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Education Methodology: Curriculum Management

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DOI: 10.20959/wjpps20172-8644

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 WORLD JOURNAL OF PHARMACY AND PHARMACEUTICAL SCIENCES
Kurangi et al. World Journal of Pharmacy and Pharmaceutical Sciences
SJIF Impact Factor 6.647

Volume 6, Issue 2, 1385-1396 Review Article ISSN 2278 – 4357

EDUCATION METHODOLOGY: CURRICULUM MANAGEMENT

Bhaskar K. Kurangi1*, Basavaraj K. Nanjwade1 and Nilesh M. Jangade2

1
Assistant Professor, Department of Pharmaceutics, Rani Chennamma College of Pharmacy,
Belagavi-590010, Karnataka, India.
1
Professor, Department of Pharmaceutics, Rani Chennamma College of Pharmacy, Belagavi-
590010, Karnataka, India.
2
Assistant Professor, Department of Pharmaceutical chemistry, Soniya Education Trust's
College of Pharmacy, Dharwad-580002, Karnataka, India.

Article Received on
22 Dec. 2016,
Revised on 12 Jan. 2017,
Accepted on 02 Feb. 2017
DOI: 10.20959/wjpps20172-8644
*Corresponding Author
Prof. Bhaskar K.
Kurangi
Assistant Professor,
Department of
Pharmaceutics, Rani
Chennamma College of
Pharmacy, Belagavi-
590010, Karnataka, India.
KEYWORDS: Teaching – learning, Educational objectives, Curriculum management.
ABSTRACT
This article explains the implementation of teaching – learning
planning process. With the help of educational objectives it is easy to
learn structured way of planning. Teaching-learning can be made more
meaningful by understanding educational objectives. It is easy to
understand the basics of taxonomy of education, by which the domains
of educational objectives can be identified and these can be matched
with appropriate teaching – learning practices. Here different domains
of educational objectives are explained which helps to curriculum
management process. The themes and practices of teaching – learning
and curriculum management are so closely knit together that their
strength will be enhanced when applied in tandem. Finally this article
helps to understand the underlying principles that determine the way
curriculum is designed and managed.

INTRODUCTION
Education is a continuous process with the chief goal to bring desirable change on a relatively
permanent basis in the behaviour of learners, in the form of acquisition of knowledge,
proficiency of skills and development of attitude.

Teaching and learning are the two sides of a coin. Teaching in the absence of learning is just
talking. A teacher’s effectiveness is again about student learning. [1,2]

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Educational objective can be defined as a statement of intent in an educational context, which

is demonstrable and measurable on predetermined parameters. The educational objective
which included complete range of activity and expected performance outcomes.

The phenomena of educational objectives are different from those of natural sciences in that
educational objectives do not come ready to recognise and measure.

Aim is a broad statement of educational activity, e.g., to perform the experiment. It describes
what one intends to achieve at the end of an educational activity.

Objective is a precise point in the direction of aim, e.g., identification of alternative methods
for doing that experiment. Objectives which should be demonstrable and measurable on
predetermined parameters.

Uses of educational objectives

 It should be student oriented.
 It shifts emphasis from what to how to learn.
 It helps in suitable planning in such a way that experiences made for teaching and
learning.
 It helps for learning outcomes.
 It improves communication between teachers and learners.
 Finally it brings accountability for teaching and learning process.

Taxonomy of Educational Objectives

The group of psychologists identified that most of educational objectives which can be
grouped under three headings – cognitive, affective and psychomotor which are shown in fig.
1. The cognitive domain[3,4] includes such educational objectives which deals with recall,
recognition of knowledge and development of intellectual abilities and skills. The educational
objectives in affective domain[5] are concerned with changes in the interest, attitudes, values,
and development of appreciations and adequate adjustments with consideration of learners.
The educational objectives belonging to psychomotor domain [6] refer to ‘the manipulative or
motor skill area’. The taxonomy marked an important milestone in the field of higher
education and research. Since learners in higher education are adults and seek reasons and
purpose for their learning, educational objectives and their hierarchy provide a useful
benchmark.

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Fig. 1 Different Domains of educational objectives

Functions of objectives
 Objectives provide a framework for planning education. The learners are clear about the
extent and depth of their expected learning. Learners can make a self-evaluation of their
achievement by comparing their performance to the listed objectives.
 It also provides a framework and foundation for the teacher to evaluate the learners,
design appropriate evaluation strategies, assess the outcomes of evaluation, etc.
 It provides the basis for evaluating the quality and effectiveness of the program.
 It provides feedback to as to the feasibility of the program. It also provides feedback on
the corrections that may be needed to make the program more realistic and needs based.
 It provides a statement of value and principles of performance and learning.
 It provides information on selection on appropriate teaching – learning methods and
media.
 It fosters a better relationship among learner and teachers, since the transparency of
statements clear the clouds of mutual one-upmanship.
 It provides opportunities for learners to develop individual learning skills and
responsibility for learning.
 It makes teachers to facilitate an atmosphere that is conducive to enable learning. There
will be lessening of tendency to demonstrate brinkmanship.
 It provides an opportunity to create dedicated learning resources that are specific and
precise.
 It enables channel for networking among teachers so that there is no communication gap
while teaching and evaluation learners. This means, learners are not given conflicting
opinions while teaching. It also means that there is less of subjectivity while evaluating
learners.
 It enables the outlining of teaching, when priorities are streamlined and there is no
needless repetition.

