Subject Curriculum Development Teaching Strategies Minor Semester IV

Subject: Curriculum Development & Teaching Strategies (Minor) Semester: IV Session: 2018 -2022 Course Code: Edu-Min-212 Presented by Ms. Hafiza Sadiya Iqbal Department of Education (Planning and Development)

Foundation of Curriculum Development

Philosophical Foundation of Curriculum Development Philosophy is the pursuit of wisdom and knowledge. It is the study of realities and general principles. It concerns with the research of internal truths. Philosophy provides systematic procedure for clarifying issues and problems and making decisions on-critical points of curriculum development. Philosophical work can aid curriculum development in many ways but it is particularly useful in helping us to understand: – – – Nature of educational objectives; The structure or inter-relationship of the objectives; and Nature of curriculum activities.

Cont Philosophy is pursuit of rational thinking and sound judgment. Philosophy seeks to give knowledge of the whole. Philosophy determines the goals of life and education tries to achieve the goal Philosophy provides curriculum specialist with a framework for broad issues and tasks, in general what experiences and activities to stress in school and classroom The content of curriculum change to suit the prevalent ideologies and social ways of thinking.

Philosophy and Curriculum • Every society is held together by a common faith or "Philosophy", which serves its members as a guide for living a good life. It is, therefore, quite natural for the adults of the society to pass on this philosophy or "knowledge of good" to their children. In developing and developed societies, schools are established to induct the young into the ways of living that adults consider well. • Thus the curriculum of the schools, whatever else it may do, is first and foremost designed to win the hearts and minds of the young to those principles and ideals that will direct them to wise decisions, i. e. decisions whose consequences lead to the concepts of good life.

Cont The basic philosophies in education are – Idealism – Realism – Pragmatism – Existentialism

Cont Idealism is the oldest metaphysical and epistemological doctrine, originated from ancient India in the East and from Plato in the west. The word idealism is derived from two distinct sources -the idea and the ideal. According to idealism, only ideas, spirit or mind are real.

Cont Curriculum in Idealism Idealist believe in an idea centered curriculum. One cannot know the real world as it truly is, but the observer obtains ideas only pertaining to natural and social phenomenon. – Curriculum developed according to ideals and eternal values. – The school curricula should be the same for all youngsters, critically important are those subjects that most clearly reveal big standing truth about the human condition. – The important factor in education at any level for idealists is teaching children to think.

Cont – Teachers should help students to explore texts for ideas about the purposes of life, family the nature of peer pressures, and the problems of growing up. – Idealists believe that ideas can change lives and that classical literature can be used and explored to help solve problems in today’s world. – Creativity will be encouraged when students immerse themselves in the creative thinking of others and when they are encouraged to reflect. – It lays stress on the child of the nature. – Curriculum should emphasis the higher values like truth. – Ethics, religion and arts find an important place in curriculum.

Cont Realism The term realism come from the Latin word “realist” who is to be real. Realism refers to the things exist whether or not the human mind perceives them. Realism is a reaction against idealism. Realism tend to believe that an objective real world exists, independent of any observer.

Cont Curriculum in realism • Realism is concentrates on the humanistic and scientific Principals; and it values are based on universal natural laws. • Realist focuses on teaching their students the scientific method of problem solving. • Realists realize the importance of technology and should be used whenever possible. They also believe teacher should be experts in their subject-matter. • The realist gives a high priority to subjects like physical sciences and mathematics.

Cont Pragmatism The term ‘Pragmatism derives its origin from Greek word meaning to do, to make, to accomplish. Idea is due to action, nothing more. Experiences is a central theme here.

Cont Curriculum in pragmatism • Pragmatism's curriculum is based on problem solving according the scientific method and values are situational or relative. • Pragmatists believe that reality is constantly changing and that we learn best through applying our experiences and thoughts to problems. • Pragmatic teachers focus on hands-on problem solving projects. • They believe that having students work in groups is a highly effective teaching method. • Pragmatist believes in focusing on solving problems in an interdisciplinary way. • The pragmatism curriculum provides for creative and purposeful activities in teaching learning process. • Pragmatism stresses on experience curriculum.

