Course: Curriculum Development Course Code:6406

Level: ADE/B.Ed 4 Years Semester: Spring 2019

ASSIGNMENT No. 1

Q.No 1 Write down the different definitions of concept of model and also prepare your own definition in
the light of different definitions of model.
Q.No 2. Define Problem Solving method and outline its steps briefly.
Q.No 3. What is curriculum and also write in detail the characteristics of curriculum?
Q.No 4. In the light of different definitions point out the need and scope of curriculum?
Q.No 5. Explain the functions and problems of curriculum design?

Q.No 1 Write down the different definitions of concept of model and also prepare your own definition in
the light of different definitions of model.
Model
A model is an abstract representation of reality, useful for its explanatory and predictive power. A model
airplane represents how a real airplane looks, can be used to explain how it works, and, if for example you
throw it into the air or hang it in a wind tunnel, can be used to predict how an airplane based on that model
would behave. A climate change model (shown) represents how a climate system looks on the surface,
works inside, can predict future behavior, and can be used to make solution strategy decisions. roblems is
crucial
Modeling the behavior of a difficult problem is often the best or only way to solve it. The more of these features
a problem has, the more likely you are to benefit by modeling the problem:
The problem contains counterintuitive behavior that cannot be understood by examination of the problem.
The problem has such endless complexity that every time you approach solving it, you turn away baffled.
Feedback loops are at the heart of problem behavior.
Past solutions have failed and you don't know why,
Multiple solutions are possible but it's hard to determine their relative differences of cost, speed, and/or
effectiveness.
The root causes of the problem are well hidden and hard to find.

The sustainability problem has all these characteristics. Many problem

solvers are modeling the problem. But they are not modeling the complete problem all the way down to its root
causes. Instead they are modeling a subset of the problem, like the symptoms of climate change and its
1|Page
immediate causes, the IPAT Equation factors (as in The Limits to Growth World3 simulation model, high
level model shown), and proper practice solutions like wind energy or life cycle product design.Physical
models and mental models
The two main types of models are physical models and mental models. The purpose of physical models is to
enhance our mental models so we can make better decisions.
The most important type of model is the mental models each of us uses in our day to day existence, because all
conscious decisions are based on mental models. We have mental models for how our neighborhood works, for
how a car works, for how a country works, and so on. We also have mental models that we have built ourselves
to do things like perform our jobs, participate in running our households, interpret the news, and so on. And
then there are the mental models currently used to approach problem solving, such as the global environmental
sustainability problem.
It is this last mental model that Thwink.org seeks to change, by showing that current mental models, such as
those based on Classic Activism, are not nearly as productive as the more appropriate models that can be built
using an analytical approach and the rest of the concepts in this glossary.
Static and simulation models
Physical models also fall into two classes: those that cannot be simulated (static) and those that can
(simulation).
Examples of static models are white board drawings, causal loops diagrams, numerous types of analysis
diagrams, and a drawing of a football play. All capture how something works. Static model are useful in the
early stages of developing simulation models.
If a problem is complex, and especially if it contains dynamic behavior over time that's hard to understand, then
it must be analyzed using a simulation model. Predicting the weather, analyzing the causes of climate change
and its likely future, and many business and science problems fall into this class. A simulation model (an
example is shown) represents how a system works by capturing its fundamental structure and allowing that
structure to be simulated over time, usually via computer software. Some simulation models are mechanical,
like the many beautiful models of steam engines in the British Museum.

