Patterns/Categorization of Curriculum ppt
- 1. PATTERNS OF CURRICULUM PRESENTERS Tayyaba Irfan Amin s/2016-2441 Syeda Ayesha Shah s/2016-2430
- 2. Patterns of Curriculum conservative liberal art curriculum Social re-construction curriculum Vocational curriculum Educational technology curriculum Humanistic curriculum De-schooling curriculum 2
- 3. 1. Conservative Liberal Arts Curriculum What is liberal art ? 3 “The area of learning that cultivates general intellectual abilities (such as reasoning, judgment) rather than technical or professional/vocational skills.” Word “Liberal Art” came from the LATIN ‘Libralis’ means suitable for a freedom.
- 4. Following Areas Came From Liberal Art • Social sciences • Natural Sciences • Humanities • Formal Science 4
- 5. 1. Conservative Liberal Arts Curriculum • It is based on the belief that a human being’s unique and distinctive quality is intellect. • The quest for knowledge is the natural fulfillment of an intellect. • The purpose of life is to engage in the process of inquiry. • To move from ignorance to truth, from confusion to enlightenment. 5
- 6. Conservative Liberal Arts Curriculum • It is an approach to learning that empowers individual and prepare them to deal with complexity, diversity and change. • It provides students with broad and general knowledge of world wide. 6
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- 8. Conservative Liberal Arts Curriculum History In the 8th century B.C. this design is said to be enrooted in Hellenistic Greece to define those subjects that were considered essential for a free person to participate in civic life, including public debates serving on juries and most importantly, military services. • Paideia Concept ( Cultured Man) became a perspective in the liberal arts approach to education. • This became the format of the public education system. • The curriculum was spelled out in a formally declared permanent studies that included language, mathematics, sciences, history and foreign languages. 8
- 9. Strengths of Conservative liberal arts Curriculum •A liberal arts curriculum provides all of the fundamentals necessary to survive in a changing workplace. • Greater scope to invest a greater amount of time in self- study and appraisal 9
- 10. Strengths of Conservative liberal arts Curriculum • Essentially, a liberal arts curriculum enhances one’s ability to connect concepts, hypotheses across diverse disciplines. This, in turn, allows us to deal with multiple dimensions of the problems. • This intellectual growth inevitably(unavoidable), permeates(penetrate) into our professional life. • A student of a liberal arts curriculum is made to understand that education should not be regarded as a path to occupation, but something life-long and far more meaningful. This our education system must emphasis : The ultimate goal of education is growth. 10
- 11. Strengths of Conservative liberal arts Curriculum • It focuses on one’s understanding of other cultures, the principles of human nature that connect us, and the social constructs that form the differences between us. Thus, one learns to better interact with people of different cultures. 11
- 12. Weakness of Conservative Liberal Arts Curriculum • Needs proper funding • Doesn’t focus on specialization of any particular area • It doesn’t develop scientific attitude • It doesn’t prepare an individual for vocational or professional life 12
- 13. What is Social Reconstruction? “Social reconstruction is a condition in which student is encouraged by educators to explore potential solutions to the social problems” 13 2. Social re-construction Curriculum
- 14. Social re-construction Curriculum Social reconstruction curriculum tries to involve students in school and community life in order to help them to become adults who can reconstruct and improve society. 14
- 15. History of Social re-construction Curriculum Harold Rugg proponent of Social Reconstruction curriculum In 1920, he wrote a book “Man and his changing society” He encouraged schools to influence social change He proposed that school shouldn’t be neutral to the ills of society and education is a vehicle for social improvement. 15
- 16. Characteristics of Social re-construction Curriculum • A curriculum which is not only inform but will have as its ideals the development of an attitude of sympathetic tolerance and critical open-mindedness. • Constructed on a problem solving • Organization providing constant practice in choosing between alternatives, in making decisions and drawing generalization. • Children will be influenced to put their ideas in sanely action. 16
- 17. Characteristics of Social re-construction Curriculum • The major assumption in social reconstruction is that future is not fixed it is amenable to modification and improvement. • The school as an institution cannot remain neutral in a changing world and can influence and direct social change. 17
- 18. Strengths of Social re-construction Curriculum o It focuses on orienting students and helping them commit to the life in which they would participate. o It helps students to develop intellectual, esthetic, or practical interests o It gives life-adjustment ideas o It creates a strong bond between the school and society Social reconstruction involves active participation through ‘doing’. 18
- 19. Strengths of Social re-construction Curriculum o This curriculum confront the learners with issues which mankind face. o It has no space for the preconceived notions of what adults believed children should become. That is why there was an emphasis on self-government by students o It is a medium for the expression of esthetic values and social aims. 19
- 20. Limitations of Social re-construction Curriculum o It is not easily applicable o At worst, schools are subject to the whims of fads and special interest groups. 20
- 21. Limitations of Social re-construction Curriculum o Lacking direction by definite social ideals, it becomes the victim of special pressure groups, the subject of contending special interests, the sport of passing intellectual fashions, the toys of dominant personalities o It is not permitting individual students to make projects solely to satisfy individual needs and thereby limiting the potential of the child. o It only address universally agreed upon issues. 21
