CURRICULUM DEVELOPMENT
INTRODUCTION
Curriculum
is derived from Latin word Carrere meaning to run .This implies that one of the
function of curriculum is to provide template or design which enables learning
to take place. A curriculum is more than the syllabus. A Syllabus described the
content of a programmer and can be seen as one part of curriculum.
MEANING OF CURRICULUM
Ø The dictionary meaning of curriculum
is a course especially the course of study at a university.
Ø Curriculum is that which
is taught in school a set of subject ,content, a program of studies, a set of
materials a sequence of course ,a course of study ,a set of performance
objectives everything that goes on within the school ,including extra class
activity ,guidance and interpersonal relationships .Everything that is planned
by school faculty.
Ø An aggregate of course of
study in a school system.
DEFINITION
Ø Tanner (1980) defined
curriculum as the planned and guided learning experience and intended out comes ,formulated through
the systemic reconstruction of knowledge and experience under the auspices
of the school, for the learners’
continuous and willful growth in personal social competence.
Ø Curriculum is the sum
total of student activities which the school sponsors for the purpose of achieving
the its objectives.-Albert A And Albert E(1959)Curriculum is the systematic
arrangement of the sum total of selected
experiences planned by a school for a defined group of students to
attain the aims of particular educational programmed.(Florence night angle)
DETERMINANTS OF CURRICULUM
Ø Philosophy
Ø Sociology
Ø Psychology
Ø Scientific determinant
PHILOSOPHY
DETERMINANT OF CURRICULUM
Philosophy
is the important determinant factor of aims of education.
Ø It aim at the all round
development of the individual.
Ø It is based on philosophy
of nation.
Ø It reflects the
ideals and aspirations of the people.
Ø It helps to develop the in
personal and national character.
Ø It is in accordance with
the aspiration level of the individuals.
The
philosophical foundation of education include
Ø Child-centeredness
Ø Need –centeredness
Ø Activity-centeredness
SOCIAL DETERMINANT OF CURRICULUM
School are the social institution specially set up
for the preservation and transmission of the culture.
Sociological consideration that guide the
curriculum development are-
Ø Core value and need of the Indian society
Ø Changing value of the people
Ø All education is considered to have a transference effect.
Ø Cooperation
Ø Good family life.
Ø Democratic temper of the society
Ø Faith belief and attitude of the people.
Ø Population expulsion
Ø Education for fellowship and leadership
Ø Cultural and political factor. creative and purposeful activity.
Ø Knowledge, attitude and belief.
PSYCHOLOGICAL DETERMINANT
Ø Knowledge of the nature of
the learner and learning process and the condition faciliting optimum learning.
Ø Knowledge of growth and
development
Ø Intelligent, development
capacity.
Ø Curriculum to be child
centered, learning experience should be provided in accordance with the
maternal development of learner.
Ø Interest of the learner.
SCIENTIFIC
DETERMINANT
Ø Science and technology,
information and technology.
Ø To achieve complete
development of an individual and to prepare for complete living.
Ø Self prevention.
Ø Social and political
protection.
Ø Poor utilization of
leisure time.
ENVIRONMENTAL
DETERMINANT
Pollution,
earthquake, ozen layer depletion.
COMPONENT OF CURRICULUM
Ø Organized form of subject
matter.
Ø Curriculum is
comprehensive experience.
Ø Curriculum includes all
the learners’ experiences in or out of the school.
Ø Curriculum is not end
itself, but to means of an end.
Ø The curriculum may be defined
as the totality of subject matter activities ,and experiences which constitute
a pupils school life.
CURRICULUM DEVELOPMENT
Ø Curriculum development is
a set of practices aimed at introducing planned change in search of better
achievement.
Ø Curriculum development is
a process that continuously strives to find newer and better and more efficient
means to accomplish the task of educating the next generation.
PURPOSE OF CURRICULUM DEVELOPEMENT
Ø It outlines a basic framework
for what to do ,how to do it ,when to do it ,how to know if it has been achieved.
