Formulation of philoophy, objecives.........
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The document outlines the systematic process of curriculum development, emphasizing the formulation of educational philosophy and objectives as foundational elements. It discusses the assessment of educational needs, the organization of learning experiences, and the evaluation of curriculum effectiveness. Furthermore, it highlights criteria for selecting and organizing learning experiences to ensure they align with educational goals and meet the needs of students and society.
Formulation of philoophy, objecives.........
- 1. Formulation of philosophy, objectives, selection and organization of learning experiences Soumya Ranjan Parida
- 2. Introduction • Curriculum development is a specialized task. It requires systematic thinking about the objectives to be achieved, learning experiences to be provided, evaluation of changes brought out by the curricular activities.
- 3. Steps of curriculum development 1. Assessment of educational needs 2. Formulation of objectives 3. Selection and organization of content 4. Selection and organization of learning experiences 5. Evaluation
- 4. Formulation of philosophy • The term philosophy is derived from the Greek word Philein meaning to love, to strive after or search for and from the word Sophia which means wisdom. • Therefore, Philosophy is the search for wisdom by philosophers.
- 5. Cont.. • Philosophy is the foundation, the mother and engine of all other disciplines. • It is wide since it involves all other studies. • Philosophy is a systematic, vigorous, critical objective study of the reality. • Philosophy recognizes three kinds of realities namely God, Universe and Man.
- 6. Cont.. • Education borrows from philosophy and puts that knowledge into practice. • In this regard, philosophy is the theory about knowledge while education is the practice of the said knowledge. • Philosophy is closely related to education. • For example, all educational programs are generally philosophical in nature hence any educational theory is related to philosophy.
- 7. • The philosophy is expressed in different ways as the quality of education, selection, of teachers and students. • The philosophy serves as a framework within which an organization, school or college or educational programme can function with an objective and purpose. • Philosophies are the beliefs and standards of the persons who starts a programme
- 8. Guidelines for development of philosophy • All teaching staff should participate in the formulation of the school philosophy or college philosophy. • An educational philosophy will be unique to the particular society and individual whom it serves. • An educational philosophy states the values which are believed to be right, true and good by the persons responsibilities for the school or college.
- 9. Cont.. • College or school philosophy should be re – examined periodically to determine its suitability in the light of the changing conditions. • College or school philosophy should not conflict with the philosophy of the institution of which it is a part. • College or school philosophy is used as a screen
- 10. Assessment of educational needs • Need assessment is for determining what the curriculum should be for a given population during a particular period of time. Types of needs- • FELT NEEDS • OBSERVED NEEDS • REAL NEEDS
- 11. Means of needs assessment • Two means of needs assessment:- a) Felt needs – needs assessed through field studies. b) secondary sources- it is the analyzing of existing data, such as education commission reports , govt policies etc. needs assessed through this are called observed needs
- 12. • Real needs – considering the potential and limitations of the education system, a list of priority areas can be prepared known as real needs. • Real needs = felt needs + observed needs
- 13. AIMS, GOALS AND OBJECTIVES • The objective is developed to indicate what changes in behavior it is hoped to bring about in the student as a result of the courses being offered. • The term ‘Purposes’ refers to describe the overall goals of the total education program and the term ‘objective’ refers to the breakdown of purposes into the specific goals which can be used to pinpoint the content
- 14. Formulation Of Educational Objectives • Educational objectives formulated for a given course of study will depend upon the intended learning outcomes.
- 15. The following points must be kept into consideration for this • Matching – objectives should be related to the broad goals of education from which they are derived. • Worth – it relates to weather attaining an objective has value in the life of the student in the present or future.
- 16. Cont.. • Wording – the statements of the objectives should be worded properly. • Appropriateness – all objects should be derived from and cater to the needs and interests of the students. • Logical grouping – the objectives should be properly organized in a coherent manner. • Revision – the objectives needs periodic revision because the needs, knowledge change at a fast pace.
- 17. Factors to be considered in formulating objectives • Teaching, physical and clinical resources availability. • Statutory minimum requirements. • Role of nurse (after qualifying) in society. • Level of professional competence to be attained. • Kind of students to be expected in the education program. • Social and health needs of the people. • Statement of philosophy.