Cont Existentialism • Existentialism is a youngest philosophy. It is very difficult to find its roots in any of the ancient philosophies. It may be described as a modern twentieth century philosophy. • However, it is not yet received a wide general recognition in the education field

Cont Curriculum in Existentialism • Existentialism's curriculum is based on classroom, a dialogue in which stimulates awareness that each person creates a selfconcept through significant choices; the values are based on human free-will. • Teachers who practice existentialism view students as a learner must confront others' views to clarify his or her own. • Character development that existentialist hope that their students would achieve is individual responsibility, having their students develop thoughtfulness, and having the ability to examine life through authentic and genuine learning experiences.

Cont • Existentialism prefer to free learners to choose what to study and also determine what is true and by what criteria to determine these truth. • The curriculum would avoid systematic knowledge or structured discipline, and the students would be free to select from many available learning situations. • Series of things that children and youth must do and experience. • All the experiences children have under the guidance of teachers. • Learning is self-placed, self-directed.

Psychological Foundations The word psychology is derived from two Greek words "psyche" means' soul and "logos" means study. Psychology is the scientific study of human behavior. Role of Psychology in Curriculum Development Psychology attempts to describe, explain and predict human behavior. Psychology gives us an insight into the child's development and learning and provides various techniques of inquiry for use in the curriculum area.

Cont • Let us briefly examine the psychological sources that the curriculum developers can employ – – – Educational objectives Student/Learner Characteristics Learning Processes Teaching Methods Evaluation procedures

Cont Educational objectives Knowledge of the psychology of learning helps the curriculum developers to devise and phrase appropriate goals and objectives. The curriculum developers can determine whether goals and objectives are suitable for various developmental levels and ages of learners and that whether they are attainable or not. Student/Learner Characteristics An understanding of the nature of learners particularly of individual differences and personalities will assist the curriculum developers to make more choices in curriculum decision-making. The study of personality can tell us whether different personalities respond to learning experiences in different ways.

Cont Learning Processes Perhaps the greatest contribution that psychology makes to curriculum is an understanding of how people learn. The curriculum developers, who have a sound grasp of learning and learning theory, are in a commanding position to devise an appropriate curriculum for learners. In particular, an understanding of learning is essential to the effective selection of appropriate learning/teaching strategies. Teaching Methods Psychology makes a significant - contribution to both the selection of learning experiences and the way teaching is conducted in the classroom. In the school curriculum an understanding of psychology is essential to the curriculum developers in devising appropriate learning experiences and conditions for learning.

Cont Evaluation procedures Psychology can also provide curriculum developers with directions for undertaking the evaluation of students and teachers, performance. Educational psychologists have developed a vast array of techniques for measuring the degree of students learning, students' attitudes towards learning/ teaching and so forth as well as the extent of teacher's effectiveness.

Sociological Foundations of Curriculum Development Curriculum must take into account the sociological considerations otherwise it will remain bookish and divorced from life. A curriculum that ignores sociological foundations does not serve any purpose. It results in waste of time, energy and resources. It will produce individuals, who cannot play their role effectively as enlightened members of a society. A sound curriculum must be based on the needs and aspirations of a society. An unrelated curriculum may lead to individuals, who can neither find employment nor engage themselves in fruitful occupations and consequently remain dissatisfied, maladjusted and frustrated.

Cont Role of Sociology in Curriculum development According to sociologists, schools are social institutions specially set up for the preservation of culture and transmission of culture by society. School seeks to discharge this function through the curriculum. The curriculum, therefore, includes learning experiences based on the ways of life, kinds of knowledge, attitudes and beliefs that are considered important by the society. Some kinds of selection are needed; as all the aspects of culture cannot be included in the curriculum planning thus becomes a way for the selection of various elements.