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Characteristics of educational objectives

 Relevant –Relevance should be with consideration of national health needs, Relevance of
educational objectives is a three tier process – determining course goals, departmental
goals and specific learning goals.
 Valid – The degree to which the statement conforms to the different types of domain.
 Clear - The words used must be precise and clear sentences should be made. Verb used in
the explanation of statement that must be clear and unambiguous.
 Feasible – The statement made should be feasible in terms of human capacity and
resources / infrastructure available.
 Observable – The educational objectives have to be stated in terms that are observable.
 Measurable – Learning a skill could be qualitative, but the time factor of learning session
could be used as a benchmark to measure qualitative change.

Elements of educational objectives

A complete specific learning objective consists of four components – act, content, condition
and criterion.

 Act – What the learner will be able ‘to do’ at the end of a learning session. This could be
in any of the domains. Appropriate verb has to be used, depending on the domain, to state
the act.
 Content – It is the performance that learner is expected to demonstrate.
 Condition – Under this performance is done. Condition includes the enabling as well as
restraining factors. It also denotes the range of manoeuvrability. A complete task can be
performed by constituting Act, Content and Condition.
 Criterion – This is the degree of freedom allowed as grace in performance.

HIERARCHY OF OBJECTIVES
Educational activity is broadly classified into three domains – cognitive, affective and
psychomotor, depending intended learning objectives – whether it is acquisition of
knowledge, development of attitude or proficiency of skill.
Cognitive domai[3,4] explain about learning the behaviours which involves thinking,
understanding and explaining. This domain ranges from simple recalling of facts to
implementation and justification of ideas and concepts. The detail information of respective
dimensions with examples is shown in table 1.

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Table No. 1 Blooms Taxonomy: Levels of thinking and Learning: Cognitive Domain
Category Dimension Definition Verb Examples Example Objectives
Remembering, either by 1. Describe formulation
Describe, list,
recognition or recall, of of Emulsion.
Recall match, and
specifics and ideas, of terms 2. List different parts of
recognize.
and materials. prescription.
Knowledge
Understanding of the literal Classify, explain,
1. Explain the physical
message contained in a extrapolate,
Comprehension Incompatibility.
communication and justifying interpolate, locate,
2. Classify dosage forms.
procedure and methods. translate.
1. Prepare Castor oil
Knowing when and how to
emulsion.
apply and Apply theory, solve Practice, prepare,
Application Apply 2. Use chart to calculate
problems, construct graphs, resolve, use.
appropriate dosage for
demonstrate procedure.
45 pound child.
1. Analyze the market
Breaking something and Analyze, opportunity analysis.
understanding its structure, categorize, 2. Distinguish the
Analysis
the relationship between parts, discriminate and essential characteristics
the organizational principles. test. for liniments and
Problem lotions.
solving 1. Construct a flow chart
Building a structure or pattern Construct, create, which ties together all
Synthesis
from diverse elements. plan, rearrange. elements of patient’s
findings.
Judging the value of ideas, Assess, defend, 1. Evaluate the stability
Evaluation
works, solutions, materials. evaluate. of Emulsion.

Affective domain[5,7] includes the learning behaviour that involves demonstration of feelings
/ values towards facts or concepts. It ranges from receptivity for people or events to
automated empathy for them. The detail information of respective dimensions with examples
is shown in table 2.

Table No. 2 Blooms Taxonomy: Affective Domain

Category Dimension Definition Verb Examples Example Objectives
1. Choose right option from
Ask, Choose,
Learner's willingness to following.
Receive Receiving accept, hold and
receive information. 2. Select appropriate method
select.
for formulation of emulsion.
Active participation,
willingness to respond, Answer, assist, 1. Discuss the factors affecting
Respond Responding
attends to and discuss dose of drug.
demonstrates compliance.
Internalisation of set of
Demonstrate,
values and expressed in 1. Demonstrate the formulation
Internalisation Valuing justifies, follow,
overt and identifiable of tablet.
join, share, value.
behaviour.

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Emphasis on comparing, Integrate, order, 1. Synthesize the chemical

Organization relating and synthesizing organize, relate, compound by given
values. synthesize. procedure.
Behaviour is a pervasive, Discriminate,
consistent, predictable, display, influence, 1. Solve the following problem
Adaptation
and characteristic of the resolve, solve, by allegation method.
student. verify.