Ø It promotes a
interdisciplinary approaches and the integration of curricula when appropriate.
Ø It suggest method of
assessing the achievement of programmer’s goals and objectives.
Ø It provides a means for
its own ongoing revision and improvement.
PRINCIPLE OF CURRICULUM DEVELOPMENT
Ø Principle of training in
proper pattern of conduct.
Ø Principle of synthesis of
play and work.
Ø Principle of synthesis of
all activities of life.
Ø Principle of creative
training.
Ø Principle of variety.
Ø Principle of education for
leisure.
Ø Principle related to
community life
Ø Principle of evaluation of
democratic value.
Ø Principle of conservation.
Ø Principle of selectivity.
Ø Principle of forward
looking.
Ø Activity and experience
principle.
Ø Principle of individual
differences.
PROCESS OF CURRICULUM DEVELOPMENT
There
are five steps of curriculum development
1. Formulation of statement
of philosophy of the school, college or university
2. Formulation of educational
objectives.
3. Selection of learning
experiences.
4. Organization and
integration of experiences and content.
5. Evaluation of the total
program.
FORMULATION OF STATEMENT
Ø The statement of
philosophy will be foundation on which the objectives of the program will be
determined the policy framed and the school managed. It should communicate
to the hospital as well as school and collage staff ,to all
new staff on appointment, to student and to other interest person.
FORMULATION OF EDUCATIONAL OBJECTIVES
Ø Educational objectives are
the statement of those desire changes in
behavior as assault of specific teaching-learning activity.
Ø An educational objective
is a specific statement or what the learner should be able to do at the end of
the learning period that they could not be before.
Ø It defines the purpose of
teaching and learning in a broad screen.
SELECTION OF LEARNING EXPERIENCES
Ø Learning experience is
something in which the students actively participate and which result in a change
of behavior. They should select only experiences which will result in desired
able outcome in hospital and community health field.
ORGANIZATION AND INTEGRATION OF EXPERIENCES AND
CONTENT
Ø After the content knowledge and learning experiences have been
selected carefully in relation to the desire objectives, they must be organized
in the curriculum.
Ø Criteria which can be serve as guides for the effective organization
of the content and learning experience in curriculum are continuity, sequence
and integration.
MODELS OF CURRICULUM
DEVELOPMENT
OBJECTIVE
MODEL
1.
Objective model of curriculum
design contains that based on specific objectives.
This model comprises
four main steps.
Ø Curriculum idea.
Ø Objectives
Ø Content, material ,methodology
Ø Evaluation
2
PRODUCT MODEL
The key element of project method of
curriculum is objectives, knowledge, experience and evaluation. Behavioral
objectives provide a foundation on which product model of curriculum are built
.
The intended outcome of a learning
experience is prescribed beforehand. the individual are in center of
educational arena and is ,to some extent ,regarded as receptacle for knowledge.
what is to be learn ed is predetermined
by others and the learner takes a passive
role except for the processing of great
masses of information coming him from all direction.
PROCESS
MODEL
Process
approach to the curriculum is being more open ended than the product approach.
Continuous development is emphasized and the outcome is perceived in term of
the development of certain desirable process and potentialities. various
component of process model are curriculum idea , content methodology ,out come
,evaluation.
THE TYLER MODEL
One of the best known curriculum method is Tyler model
introduced in 1949 by Ralph Tyler in his classic book basic principle of
curriculum and instruction in which he asked 4 question.
1) What
educational purpose should the school seek to attain.
2) What
educational experiences can be provided that likely to attain the purpose
3) How
can these educational experiences be effectively organized?
4) How
can we determine whether these purposes are being attained?
The model
provides a frame work of how to construct a planed curriculum.
THE
TABA MODEL
Another approach to curriculum development was
proposed by Hilda Tabain her book curriculum development. She noted 7 steps of
her grass roots model in which teachers
would have major input.
Diagnosis
of need of students
Evaluation
DIAGNOSIS
OF NEED: The teacher who is also the curriculum designer start the process by
identifying need of the students for whom the curriculum is planned.