Descriptive versus prescriptive models

Most models are descriptive. A descriptive model describes how something works. If a simple problem is being
modeled, a descriptive model is usually good enough to solve it. For example, a model of an industrial
manufacturing process could be the steps required to perform it and process flow diagrams if necessary. If a
problem occurs, you inspect and test the process to isolate the problem to the step causing it. Then you modify
the step so the process no longer produces defects.
A large drawback is the descriptive model approach will not work for complex system problems, because the
system is too complex to descriptively model completely or accurately. Examples of systems falling into this
class are cultures, organizations, the universe, political dogmas, and a snowstorm at the molecular level.
The standard solution to the complexity constraint has been to model the portion of the system that, if
understood, will lead to solution of the problem. But how do you know what portion to model? And how do you
know HOW to model it so that a solution is easy to derive from the model? There are no tried and true answers
to these questions using the strategy of modeling the “right” portion of the system, because the “right” portion

2|Page
must be intuitively found. The result is that most such efforts fail. Eventually, given enough time, luck (trial and
error) leads to a workable solution.
That’s why prescriptive models are needed. A prescriptive model is designed from the start to make solution
easy, by leading problem solvers to the solution as efficiently as possible. The Thwink.org approach creates a
prescriptive model this way:
1. Use a formal process that drives all modeling.
2. First diagnose why the problem is occurring at the fundamental levelbefore any solution hypothesizing
begins.
3. Deliberately model with leverage points in mind.
The emergent property of these three strategies is prescriptive models that are an order of magnitude more
likely to lead to an acceptable solution in time. The second strategy is the key. Approximately 80% of a
problem solver's time should go to the diagnostic step. The better it's done, the easier all remaining process
steps are.
The diagnostic step of a prescriptive modeling approach to a difficult social problem will lead to two extremely
important insights:
1. Identification of the structure that is causing such strong change resistance that this is a difficult problem, and
not an easy one.
2. Identification of the intuitively attractive low leverage points that problem solvers have been pushing on in
vain for so long.
Once these two insights are reached, prescriptive modeling moves on to identification of the high leverage
points that, when correctly pushed, will cause the change resistance to be mostly disappear. This is usually easy
to do, because the high leverage points are probably already in the model. They are a natural part of the
diagnostic structure. If they are not, then you probably have a shallow diagnosis.
Finally, once the high leverage points are found, prescriptive modeling moves into testing how to best “push”
on them. This requires experimentation. If this is done right, the experiments that work may be seamlessly
scaled up into the actual solution.
All in all, a prescriptive modeling approach is the only way to solve difficult social system problems, unless of
course you prefer to rely on luck.

Q.No 2. Define Problem Solving method and outline its steps briefly.
Problem solving is the act of defining a problem, determining the cause of the problem, identifying, prioritizing
and selecting alternatives for a solution, and implementing a solution.
THE FOUR BASIC STEPS OF THE PROBLEM-SOLVING PROCESS
In order to effectively manage and run a successful organization, leadership must guide their employees and
develop problem-solving techniques. Finding a suitable solution for issues can be accomplished by following
the four-step problem-solving process and methodology outlined below.
Step Characteristics
1. Define the problem Differentiate fact from opinion
Specify underlying causes
Consult each faction involved for information
State the problem specifically
Identify what standard or expectation is violated
Determine in which process the problem lies
Avoid trying to solve the problem without data
2. Generate alternative solutions Postpone evaluating alternatives initially
Include all involved individuals in the generating of alternatives
Specify alternatives consistent with organizational goals
Specify short- and long-term alternatives
Brainstorm on others' ideas
Seek alternatives that may solve the problem

3|Page
3. Evaluate and select an alternative
4. Implement and follow up on the solution
Evaluate alternatives relative to a target standard
Evaluate all alternatives without bias
Evaluate alternatives relative to established goals
Evaluate both proven and possible outcomes
State the selected alternative explicitly
Plan and implement a pilot test of the chosen alternative
Gather feedback from all affected parties
Seek acceptance or consensus by all those affected
Establish ongoing measures and monitoring
Evaluate long-term results based on final solution

