Types of Curriculum Design

Slide Topic Page

2 Curriculum & Curriculum Design 2
2 Criteria for Selecting the Curriculum Design 4
2 Characteristics of good Curriculum Design 5
2 A Broad Field Curriculum 6
2 Use of Broad Field Curriculum 7
2 Features of Broad Field Curriculum 8
3 Core Curriculum 9
3 Characteristics of Core Curriculum 10
3 Core Curriculum Affects Following Elements of Education 11
3 Integrated Curriculum 12
3 Why is curriculum Integration is important 13
3 Characteristics of an Integrated Curriculum 14
4 Activity based on Curriculum 15
4 Advantages and Nature 16
4 Objectives of Activity based Curriculum 17
4 Teacher based curriculum 18
4 Underlying Concept 19
5 Advantages & Disadvantages 20
5 Learner Concerned Curriculum 21
5 Principles and Characteristics 22
6 Teacher Centered V/S Learner Centered Curriculum 23
6 Effective Course Design 24
A systemic approach to course design and planning includes five (5)
6 25
steps
7 Step 1:Analyzing the situational context of the course 25
2-Analyzing the characteristics of the students (both student
7 26
organization and grouping)
7 3-Analyzing the resources at disposal 27
7 Step 2:Planning the course content and the course syllabus 28
7 The student learning outcomes 29
7 Step 3:Conducting 30
8 Step 4:Assessing 32
8 Step 5:Reflecting on the course teaching design 33
8 Developing Course Objectives 34
8 Course Objectives: The Teaching Goals Inventory (TGI) Purposes 35
8 Course Objectives: The Teaching Goals Inventory (TGI) 36
9 Student Learning Outcomes Specific Objectives 37
9 Examples of Assessment Tools 38

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Q1) What is Curriculum & Curriculum Design? Page 2

Curriculum: The Curriculum is a course of learning activities set out for learner to perform in order to achieve certain goal

Curriculum Design: Curriculum design is an image of curricula parts and how they fit together. Most commonly refers to
"arrangement of the components or elements of a curriculum.

Selection & organization of content(or Subject Matter) .

Selection & Organization of learning experience.

Q2) What are the Criteria for Selecting the Curriculum design? Page 4

Purpose and goals of education to be achieved

Sources of objective to be utilized.

Characteristics of learners to be identified.

Nature of the learning process to be used.

Types of society for which design provided.

Nature of Knowledge to be provided.

Q3) What are the Characteristics of good Curriculum Design? Page 5

Holistic & coherent

Inclusive /accessible /student centered.

One that foster a deep approach to learning.

Encouraging independence in learning.

Based upon/has link to research /scholarship.

Based on feedback, evaluation & review.

Q4) What is A Broad Field Curriculum? Page 6

Definition: broad field curriculum: is a structure for achieving educational outcomes that combines related subjects into one
broad field of study.

The purpose of broad field curriculum is to highlight relationships between subjects and to integrate the learning experience.

This design is made to prevent the compartmentalization of subject and integrate the contents that are related to each other

Q5) What is the Use of Broad Field Curriculum? Page 7

Use of broad field design cut down on the amount of factual detail often found in the subject-centered design.

But still allow little integration between the broad field themselves.

The school library will be used more extensively than in the subject-centered design.

Help reinforce the interrelationship among the subject areas within a broad field of study.

Q6) What are the Features of Broad Field Curriculum? Page 8

Classification and Organization of all content into subject or subject like grouping.

Subject are already defined and distinguished.

A hierarchy of subject is commonly found according to their perceived value.

Teacher centered and expository in nature.

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Q7) What is Core Curriculum? Page 9

Definition: A Core curriculum: collectively define as a curriculum that include

Foundational standard.

Sequence of equivalent & equitable Learning experience.

Common instruction materials & strategies.

Common assessment.

Q8) What are the Characteristics of Core Curriculum? Page 10

1-This design focuses on the set of learning experiences that are felt to be essential for all students.

2-In school, a general education is the goal of the core curriculum.

3-oolving through reflective thinking is encouraged.

4-All courses will introduce students to a broad discipline or field of study.

5-It delivers quality standards and expectation of what need to be learned and in what order to ensure academic success.

Q9) Core Curriculum Affects Following Elements of Education? Page 11

Curriculum: The curriculum is built on a mandated core, which is defined and designed outside the classroom

Instruction: Instruction is based on defined core content. Rather than focusing on discovery, teaching revolves around
imparting a predetermined body of knowledge.

Assessment: The core content literally shapes the assessment process. The core curriculum method easily lends itself to
traditional testing based on information as well as the use of conventional letter grades.

Q9) What is Integrated Curriculum? Page 12

integrated curriculum refers to a way of teaching, planning, & organizing

so the discrete disciplines of subject matter are integrated and match the developmental needs of the learner, help to
meaningfull

Q/ What is Integration?