FORMULATION
OF OBJECTIVE: After the teacher has identified the need that require attention
,he or she specifies objectives to be accomplished.
SELECTION
OF CONTENT: The objective selected or created suggested the subject matter or
content of the curriculum.
ORGANIZATION
OF CONTENT: A teacher cannot just select content ,but must organized it some
type of sequence, taking in to
consideration the maturity of learners, their academic achievement, and their
interest.
SELECTION
OF LEARNING EXPERIENCE: content must be presented to students and students must
be engaged with the content .at this point the teacher select instructional
method that will involve the students with content.
ORGANIZATION
OF LEARNING ACTIVITIES : Just a content must be sequenced and organized ,so must
the learning activities . often the sequence of learning activities is
determined by the content .but the teacher need to keep in mind the particular
students whom who or she will be teaching.
EVALUATION
OR MEANS OF EVALUATION :The curriculum planner must be determined just what
objectives have been accomplished .Evaluation procedure need to be designed to evaluate learning out
come.
LOGICAL
MODEL OF CURRICULUM
The
logical model of curriculum was first
presented by Cowan and Harding in 1986.the grey area represents the constraints
within which any development operates ,which can and should have a powerful
impact on what is and what is not
possible within the institutional and learning community contest.
NEW
TRENDS IN CURRICULUM DEVELOPMENT
Need
based curriculum: research in all field results in to
specialization need based curriculum is the foremost need of the present
education system. Many universities are developing need based short term
program for this purpose.
Credit base system:
d at first but now majority traditional university also accepted his system. modular curriculum gives real freedom of learning, especially in the
opening of learning system his approach
has been adopted
Online training and course: Need based and choice based curriculum are available online.eg
course era .com.
CONCLUSION
Curriculum
is the set of course, and their content offered at a school or university, as
an idea curriculum set from the Latin word for race course, referring to the
course of deed and experience through which children grow and mature in
becoming adults.
TYPES OF CURRICULUM
There
are various types of curriculum as mentioned below.
TRADITIONAL CURRICULUM
v It is nothing but a
statement of subjects of study with indication of their extend and time limit.
v Each subject is separated
entity and is nature and score is clearly defiend.
v All stress is on
intellectual attainment of child rather than on values of studyfor the personal
and social development.
ACTIVITY CURRICULUM
v In activity curriculum
subject matter is translated in term of activities and knowledge is gained as
an out growth and product of those
activities. Activity is used as an medium for imparting the requisite
knowledge ,skill and attitude.
v It emphasize on learning
by doing or learning through activity.
EXPERIENCE CURRICULUM
v A curriculum which rich
and varied experiences of knowledge, skill attitude and appreciation is called
experience curriculum.
v Experience is the product
of education process.
v An educative and meaningful
activity must end in a grain full experience
UNDIFFERENTIATED CURRICULUM
v It means a curriculum that
does not aim at specialized study of various subject.
v At primary and junior
secondary school stages, there is undifferentiated curriculum which lays stress
on formation of worthwhile habit, skill and virtues.
BASIC CURRICULUM
v With a view to bring about an all round development of child, the
curriculum basic education has been constructed around three integrally related
center: physical environment, social environment, craft.
LIFE CENTER CURRICULUM
v This curriculum included
all the aspect of human activity and human development .and will thus cater the
needs of both the individual and the society.
v We keep all the important
principle of constructing in mind and then select activity and subject of
various grade of pupils the result will be a balanced curriculum.
SOCIETAL CURRICULUM
v Cortes define this
curriculum as the massive ,ongoing informal curriculum of family ,peer group neighborhood
,organization ,occupation, mass media and other socialization forces that
educate all of us through out of our life.
NULL CURRICULUM
v According to Eisner, the
null curriculum is that which we do not teach ,thus giving students the message
that these elements are not important in
their educational experience and in our
society.
v The null curriculum is
simply that which is not taught in school.