- 22. 3. Vocational Curriculum “A curriculum that provides students with the opportunity to develop vocational knowledge in their chosen occupations” It consisted of crafts and labor skills. This program is good in areas with industrial or agricultural community 22
- 23. Areas of study • Trade and Industrial Education • Business Education • Agriculture • Home Economics • Marketing Education • Technical Education • Technology Education • Health Education 23
- 24. 24 The reason for focusing on practice is the skilful thinking approach for applications in diverse vocational settings and situations
- 25. Strengths of Vocational curriculum • The outcomes are based on the learner’s hopes for the future and will incorporate their needs, strengths, preferences and interests. • It gives students the opportunity to develop vocational knowledge in an occupation for which they wish to qualify. 25
- 26. Strengths of Vocational curriculum • Curriculum frameworks for vocational programs focus on the socio-cultural level of practice (e.g. skills standards of socio-cultural level). • Learners are fully involved in what activities they will participate for a successful transition to adulthood. • It promote adaptability : to just develop the capacity to adapt knowledge to operate across the diverse instances of the occupation. 26
- 27. Strengths of Vocational curriculum • Domains of human activity (e.g. vocations, academic discipline) are promoted. • An emphasis on practice as a basis for considering curriculum goals and developing adaptable outcomes is proposed. • This approach emphasizes learning through participation as much as a reliance on the manipulation of existing knowledge • It seeks to draw on the social as well as the cognitive experience focused on work processes and moral reform to comprehensive and systematic curriculum focused on labor needs and concrete outcomes 27
- 28. Weakness of Vocational Curriculum • It totally ignores the academic work • Teachers are primarily hired for their technical knowledge and not on their teaching skills, it can be hard to convey that information in a way that other people can use and learn. This can be a major drawback. • There is a lack of diversity of subjects to be taught 28
- 29. 4. Educational Technology Curriculum Technology is making the learning process fun and even addictive 29
- 30. Educational Technology Curriculum “ The educational technology curriculum educates students to meet challenges with logic and creativity using a variety of technologies ” • It includes how to facilitate learning and improve performance by creating, using and managing appropriate technological processes and resources 30
- 31. - Education in the new century will experience a technological gold rush atmosphere. -Technological instruments has a significant role in the teaching and learning process. Educational Technology Curriculum 31
- 32. Educational Technology Curriculum 32 Joseph Hardin said : “Technology is affecting education in revolutionary ways and the momentum toward these changed is irreversible. ”
- 33. Educational Technology through the decade 33 Technology have greatly affected learning process through the years: - 1950-Televisions - 1960- Transistors and calculators - 1970- Videocam, Compact Disc, VCD - 1980- Facsimile, CD ROMS, Software - 1990- Personal computers, World Wide Web, Internet - 2000- Laptop, Netbook , I pad , DVD, LCD projector
- 34. Educational Technology in the New Century • In the new century curriculum specialist must do better not only on knowledge of how technology works but also how technology can be used to improve communication and transmission of knowledge in the teaching and learning process.
- 35. Educational Technology in the New Century This curriculum focuses on the questions: • What are the implications of technology? • How can schools receive technology in a meaningful way? • What technology is most effective for learning in a school? • How can we prevent technology from creating an intellectual grouping in school? 35
- 36. Strengths of Educational Technology Curriculum • Saves Precious Resources Using technology in the classroom amount of resources can be saved . • No more heavy backpacks • The things that we know are always changing This curriculum provides instantly Updated Information faster and cheaper than if all new books and resources has to be purchased • It allows the classroom to reflect modern times. 36
- 37. Strengths of Educational Technology Curriculum • Students are not only excited about what they are doing, but comprehending it as well. • Students are engaged so it creates a collaborative learning approach. • Encourages development of new teaching methods.. • It can boost learning motivation. • Provide learning opportunities outside the classroom • It develops necessary Skills for the Future. Business and many other fields are dominated by technology. 37
- 38. Weakness of Educational Technology Curriculum • Technology can disconnect students from social interactions. • It can replace the teacher. It can create a dependence. • Sara Elkridge, history professor at Randolph College in Virginia, believes that: “Technology is a tool to be used in the classroom, rather than an end in itself.” 38
- 39. Weakness of Educational Technology Curriculum • Lesson planning might become more labor-intensive with technology • Students don’t have equal access to technological resources. • Extremely Expensive To Keep Up To Date. • It could cause students to use unreliable resources for learning. • It could create medical issues for some students 39
- 40. 5. Humanistic Curriculum • Its main theme is humanizing of learning • It focuses on basic human values • It features student-centered curriculum and encourages freedom 40
- 41. Humanistic curriculum Humanistic Curriculum aims at development and realization of complete human personality of the student. • The humanistic curriculum does not take student as subservient to society, history or philosophy but as a complete entity. 41