Problem Solving Chart

1. Define the Problem

Diagnose the situation so that your focus is on the problem, not just its symptoms. Helpful problem-solving
techniques include using flowcharts to identify the expected steps of a process and cause-and-effect diagrams to
define and analyze root causes.
The sections below help explain key problem-solving steps. These steps support the involvement of interested
parties, the use of factual information, comparison of expectations to reality, and a focus on root causes of a
problem. You should begin by:
• Reviewing and documenting how processes currently work (i.e., who does what, with what information,
using what tools, communicating with what organizations and individuals, in what time frame, using
what format).
• Evaluating the possible impact of new tools and revised policies in the development of your “what
should be” model.
2. Generate Alternative Solutions
Postpone the selection of one solution until several problem-solving alternatives have been proposed.
Considering multiple alternatives can significantly enhance the value of your ideal solution. Once you have
decided on the “what should be” model, this target standard becomes the basis for developing a road map for
investigating alternatives. Brainstorming and team problem-solving techniques are both useful tools in this stage
of problem solving.
Many alternative solutions to the problem should be generated before final evaluation. A common mistake in
problem solving is that alternatives are evaluated as they are proposed, so the first acceptable solution is chosen,
even if it’s not the best fit. If we focus on trying to get the results we want, we miss the potential for learning
something new that will allow for real improvement in the problem-solving process.
3. Evaluate and Select an Alternative
Skilled problem solvers use a series of considerations when selecting the best alternative. They consider the
extent to which:
• A particular alternative will solve the problem without causing other unanticipated problems.
• All the individuals involved will accept the alternative.
4|Page
 • Implementation of the alternative is likely.
• The alternative fits within the organizational constraints.
4. Implement and Follow Up on the Solution
Leaders may be called upon to direct others to implement the solution, “sell” the solution, or facilitate the
implementation with the help of others. Involving others in the implementation is an effective way to gain buy-
in and support and minimize resistance to subsequent changes.
Regardless of how the solution is rolled out, feedback channels should be built into the implementation. This
allows for continuous monitoring and testing of actual events against expectations. Problem solving, and the
techniques used to gain clarity, are most effective if the solution remains in place and is updated to respond to
future changes.

Q.No 3. What is curriculum and also write in detail the characteristics of curriculum?

1. A brief answer is hard to give as curriculum can be both written and unwritten. Essentially,
curriculum is what the school is attempting to teach, which might include social behaviors as
well as content and thinking skills.
2. A course of study that will enable the learner to acquire specific knowledge and skills.
3. A curriculum consists of the "roadmap" or "guideline" of any given discipline. Both the
philosophy of teaching of the instructors as well as of the educational institution serve as two
of the principles upon which a curriculum is based.
4. A curriculum is the combination of instructional practices, learning experiences, and
students' performance assessment that are designed to bring out and evaluate the target
learning outcomes of a particular course.
5. A detailed plan for instruction set by policy-makers.
6. A selection of information, segregated into disciplines and courses, typically designed to
achieve a specific educational objective.
7. As applied to education, curriculum is the series of things that students must do and
experience by way of developing abilities to do the things well that adults do in life; and to
be in all ways the people that they should be as adults.
8. Curriculum encompasses a variety of technical and non technical courses that are required to
complete a specific degree.
9. Curriculum includes everything that takes place, and everything that does not take place,
within the purview of the school.
10. Curriculum is a framework that sets expectations for student learning. It serves as a guide for
teachers, a roadmap if you will, that establishes standards for student performance and
teacher accountability.

1. The Curriculum is continuously evolving.

• It evolved from one period to another, to the present.
• For a curriculum to be effective, it must have continuous monitoring and evaluation.
• Curriculum must adapt its educational activities and services to meet the needs of a modern and dynamic
community.
The Curriculum is based on the needs of the people.
• a good curriculum reflects the needs of the individual and the society as a whole
• The curriculum is in proper shape in order to meet the challenges of times and make education more
responsive to the clientele it serves.
The Curriculum is democratically conceived.