RHETORICAL CURRICULUM
v The word rhetorical means related
to or concerned with rhetoric, or the effect use of language.
v The course in rhetorical
school are all focused on teaching students how to construct and express
argument through deeper exposure to and and practice with the subject taught.
FORMAL CURRICULUM
v Comprises those thing in textbook,
and content and concepts in the district curriculum guides .However those
formal elements are frequently not taught.
v The curriculum-in-use is
the actual curriculum that delivered and presented by the teacher.
RECEIVED CURRICULUM
v Those thing that students actually takes out of class
room
v Those concept and content
that are truly learned and remembered.
INTERNAL CURRICULUM
Process,
content, knowledge combined with the experiences and realities of realities of
the learner to create knowledge. While education should be aware of this
curriculum, they have little control over the internal curriculum since it is
unique to each student.
ELECTRONIC
CURRICULUM
v Through searching the
internet for information or through using e- form of communication.
v Either formal and informal
,and inherent lessons may be overt and convert, good or bad ,correct or
incorrect depending on one’s view.
judgment,problemsolving
professionalism and recognisation.
COMPETENCY CURRICULUM
v It consists of
competencies.
v Assessment and
certification of achievement of the competencies is sequentially integrated
into each year of the curriculum.
MEDICAL CURRICULUM
v There are nine
competencies of medical curriculum : effective communication ,basic clinical
skill using science to guide diagnosis ,management ,therapeutic and
prevention and lifelong learning ,self
awareness self care and personal growth ,the social and community context of
health care, moral reasoning ethical
CORE CURRICULUM
v It is a concept born out
of necessity to tame the knowledge explosion and show the teachers and learners
what are the essential knowledge and skill that are learner should acquired
during the course.
v This type of curriculum
develops in integration services the need of the students and promotes active
learning and related to life and learning.
CURRICULUM FRAME WORK
v A curriculum frame work is an organized plan or set of
standards of learning out comes that defined the content to be learned in term
of clear and definable standards of what
the students should know and be able to do.
v Curriculum frame work provide facility with a means of conceptualization
and organization the knowledge ,skill ,values and beliefs
CURRICULUM
FRAMEWORK
A curriculum plan is a organized plan
or set of standards of learning out comes that defined the content to be
learned in term of clear definable standards of what the student should know
and be able to do.
CHARACTERISTICS
OF CURRICULUM FRAMEWORK
v Reflect the Indian heritage; act as instrument in the
realization of national goal and fulfill aspiration of people.
v Respond to the latest development in the field of education.
v Establishes integration of theory and practice of education
v Provides multiple educational experiences to teacher.
v Enable teacher to experiment with new idea.
v Provide for use of communication technology.
THE
CORNERSTONES IN NURSING CURRICULUM FRAME WORK
Nursing
knowledge
v It influence by formal
education and ongoing development of
nursing skill, value, meaning and experience.
v Concept of nursing
knowledge includes areas relevant to the provision of care and the advancement
of profession.
Nursing skill
v There is deliberate act or
activities in the cognitive and psychomotor domain that operational zed nursing
knowledge, value, meaning and experience.
v Nursing skill are selected
and, implementated and evaluated for with or in behalf of those for whom we
care.
v Implementation of skills
requires reasoning that reflects nursing knowledge, value, meanings and
experience.
v Values identified within
nursing profession are honesty, integrity, and ethics. These values guide the
behavior of nurses and influence patient care.
Nursing
Meaning
v Meaning define the
context, purpose and intent of language.
v The language and associated
meaning in nursing are derived from nursing knowledge, skill, value and
experience and are share among nurses.
Nursing experience
v Experience commonly refers
to longevity or length of time in a position.
v Nursing experience refers
to the unique and active process of defining, refining and changing.
CURRICULUM DEVELOPMENT AND PLANNING
The
following steps are used in developing a course.
STEP---:
Divide the course in to block
STEP—2:
Formulate the course out come
STEP---3: Divide the course in to logical unit of about
equal weight.
STEP---4:
Develop the unit.
STEP---5:
select appropriate student assignments.
