Friday, March 3, 2023
Characteristics of a Good Curriculum
Characteristics of a Good Curriculum
1. Flexible: It should not be narrowly conceived but dynamic
and forward-looking.
2. Cultivation of democracy: It should foster the development of attitudes and skills required for
maintaining a planned social order of a democratic type. To put it more concretely,
it should contribute towards democratic living.
3. Child-centered: needs and interests of the
children should be taken care of
4. Activities: channelizing the energy of the children in well-planned and organized learning activities in and outside classroom activities
5. Day-to-day planning: the whole academic calendar,
with well-defined goals, should be prepared and shared with the
stakeholders, making them aware of the plan and role.
6. Inclusive: no one should leave out or be left behind
7. Psychologically sound: should be psychological sound. It should take into account the theories of learning relevant to teaching, at the par mental capacity of the student
8.CCE: assessment of all the aspects, in a different way, not
only bookish knowledge
9.Balance between practical and theoretical knowledge:
10. Contextual: should
be prepared at par the local context and needs of the society keeping in mind
the diversity of the learners.
11.Linking
with school experience with outside school experience:
bringing the community into the school and going to the community
12. Uniformity
(one nation one curriculum): but keeping in mind the diversity, 30:70=
local: national
13. Technology/
ICT: scope for adapting the latest technology and making the stakeholders
aware of the same.
14.
Input from the research: tested and improved through
research
15.
Learning without burden: should
not be overloaded with content and other activities; core correlation among the
subjects is necessary which in NCF2005 is named as "softening the
boundaries'' and in NEP as no hard separations between
arts and sciences, between curricular and extra-curricular activities, between
vocational and academic streams, etc. in order to eliminate harmful hierarchies
among, and silos between different areas of learning;
16.
Fulfilling the requirement of the New Education Policy: see page 5 of NEP 2020
Wednesday, November 23, 2022
COMPONENTS OF CREATIVITY
1. Flexibility:
creativity often begins with the flexible combination and modification of
concepts or strategies to produce new, different types of representations. It is
the ability to cross boundaries, resign existing norms, and contemporary ideas, think of new ideas as well as ability to adapt and appreciate new ideas and
thoughts.
2. Fluency: this is the ability to come
up with many diverse ideas quickly. This is measured by the total number of
ideas generated. The ability to think about diverse ideas quickly is an important
component of creativity.
3. Originality: this is related to the
Novelty of ideas. Creativity involves producing original ideas that are unusual
for a novel, and it sometimes involves combining two or more different concepts to
create a new, synthesized idea.
4. Elaboration: This measure the amount
of detail associated with the idea. Elaboration has more to do with focusing on
each solution or Idea and developing it further.
5. Usability: it is another important
component of creativity. Those ideas and objects of theories will be called
creative which are useful to some extent directly or indirectly.
6. Motivation: it can be thought of as the
driving force for creativity. In major cases, intrinsic motivation like passion
for purpose and interest fund for doing something is the driving forces for
creativity. Sometimes extrinsic motivation like there also played a crucial
role in creativity.
7. Expertise: it is technical,
procedural, and intellectual knowledge. Spending more time with ideas, acquiring
skills, and thus acquiring expertise is other essential component of
creativity. If someone has more expertise in his work for example more
skilled in handling operators and doing reactions in the laboratory it will enhance
and enrich his creativity.
8. Sensitivity: it is the ability to
sense problems, to see deficiencies and needs in life, and the challenge to find
the solution and feel these needs. it is the ability to be sensitive to our
inner life and the pleasure of seeking and discovering ideas.
9. Reflection: it is the ability to consider and reconsider; to evaluate our own ideas as well as the ideas of
others; to take time to achieve understanding and insight, to look ahead and
plan, to visualize the complete picture.
10. Focus: the focus is an essential component
of creativity. Cannot create until he or she is fully engaged in the process
and he or she cannot fully engage in the process if she is distracted by other
stimuli. It helps someone to work hard, long, consistently, and persistently
with extraordinary concentration.
Sunday, June 13, 2021
Advantages and Disadvantages Summative Evaluation
In summative evaluation, the final effects of a curriculum are evaluated on the basis of its stated objectives. It takes place after the curriculum has been fully developed and put into operations.
