Paper 7 curriculum studies M.Ed first year (2nd sem) Notes

SWAMI VIVEKANAND COLLAGE OF EDUCATION

M. ed 2019-21 Year

Palka Puri

 

 Curriculum studies Paper 7

Section-A

• I. What do you understand by foundation of curriculum? Describe curriculum as lived experience and as socially organised knowledge.
• Ans.The foundation upon which curriculum is based are educational philosophies, historical developments, psychological explanations, and societal influences. All of these foundations are interrelated to each. Objectives and activities should group together when tasks are clarified.The instructional bases of curriculum planning include planning domains, the context or characteristics of the school situation, the impact of current trends and issues, and the use of strategic planning.
• The term curriculum refers to the lessons and academic content taught in a school or in a specific course or program. In dictionaries, curriculum is often defined as the courses offered by a school, but it is rarely used in such a general sense in schools.Objectives are statements that describe the end-points or desired outcomes of the curriculum, a unit, a lesson plan, or learning activity. They specify and describe curriculum outcomes in more specific terms than goals or aims do.
• Social Foundation :- Society is a reflection of the governing philosophies of the masses, requiring that studying the sociological foundation of curriculum to include consideration of philosophical foundations. Society is dynamic, with the changing popularity of a particular philosophy mirroring factors such as environmental and economical needs: war or peace time, recession or time of abundance, changing technology, and so on. For example, if a nation is at war, greater emphasis will be placed on sacrificing for the greater good, moralistic principles, and adhering to group norms. During such times, however, there will be dissention based on counter philosophical ideas; the strength of one’s philosophical convictions will determine one’s perception of the current events, including those impacting education. 
• A living curriculum is defined not as the information content of a program, but rather as the programs' learning experience (Unitec, 2010). Living curricula learning experiences emphasize the links and application of theory/knowledge and work experience/practice.
• The Living Curriculum pedagogy consists of seven principles. Living Curriculum:
• 1. focuses on developing adaptive expertise instead of classical expertise;
• 2. views the learner as curious, motivated, and planful;
• 3. centers on the epistemic (or finding out) emotions;
• 4. assumes that social-emotional learning is critical to all learning;
• 5. is developed by the one living it;
• 6. views expertise as distributed across members of the school community and beyond; and
• 7. is dynamic, changeable, and responds to what is relevant at that time.
• Hollis Caswell (1901-1989) – he sees curriculum as organized around social functions of themes, organized knowledge and learner's interest. ... To him, curriculum is always related to instruction. Subject matter is organized in terms of knowledge, skills and values. The process emphasizes problem solving.

• 2. To curriculum is visualised at national and state level? Identify the similarities and difference in the visualisation of curriculum at national and state level.
• Ans.National Standards Curriculum:- It promotes inclusive learning — Morris. ... The NSC aims to enhance the quality of education offered to learners and improve the general academic performance, attitude and behaviour of students, which will redound to the positive shaping of the national social and economic fabric.
• State curriculum:- It emphasize a measurement philosophy of education in which testing is the name of the game to determine how well students are achieving. One of the advantages of a state mandated curriculum is that the curriculum is aligned with the objectives of instruction for teaching.
• The proliferation of standards developed at the national and state levels turns the preparation of a meaningful classroom curriculum into a daunting task. This guide is for teachers who seek a model and processes for designing standards-based units of study to use in their own classrooms. Consider the experiences of other educators as they have examined their teaching methods and incorporated standards into their classroom activities and units of study.
• Scenario 1:- In rural Vermont, five Essential Early Education mentors spend a week designing standards-based units of study with 100 colleagues who teach kindergarten through 12th grades. Early in their work the teachers express concern that standards conflict with their exploratory, experiential program. After using newly developed state standards to identify the desired results of their program, the teachers realize that exploration and experience are the how of their program and that standards are the what and the why. The teachers end the week asking how to involve private preschool teachers in the conversation about standards and by recommending that individual education programs be designed around standards.In 1989 the National Governor's Association called for the development of national standards for learning and teaching. In 1994, President Clinton signed the Goals 2000: Educate America Act, calling for the following results in the United States by the year 2000:
• *All children will start school ready to learn.*90 percent high-school graduation rate.*All children competent in core subjects.*First in the world in math and science *Every adult literate and able to compete in the workforce.*Safe, disciplined, drug-free schools.*Professional development for educators.*Increased parental involvement in learning.
• All students will leave grades 4, 8, and 12 having demonstrated competency over challenging subject matter including English, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography, and every school in America will ensure that all students learn to use their minds well, so they may be prepared for responsible citizenship, further learning, and productive employment in our nation's modern economy.Standards express what all students should know and be able to do while addressing the different needs of the school's constituencies.
• Students. Standards set clear performance expectations for students, helping them understand what they need to do to meet the standards. Standards lead to improved student performance and promote more challenging, equitable, and rewarding experiences for all learners.
• Teachers. Standards cause teachers to design curriculum, instruction, and assessment around what is important to learn. When teachers design standards-based curriculum and assessment, learning is intentional and more purposeful than in most other curriculums.
• District and School. School innovations and programs for learning exemplify standards in action. For all districts and schools, standards provide a focus for developing new ways to organize curriculum content, instructional-delivery systems, and assessment plans.
• Parents, Business People, and Community Leaders. Standards communicate shared expectations for learning and provide a common language for talking about the processes of learning and teaching. As a result, parents, business people, and community leaders become more effective partners in, and monitors of, young people's education. Standards allow people other than just the students to know and understand good learning and how the students are progressing in their education.State. Standards are a common reference tool for ensuring that the components of the educational system work together. Standards make good learning evident from district to district and from school to school.