Problem, concerns real to the student and real in the community.

Student and teacher work together to select the specific topic of interest to them and together they plan how, when, where
and why they pursue it.

Develop essential skills intrinsic to their learning.

Q10) Why is curriculum Integration is important? Page 13

It is important to see student relationship among ideas and concepts as they plan and experience.

Communication process become authentic as student engaged in thematically based learning activities.

Students are encourages to share their ideas. As they listen to one another, their personal bases of ideas are expanded.

Student become more responsible and engaged in their own learning.

Teacher assume the role of facilitator rather than information dispenser.

Q11) What are the Characteristics of an Integrated Curriculum? Page 14

Researched based.

Usage of multiple resources.

Social skills improved.

Collaboration.

Problem-answer.

Find an authentic literature on a topic.

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Q12) What is Activity based on Curriculum? Page 15

What is activity

Activity based curriculum:-

This approach is based on determine the genuine need and interest of learner which is turn from the basic of curriculum.

body, mind and sprit.

Q13) What are the Advantages and Nature? Page 16

Advantages:-

The method also promotes better understanding of a lesson by participating the task themselves.

It inspire the students to apply their creative ideas , knowledge and mind in solving problems.

It is one of the Student centered method of teaching.

Here the experience student is getting here.

Participation of the student is there.

Q14) What are the Objectives of Activity based Curriculum? Page 17

By the end of the season the participant will be able to:

1-Understand what is activity based learning (ABL).

2-Explain communicative approach.

3-Step by step learning with the help of a model lesson plan.

4-Identifying hurdles in implementation of interactive learning.

Q15) What we mean by Teacher based curriculum? Page 18

In teacher centered education, student pull all their focus on the teacher, The teacher talks, while the student exclusively
listen.

It is primary role of teacher to pass knowledge & information onto their students. In this approach, teaching & assessment
are viewed as two separate entities. Student learning is measured through objectively scored test & assessment.

Q16) What is Underlying Concept? Page 19

The underlying concept of the teacher centered approach is based on traditional pedagogy where in knowledge is passed
from teacher to children . Subject standards and methods are determined by the teacher

The role of Teacher: It is suggested that teachers may participate in any combination of curriculum decision making roles at
the school level:

Implementers

Adaptors

Developers

Researchers

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Q17) What is Advantages & Disadvantages? Page 20

Advantages:-

As the curriculum is designed by the teacher, it become easy to achieve the desired goals.

Subject matter become psychologically sound due to its relevance with interests needs and level of the children.

Content/subject matter is logically arranged.

Irrelevant material/subject matter is avoided.

Teachers feel comfortable and confident in the class room activities.

Democracy is encouraged.

Cooperation is developed.

Disadvantage:-

A change in the attitude on the part of learners ,teachers and community is difficult to develop.

Lack of sources and resources.

Hindrance due to rigid administration planning and management.

It will become difficult to maintain a common standard in various institutions.

The existing curriculum for the teaching training is not suitable for teacher centered approach.

A drastic change in the examination system/evaluation will be required .

students and communication skills may suffer.

Teacher-centered instruction can get boring for student.

Q18) What is Learner Concerned Curriculum? Page 21

Introduction -

The supporters of learner centered curriculum give importance to individual development and they wants to organize the
curriculum according to needs and interest of learner, there are fundamental differences in this approach and subject centered
design.

Definition:-

Learner centered curriculum design emphasize individual development and their approach the curriculum emerges from
needs, interest and purpose of students.

Q19) What are the Principles and Characteristics? Page 22

Principles -

Freedom to develop naturally.

Interest is the motive of all work.

Teacher is a guide not a task master.

Scientific study of pupil development.

The progressive school a leader in educational movement.

Characteristics:-

The curriculum plan is flexible , to accept new modification to confirm to the needs and interests of particular learners in fact.

In this curriculum design the learner may develop his or her on curriculum plan with the guidance of the teacher.

The learner is consulted and tutored individually at difficult points in the curriculum and instructional process.

The curriculum plan is based on knowledge of learner needs and interests.

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Q20) What is Teacher Centered V/S Learner Centered Curriculum? Page23

Teacher- centered:-

Focus is on instructor.

Instructor talks: Student listen.

Student work Alone.

Instructor monitors and corrects every student utterance.

Classroom is quite.

Instructor evaluates student learning.

Learner-Centered:-

Focus is on both student and instructor.

Instructor and student interact with each other.

Student work in pair, groups or alone depending upon the purpose of activity.

Student have some choice of topics.

Student answer each other question, using instructor as an information resource.

Q21) What is Effective Course Design? Page 24

Effective course design includes the following key elements -

(a) Determining what you want your students to learn and how you will measure what they are learning.

