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CURRICULUM DEVELOPMENT (PRINCIPLES OF CURRICULUM CONSTRUCTION (P. of…

- - - - CULTURAL UNDERPINNINGS OF SCHOOL CURRICULUM(POONAM BATRA)
        
        NCF- knowledge is central
        
        in textbooks
        
        co-constructed
        
        NCF- presents subject matter
        
        opening to personal experiences
        
        NCF- responsibility of school teachers
        
        sociocultural milieu
        
        NCF- contextualisation of curriculum
        
        CRITICAL PEDAGOGY
        
        Critical pedagogy provides an opportunity to reflect
        critically on issues
        
        social
        
        economic
        
        political
        
        moral aspects
        
        acceptance of
        multiple views
        
        commitment to
        democratic forms of interaction
        
        to see social issues from different perspectives and understand how such issues are connected to their lives
        
        culture
        
        means of meaning making
        
        epistemological object
        
        education of teachers
        
        need for complementary pedagogical process
    - - enabling her to know about her culture
    - - transmission of cultural heritage
      - improvement of cultural heritage
    - - rich with symbols to sustain
        
        personal/group identity
        
        to evoke associations
    - - music/dance/arts/crafts
  - - - ways of life
      - kind of knowledge
      - attitudes
      - beliefs
    - - suggested problem of capitalist system
      - performance for extrinsic rewards
      - no interest of subject matter
      - prepared for grading system
      - inequalities
    - - set up for
        
        preservation and transmission of culture
    - - preserve its culture
      - social heritage
      - socialising the young
      - gentle the masses
    - - CURRICULUM FOR SOCIAL TRANSFORMATION :A DELIBERATIVE AGENDA
        
        intimate link between curriculum design and the preparation of teachers
        
        eklavya
        
        batra (2005)
        
        critiqued
        
        engaging in futuristic exercise of curriculum design
        
        without adequate connects with ground realities
        
        disempowered teacher
        
        NCF 2005
        
        highligted yashpal committee report (1993)
        
        structure of syllabus
        
        teaching everything
        
        observation discouraged
        
        starting early
        
        ROOTS OF THE PROBLEM
        
        isolation of experts from classroom realities
        
        centralised character
        
        knowledge vs. information
        
        convention od 'teaching the text'
        
        competition based social ethos
        
        absence of academic ethos
        
        textbook as truth
        
        examination system
        
        joyless learning
        
        NCF
        
        views curriculum as a "deliberative act"
        
        move away from textbook culture
        
        move away from textbook culture
        
        bridging gaps
        
        lived experience of children and formal school knowlegde
        
        was argued about teachers
        
        teachers can negotiate challenges of classroom
        
        2 more items...
        
        teachers can trancedence
        
        2 more items...
        
        five guiding principles of curriculum
        
        connecting knowledge to life outside the school
        
        nurturing and overriding identity informed by caring concerns within the democratic polity of the country
        
        ensuring that learning is shifted away from the rote methods
        
        making examination more flexible and integrated with classroom life
        
        enriching the curriculum to provide for overall development of children rather than remain textbook centric
        
        Examination Reforms
        
        Work-centred Education
        
        Primacy of the Active Learner
        
        Innovation in Ideas and Practices
        
        Teacher Education for Curriculum Renewal
        
        fundamentals to the democratic practice
        
        meaning making
        
        developing rationale thought
        
        dialogue
  - - - relate it to life
      - powerful instrument
        
        social
        
        economic
        
        cultural transformation
      - realisation of national goals
- - - - use of instruments
        
        obtain summarised results
      - compare the results
        
        before and after
        
        to estimate change
      - evaluation instruments
        
        select, modify, construct suitable instrument
      - analyze the results
        
        to determine strengths and weakness of curriculum
        
        identify possible explainations
      - identify the situation
        
        give oppotunity to express the behaviour
      - use the results
        
        modification in the curriculum
      - behavioural objectives
        
        specify content of
        
        student behaviour expected
      - limitations
        
        ignores process
        
        not useful for the diagonoses of reasons why a curriculum has failed
    - - context E.
      - input E.
      - process E.
      - product E.
    - - formulating objectives
      - selecting content
      - diagonosis of needs
      - organising content
        
        main ideas
        
        facts
        
        key concepts
      - selecting learning experiences
      - organising learning experiences
        
        teaching strategies for cognitive development
        
        teaching stratefues for affective development
      - evaluation
    - - discussions and the analysis of any document
        
        determine the scope of the evaluation project
      - observes the program closely
      - evaluator meets with clients
        
        to gain a sense of their
        perspectives
  - - - intended curriculum
      - operational curriculum
- - - - what education is?
      - what the school is?
      - the subject matter of education
      - the nature of method
      - the school and the social progress
    - - experiential
      - close to life
      - flexibility
      - utility
  - - - dignity of labour
      - training for leadership
      - liberation aim
      - character aim
      - cultural aim
      - vocational aim
    - - mother tongue as a medium of education
      - craft centeredness
      - free and compulsory education
    - - CONTEXT(POONAM BATRA)
        
        gandhi's philosophy
        
        deeply contested
        
        institution that could sustain itself economically
        
        the idea of making education productive
        
        met with resistance from upper class/elite
        
        nationalist leaders aimed
        
        to liberate the indian people
        
        create free citizens
        
        british aimed
        
        to develop sbservient colonial citizents
        
        curriculum was designed
        
        training people for spinning and weaving
        
        to use local culture
        
        to use local lang.
        
        in 1901
        
        acknowledged
        
        convergence
        
        influenced nationalist ideas
        
        not accepted by political leaders
        
        of swadeshi movement
        
        his aim to create
        
        learning environment
        
        inspired by nature
        
        responsive to culture of people
        
        british system
        
        failed to resonate
        
        with people of india
        
        shantiniketan
        
        response to
        
        critique of colonial ed.
        
        gandhi's Nai Talim
        
        curriculum became act of deliberation
        
        rather intrinsic view of knowledge
        
        attempt to break the frames
        
        of dominant class
        
        allocation of substantive place in curriculum
        
        associated with oppressed
        
        adress
        
        social and economic realities
        
        conceived
        
        national system of education
        
        mid 19th century
        
        colonial education
        
        associated with urban elite
        
        isolation of school based knowledge from
        
        responsible for country's poor performance
        
        cultural milieu
        
        everyday reality
        
        rejection of
        
        created conflict between education and curriculum
        
        sociocultural contex
        
        indegenous knowledge
  - - - humanist
      - patriotist
      - Idealist
      - internationalist
    - - unity of west and east
      - natural growth inn natural circumstances
      - good bye to book centered education
      - freedom to learner
      - teaching practicle and real
      - place of fine arts
      - education of rural reconstruction