• III.What do you mean by approaches to curriculum development? Discuss subject centred and environment centre approaches to curriculum development.
• Ans.Curriculum development involves planning, implementation, and evaluation. Factors such as the learners, the teachers, the societal culture, philosophy of education, and psychology of learning are considered, as they are the elements that can promote or mar curriculum.Curriculum practitioners and implementers may use one or more approaches in planning, implementing and evaluating the curriculum.Curriculum Approaches,Behavioral Approach. ,Managerial Approach.,Systems Approach.,Humanistic Approach.Curriculum development is a process of improving the curriculum. Various approaches have been used in developing curricula. Commonly used approaches consist of analysis (i.e. need analysis, task analysis), design (i.e. objective design), selecting (i.e. choosing appropriate learning/teaching methods and appropriate assessment methods) formation ( i.e. formation of the curriculum implementation committee / curriculum evaluation committee) and review ( i.e. curriculum review committee).:-Analysis,Design,Selecting,Formation.
• *Subject-centered curriculum design revolves around a particular subject matter or discipline. For example, a subject-centered curriculum may focus on math or biology. This type of curriculum design tends to focus on the subject rather than the individual.An example of a subject-centered curriculum is the spiral curriculum. The spiral curriculum is organized around the material to be taught, with less emphasis on the discipline structure itself, and more emphasis on the concepts and ideas. It is based around the structure of knowledge, rather than focusing on the detailed information itself.
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• A spiral curriculum takes emphasis away from learning specific topics or pieces of information within a certain time limit. Instead, it aims to expose students to a wide variety of ideas over and over again. A spiral curriculum, by moving in a circular pattern from topic to topic, aims to catch students when they first become ready to comprehend a concept. At the same time, a spiral curriculum works to continuously reinforce the fundamentals of this concept, to ingrain these fundamentals in the students’ knowledge base, and to prevent losing students who aren’t ready for the new lesson.

• IV. Describe the major factor affecting curriculum development.
• Ans.Curriculum implementation entails putting into practice the officially prescribed courses of study, syllabuses and subjects. The process involves helping the learner acquire knowledge or experience. It is important to note that curriculum implementation cannot take plawithout the learner. The learner is therefore the central figure in the curriculumimplementation process. Implementation takes place as the learner acquires the planned or intended experiences, knowledge, skills, ideas and attitudes that are aimed at enabling the same learner to function effectively in a society. Viewed from this perspective, curriculum implementation also refers to the stage when the curriculum itself, as an educational programme, is put into effect. Factors That Influence Curriculum Implementation  List what you consider to be the factors that influence curriculum implementation and see whether they are similar to the ones discussed below:  
•  Curriculum Implementation Influence on Teachers  Curriculum Implementation Influence on Learners  Curriculum Implementation Influence by ResourceMaterials and Facilities   Curriculum Implementation Influence on Interest of Groups 
•  Curriculum Implementation Influence on the School Environment 
•  Curriculum Implementation Influence due to Culture and Ideology  
•  Curriculum Implementation Influence through 
• Instructional Supervision 
•   Curriculu Implementation Influence by Assessment .