Advantages of Summative Evaluation:
1. To know if students have understood: The summative evaluation follows certain strategies for evaluation by means of assignments, tests, projects, and more. In these ways, the teacher can make out if the students have learned and understood the subject.
2. They determine achievement: The usual procedure is that summative evaluations are done at the end of any instructional period. Thus, summative evaluation is considered to be evaluative in nature rather than being mentioned as diagnostic. The real meaning is that this evaluation is made used to find out the learning growth and attainment.
3. They make academic records: The results of summative evaluations are ones that are recorded as scores or grades into the students’ academic records. They can be in the format of test scores, letter grades, or report cards which can be used in the college admission process.
4. Provides opportunity: The presence of summative evaluation is a motivator as it assists the individuals and offers them an opportunity to develop a learning environment. This is an evaluation meant for learning and is based on the outcome.
5. Boosts individuals: The outcome of the summative evaluation is considered as a boosting factor when it’s positive. With this type of evaluation, confidence is boosted and also they act as a springboard to certain behavior change at a workplace or institution.
Disadvantages of Summative Evaluation:
1. Demotivates individuals: It is mentioned that summative evaluation motivates individuals so that they put in more effort into their studies. When student motivation and its impact are reviewed, the evidence for policy and practice information and a coordinating center at the University of London found the relation that sustained between self-esteem and standardized tests.
2. Rectification is late: The main disadvantages of summative evaluation are that since it focuses on output at the end, in case there are hindrances or difficulties, the learning process at the end can be tough. There is no chance to recover as the results are at the end. This is not an accurate reflection when learning is considered.
3. Disruptive: Since it is being a single test at the end of the complete session of academics, it makes almost all individuals anxious and disruptive. They face the summative evaluation with nervousness and fear.
4. No remedy: Nothing is done to identify hindrances or challenges well in advance in a summative evaluation. Instructional issues are not identified until they blow up and become critical.
5. Not accurate reflection of learning: When a summative evaluation is considered, it focuses mainly on the performance of the teachers as they teach to the test. A simple example is that when any state-level test focuses mainly on analogies and anagrams, students are interested in focusing and working on those exercises for hours. In this way, they divert from reading and writing or their vocabulary development.
Saturday, June 12, 2021
Advantages and Disadvantages of Formative Evaluation
Advantages
Defined learning goals: Monitoring student progress regularly helps keep learning goals top of mind so students have a clear target to work towards and teachers can help clear up misunderstandings before students get off track.
Increased rigor:
Practicing formative assessment helps teachers collect information that
indicates student needs. Once teachers have an understanding of what students
need to be successful, they can create a rigorous learning environment that
will challenge every student to grow.
Improved academic achievement: Providing students and teachers with regular feedback on
progress toward their goals is the main function of formative assessment that
will aid in increasing academic achievement. Formative assessment helps
students close the gap between their current knowledge and their learning goals.
Enhanced student motivation: Because formative assessment involves setting learning
goals and measuring the progress towards those, this increases motivation. When
students have a focus on where they’re aiming, results skyrocket.
Disadvantages
Time-consuming and requires resources: Formative evaluation is considered to be a the time-consuming process if they are followed on a monthly, weekly or daily
basis. These evaluations are time and resource-intensive, this is because they
are in need of frequent gathering of data, analysis, reporting as well as refinement
of new implementation and how effective it should be.
Tiring process:
Planning and exercising can be a tiring process and few recommendations cannot
be implemented at all times. Hence this disadvantage leads many individuals to
avoid the practice.
Trained and qualified professionals: In order to process the formative evaluation well
qualified and trained individuals are required so that formative evaluation is
carried over successfully and ended.
Develops challenges: There are a number of methodological challenges with
formative evaluation at times of rapid refinement process which takes place
when trying to evaluate the impact of the intervention. Also, the measuring of
outcomes is made possible only when the variant used for intervention is
implemented. Another disadvantage is the difficulty in determining the change
in the intervention at certain outcomes.
Not appropriate for conflict resolution: Conflict resolution needs and initiatives are not met by
the formative evaluation method. Formative evaluation is a method that improves
work and is also not an end by itself.