5|Page
 • A good curriculum is developed through the efforts of a group of individuals from different sectors in
the society who are knowledgeable about the interests, needs and resources of the learner and the society
as a whole.
• The curriculum is the product of many minds and energies.
. The Curriculum is the result of a long-term effort.
• a good curriculum is a product of long and tedious process.
• It takes a long period of time in the planning, management, evaluation and development of a good
curriculum.
The Curriculum is a complex of details.
• A good curriculum provides the proper instructional equipment and meeting places that are often most
conducive to learning.
• It includes the student-teacher relationship, guidance and counseling program, health services, school
and community projects, library and laboratories, and other school-related work experiences.
The Curriculum provides for the logical sequence of subject matter.
• Learning is developmental.
• Classes and activities should be planned.
• A good curriculum provides continuity of experiences.
. The Curriculum complements and cooperates with other programs of the community.
• The curriculum is responsive to the needs of the community.
• The school offers its assistance in the improvement and realization of ongoing programs of the
community.
• There is cooperative effort between the school and the community towards greater productivity.
The Curriculum has educational quality.
• Quality education comes through the situation of the individuals intellectual and creative capacities for
social welfare and development.
• The curriculum helps the learner to become the best that he can possibly be.
• The curriculum support system is secured to augment existing sources for its efficient and effective
implementation.
The Curriculum has administrative flexibility.
• A good curriculum must be ready to incorporate changes whenever necessary.
• The curriculum is open to revision and development to meet the demands of globalization and the digital
age.

Q.No 4. In the light of different definitions point out the need and scope of curriculum?

The term curriculum has been derived from a Latin word ‘Currere’ which means a ‘race course’ or a runway on
which one runs to reach a goal. Accordingly, a curriculum is the instructional and the educative programme by
following which the pupils achieve their goals, ideals and aspirations of life.
It is curriculum through which the general aims of a school education receive concrete expression.
Traditional concept-The traditional curriculum was subject-
centered while the modern curriculum is child and life-centered.

1. Goals: The benchmarks or expectations for teaching and learning often made explicit in the form of a
scope and sequence of skills to be addressed;
2. Methods: The specific instructional methods for the teacher, often described in a teacher’s edition;
3. Materials: The media and tools that are used for teaching
and learning;
4. Assessment: The reasons for and methods of measuring
6|Page
student progress.
Nature of curriculum
1. the instructional programme as indicated by the course offerings to meet the varies requirements of a vast
heterogeneous population
2. the courses of study, embodying outlines of
knowledge to be taught
3. all the experiences provided under the guidance of the school
Close examination of them reveals the difficulty in
deciding
the basic nature of curriculum.
1. Is it thought of as a programme and pattern of offerings?
2. Is thought of to be a content of courses?
3. Is it thought of to be experiences through which knowledge is
communicated?
4. Nature of curriculum Curriculum is that which makes a difference between maturity and
immaturity, between growth and stasis, between literacy and illiteracy, between
sophistication (intellectual, moral, social and emotional) and simplicity.
5. It is the accumulated heritage of man’s knowledge filtered through the prisms of contemporary
demands and pressures.
6. It is that wisdom considered relevant to any age in any given location.
7. It is that we choose from our vast amount of heritage
8. of wisdom to make a difference in the life of man.

Q.No 5. Explain the functions and problems of curriculum design?

Curriculum design is a term used to describe the purposeful, deliberate, and systematic organization of
curriculum (instructional blocks) within a class or course. In other words, it is a way for teachers to plan
instruction. When teachers design curriculum, they identify what will be done, who will do it, and what
schedule to follow.
Purpose of Curriculum Design
Teachers design each curriculum with a specific educational purpose in mind. The ultimate goal is to improve
student learning, but there are other reasons to employ curriculum design as well. For example, designing a
curriculum for middle school students with both elementary and high school curricula in mind helps to make
sure that learning goals are aligned and complement each other from one stage to the next. If a middle school
curriculum is designed without taking prior knowledge from elementary school or future learning in high school
into account it can create real problems for the students.
Types of Curriculum Design
There are three basic types of curriculum design:
• Subject-centered design
• Learner-centered design
• Problem-centered design
Subject-Centered Curriculum Design
Subject-centered curriculum design revolves around a particular subject matter or discipline. For example, a
subject-centered curriculum may focus on math or biology. This type of curriculum design tends to focus on the
subject rather than the individual. It is the most common type of curriculum used in K-12 public schools in
states and local districts in the United States.
Subject-centered curriculum design describes what needs to be studied and how it should be studied. Core
curriculum is an example of a subject-centered design which can be standardized across schools, states, and the
country as a whole. In standardized core curricula, teachers are provided a pre-determined list of things that
they need to teach their students, along with specific examples of how these things should be taught. You can