• Section-B
• V. Describe the meaning,need and concern of Hidden curriculum.
• Ans.  Meaning- A hidden curriculum is a side effect of schooling, "[lessons] which are learned but not openly intended" such as the transmission of norms, values, and beliefs conveyed in the classroom and the social environment. It should be mentioned that the breaktime is an important part of the hidden curriculum. Hidden curriculum consists of concepts informally and often unintentionally taught in our school system. Social expectations of gender, language, behavior, or morals are examples of this. The results of hidden curricula in schools filter out into society as students grow into adults.the primary value of the concept of hidden curriculum is that it calls attention to aspects of schooling that are only occasionally acknowledged and remain largely unexamined. Messages communicated by schools' organization and culture can support or undermine their stated purposes and official curricula.
• Significance of the Study -:The importance of hidden curriculum in the teaching-learning process presents its share in various educational experiences, which leaves a strong impact on the students’ ethical, social, behavioral, intellectual and spiritual values. Generally, the values themselves are so important for both individuals and societies. A value determines the individual personality and directs his behaviors. It helps much in constructing and forming the individuals’ characteristics. However, the present study gains its importance from the fact that the object of the study is rarely handled. 
• Original sources of Hidden Curriculum :-There are two main sources of hidden curriculum: School sources which is represented by: a. Teachers: Wiles and Bond (2002, p. 6) illustrated that the teacher’s philosophy of teaching is come from his own point of view, since the teacher himself is considered to be the corner stone of the hidden curriculum which reflects his personal, practical and professional character.  b. School syllabus: Regarding its contents and its suitability to the students’ needs and interests. 

• c. Teaching methods: Regarding its variety, modernity and propriety to the students.  d. Teaching aids: Regarding its availability, comprehensiveness and adequacy to the teaching-learning process.  e. Evaluation: Regarding its comprehensiveness and variety.  f. School environment: Regarding prevailing of social and psychological conditions which enable students to accommodate themselves with educational scenes (Fulata, 2006, p. 138). Social sources: Represented by the effect of the social, cultural and economic factors and the role of school to foster positive values on the students.
• Educational, Ethical and Aesthetic Values:-a. Aesthetic experiment: it is a mental indication for a high, calm and balanced level of behavior which committed to meet all life affairs without any type of excitability. It aims at bringing peace to hearts and calls for stability to all individuals. b. Aesthetic experience: in this case, any human being finds himself excited with aesthetic vision and lives consciously with this type of experience. The human being here, ties himself directly with the nature of things 
• c. Aesthetic education: the individual’s vision regarding aesthetic concept requires behaving his sense of taste properly in order to be able to decide effectively. However, it is advisable to start educating people on this sense of appreciation from early ages. 
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• VI. Explain the effect of feedback from learners and community on the process of evaluation and revision of curriculum. 
• Ans. Feedback is an important part of the learning process. ... This, in turn, affects the kind of feedback they give to students. Feedback has powerful influences on students' learning because it serves as a basis for self-evaluation of ability and self-regulation of learning behaviour, thereby affecting achievement.In the learning context, feedback usually follows a test or an assessment. Often, teachers look at the raw scores alone to tell how well their students did. But different teachers may interpret the numbers differently. This, in turn, affects the kind of feedback they give to students.Feedback has powerful influences on students’ learning because it serves as a basis for self-evaluation of ability and self-regulation of learning behaviour, thereby affecting achievement.
• Types of Feedback:- To provide feedback, we must first try to make sense of the students’ test performance.“The accurate interpretation of marks needs a reference point. Teachers can select different reference points and interpret the meaning of these marks to students in different ways,” says Youyan.
• The reference point could be others, a criterion, or self. There are three types of feedback: norm-referenced feedback, criterion-referenced feedback, and self-referenced feedback, depending on what the reference point is.
• *Norm-referenced feedback provides information on the relative comparison of student achievement with others.
• *Criterion-referenced feedback provides information by comparing student achievement with a learning target or standard.
• *Self-referenced feedback provides information on how much students have improved by comparing their achievement with their past achievements.
• Feeding Back into Learning
• Norm-referenced feedback is a common classroom practice, especially in Asian countries with highly competitive education systems. Most high-stakes standardized assessments use norm-referencing.
• If applied prudently, norm-referenced feedback allows students to accurately gauge how they did compared to their peers. This helps them and their teachers to judge and steer their further learning and development.
• However, norm-referenced feedback can also negatively affect students’ motivation to learn, and should thus be used with caution. Especially for low-ability students, it may increase their test anxiety and avoidance in learning.