- 18. Data required for formulating educational objectives a) Philosophy b) Needs of the society c) Needs of the student d) Resources available in the society e) Level of the students f) Specifications of positions to be held by the student on the completion of the programme g) Minimum facilities required h) Future trends
- 19. Criteria for selection and statement of objectives • State in terms of desired changes in behaviour • Should be helpful in selecting learning experience • S’d be consistent with the accepted educational objective • Objectives for the specific subjects or units s’d contribute to the attainment of overall objective
- 20. Cont.. • S’d be attainable and practicable • Worthwhile and contribute to the needs of the society • Consider the needs, ability and level of students s’d contribute to the continued and total development of the students • S’d serve as a motivating factor for the teachers as well as the students
- 21. cont,.. • S’d be easily acceptable and understandable • S’d maintain continuity, sequence, correlation and integration of learning activities • Co-operatively planned and developed • Each statement s’d contain only a single objective • S’d be simple and concise in nature • S’d plan the scheme of evaluation
- 22. • In formulating educational objections, it is best to use words or phrases ( eg . • to identify, • to differentiate, • to evaluate, • to perform a particular task or procedure, • to elicit a response from) that describe, as precisely as possible, measurable or observable learning outcomes . Phrases like – ‘to know’, ‘to understand’, and ‘to appreciate’, which are not precise enough for this purpose, may however be used in statements that describe the general goals of a course/programme.
- 23. Steps in the Formulation of Educational Objectives 1. Identify the needs of the learner 2. Identify the needs of the society 3. Study the suggestions of the experts 4. Formulate the philosophy 5. State the objectives gathered from various sources in a proper way 6. Formulate a theory of learning 7. Screen the objectives through educational philosophy and educational psychology and select the appropriate ones 8. Define the objectives clearly 9. State in terms of behavioural outcomes
- 24. Advantages • Educational objectives will provide useful guidelines for teachers to adopt a more systematic approach in designing and planning instructional strategies, particularly with respect to: • What to teach • How to teach • How to assess • What to evaluate
- 26. Selection of Learning Experiences • Learning experiences means learning activities which shape the learner’s orientation to the content and ultimately their understanding of it. • Learning Experience: Deliberately planned experiences in selected situations where students actively participate, interact and which result in desirable changes in the behaviour of the students.
- 27. Cont.. • In nursing education, selection of learning experience is concerned with the decision about the content of subject matter & clinical, community & laboratory practices. • The selection of learning experiences helps to attain the objectives of curriculum.
- 28. Few questions should be addressed before we select learning experiences • Do the learning experiences function the way to meet the overall aims and specific objectives of the curriculum? • Will the student be able to apply the knowledge in real life? • Is it feasible in terms of expertise of staff, time, cost, resources to learn the content in a feasible time?
- 29. Criteria for Selection of Learning Experiences • Consistent with the philosophy • Varied & flexible enough • Give the students an opportunity to practice • Provide chance for the development of independent thinking • Adapted to the needs of the student • Provide continuity, correlation & integration
- 30. Principles to be followed in Selection of Learning Experiences 1. Should be in relation to the selected objectives 2. Should be in relation to the real life experiences where the students are expected to practice. 3. There Should be effective integration between theory and practice according to the level of students. 4. Should be constantly motivating
- 31. Cont.. 5. Should be one that will give the student an opportunity to practise the kind of behavior implied in the objective. 6. Should not be beyond the particular stage of development of the students 7. Should be according to the needs of the students and every student Should be given similar learning experience 8. Should provide equal or same chance for all the students
- 32. Characteristics of good learning experience Learning by doing Create motivation and interest Challenging Satisfy the needs of the time Bring out multiple outcomes in students Help student to acquire needed knowledge, skill and attitude Helpful in gathering information Should be helpful in attaining the educational objective
- 34. Organization or compilation of learning experience • After selection of learning experiences they should be organized carefully. • Organization or compilation of learning experiences can be done – In teaching – Clinical experiences – In placement – Pattern of curriculum
- 35. Elements of Organizing the Learning Experiences • Grouping - learning under subject headings • Preparation of master plan for curriculum • Placement of learning experiences in the total curriculum • Preparation of the correlation chart • Organization of clinical experience • Types of teaching system have to be followed: complete block / teaching block, partial block and study day system
- 36. Principles to be followed Organizing the Learning Experiences 1. Succeeding experiences are build upon preceding ones 2. Learning experiences in one area should be related to other areas 3. Utilize allotted time in a cost effective manner 4. Provide opportunities for the student to concentrate and relate the various activities
- 37. Cont.. 5. Provide opportunities to concentrate on one or more objectives 6. Organize in terms of broad subject matter areas 7. Neither too flexible nor too rigid 8. Clinical experiences and assignments should be valued on the basis of experiences provided 9. Organize so as to practice professional nursing
- 38. Organization of learning experience in teaching • It demands a through understanding of the teaching leaning process. • Important aspects for this:- a) sequencing b) continuity c) Integration d) Relatedness
- 39. Cont.. a) Sequencing- it means putting the content and materials into some sort of order of succession. b) Continuity- content should provide continuity in learning and prevent loss through forgetting. The students should be provided with experiences step by step.
