Curriculum meaning definitions curriculum vs syllabus
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The document discusses the meaning, definitions, scope, need, principles, and structure of curriculum development. It defines curriculum as the total efforts of the school to achieve desired outcomes, including all learning experiences and a plan for achieving goals. The scope of curriculum is broad, touching all aspects of student life. Curriculum development is important as it helps realize educational objectives, make efficient use of time, acquire knowledge, determine content structure, and develop student personality, among other reasons. Principles of development include being child-centered, community-centered, integrated, creative, elastic, and enabling livelihood and leisure.
Curriculum meaning definitions curriculum vs syllabus
- 2. • Introduction • Meaning of curriculum • Definitions of curriculum • Nature of curriculum • Scope of curriculum • Need and Importance of curriculum development • Principles of Curriculum development • Structure of Curriculum • Concept of Curriculum Development • Curriculum and Syllabus • Role of Teacher in Curriculum Development • Reference Books
- 3. Introduction
- 7. MEANING OF CURRICULUM • The word ‘curriculum’ is derived from a latin word ‘currere’ that means ‘course to run’. or ‘course of study’ or ‘training leading to education/reach a goal’. (or) It is a course of subject-matter studies. • Thus curriculum is the medium to realize the goals and objectives of teaching a particular course of study.
- 9. DEFINITIONS OF CURRICULUM “Curriculum is a tool in the hands of the artist (teachers) to mould his material (pupils) according to his ideals (aims and objectives) in his studies (school)” – Cunningham
- 10. Curriculum: Definitions • Curriculum includes all the learning experiences offered to all the learners under the direction of the school – C.Ronald • It is a plan for action or a written document that includes strategies for achieving desired goals or ends – Ralph Taylor & Hilda Taba • It is the total efforts of the school to bring about desired outcomes in and out of school situation – Alexander & Saylor
- 11. Cont., • “Curriculum is the total effort of the school to bring about desired outcomes in the school and out of school situations” – Alexander and Sayler
- 13. Content / subject matter • Curriculum was nothing but the different subjects taught in schools. • In fact content or subject matter does not stop just by the facts and information but involves many more things right from planning to that of reconstruction.
- 14. Program of planned activities • It can be the overall activities planned by the teacher as to how to teach, what to teach, how to motivate, what devises are required to draw their attention, and so on; all that is planned in advance before the real teaching – learning process commences.
- 15. Curriculum as an Objective • B.F. Skinner views the curriculum as being formulated according to behaviouristic objectives. • The curriculum is the series of experiences which children and youth must have by way of attaining activity-based objectives. • W. W. Chatters (1923) viewed curriculum as a series of objectives that students must attain by way of a series of learning experiences
- 16. Intended learning outcomes • Johnson (1977) and Posner (1982) contended that curriculum as the intended learning outcomes. i.e, there is a clear shift from means to ends as criticized in the earlier approach. Here the specified ends are before the planner; they go by their precise planning by their intentions and achieve the same.
- 17. Cultural reproduction • The curriculum is the reflection of the culture of a particular society. They identify appropriate skills and knowledge for e.g values, religion, and political system etc. Concepts will be incorporated with the curriculum, which in turn reflects their belief and all cultural aspects.
- 18. Curriculum as experience • Dewey says curriculum as a single experience. He says that these two are inseparable. Curriculum provides experiences to respond and react and reflect on various processes of learning. It depends on the learner as what he experiences.
- 19. Discrete tasks and concepts • This can be related to training or industry where individual gets exposed to different tasks to master over the task and attain the concepts. For instance rules of grammar, mathematical problem, other mechanical skill-oriented tasks in various professions, expose the learner to the relevant tasks to acquire the concepts.
- 20. Agenda for social reconstruction • Dewey, says that schools should provide an agenda of knowledge which guides students to enrich society and the cultural institutions, beliefs and activities support it, i.e the students are prepared well with adequate knowledge and skills to adopt in their future life.
- 21. Curriculum as currere • It is not meaning a mere race course. Meaning Gurmet (1980) says here the individual are expected to re-conceptualize their own autobiography. An individual gets into his own entire past events, recollects, and tries to reconstruct his own future. By sharing this with others they also become better in understanding themselves.
- 22. Curriculum as a system • Curriculum can be considered as a system for dealing with people and the processes or organization of personnel and procedures for implementing the system (Babcock, McNeil, Untruth).
- 24. Introduction • Curriculum, is therefore, very comprehensive in its scope. It touches all aspects of the life of the pupils- the need and interest of the pupils, environment
- 25. Touch all aspect of life of pupil Scope of Curriculum
- 26. Need and Importance of Curriculum Development
- 27. a. Realisation of Educational Objectives: • An organisation of education is based on the curriculum. The curriculum development is done in view to realise the objectives of education. Thus the curriculum is the means for achieving the educational objectives.
- 28. b. Proper use of Time and Energy: • It provides the guidelines to the teachers as well as to students, what a teacher has to teach and what the students to learn?
- 29. c. Acquisition of Knowledge: • The curriculum is the mean for the acquiring knowledge. Actually human knowledge is one but is divided in to subject for the convenience and organisation point of view. Thus the curriculum is designed for the different subjects.
- 30. d. Determining Structure Of Content: • Every subject’s content has its wide structure which is to be taught lower level to the higher level. Thus the main task of curriculum development is determining structure of content for a particular stage teaching. Thus the curriculum of different subjects is designed from primary level to university level.
- 31. e. Development of Personality: • The curriculum is also important and significant from personality development of the student. The curriculum is designed which helps in development in good qualities in students. It helps in developing physical, social and moral qualities of learners.