• VII. Describe the role of teacher as critical pedagogue. What are the merits of hidden curriculum?
• Ans. Teacher should play an important role in the construction of curriculum as well as transaction of curriculum. ... It is an ability to evaluate our teaching and the practices prevailing in existing education system critically in relation to methods and practices adopted by the teacher to teach concern pedagogical subjects.Teacher should play an important role in the construction of curriculum as well as transaction of curriculum. Thus there is a need that teacher should take initiative to evaluate the whole education system as a Critical pedagogue. It is an ability to evaluate our teaching and the practices prevailing in existing education system critically in relation to methods and practices adopted by the teacher to teach concern pedagogical subjects. Ira Shor defines “Critical pedagogy is habits of thought, reading, writing and speaking which go beneath surface meaning, first impression, dominant myths, traditional clichés and opinion to understand the deep meaning, root causes, ideology and consequences of any event, object or process”. Here teacher consider a classroom as a laboratory where experiments can be conducted to make their teaching more meaningful to the students. Teacher as a real pedagogue always look for new and innovative ideas of learning in classrooms. Some desirable traits or competencies required to be called critical pedagogue. Teacher should have ability to take new challenges and to face the consequences.  Teacher should have ability to convert traditional methods of teaching into new method of learning. Teacher should have broad vision to think and to identify or analyze the needs of the learners. Teacher’s responsibility is not only to transfer the knowledge to the student but to provide them opportunities to construct their own knowledge. Teacher should equip with analytical skills, observational skills and management skills. Essentially it is required to be called pedagogue teacher should have curiosity to learn and must aware about all the happenings, developments and progress in the concern field of education.
• Merits of hidden curriculum:-
• 1. Helps prepare us for life in a society beyond school.
• 2. Teaches children to obey elders.
• 3. Helps maintain law and order

• VIII. Discuss the major recommendation of national curriculum framework for teacher education,2009.
• Ans.National Curriculum Framework for Teacher Education, 2009 (NCF 2009):-  The National Curriculum Framework for Teacher Education, 2009 (NCF 2009) is a Government of India draft. However, its sole purpose is to propose any changes or updates that the National Council for Teacher Education requires. Moreover, the National Council for Teacher Education is an Indian Government body.
• This framework is the creation and project of the National Council for Teacher Education. Further, it encourages interested elements and parties to provide their views on improving the system. In other words, this endeavor aims at encouraging opinion on qualitative and quantitative educational improvements. Moreover, the NCF 2009 also aims to help teachers in the following aspects.
• *Professionalization of teacher education
• *Further, prepare teacher educators
• *ODL (open and distant learning) in teacher education
• *Vocational education for teachers
• * health and physical education for teachers
• *Research and innovations in teacher education is critical as well.
• This framework is systematic and comprehensive when it comes to drafting the curriculum for the teacher education. However, it highlights the strategies regarding how to implement it. Also, almost every aspect of the teachers education receives preference in this framework. Following are some of the critical points upon scrutinizing the framework:
• This framework ensures every sphere of education – theoretical, practical, psychological, philosophical and socio-economic aspect.Further, in this framework Area-C is very crucial and essential part of teacher education program. This area focuses on the practice teaching and innovative programs which are bound to enrich teacher education.

• Section-C
• 1. Describe behavioristic approach to curriculum development.
• Ans. The Behavioral Approach is based on a blueprint, where goals and objectives are specified. Contents and activities are arranged to match with specified learning objectives. The learning outcomes are evaluated in terms of goals and objectives that are set at the beginning.A "behavioral approach" consists of manipulating the environment in such a way that the probability of the target behavior is adjusted as desired. ... The change in the environment was the new policy. The reinforcement was the triple wages. This is an example of organizational behavior management.

• 2. Describe the merits of constructivist curriculum.
• Ans. Constructivism is a learning theory that emphasizes student agency through self-guided exploration, reflection, and evaluation.Benefits to constructivist design:
• *It’s active.
• *It promotes student agency.
• *It develops advanced skills such as critical thinking, analysis, evaluation, and creation.
• *It promotes diverse viewpoints.
• *It encourages students to reflect, evaluate their work, and identify intermediary skills to acquire based on their needs.
• *It reflects our modern world’s vast access to content.