Necessities of Construction of School's Time-table
(i) To eliminate wastage of time and energy and to present duplication and overlapping: The timetable shows exactly what activity to be formed at a particular time. It directs both teacher and pupils’ energy and attention to one thing at a time by placing proper persons at their proper places at the proper time. The timetable also shows various activities to be undertaken by various classes and under whose supervision, and is hence essential to avoid duplication and overlapping.
(ii) To ensure due attention to every subject and activity, systemizing school life: Time table gives due attention to every subject. Periods are allotted to difficult subjects according to their importance difficulty of values and fatigue. The activities of die school are planned in advance. It ensures smooth and orderly working of the school. In the absence of a proper timetable, there would be confusion and chaos.
(iii) To ensure equal distribution of work among teachers and arranging proxy periods: Time table indicates in a summary the work allotted to each teacher. It shows the amount of work that has been allotted to each teacher. It prevents the allotment of too much work or too little work to any one of the teachers. The timetable shows vacant or free periods for all teachers. This is helpful in allotting work when any teacher is absent.
(iv) To help in adjusting school work according to the needs of pupils and helping in the development of moral values: School authorities can adjust school work according to the psychological needs of the pupil. Fatigue, interest, freshness of mind and body are taken into consideration while adjusting school work in the timetable. Time table helps to develop qualities like punctuality and regularity both in teacher taught by placing before them a set program of activities.
(v) To add the efficiency of the school by maximum utilization of existing resources and promoting school discipline: The timetable can be framed in such a manner that science laboratory, library, art room, assembly hall, playground, etc. arc used to the maximum extent and help attain the goals of an institution. School timetable directly promotes discipline in a school to a great extent. By keeping students busy in desirable activities and with everyone minding his own business, discipline is maintained in the school.
PROCESS OF TRANSLATING SYLLABUS INTO TEXTBOOK
While the syllabus is the reflection of what we set under the curriculum, the textbook is the reflection of the syllabus. A textbook is an important tool in the hand of the teacher. It is framed on the basis of the objectives of education and provides the base for interaction between teacher and students.
Now, there should be a systematic and logical way of writing the textbook
so that it looks like a real translation of the syllabus. In order to do that,
we need to keep in mind the following points.
1. Professionally edited and tested: professional experts should check the content of the
textbook at par with the syllabus. Further, a field trial of the
textbook is required in order to refine the content and to check the validity
and reliability, before sending it for mass production.
2. Learning without a burden: special care should be given on the size and weight of the book with
keeping in mind the concept "learning without burden". As the
textbook gives us the reflection of the syllabus and hence the curriculum, it
should not provide an impression of an overburden content. This may create fear
among the students and an avoidance nature/ escaping tendency will develop.
3. Importance to understanding and reflective level over memory level: according to the National curriculum framework 2005, a textbook should not
act as subject dictionaries, burden by carrying the definition of technical
terms. Students should not be instructed to, or force to
memorized those definitions instead of understanding, relating and applying this knowledge. The modern textbook as per the new objectives
of education and syllabus should give more emphasis on understanding and
reflecting the level of the concepts. In other words, it should emphasize
the process rather than the product.
4. Representation of various cultures: while translating the syllabus into a textbook one should take special
care and ensure that the representation of various cultures in the textbook.
"The curricular content must meaningfully incorporate experiences of
children and their diverse cultural context, including languages" -
NCF 2005
5. Child centeredness: According to modern
educational psychology, the child should be at the center of the education system.
When the latest curriculum framework (NCF2005) and NEP 2020 is putting emphasis
on this point, then the textbook should be written on the basis of the
principle of child-centric approach.
6. Inclusion of social needs: the textbook is
the reflection of the syllabus which is again the reflection of the curriculum
and hence the curriculum framework. The curriculum includes the expression of
society hence our textbook should not forget to include social needs. That
means the textbook should able to connect the school knowledge with the greater
world, society, or community from where the students belong.
7. Constructivist approach: during the
process of translating this syllabus into the textbook, another point that we
need to take care of is the constructivist approach, put forward and backed by
NCF 2005. The textbook should be written in such a way that the child should
get the opportunity and space to construct their own knowledge. For that,
the textbook should be full of activities and illustrations.
8. Easy readability: textbook should be written in
simple language so that each and every student can understand and
reach the content and the context of the syllabus.