Psychomotor domain[6,8] includes all the skill based performances like eye – hand / foot co-
ordination. The detail information of each category with examples is shown in table 3.

Table No. 3 Blooms Taxonomy: Affective Domain

Category Dimension Definition Verb Examples Example Objectives
1. Practical should be begins
Ability to use sensory cues to Begins, displays,
Perception brief introduction of
guide motor activity. moves, proceeds.
experiment.
Imitation
Readiness to take a particular
Begins, displays, 1. Display the anatomical
Set course of action like physical
moves, proceeds. charts in HAP laboratory.
and emotional set and mental.
Imitation and trial and error in Copies, traces,
Guided which the adequacy of the follows, 1. Follow the instructions
Response performance is judged by the reproduce, given in laboratories.
instructor. responds.
Control
Learned responses that have Assembles,
1. Assemble the apparatus
become habitual, movements constructs,
Mechanism required for spray drying
can be performed with some dismantles,
process.
confidence and proficiency. displays.
Proficiency is indicated by a
Assembles,
Complex quick, accurate, and highly 1. Construct a flow chart of
constructs,
overt coordinated performance, new product development
dismantles,
responses requiring a minimum of process.
displays.
energy
Creation of new movement
Automatism Builds, combines,1. Build up the strength of
Origination patterns to fit a particular
composes weak students.
situation or specific problem
To fit special requirements the
skills are so well developed Adapts, alters, 1. Revise the chapter in
Adaptation
that the individual can modify revises tutorial class.
the movement patterns

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LEVELS OF OBJECTIVES

Fig. 2 Learning Classification based on educational objectives

The contents of learning which can be determined by educational objectives. Because of

these educational objectives it is easy to determine what has to be learnt, it becomes
necessary to know how much has to be taught / learnt.[9,10] The Learning classification on the
basis of educational objectives is made under three headings – one must know, second
desirable to know and third nice to know as shown in fig. 2.

This classification is equally applicable to each of the three learning domains. The ‘must
know’ category consists of those educational objectives which represents the core
competences of the discipline. The learner of that particular discipline must acquire the
knowledge, skill and attitude listed in this category, if he/she has to be certified as competent
or successful. The ‘must know’ category consists of 70% of educational objectives in the
discipline. An example of such educational objectives would be ‘learner will be able to recall
normal range of blood pressure’ in physiology subject.

The second category is ‘desirable to know’, consists of 20% of educational objectives. The
statements included in this category are not core competences, but something beyond these
objectives. These educational objectives define those core competences which may become
core objectives in higher levels of learning. An example would be ‘the learner will be able to
list reasons for increased blood pressure in an adult male’, which is desirable to know in
physiology. But it will become must know in the subject ‘Practice of Medicine’.

The third category ‘Nice to know’ consists of objectives that are of general knowledge
interest. An example would be ‘the learner will be able to recall the name of the person who
invented Sphygmomanometer’. It makes no difference to the learner or to his / her patient as

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to who invented the instrument, as long as it gives accurate readings. Perhaps it would be
more appropriate to know who services the instrument, so that it gives accurate reading. The
significance of must know category is to ensure the basic knowledge must be gained by the
student after passing health science degree and also necessary competences required to
practice and providing health services competently and comprehensively.

The significance of desirable and nice to know category is to differentiate the exceptional
student from the average student, by which it is easy to award grades or marks in certifying
exams.

Levels of educational objectives

Fig. 3 Different goals of educational objectives

Educational objectives can also be classified in three different goals.[11] The statements in this
classification which are more in the form of goals than objectives, as explained earlier to
distinguish goal / aim and objectives. The different goals of educational objectives are shown
in fig. 3.

The most broad and general goals are institutional or course goals. These goals list out the
competences, by which at the end of course of study a graduate has to acquire these goals.
The course is being prepared with consideration of national health policy and the strengths of
the health sciences from which these goals are drawn. It should be kept in mind that the
course does not become obsolete and lose its relevance to society. Hence these goals can be
listed out with consideration of current health needs and future needs of the community.

The Departmental goals refer to the statements made for the subject / department in the
context of the course. For example, for various health sciences courses like medical, dental,
pharmacy, nursing, physiotherapy, etc. Anatomy subject is taught. But the teaching of

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anatomy in each of this course determined with the help of course goals. Some situations in
which the goals of two or more departments within a course may overlap or complement each
other. For example, the immunisation goal may be shared by departments of Paediatrics and
Community Medicine. Or Community Medicine departments and OBG may share the goals
for Family Planning. Speaking of the homeopathic course, the goals of prevention of
epidemics may be shared by the Community Medicine departments and Homeopathic
Philosophy. Similarly in Ayurveda and Unani, their basic principles may be aligned with
some other subject. These shared goals which define the statements are known as
interdepartmental goals which are at the same level as departmental goals.