7|Page
also find subject-centered designs in large college classes in which teachers focus on a particular subject or
discipline.
The primary drawback of subject-centered curriculum design is that it is not student-centered. In particular, this
form of curriculum design is constructed without taking into account the specific learning styles of the students.
This can cause problems with student engagement and motivation and may even cause students to fall behind in
class.
Learner-Centered Curriculum Design
In contrast, learner-centered curriculum design takes each individual's needs, interests, and goals into
consideration. In other words, it acknowledges that students are not uniform and adjusts to those student needs.
Learner-centered curriculum design is meant to empower learners and allow them to shape their education
through choices.
Instructional plans in a learner-centered curriculum are differentiated, giving students the opportunity to choose
assignments, learning experiences or activities. This can motivate students and help them stay engaged in the
material that they are learning.
The drawback to this form of curriculum design is that it is labor intensive. Developing differentiated
instruction puts pressure on the teacher to create instruction and/or find materials that are conducive to each
student's learning needs. Teachers may not have the time or may lack the experience or skills to create such a
plan. Learner-centered curriculum design also requires that teachers balance student wants and interests with
student needs and required outcomes, which is not an easy balance to obtain.
Problem-Centered Curriculum Design
Like learner-centered curriculum design, problem-centered curriculum design is also a form of student-centered
design. Problem-centered curricula focus on teaching students how to look at a problem and come up with a
solution to the problem. Students are thus exposed to real-life issues, which helps them develop skills that are
transferable to the real world.
Problem-centered curriculum design increases the relevance of the curriculum and allows students to be creative
and innovate as they are learning. The drawback to this form of curriculum design is that it does not always take
learning styles into consideration.
Curriculum Design Tips
The following curriculum design tips can help educators manage each stage of the curriculum design process.
• Identify the needs of stakeholders (i.e., students) early on in the curriculum design process. This can
be done through needs analysis, which involves the collection and analysis of data related to the learner.
This data might include what learners already know and what they need to know to be proficient in a
particular area or skill. It may also include information about learner perceptions, strengths, and
weaknesses.
• Create a clear list of learning goals and outcomes. This will help you to focus on the intended
purpose of the curriculum and allow you to plan instruction that can achieve the desired
results. Learning goals are the things teachers want students to achieve in the course. Learning outcomes
are the measurable knowledge, skills, and attitudes that students should have achieved in the course.
• Identify constraints that will impact your curriculum design. For example, time is a common constraint
that must be considered. There are only so many hours, days, weeks or months in the term. If there isn't
enough time to deliver all of the instruction that has been planned, it will impact learning outcomes.
• Consider creating a curriculum map (also known as a curriculum matrix) so that you can properly
evaluate the sequence and coherence of instruction. Curriculum mapping provides visual diagrams or
indexes of a curriculum. Analyzing a visual representation of the curriculum is a good way to quickly
and easily identify potential gaps, redundancies or alignment issues in the sequencing of instruction.
Curriculum maps can be created on paper or with software programs or online services designed
specifically for this purpose.
• Identify the instructional methods that will be used throughout the course and consider how they will
work with student learning styles. If the instructional methods are not conducive to the curriculum, the
instructional design or the curriculum design will need to be altered accordingly.

8|Page
 • Establish evaluation methods that will be used at the end and during the school year to assess learners,
instructors, and the curriculum. Evaluation will help you determine if the curriculum design is working
or if it is failing. Examples of things that should be evaluated include the strengths and weaknesses of
the curriculum and achievement rates related to learning outcomes. The most effective evaluation
is ongoing and summative.
• Remember that curriculum design is not a one-step process; continuous improvement is a necessity.
The design of the curriculum should be assessed periodically and refined based on assessment data. This
may involve making alterations to the design part way through the course to ensure that learning
outcomes or a certain level of proficiency will be achieved at the end of the course.

9|Page