STEP---6:
Select appropriate teaching learning
resources.
STEP---7:
chose an appropriate text-book.
STEP---8:
Determine how students will demonstrate learning.
STEP---9: write the course guide to be given to the
students.
STEP---10:
Review
STEP---11:
Organize the course resources
UNIT
PLANNING
According
to cater Vigor, unit may be described as an organization of various activities,
experiences and type of learning around a central problem or purpose developed
comparatively by a group of pupil under teacher-leadership.
The
unit plan may be defined as a scheme of
plan or plan chalked out for the teaching-learning experiences to be given in
the whole season in a unit of teaching subject.
STEPS
IN THE DEVELOPMENT OF UNIT PLAN
The use of
appropriate evaluation device technique for evaluation of out comes of
Teaching learning process
ROTATION
PLAN
While
plan for clinical experience the tutor must keep the following things in her
mind
v How one class can be divided
IN to number of group
v Size of class and number
of students
v Size of clinical area
Rotation
plan is a diagrammatic representation of planning (theory and practical) of a
year for a specific group or class. The syllabus of INC their affiliated
university should be followed as a guide line for planning clinical experience
for fulfilling the minimum requirement.
TYPES OF
ROTATION PLAN
1. Master rotation plan
2. Clinical rotation plan
MASTER
ROTATION PLAN
Master
rotation plan is a blueprint of entire plan of course.
DEFINATION
The
master rotation plan is an overall plan show rotation of all students in a particular
educational institution.
Purpose
v Give entire information about
course plan
v It help for effective
coordination
v It helps in effective
evaluation
v It gives tentative advance
plan about examination and vocation.
Factors to be consider
v Objective of course the
course
v Number of students in
class.
v Number of departments.
v Size of department
v Duration of experience.
v Number of person available
for supervision.
v INC/ university requirement.
PRINCIPLE
v Plan in accordance with the concerned
curriculum plan/syllabus for the entire course/program
v Plan in advance for all students in all years
of Program.
v Plan the activities by following maxims of
teaching
v Select areas that can provide expected
learning experiences.
v Acquaint the clinical supervisor with clinical
objectives & rotation plan.
v Provide each clinical experience of
same duration to all the students.
v Rotate each student through each learning
experience or block.
STEPS CONSTRUCTION OF MASTER ROTATION PLAN
v Before making master rotation plan,
list down theory and practical hours prescribed for each subject by INC.
v Weeks available for year are 52 weeks
v One block = 4 weeks , so divided
rotation plan in to13 blocks, that is 52 weeks
v Depending on strength of students and clinical
areas divide students in to groups.eg. Strength of 60 students, we can divided
in to 4 groups. Each group has 10 students. Five in morning and five in
evening.
v Align groups vertically and block horizontally.
In graph sheet divide large block in to groups and blocks.
v On horizontal axis, mark 52 weeks and
13 blocks.
v Enter summer and winter vacation
,examination has prescribed by INC.
v Plan how to divided classes and
clinical area, heather in practical block or complete block.1 week=40 hours
that is Monday to Friday 7 hours.(7x5=35) and Saturday 5 hours. Total
35+5=40hours
v According to divide in to classes and
clinical areas different color and code can be use to depict various area.
v Make key indicating areas hours
allotted.
CLINICAL
ROTATION PLAN
Clinical rotation plan is the statement which
explains the order of the clinical posting of various group of nursing students
belonging to different classes in relevant
clinical areas and community health settings as per the
requirements laid down by the statutory bodies.
OBJECTIVE
v It will help student to gain maximum experience from clinical
area and community settings.
v It will contribute towards the attainment of overall
objectives of the nursing.
v
v Accordance with the master plan.
v it must be made in advance.
v Maxims of teaching should be followed.
v Principles of continuity, sequence and integration should be followed.
v Enough teaching staff should be present.
v Seeking suggestions of nursing staff.
v All the students should get enough experience.
v All the assignments related to clinical area should be
v Finished before the completion of postings.
