Curriculum Design and Development Process Along with Models
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The document outlines the processes and principles of curriculum development and review, focusing on historical perspectives, modern views, and various curriculum models. It emphasizes the importance of aligning curriculum with educational goals and societal needs, detailing specific stages involved in curriculum review and the procedures followed in Pakistan. Additionally, it discusses teaching strategies, assessment types, and the significance of ongoing evaluation to enhance the effectiveness of educational programs.
Curriculum Design and Development Process Along with Models
- 2. 2 Objectives Concept of curriculum Traditional perspectives Modern perspectives Curriculum Development process, Significance key principles Curriculum review and development in Pakistan
- 5. 5 Conti…! In Nursing 19th Century Early Nursing Education Early 20th Century Professiona lization Mid-20th Century Academic and Theoretical Shift Late 20th Century Expanding Roles and Specializati on. 21st Century Technology and Holistic Care Current Trends and Future Directions
- 6. 6 In Pakistan Educational Conference 1947 Punjab University Commission 1950-52 Six-year National plan of educational Development Board of Secondary Education Lahore 1957 The commission on national education 1959 Curriculum committee for secondary education New education policy 1970 Education policy 1972-80 National education policy 1978
- 7. 7 Modern View Planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learner's continuous and willful growth in personal-social competence Hilda Taba (1962) Traditional View Subject, Content And Delivery Curriculum
- 8. 8 Curriculum Developmen t A continuous process of renewal and planning of curriculum. Implementation is putting into effect what has been planned. Curriculum Development Process Design Develop Implement Monitor Evaluation Review
- 10. 10 Subject Centered Student Centered Problem Centered Teacher Centered Types of Curriculum Design
- 11. 11 Curriculum Development Models Tyler 1949 • Identify objectives • Selecting Experiences • Organizing Experiences • Evaluation of Curriculum Features • Deductive • Objective • Rational • Simple Hilda Taba 1962 •Identify needs of students with the help of teacher •Selecting Content •Organize Content •Selecting Experiences •Organize Experiences •Evaluation Features: Inductive/Grassroot Subjective Process not product Ongoing
- 12. 12 Wheeler 1967 1:Selection of aims objectives 2:Select LE 3:Select Content 4:Organize LE& Content 5:Evaluation Features: Deductive Subjective Process Ongoing Lawton 1973 • Philosophy(Aims+Goals)+ Culture(Content)+ Psychology(Methods) • Curriculum Developers • Conception of Curriculum • Curriculum Features: compulsory subjects Vocational education Cultural or Social Needs
- 13. 13 Curriculum Development Process “Range of planning and implementation processes involved in developing or renewing a curriculum”According to Richards (2001) 1: Needs analysis or assessment 2: Setting goals and objectives 3: Course organizatio n 4: Selecting and preparing teaching materials 5: Evaluation Stages of the curriculum development process as follows:
- 14. 14 Principles for Curriculum Development Need and Interest of students Social, Historical relevance Validity Objectivity Up to Date
- 15. 15 Elements/ Components of Curriculum Objectives Objectives are selected according to need of students and society. Objectives are the foundation of curriculum. Content Content based upon predetermined objectives. It includes facts, rules, theories and concepts. Teaching Methods Teaching activities and strategies/ guidance for the teachers to present content among students. Evaluation It is the judgement of objectives content, methods and evaluation of curriculum. Curriculum
- 16. 16 Criteria of Contents Selection Creativity Significant Relevant Valid Learnable Interesting Useful
- 17. 17 Methods of Content Selection Judgmental Method Prepared by Experts Selection of Objectives Existing issues are included Available and valid content selected Critical Evaluation Final script is approved Experimental Method Tentative subject matter is selected Research in Controlled Condition Test/Observations is done Finally, content is approved or not Analytical Method Pragmatic philosophy Useful content selected after analysis Grey areas identified Gaps are filled with useful content
- 19. Sequence of Content Rules Simple to Complex Prerequisite Learning Chronological Order Whole to Part (Deductive) Increasing Difficulty Level Scope of Content Refers to the breadth and depth of content taught in one term or year Breadth: Range/Number of topics/subjects taught in a term or year Depth: Level of depth or complexity Breadth Depth 19 Content Organization in Curriculum Development
- 20. 20 Specify performance standards f or the students Educationa l Aim Curriculum Goals Objectives
- 23. 23 Teaching Strategies & Methods Strategy (Teaching as Science) Lesson planning –Objectives Application in class management Selecting a method Formative assessment Autocratic or Democratic Micro level Presentation of Content Related to topic/ age group Showing observations , demonstrate Lecture, Q/A Doing Projects, Role play Macro level Method (Teaching as Art) Approach Methods Strategies Techniques
- 24. 24 Assessment & Types The evaluation or estimation of the nature, quality, or ability. Placement Used to determine a student's level of knowledge before starting a course or program. To place students into appropriate groups or course based on their abilities. Helps educators tailor instruction that meet the diverse needs of students. Diagnostic Aims to identify or diagnose students' strengths, weaknesses, gaps in learning. To inform teachers about students' prior knowledge, problems and enabling them to plan appropriate instruction. Pre-tests, surveys, interviews and observations. Formative Occurs during the learning process and provides ongoing feedback to both teachers and students. Helps monitor student progress, identify areas for improvement and guide instructional adjustments. example Quiz, discussion and peer assessments. Summative The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.