Specific learning goals are same as instructional objectives. These goals define specific
statements. For each departmental goal these are written. It is expected in the department
from the learner precise and specific performance at the end of educational objectives.
Specific Learning objectives (SLOs) or Educational Objectives as they are more
conventionally known are explained in three different domains. With these domains of
learning, it is the possibility to plan the educational activity in an accountable manner. If
planning is not there, the entire activity may become opinion based, dogmatic and vague. It
is said that, ‘if you fail to plan, you plan to fail’.

COURSE PLANNING AT ANNUAL, TERM AND UNIT LEVELS

Fig. 4 Curriculum Planning

Curriculum is a plan of educational experiences and activities provided to a learner by an

institution. It states general and specific objectives, indicates selection and organisation of
contents, mentions / suggests certain patterns of learning and teaching and a program of
evaluation of the learning outcomes. Curriculum planning is a dynamic process and
curriculum planners should be guided by curriculum determinants to make decision about the
scope, goals and objectives of the course being planned as well as the educational contents,

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training methods and evaluation. The diagrammatic representation of curriculum planning is

shown in fig. 4.

The syllabus document may be stated in terms of the aims of the subject, a list of objectives, a
list of competences with associated assessment criteria, a list of topics, or a mixture of some
or all of these.

The following characteristics can be identified for a syllabus document –

 Aims of the course of study
 Pre-requisites / entry behaviour expected of the learners
 Expected outcomes (objectives, competences, etc,)
 Number and names of major topics (they may or may not be stated in any logical teaching
/ learning order)
 Time allotted for the coverage of the course (it may be very general or it may be as
detailed as to indicate the time expected for each topic)
 Suggested teaching / learning methods
 Recommended textbooks and references
 Assessment procedures to be used

Academic plan is therefore an extension of the curriculum. It is thus a carefully crafted set of
goals that comprises three key elements:
 the focus of your teaching.
 the division of work load among various teachers.
 the strategies for success.

Building an academic plan is an essential step in preparing for a successful academic activity.
Developing an academic plan will require you to make significant efforts.

Academic planning involves

 Making list of topics to be taught
 Calculation of number of hours available and needed; and striking a balance between
these two
 Estimation of number of faculty needed and available
 Resources and infrastructure needed
 Preparation of relevant teaching aids like charts, handouts, etc.

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 Outline of student assessment and marking scheme

 Alignment of co-curricular activities
 Organising a calendar of events to guide the implementation process.

Fig. 5 Course Plan

Planning the teaching involves making chunks of the entire syllabus and matching them for
the number of hours allotted. This procedure gives a fair idea of what should be the extent
and depth of teaching.

This procedure has to be done at multiple levels – annual or the total course level, term level,
monthly plan, topic or unit plan and individual lesson plan as shown in fig. 5.

This exercise has to be done as a cooperative and coordinated by all the teachers in the
respective department. During this procedure, the number of hours for each topic and the
faculty assigned to teach that topic is also decided.

This planning can be made either with top-down or with bottom-up approach. In the top
down approach, the entire list of topics are listed and as per the suggested hours each topic is
allotted time. In the bottom-up approach, after listing each topic, the objectives for the topic
are decided and basing on that the number of teaching hours are decided. The cumulative
number of hours in the bottom-up approach may sometimes exceed the minimum hours
prescribed.

While writing the objectives, the zone regarding must know, desirable to know and nice to
know have to be clearly defined.

This planner also includes the schedule for student assessment. This could be the Internal
Assessment that is mandated by University or the informal continuous assessments which are

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intended to be diagnostic for the students’ attainment of objectives that are indicated for each
topic or unit.

ACKNOWLEDGEMENT
A special thanks to ‘The short course in educational methodology’ conducted by Rajiv
Gandhi University of health sciences, Karnataka, Bengaluru.

REFERENCES
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1956.
5. Bloom, BS. Taxonomy of education all objectives: The classification of educational
goals: Handbook I, cognitive domain. New York; Toronto: Longmans, Green, 1956.
6. The Classification of Educational Goals, Handbook 2: Affective Domain that was
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7. Elizabeth Simpson presented the levels of objectives psychomotor domain. 1972.
8. Krathwohl D, Bloom B and Masia B. Taxonomy of educational objective s. Handbook II:
Affective domain. New York: David McKay, 1956.
9. Simpson, E. J. The classification of educational objectives in the psychomotor domain.
Vol. 3. Washington, DC: Gryphon Ho use, 1972.
10. Janis F.C. Designing and Developing Training Programs: Pfeiffer Essential Guides to
training basics. San fransisco. 2010; 131-133.
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Commission on Higher Education, 2nd Chapter, 2nd edition, 2007; 10-26.

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