. It Points out that the capacity of learner can be increased by Proper experience. It implies that education should offer learning experience in such a way that should be appropriate to the mental level and grade of the learner: 2.3.3. Major Features Psychological foundations of education contribute a Human needs (physical & mental such as need for love and affection, achievement, belongingness, self Tespect, understanding of self and €conomic security) 2. Developmental Stages (sensorimotor, Preoperational Concrete operational & formal operational), 73. Readiness, 4. Pace and individual differences, 5. Motivation ioscurriculum Development & Instruction - ee 7 2.4. Sociological Foundations L Sociology is the science of group life and culture is its product. Sociology is related to the nature and development of the society and social behaviour. Education is expected to produce social integration, equality, justice and harmony in the society. Sociology provides guidance to select knowledge,’ skills and attitudes for educating people. Educational guidelines are derived from the society, in which educational system operates. All educational aims are society based: The sociological foundations provide guidelines to’ shape education in the areas of concern such as: Education should derive its goals from the needs of the e society.” ¢ — . Education should be designed on the basis of identified needs and schools should play their role to achieve them. . Educational experience, should be selected accordingly and educational , facilities must be available and appropriate’ methods must be derived to achieve Purposes. Pa ° { “. -Sagial growth of a child is a very significant: process. The social efficiency of the child affects his/her entire life. Helshe lives in a changing world and education should enable rt meet the challenges of the dynamic world.28 . B.Ed. M.Ed. M.A. Education 2.4.1, Relationship of Education and Sociology do all- a mission impossible, Teacher succeeds by showing commitment to students, to exhibit ideal behavior and hard work. Teacher possesses specialized knowledge and applies it when conditions demand, Teachers are expected to care students they serve and have ig. Society looks for more in passion for teaching and learniny teacher than the ability to transmit knowledge and to teach skills to students. He is expected to demonstrate to be enlightened, hardworking and virtuous. Society expects teacher to _— There are many social issues that affect education such > / as education of all students, public expectations, national goals, be standards of living, socio-economic problems etc. Even though there are different agencies to address these problems but people expect education to do all. Society expects that missing should be included in education and what has already been L included should be modified. Moreover what should be Z medium of instruction and what subjects should be emphasized } in school. It makes a challenging task for the educationists. 2.4.2. School and Society There is a close relationship between the society and school. Society is a group of people and school is an institution set by the society to meet the needs. All philosophers emphasize intellect and consider education as the means to : wee human intelligence, The development and progress of eae depend on human intelligence. The existence of igs also depends on their ability of adaptation: Thecurriculum Development & Instruction 2 ee education enables individuals to adapt to their social ® environment. The progress of the society depends on proper education of young generations. The values and ideals of the society are imparted to children for existence of the society. Thus the role of the society in establishment of schools is obviously important. Following are major functions of society towards education: The society should establish good schools. Trained and efficient teachers should be appointed in schools to offer quality education. The school should facilitate in physical, intellectual, emotional, social, cultural, aesthetic, spiritual and vocational development of the students. cE The society should establish good libraries accessible to all members of the society. Libraries help in brpadening the mental and social horizons of the children. Society requires various types of trained and skilled people. Society should facilitate vocational education in schools and colleges. Technical: and scientific training should be given keeping in view the emerging demands and needs of the society. : In order to promote literary and, cultural traditions society should organize related _ activities in the institutions. No society can make progress until moral; spiritual and Values are inculcated through education. Society should provide adult education. Bo a ,30 B.Ed. MEd. M.A. Educato, —_—_—_—_—_—_—_—— ee ee 2.4.3. Major features Sociological foundations of education contribu, . contents with reference to 1- Needs of society. 2- Conservation, transmission & reformation of culture 3- Future demands * 1. Why do the teachings of Islam emphasize education for all Muslims? 2. Discuss Islamic foundations of curriculum? 3. You studied secondary school curriculum for SSC exam. Discuss Islamic Foundations of Secondary school curriculum? 4, Explain Philosophical foundations of curriculum? Describe Psychological foundations of curriculum and its benefits to educational process? Discuss sociological foundations of curriculum and its importance for the country?Curriculum Development & Instruction y Po CHAPTER3 MODELS OF CURRICULUM DEVELOPMENT ——_— Different educationists have presented different models “of curriculum development. A model of curriculum design should have following major characteristics: An effective curriculum must be built on solid philosophical fondations that answer the question of what educational purposes the school should seek to achieve. The classical model for curriculum design, proposed by Tyler in 1949, asked four questions of curriculum planners: What educational purposes should the school seek to attain? : What educational experiences can be provided that are likely to help attain these purposes? How can these educational experiences be effectively organized? f32 B.Ed. M.Ed. M.A. Educatio, V. How can we determine whether these Purposes are being attained? R’s Model of Curriculum Development ler’s model of Curriculum 3.4. TYLE! The Four Steps of Ty! Development: Objectives | Selection of ic experiences Organization of learfing experiences : Evaluation’ - Tyler’s Model A\dapted from Urevbu, A. O. (1985). Curriculum Studies The Tyler Model: is one of the best known models for curriculum development. It gives special attention to the planning phases, It is deductive in nature as it proceeds from the general (examining the needs of society, for example) to the specific (specifying instructional objectives). Tyler’s steps for curriculum design included stating objectives, selecting learning experiences, organizing . the “experiences, a4curriculum Development & Instruction 33 eS evaluating results. Tyler’s model is most closely aligned with the educational purposes ‘of preserving the social order and teaching skills antl competencies needed to function effectively in society. : ~ 4.4.4, Learning Objectives What educational purposes should the school seek to attain? It means defining learning objectives keeping in view the reasons to introduce new curriculum and stating what Aims, Goals, and Objectives should be achieves or intended to be sought? The education has a definite role to play in the society. If real purposes of curriculum are to be achieved, then reasons for new curriculum must be spelt out in the form of objectives. Educational objectives then become the criteria for e Selection of textual materials, . content outlined, . instructional fnethods, and © testing and test development. : 3.1.2. Selection of Learning Experience What educational experiences can be provided that is likely to attain these purposes? It means identifying and selection of learning experiences for students that can help to _ achieve set learning objectives. Criteria for selecting learning experiences are.as under: i, Valid knowledge and skills to be applied in out-of- | school experiences.id 34 B.Ed. M.Ed. M.A. Educatio, s of time, staff expertise, facilitie, ii. Feasible in term: school and according tg available within and outside the community expectations. iii, Most suited or optimal in terms of students’ learning, iv. Capable of allowing student! skills and rational powers. of _ stimulating in students greater own existence as individuals and ts to develop their thinking v. Capable n understanding of their as members of society. stering in students openness to new vi. Capable of fo: mts ¢ a tolerance for diversity. experiences and vii. It must facilitate learning and motivate students to continue learning. viii. _ Capable of allowing students to address their needs. ix. __ It should broaden interests of students. x. Foster the total development of students in cognitive, affective, psychomotor, social, and:spiritual domains. 3.1.3. Organization of Learning Experience How can the educational experiences be organized? It means sequencing of selected learning experiences in such 2 way so as to maximize their effects on students learning. Major principle to organize education experiences is that they must support or reinforce each other or build up on each other. i. Vertical “8, horizontal organization: vertical me" pars of topics arranged from lower to higher classes ce aaa of digestive system in class four and process : ~ digestion in lass five. Horizontal ishing !0P! “__cimone class. = cad / a a