PLANNING ORGANIZATING CLINICAL EXPERIENCES
v Introduction
v Learning by doing
v Conductive environment
v Right clinical areas at the right time.
v Orientation
v Theory before clinical exposure
v Requirements
FACTORS
TO BE CONSIDERED FOR PROVIDING CLINICAL
FACILITIES
v
Philosophy
v
Nursing philosophy
v
Function of nurse and levels of care
v
Course objectives
v
Standards
v
availability of infrastructure equipments ad supplies
v
Personnel
v
Budget
PRINCIPLES
OF SELECTING LEARNING EXPERIENCE IN CLINICAL AREA
v practice type of behavior
v
Time and opportunity
v
Provide learning situation.
v
Possibilities of students
v
Mastery of essential information
Plan a clinical rotation for
the M.Sc. Nursing 2nd year students.
v Theory hours 150
v Practical
hours 950
v Acute
psychiatric ward 120 hours
v Chronic
psychiatric ward 120 hours
v De addiction
unit 120 hours
v Psychiatric
emergency 120 hours
v OPD Neuron-psychiatric
90 hours
v Child
psychiatry and child guidance 60 hours
v Post natal
ward 30 hours
v Family
psychiatric unit 60 hours
v Field visits
60 hours
v Re
habilitation 60 hours
v Community
mental health 120 hours
RECENT
TRENDS IN CURRICULUM DEVELOPMENT
Present age is an age of ICT technology has touched to al the wakes of human life. Technology has made various tasks easy, convenient and of quality. To survive in the concern filed it is necessary for everyone to have a knowledge and skill of technology. Education makes man enable to contribute, it strengthens the capabilities. For the effective transaction of curriculum ICT is must.
2) Need based Curriculums
Researches in all the fields resulted in to specialization. Need based curriculum is the foremost need of the present education system. Many universities are developing need based short term programs for this purpose.
E.g. Mumbai University has introduced courses like – certificate course in Power Point, certificate course in tally, certificate course in marketing, YCMOU- introduced –English communication skills program for Mumbai Dabawala.
3) Modular Curriculum with credit base system
Modular curriculum gives real freedom of learning
.especially in the open learning system his approach has been adopted at
first but now majority of traditional universities also accepting his
system; this is a real emerging trend in the modern curriculum.
4)Online coursesNeed based and choice based curriculums are available online also. E.g. course era .com has introduced many useful need based courses for free of cost. Government also takes initiative for this e.g. Right to Information certificate curse has been introduced by Government of India to the Indian people. This course is free and online.
5)
21st century skills
All the curriculums of various courses should focus on 21st century
skills. Skills like collaboration, critical thinking, effective communication,
multitasking stress management, empathy are must for all the personals.
6) International Understanding Globalization has made converted the world in to global village. We should consider world as a one family and for this international understanding must be inculcate through curriculum.
7) Constructivism
Constructivist approach believes that learner should be given freedom to construct his/her knowledge. Spoon feeding must be avoided. If a learner is fully active in construction of knowledge then learning process will be highly effective. In all the curriculums constructivist strategies must be given important place.
Conclusion
Altogether, there are numerous factors
that must be considered in educational curriculum design. Just as every
educator is different, every individual educational system is independent of
all others. Just as Team C as developed this Web Quest and detailed the many
facets intertwined in curriculum design and it’s components, it becomes
apparent that no one aspect can be judged apart from other pieces of the
puzzle. Please look to the additional links for more information and insight to
our project and relational data, research, and commentary.
1. ‘Jaspreet kaur sodhi’ “comprehensive test book of nursing education”Jaypee the health science publisher 1st edition page no 332,333,339.
2. R sudha, “Nursing Education Principle and concept” Jaypee publications 1st edition page no 330-335
3. Francis M Quinn, Suzanne J .Hughes , “principle and practice of nursing education ‘’ 5th edition page no 109-115.
4. KP Neeraja, “Text book of nursing education” Jaypee publication 1st edition 2006, page no 135-139.
5. www.google .com
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