Obstacles in curriculum development, different barriers in curriculum development
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The document contains a series of math jokes and riddles in bullet point form. It asks questions like "Why is 6 afraid of 7?" and "Why did two fours skip lunch?". It also includes some statements like "Dear algebra, stop trying to find your x - they're never coming back". The final paragraphs discuss barriers to curriculum development, including power barriers, practical barriers, and psychological barriers. It suggests overcoming these barriers is necessary to create an unbiased curriculum.
Obstacles in curriculum development, different barriers in curriculum development
- 2. Math mojo’s ● Why 6 is afraid of 7? ● Why did 7 ate 9? ● Why we should not allow pie to talk? ● Why was math book sad? ● Why did two fours skip lunch? ● How are a dollar and the moon similar? ● Why was the student upset when his teacher called him average? ● Why was the fraction worried about marrying the decimal? ● Why is the obtuse triangle always so frustrated? ● Why was the equal sign so humble? ● Why did one math book say to the other? It is for you ….. What do you call a number that can’t stay in one place? Why plants hate mathematics? How do you stay warm in any room? Why parallel lines are so sad? What do you call dudes who love math? lastly….Dear algebra, stop trying to find your x- they’re never coming back Don’t ask y
- 4. Sometimes same newton’s laws holds for curriculum development “How much ever we want to change that much it also tries to retain back”
- 5. B A R R I E R S REASON
- 6. Power barriers Practical barriers Psychological barriers
- 7. ● Service to other fields ● Cultural values ● Students needs ● Societal values ● Sociological factors ● Value for power maintaining power balance between student and teacher ● Mixed-ability teaching
- 8. er barriers Government Quasi-legal Professional organisation Special groups Internal influences External influences
- 9. ● Environment ● Institution ● Cultural ● Teacher-related ● Economic tical barriers
- 10. Physical Emotional Social Intellectual Interest of students Capacities of teachers (ordinary teacher adopting an innovative curriculum) sychological arriers
- 11. Thank you Crossing these will let us to make a clear and unbiased curriculum which is of prime need.