• 3. Explain the role of SCERT in the development of school curriculum.
• Ans.  SCERT was set up to provide academic leadership and to act as the hub of academic research innovation, inspiration and motivation within the State. It was established to be a symbol of quality and provide philosophical and sociological insights into education for transformation of society. It is responsible mainly for designing the curriculum, development of textbooks, supervision of DIETs and teacher training. The SCERT is a lead academic institution at State level providing support to DIETs, CTEs and engaged in educational research and training. It is functioning along the lines of NCERT at the state level, providing advice to State government on policy issues, support to implementation and appraisal of programmes and undertaking activities for quality improvement in school education and teacher education. 

• 4. What is the role of UGC in curriculum development?
• Ans.*Promote and coordinate university education.
• *Frame rules on minimum standards of education.
• *Setting standards for examination like ICAR NET, UGC NET & CSIR UGC NET
• *Scrutinize growth in the field of college and university education.
• *Allow grants to the universities and colleges.
• *Maintain connection between the Union and State Governments and institutions of higher education.
• *Suggest mandatory procedures to Central and State governments to make positivechangesinUniversityEducation.

• 5. Discuss the advantages of knowledge based curriculum.
• Ans. Knowledge builds on knowledge.Knowledge is the key to reading comprehension.Shared knowledge makes communication possible.Equal access to knowledge promotes excellence and fairness.
• *Children can advance educationally only when they have the expected prior knowledge.
• *They can become better readers only by building extensive knowledge of the world.
• *They can become effective members of the wider society only by sharing the knowledge taken for by literate writers and speakers in that society.Social justice demands that we give all children equal access to important shared knowledge. Only by specifying the knowledge that all children should share can we guarantee equal access to that knowledge.

• 6. What are the major consideration while developing teaching learning material for students?
• Ans. Teaching-Learning Materials (TLMs) are the tools that are used by teachers and instructors within schools to facilitate learning and understanding of concepts among students. These are the educational materials that are used within the classroom setting to support the learning objectives, as set-out within the lesson plans (Teaching Learning Materials, n.d.). Within the education system, there has been use of TLMs since ancient times. With the classroom setting, the major role that has been rendered by the TLMs is to make learning real, practical and pleasurable for the students. The teachers also make use of TLMs to illustrate or reinforce a skill, viewpoint, perspective or an idea. It should fulfill the given consideration-
• *Motivat learner, * develyof knowledge and skill among teachers, * help in longer retention in children, * facilitate holistic learner, *help in organising classroom teaching, * promoting effective communication, * facilitate changes in attitude, * making learning plesureable,* concept formation etc.

• 7.Why we need to evaluate curriculum?
• Ans.Curriculum evaluation may be an internal activity and process conducted by the various units within the education system for their own respective purposes. These units may include national Ministries of Education, regional education authorities, institutional supervision and reporting systems, departments of education, schools and communities.Curriculum evaluation may also be external or commissioned review processes. These may be undertaken regularly by special committees or task forces on the curriculum, or they may be research-based studies on the state and effectiveness of various aspects of the curriculum and its implementation. These processes might examine, for example, the effectiveness of curriculum content, existing pedagogies and instructional approaches, teacher training and textbooks and instructional materials.

• 8. Describe the need for lifelong education.
• Ans.Lifelong learning can enhance our understanding of the world around us, provide us with more and better opportunities and improve our quality of life.There are two main reasons for learning throughout life: for personal development and for professional development.  These reasons may not necessarily be distinct as personal development can improve your employment opportunities and professional development can enable personal growth.Lifelong learners are motivated to learn and develop because they want to: it is a deliberate and voluntary act.Knowledge can be acquired and skill-sets developed anywhere – learning is unavoidable and happens all the time. However, lifelong learning is about creating and maintaining a positive attitude to learning both for personal and professional development.

• 9. Explain the concept of futuristic education.
• Ans. The future of learning thus involves educational institutions and individuals working on maximizing their learning potential. The emphasis, now more than ever, is on learning how to learn more effectively.Futuristic Curriculum Society needs business professionals who would be able to produce and supply the requirements of jobs in a society. ... • To adopt ideas from resolutions taken from a number of conferences, seminars and meetings which had proposed curriculum changes in higher learning to serve the new world.

• 10. What do you mean by ICT based education?
• Ans.Information and Communication Technology (ICT) in education is the mode of education that use information and communications technology to support, enhance, and optimise the delivery of information.Various devices/technology in ICT includes:
• *Access of course materials through remote devices,
• *Online digital repositories for lectures, course materials, and digital library,
• *Online/ cloud based academic management systems,
• *Employing the flipped classroom concept,
• *Making use of handheld computers, tablet computers, audio players, projector device etc.

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