- 25. 25 Evaluation The act or result of evaluating: determination of the value, nature, character, or quality of something or someone. •Attendance •Term Exams •Assignments •Presentations •Practical performance Lab/Clinical •Behavior/Discipline
- 26. 26 Assessment, Evaluation and Measurement Measurement Assignments of numbers (quantity) use by variety of test or rating scale To Assess the overall grades. Assigning numerals for a variables. Assessment Process of Passing, Collecting, Reviewing and using data for the purpose of improvement. Diagnostic in nature to improvement Provide feedback
- 27. 27 Conti…! • Process of passing judgement based on defines criteria. • Judgement to provide overall grade intellectual, Capacity, Cognition etc. • As certain standards are met or not. Evaluation Measurement Assessment Evaluation
- 29. 29 Curriculum Review A systematic evaluation and assessment of an existing curriculum to ensure it remains relevant, effective, and aligned with educational goals, institutional objectives, and societal or professional needs. ADDIE is a widely used instructional design model. FIVE STAGES: Analyze Design Develop Implement Evaluate Purpose Maintain Relevance Enhance Effectiveness Ensure Alignment Address Feedback Ensure Equity
- 30. 30 Significance Keeps the curriculum up-to-date and innovative Ensures alignment with educational and professional standards Enhances student learning outcomes Addresses changes in societal and industry expectations Steps of Curriculum Review Stakeholder Input Analysis Benchmarking Revisions Approval and Implementation Evaluation
- 31. 31 Curriculum Development in Pakistan In 1973’s constitution The Federal Government took responsibility In December 1976, the Federal Government appointed University Grant commission (now HEC as the competent authority to look after the curriculum revision work at bachelor level and onwards Procedure to Review/ Revise Curriculum In 45th meeting of Vice-Chancellor’s Committee it’s recommended that the UGC should review the curriculum of a particular discipline after every three years. Procedure to Review/ Revise Curriculum HEC adopted a procedure to review/ revise curriculum in ensure the quality of the updated curricula.
- 32. 32 Steps In Curriculum Review/Revision Process PHASE-I Curricula under consideration Step – 1 (Invitation and Formation of Committee) •Constitution of National Curriculum Revision Committee (NCRC). •The Vice-Chancellors, R&D organizations, Directorate and nominate their representatives, for NCRC. Step –2 (Circulation of Curricula Revision and Analysis) •Assessment/Analysis of the existing curricula. •Subject experts Review Scheme of studies Course-content Weight age Reading materials Teaching strategies Methods of evaluation. Step – 3 (Draft the Curriculum) •NCRC meeting-I: The first meeting of the NCRC is organized at the HEC Headquarter . •The meeting draft of the revised curricula.
- 33. 33 PHASE – II Circulation of The Draft Curriculum • Appraisal of the first draft and circulate it. • The view/recommendati ons collected on the draft curriculum. Step – 4 (Draft Appraisal) • NCRC Meeting-II: Finalization of curriculum in the light of comments/suggestions/re commendations received • The meeting would again take 3 days to finalize the curriculum. Step – 5 (Finalization) • Approval of the revised curricula by the Vice- Chancellors’ Committee. • The final draft curriculum is submitted to the Vice- Chancellors’ Committee for approval. Step 6 (Approval)
- 34. 34 HEC Guidelines Total Credit Hours Minimum: 120 credit hours Maximum: 144 credit hours Distribution of Credit Hours • Major Subjects 50-70 credit hours (approximately 40- 60% of total) • Interdisciplinary Subjects 15-30 credit hours (approximately 10- 20% of total) • General Education Subjects 15-30 credit hours (approximately 10- 20% of total) • Capstone Project
- 35. 35 Maximum Credits/Semester or Year 24-36 credit hours in an academic year/12 to 18 credit hours per semester Duration of Semester Semester lasting approximately 15-18 weeks. No of Subjects or courses 5-6 per semester or 10-12 per year Conti…!
- 37. 37 References • Author(s). (Year). Improving the quality of learning in science through optimization of lesson study for learning community. ResearchGate. Retrieved December 10, 2024. • Guilford College. (n.d.). Double majoring, minoring, and double counting. Guilford College Advising Manual. Retrieved December 10, 2024. • Higher Education Commission. (2020). Undergraduate Education Policy 2020. Higher Education Commission, Pakistan.
- 39. Thank You 39