9. Development of interest in learning: the content as directed by the syllabus in the textbook should be
presented in such a way that it develops a clear inquisitiveness, interest,
and eagerness towards learning.
10. Collaborative exercise: in framing
curriculum and hence syllabus, we are following the integrating approach that
means the collaboration of different experts. In the same line, it will be
better to select and write the content in a collaborative manner by a team
rather than by an individual subject expert.
11. Requirement of academic and Research input: the writing of this book requires a range of capacitors that include
academic and Research input, understanding of children's development and
labels, effective skills of communication and design.
Teacher’s Handbook
Meaning
• Guideline for teacher: it helps the teacher with providing norms. The teacher follow the guideline to make education system streamlined.
• Provide information about the task of the
teacher- inside and outside the classroom. A teacher has to do various task in and out side the classroom in order to support the learning process of the students. Teacher's handbook provide the information in this regard.
• Reminds the teacher about responsibilities
to the students, parents, colleagues,teaching profession: NEP 2020 considered the teacher as the center on the education system. Along with teaching the teacher needs maintain professional relationship in the form responsibility with various stakeholders.
Characteristics
• Provide detailed description approaches
of teaching with the required teaching aids
• Provide the principles of teaching on
the basis of which objectives are framed
• Contain the origin and source of new
topic: opportunity for the teacher to increase the depth of the knowledge
• Provide the process of detecting the
learning difficulties of the learners and it’s remedial.
• Provide the guidance of linking the co
curricular activities with the curricular activities
• Provide guidance for the evaluation process
Friday, June 11, 2021
Theories of Curriculum Development
Theories
of curriculum development are devoted to examining and shaping the curriculum
from the time of its inception based upon some educational ideas. How the
development of curriculum has taken place and upon which based on conditions.
There is a gradual shift in the ideas of curriculum development as there is a
shift in educational ideas. Latest now see how the curriculum development has
progressed in a century starting from 1890 to 1989.
In this century the whole curriculum
developmental Idea divide into many theories- those are
1. Academic Scientism
(1890-1916)
2. Progressive Functionalism (1917-1940)
3. Developmental Conformational theory
(1941-1956)
4. Romantic Radicalism (1968-1974)
5. Privatistic Conservatism (1975-1989)
There
is a set purpose. These set purposes need to achieve by well-organized
constructed knowledge within a fixed time. So here are the knowledge and
information that are given a definite shape and purpose is set along with a fixed
time frame. One of the main theorists
under this is Hilda Taba. She was the first proponent of this theory. According to him, the curriculum should be authored by
the teacher. The teacher will prepare it with a set purpose and clearly
systematically defined an organized body of knowledge that has to be acquired
within a certain time frame.
2.
Progressive Functionalism (1917-1940)
In this
theory the emphasis was given upon the scientific method applied to child
development. The educational efficiency was met through a series of the learning
experience. John Dewey is one of the main proponents of this theory. According
to him, a child learns through experience. How a child perceives the world-
is given more importance. In this theory, maximum freedom was given to an individual without any chaos. This importance is given to the formal curriculum
and more importance was given to acceleration of individual's interest and
learning through experience. Hence it can be said it is a scientific process.
3. Developmental Conformational Theory
(1941-1956)
In this
theory the developmental milestone is achieved through an appropriate task. The
development would take place through analog work. Tyler is one of the main
proponents of this theory.
According
to him,
·
Who will give the
curriculum?
·
What will be the
purpose of the curriculum?
·
How to select the
experience?
·
How to organize the
experience?
These questions systematically address and
bring the development in the educational process.
The second proponent of this theory was
Hollis Caswell. According to him, curriculum development should address the
involvement of the teachers and their development. The curriculum should be
child-centered- in which self-knowledge and ability of the learners should be in
focus. This will help the learners to know and identify their role in society.
This theory also teacher creates the
environment to stimulate the child for self-exploration and learning. Hear the
emotion and intellect are not treated or seen separately rather both are
emphasized simultaneously. The development should be given in all these
aspects- emotional, intellectual, spiritual, physical, aesthetic, etc. When
education is providing this holistic development then only a balanced person in
all things could be developed.