- 42. Humanistic Curriculum • Humanistic curriculum stress on individual freedom and democratic rights to form global community based on “common humanity of all people”. 42
- 43. Humanistic curriculum • The humanistic curriculum experts suggest that if education succeeds in development of interests, and aptitudes of every individual, the students will willingly and intelligently cooperate with one another for common good. This will ensure a free and universal society with shared interests rather than conflicting ones. 43
- 44. Characteristics of Humanistic curriculum • Instruction is humane, personalized and individualized • Teachers serve as guider to learning rather than authority figure of knowledge. • Decentralization of authority. • Teacher is a facilitator of learning process. 44 Humanistic Curriculum
- 45. Characteristics of Humanistic Curriculum • It is an outward bound • Atmosphere of understanding, compassion, encouragement, and trust. • Physical setting usually encourage freedom in the form of students mobility, increased choice of curricular activities and a learning by doing format. 45
- 46. Dalton Plan In 1920, Helen Parkhurst devised Dalton Plan • It features freedom of movement and choice of material by students • Cooperation and interaction of student group life • Subject matter laboratories in the classroom •No tests ,so it eliminates the grading system •It was criticized for being too individualistic and finally given up 46Humanistic Curriculum
- 47. Organic Method 47 Humanistic Curriculum Developed at Fairhope, Alabama in 1910 by Marietta Johnson in a laboratory school •She called it organic method because it focused on a child as a complete ‘organism’ •They believed that children are best prepared for adult life by fully experiencing childhood. •Appropriate conditions should be provided for optimal development of student •Physical exercise, nature study, music, field geography, drama and games.
- 48. History of Humanistic curriculum It considers the whole child and believes that in curriculum the total development of the individual is the prime consideration. The learner is at the center of the curriculum. Curriculum design in the US during the 20th century This approach is rooted in the progressive philosophy and child-centered movement. 48
- 49. Strengths of Humanistic curriculum •It considers the need for self-understanding and self-actualization among learners. •It fosters the emotional, physical as well as the intellectual skills necessary for independent judgment. •To the humanists, the goals of education are related to the idea of personal growth, integrity, and autonomy. •Healthier attitudes towards self, peers, and learning are among their expectations. 49
- 50. Weakness of Humanistic curriculum •It is too positive when regarding human behavior- this means that it assumes individuals are intrinsically good and will choose positive paths for their lives- however free will and choice is limited for some individuals •Approach is not scientific- Does not make predictions that can be proved or disproved. 50
- 51. Weakness of Humanistic curriculum • There is also more chance of quieter students not speaking out, and being overshadowed by more dominant personalities. • Classmates will naturally differ in ability and experience, this approach make that gap even wider and create more of a divide • Lastly, the learning is highly dependent on whether the teacher is capable of delivering the lessons in an effective manner. If the teacher has not been trained to use this learning style correctly, students could take advantage and end up not taking the lessons seriously. 51
- 52. 6. De-schooling Curriculum “It is the process of minimizing the negative effects of school in student.” It usually refers to adjustment period of a child after leaving formal school. 52What is Deschooling ?
- 53. De-schooling Curriculum De-schooling is necessary in following conditions: 1) Students get hurt by peers and teachers due to unkind words spoken. 2) Forced learning in a difficult area. 3) Being set free from what learning looks like and being allowed to rather discover that All life is learning. 53 Why De-Schooling ??
- 54. De-schooling Curriculum De-schooling curriculum allow your children freedom and space with no academic work to detox themselves of the school system. There is no specific time frame. 54
- 55. -Sandra Dodd “Stop thinking schoolishly. Stop acting teacherishly. Stop talking about learning as though it is separate from life.” 55
- 56. Alternative learning mode “De-schooling curriculum is a less-restricted scenario of learning that focuses on being educated by one's natural curiosities.” • Getting out of the formal way of schooling. • From a structured and authoritative way of learning to unconventional, un-structured autonomous way of learning 56De-schooling Curriculum
- 57. Alternative schools • Travel-learn programs • Work and apprenticeship program • Volunteer service • Informal study in the community • Affective experiences • Home schooling • Basically this curriculum seeks to define education as a personal act. 57
- 58. Strengths of Strengths of De-schooling Curriculum 58 •De-schooling curriculum offers freedom in so many areas . •It is applicable to the students who have been kicked out of the school •It helps the child rediscover that learning is fun and can happen in all activities. •It promotes the natural and hidden abilities of a child •Children’s interests can be followed and they work at their own pace
- 59. Limitations of De-schooling Curriculum 59 •De-schooling curriculum focuses on freedom and that freedom can be misused by the child •Not so good for professional life •It does not focus on the social development on child • It totally ignores academic work •De-schooling curriculum does not promote team work
- 60. Conclusion We have discussed the advantages and disadvantages of different curriculum patterns but proper implementation might help keep the drawbacks to a minimum. Better planning is necessary 60
- 61. ANY QUESTION ??? THANK YOU