- 40. Cont.. c) Integration- a state of wholeness, harmony and relatedness. • It is to blend things into a harmonious whole. The teacher have to give opportunity to student to integrate various learning experience with new ones. • E.g. learning principle of microbiology helps to apply it in fundamental of nursing for maintaining asepsis. d) Relatedness - learning is more effective when facts and principles from one field can be related to another, esp. when applying knowledge. E.g. The theoretical knowledge is related in clinical practice.
- 41. Criteria for organization of learning experiences in the curriculum • It has to be done carefully, systematically & sequentially • Acc to Tyler, primary aim of organization of learning experiences in the curriculum is to bring & relate various learning experiences together to produce the maximum effect. • The criteria of Continuity, sequence & integration has to be followed for organization of learning experiences in the curriculum.
- 42. Cont.. 1) Continuity and sequence • Learning experiences have to be vertically & horizontally organized • The vertical organization of learning experience refers to the relationship existing between different levels of the same subject or skills. • This relationship is known as continuity. • The L.E planned for the entire curriculum have to be arranged in such a way that the learning progresses week by week, month by month, semester to semester & year to year.
- 43. Cont.. • In horizontal, all the learning takes place in different times & are automatically related to learning of another situation or subject. • Related to continuity, but going beyond it. It is the relationship which is known as sequence. • Curriculum practice in the arrangement of the sequence of learning experience varies widely.
- 46. From concrete experiences to more abstract ones. Starts with simple learning experiences going on to more complex one. Curriculum practice in the arrangement of the sequence of learning experience includes the usual subjects of study and the sequence of experience which usually are based on one of the following three levels of sequences-
- 47. Integration is used with increasing frequency and expanded meaning.
- 48. The integrating behaviors include- • Individual acting as a whole. • Various aspects of a person as a whole are working harmoniously towards the desired ends. • Individual reacts to the total situation. • Interaction is a social process.
- 49. Activities under integration of learning experiences a) Group the learning experiences • Practice of grouping the learning experiences under subject headings is a method of organizing the subjects and clinical experience related to the subject together. • They provide the desired learning experiences for the student. • Subjects may be grouped under the major headings- 1) Basic Sciences • Physics • Chemistry • Sociology • Anatomy & Physiology 2) Professional Understanding • Professional Adjustment • Trends & Issues 3) Practices of Nursing- Communication • Administration • History of Nursing 4) Nursing specialties -Medical • Paediatrics, maternal and child, community, psychiatric.
- 50. Placement • When the broad plan for the organization of learning experiences has been decided, the next step is their placement in the total curriculum. • They should have distributed through out the course according the principles of sequence & integration.
- 52. General plan for curriculum • General plan for curriculum is the placement of subject matter & clinical experience. • While preparing the general plan it should be kept in mind that certain blocks of clinical experiences is a statutory requirement. • The subject matter of the teaching necessary in connection with each of the clinical experience can then be listed with each experience. • To this general plan to be added the number of hours for teaching and clinical experiences/week/month.
- 67. Evaluating the curriculum • Evaluation means to assess the extent of the objectives o the curriculum are achieved through implementation of curriculum.
- 68. Curriculum evaluation involves • an assessment of the philosophy of the institution, • programme goals, • nursing content taught in each course, • course objectives, • teaching – learning methods, • course evaluation methods & • the relationship of non- nursing courses to the overall plan of study. • Evaluation of a curriculum should be efficient & effective.
- 69. Characteristics of curriculum evaluation The evaluation of any purposeful activity should have certain characteristics :- a) consistency with the objectives of curriculum. b) sufficient diagnostic value c) comprehensiveness d) validity e) continuity
- 70. Five M’s of curriculum evaluation • Men & other personnel involved • Money • Materials • Methods • Minutes
- 73. Curriculum plans- master rotation plan