4. Romantic Radicalism (1968-1974)
In this theory, they give a holistic
approach to youth-driven counter-culture. Therefore two things are being
discussed here: Youth and Counter-Culture; i.e. the opposite situation
for a counter situation of whatever is going on. The opposite cultural
development of whatever the present situation is. The focus here is that the
youth can change things. Change is the focus here. But those changes do not
come through rebellion or Revolution but it is self-driven. The youth
channelize themselves to those paths where they can construct a Counter-Culture
of whatever the present situation is. Moreover, in this theory experimentation
started with child schooling, like alternative schools, open classrooms, and
elective programs. It means an alternative has been searched for schools or
institutions, and the students were asked to make the choice for how they
want to learn. Do they prefer formal schools and classrooms or open classrooms?
In the concept of distance education, students can learn according to their
pace, preference, and convenience. It emphasized self-learning. It showed how
we can study by ourselves in informal settings. So it becomes very easy.
Therefore it is known as Romantic Radicalism where there is no opposition or
revolt but just an establishment of counter-culture. The two main proponents of
this theory were Carl Rogers and John Hill. Carl Rogers said that the response
to the students should be very empathetic. Therefore, according to this theory,
students should get the scope of becoming more emotionally mature. John Hill also
said that the teacher needs to provide a stimulating environment and experiences
over curriculum goals and objectives. The teacher should create a prompting
environment in which our aims and goals can be achieved. Therefore the job of
the teacher here is to facilitate and to be a provider of experience and
environment so that the students can achieve the curricular goals. In this theory, Emphasis was given to the relationship between
individuals, society, and nature. the relationship of the individual with society and with nature is the point of emphasis in the curriculum. The
relationship between society and individuals should be empathetic. Both
should try to be complementary to each other. An individual would try to uplift
the society for the betterment which the society needs; again which is only
possible by establishing harmony with nature. Therefore harmony was
emphasized in this theory. Another main
focus was freedom for self-study.
5. Privatistic
Conservatism (1975-1989)
This theory was advocated for the need to experience
peace, stability, and traditional values. We can only achieve peace when
traditional values are emphasized on and this will bring a kind of stability in
the society and hence peace. Again it emphasizes increasing critical
thinking, accountability, and multiculturalism to compete in the global market.
If we don't know about multiple cultures and are not well-versed in them, we
cannot compete in the global market. Therefore this cross-cultural and
multicultural thing needs to be adopted and inculcated in every individual. The
main theorists of this theory were Benjamin Bloom and John Godland. The main
focus of Privatistic Conservatism what's that the schools have to become vision-oriented. Schools must have a vision and they should promote reasoning over mastery. The reasoning should be developed more than mastery or perfection. If there is
mastery it should be logical or rational. Logic is of the utmost importance
here. How one justifies anything is more important rather than knowing
something at its deepest level. Everything has to be rationalized. Therefore
here comes the point of rational thinking, critical thinking. The ability of
critical thinking, adaptability to multiculturalism are the requirement for
competing globally.
If we see the developmental theory we
developed it in nearly a hundred years with the ideas proposed by different
theorists and philosophers. At
first, we see it starts from the ideas of Taba, we do it systematically from his
ideas with set purposes. Then comes John Dewey who is a child-centered proponent
and who advocates child-centered strategies and how we emphasize experiences
in that theory. Then comes Developmental Conformational Theory where the emphasis is on development for how and which
type of development it should be. If we do everything systematically then we
can set up a developmental milestone. If we see the development it should be holistic
in which intellectual, physical, spiritual, emotional, and aesthetic experience
should be included, then only a balanced individual will be created. The fourth
one is Romantic Radicalism in which self-study has been emphasized and
alternative methods of schooling have been searched for; i.e. if it is at all
possible to have education without going to school through alternative
schooling and open classrooms/schools. The fifth one is Privatistic
Conservatism in which reasoning over mastery has been stressed upon. Reasoning is the supreme thing, if there is reasoning then mastery would follow. Mastery
cannot be brought in the first place to be followed by reasoning! Everything
has to be very rational. So in this way, the theory goes for hundred years, and
therefore it can be said that the way curriculum used to be in its initial
stages has advanced enough to reach here. There have been a lot of contributions
of different theorists for curriculum development. The present form of the curriculum has been inspired by the ideas of these different theorists. In this
way, curriculum theory is being developed.
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