- 32. f. Preparation of Text Book: • The curriculum provides the guide line and bases for preparing text book for the use of students and subject teacher. If the curriculum is changed or codified, the test books are also changed. A good text has wide coverage of curriculum content of subjects.
- 33. g. Conducting Examination: • Our education is examination centred. The students have forced obtain good mark in the examination. • Thus examination paper is prepared as per curriculum of the subject and students also prepare the content for the examination. Thus, curriculum is basis of teaching, learning and testing.
- 34. h. Organising Teaching And Learning Situation: • The teaching and learning situation are organised in view to the curriculum teaching work is also assigned with help of curriculum
- 35. i. Decision about Instructional method: • The instructional method is selected and used in view of the curricular. The same content is taught from memory to reflective level. It may be teacher centred or learner centred.
- 36. j. Development of Knowledge, Skill And Attitude: • The nature of curriculum provides the basis for the developing knowledge, skills, attitude and creative ability. It also helps in developing leadership qualities.
- 38. Principles of Curriculum Development: Introduction • After having studied the various defects and drawbacks found in the curriculum, Mudaliar Commission and other educationists have laid down the following principles.
- 39. Principle of Child - Centeredness • According to the needs, capacities and capabilities of the child at the particular age level the curriculum should be constructed.
- 40. Principle of community - Centeredness • The curriculum is centered round the needs of the society because the needs of the society are greater day by day. Considering this, curriculum should be framed.
- 41. Principle of Experience • Education, in order to be successful and useful, should include not only the teaching of the traditional subjects, but also the totality of the experience that the pupils receive in the manifold activities of the life. Learning by doing should form the basis of the curriculum construction.
- 42. Principles of Integration • Curriculum must integrate the child’s activities and his needs on the one hand and the needs of the 21st century democracy on the other hand. It should be related to the social environment of the students.
- 43. Principle of creativity • Curriculum must place the pupil in the place of discover and provision must be made for creative type of activities.
- 44. Principle of Elasticity and variety • The curriculum should not be rigid but should be changed to suit the changing needs of the pupils and the society. It should be flexible and broad-based.
- 45. Principles of Diversification • The curriculum should bear in mind the individual differences, diversification in the interests and variety of the talents of the learners. Unless, the curriculum is diversified and flexible, it would not be useful for the like of the students.
- 46. Principle of common Subjects • The curriculum especially into the secondary stage of education should provide common and general knowledge to the students.
- 47. Principle of Earning of Livelihood • The curriculum should be such as to equip the students to be able to earn their living after entering life. Earning of livelihood is an essential item of society.
- 48. Principle of Utilization of Leisure • The curriculum should have the capacity to train the students to be able to utilize their leisure properly. In other words, the curriculum should include such other activities that may be taken up during leisure.
- 49. Conclusion • The curriculum should be well balanced, properly graded, fairly broad-based and approximately designed for meeting the needs of the society and the individual.
- 51. STRUCTURE OF CURRICULUM Structure of Curriculum Learner and Society Aims and Objectives Content / Subject MatterTeaching Methodology Evaluation
- 52. Cont., • The five components are interdependent. The structure of the curriculum is compared to the system of human body such as muscular, respiratory, and circulatory, nervous, etc. Any alternation in one system (component) affects the structure and functioning of the others.
- 53. 1. The Learner and Society • The curriculum in concerned with the learner and the society in which he or she lives. The curriculum puts emphasis on both individual and the society needs.
- 54. 2. Aims and Objectives • Aims and objectives are statements that reflect the needs of the learner and society. They serve as basis for selection of subject matter and student experiences.
- 55. 3.Content or Subject-matter • Contents or subject matter are facts, concepts or principles intended for developing knowledge, skills and values among the learners. Contents are organized to achieve the aims and objectives, the learner’s requirements and the demands of the society. Subject-matter is usually presented through textbooks.
- 56. 4. Teaching Methodology • It refers to the techniques and methods chosen by the teacher to present the subject matter. Teaching methodology results in learning outcomes. Students acquire knowledge, skills or attitudes through teaching methodology.
- 57. 5. Evaluation • Evaluation measures learning outcomes of the learner in terms of the proposed objectives. Evaluation provides information on student’s learning. It helps the teacher in taking up the next instructional activities.
- 58. Concept of Curriculum Development
- 59. Concept of Curriculum Development Curriculum Development means *recreating or modifying what is taught to students.
- 61. Curriculum Development TOP-DOWN 1.The curriculum presented to the teachers 2.The curriculum adopted by teachers 3. The curriculum assimilated 4.The evaluated curriculum BOTTOM- UP 1.What the society or the parents want 2. Responses provided by teachers in the schools 3. The collection of theses responses and the effort to identify some common aspects 4. The development of common standards and their
- 65. Role of Teacher in Curriculum Development
- 66. Role of Teacher in Curriculum Development • Teachers play essential role in developing, implementing, assessing and modifying the curriculum. • Teachers are essential pillars in the teaching process. with their knowledge ,skills, experience they are central to any curriculum improvement effort.
- 67. Cont., • Teacher's participation in planning: They know their students' needs better than others involved in curriculum process. They can provide insights into the types of materials, activities and specific skills that need to be in included in the curriculum.
- 68. IMPLEMENER • In this stage, the teacher gives life to the written materials • His role has shift from planning to doing such as guiding, facilitating, and directing activities.
- 73. Conclusion
- 74. Reference Books • Arulsamy, S.(2010). Curriculum Development. Hyderabad: Neelkamal Publication. • Mrunalini.T.(2014). Curriculum Development. Hyderabad: Neelkamal Publication. • Tholappan.A.(2016). Knowledge and Curriculum. Trichy: Bharathidasan University, DDE Study Material.