(b) Selecting a set of activities, assignments, and materials that will help you lead these students in their learning.

At the end, produce a syllabus which:

Articulates specific aims and objectives for a course in their field

Identifies the relationship between course objectives, course content, and sequencing of material

Demonstrates how teaching effectiveness is related to student assessment and course objectives

States clearly defined mutual expectations. Is clear, coherent, and comprehensive.

Q22) A systemic approach to course design and planning includes five (5) steps? Page 25

Step 1:Analyzing the situational context of the course

Step 2:Planning the course content and the course syllabus.

Step 3:Conducting.

Step 4:Assessing.

Step 5:Reflecting on the teaching course design.

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Step 1:Analyzing the situational context of the course: Page 25

includes:

1-Analyzing the conditions of the teaching situation:

What official need(s) is the course to fulfill? E.g.:

Meet the needs of the labor market.

Satisfy the requirements of a national accreditation organism.

Update old content and respond to important developments in a modern field.

? (How does your course begin? Why does it begin and end
where it does?

- The requirements of subsequent courses.

2-Analyzing the characteristics of the students (both student organization and grouping): Page 26

Diverse academic profiles (the courses they have taken; the content and pedagogical organization of the previous courses).

The degree of homogeneity of the enrolling students?

Their professional (and personal) expectations of the course?

Do the students know each other, and have they worked together previously?

3-Analyzing the resources at disposal: Page 27

Technological support [IT support] for web-based teaching, for multi- media instruction, or for distance learning. Use of
s.

Departmental (or university) support for field trips or out of class activities.

Honoraria for guest speakers.

Step 2:Planning the course content and the course syllabus: Page 28

The course objectives (Formulating your course and what your students will learn).

Planning Initial questions to ask when determining course content:

What are the core scholarly, or scientific, or field-specific findings and assumptions?

What are the main points of arguments? What are the key bodies of evidence?

What is the context of the course within the larger curriculum framework?

The student learning outcomes. Page 29

What do students need to know in order to derive maximum benefit from this educational experience?

What educational outcomes a graduate of the course can display.

Identifying new knowledge, attitudes, and skills as learning objectives (student learning outcomes).

Step 3:Conducting: Page 30

Includes

Selecting appropriate and effective teaching methods:

Various learning modes [the AVK Model of Learning]:

Hearing (Audio), as in lectures, seminars and discussion sections.

Seeing (Visual), as in reading and observing.

Doing (Kinesthetic), as in performance, practical and laboratory work.

Each Discipline and subject has its own Step

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Step 4:Assessing: Page 32

Includes

learning.

Identify effective assessment models for evaluation.

Issues of Assessment.

Examples of assessment tools.

The course at mid-term.

The course at the end of term

Step 5:Reflecting on the course teaching design: Page 33

Learner.

Teacher.

Subject matter.

Social milieu (learning context).

Evaluation.

Q23) What is Developing Course Objectives? Page 34

Definition of course objective: A course objective is a simple statement of what you expect your students to know

Determining the objectives is the most important aspect of course planning ( What do students need to know in order to
derive maximum benefit from the course? What educational outcomes do I want a graduate of this course to display?).

Plan backwards from where you want students to end in terms of their new knowledge, attitudes, and skills.

Design the course in a logical sequence of learning activities (reading assignments, lectures, quizzes, technology- mediated

Q24) What is Course Objectives: The Teaching Goals Inventory (TGI) Purposes? Page 35

Purposes of the TGI:-

To help teachers become more aware of what they want to accomplish in individual courses.

To help faculty locate classroom assessment techniques they can adapt and use to assess how well they are achieving their
teaching and learning goals.

To provide a starting point for discussion of teaching and learning goals among colleagues.

Q25) What is Course Objectives: The Teaching Goals Inventory (TGI)? Page 36

The Teaching Goals Inventory (TGI) Includes considerations of six major components:

1-Higher order thinking skills.

2-Basic academic success skills.

3-Discipline-specific knowledge and skills.

4-Liberal arts and academic values.

5-Work and career preparation.

6-Personal development.

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Q26) What is Student Learning Outcomes Specific Objectives? Page 37

Specific objectives What the student must be able to do or

achieve during or at the end of a learning situation or section (in order to attain the general objectives).

These objectives are linked to each of the general objectives: Permits you to link between a given subject
and student performance.

Each objective must be linked to an action or outcome.

Q27) What are the Examples of Assessment Tools? Page 38

Products (essays, research reports, other projects)

Performance assessments (music, dance, dramatic performance [e.g., role play], science experiments, demonstrations,
.

Process-focused assessment (journals, learning logs, reflective statements, oral presentations).

Assessment of recall and application at the highest cognitive level .