AIOU B. Ed Curriculum Development (8603) | Solved Assignment 1.
Q.5
Write short notes on the following:
i. Application of Heuristic Problem Solving Method
ii. Integrated approach to curriculum development
iii. Aims of Curriculum Evaluation
iv. Individual Need and National Curriculum
SOLUTION
i. Application of Heuristic Problem Solving Method
Heuristic, problem-solving and discovery methods all denote an equivalent method of teaching within the literature of education. Heuristic teaching refers to sorts of teaching which emphasize the event of self-initiated and self-directed pupil learning, which stress the pupil's discovering instead of absorbing knowledge; which place the scholar within the role of the inquirer; which aim at heightening the relevance of faculty to the pupils' life. they're concerned with the emotional and social development of the pupil and also like his cognitive growth.
The main characteristics of Heuristic/problem-solving/discovery method are that students are engaged within the processes of problem-solving and rational thinking under various degrees of teacher supervision.They investigate problems issues and conditions prepare research reports supported empirical daia or analysis of the literature and survey actual situations with conclusions and recommendations.This method requires extensive activities on the a part of the scholars - reading, discussions, data collection; survey and interviews, reporting and experiments. Often students themselves determine the issues for a study, the activities during which they might engage themselves. Teacher's role is to guide the activities of the category room discussion, device, or instruction.
The teacher assumes a second role in planning the work, and therefore the activities of group. He advises and guides the scholars there.
Participation in independent study programmes and evaluates the activities of every members of the group. During this method library resources are especially useful. The tactic is employed to accumulate and refine a system of values, develop cognitive knowledge and skill of self direction in continued learning. it's also want to develop awareness of important social, political and economic problems and issues during a society, and to develop methods of rational thinking and problem-solving. The tactic is best fitted to implementing designs organized on the idea of social activities and problems, process skills and individual needs and interests.
ii. Integrated approach to curriculum development
Introduction
What is the simplest way to give highschool students the technical skills they're going to have to achieve in the future? This is often an issue that computer programmers and teachers are trying to answer since the primary computers were introduced within the classroom. But the solution to the present question was very simple. A replacement technology approach, which incorporates content instruction and technical instruction, might be the simplest thanks to teach students what they're going to get to realize computer programs.
What is the Integrated approach
An integrated approach to teaching technology incorporates content teaching and computer skills instruction. Rather than learning computer skills in their computer class, students are given projects that incorporate technology into all of their classes. This approach aims to point out to students that technology may be a tool they will use to grow their knowledge, improve their productivity, and perform challenging tasks (Eisenburg & Johnson, 2002).
Integrated approach to curriculum development
Integrated curriculum, multi-disciplinary teaching, theme teaching, related teaching .When to undertake to define an integrated curriculum, it's also necessary to use related words. Several explanations are given here. As this paper is reduced to the integrated K-12 curriculum, definitions from vocational training and better education are excluded, although there's a growing interest in both curriculum areas that are mixed, are integrated. The reader is keen to clarify a few sorts of different activities in those fields are invited to consult common references at the top of this report.
the essential definition is provided by Humphreys (Humphreys, Post, and Ellis 1981) when he states,
"Anintegrated research is one during which children explore more information on a spread of related subjects certain aspects of their nature”
You see the connection between personality, communication art, science , mathematics, social studies, music and art. Skills and knowledge also are developed and utilized in quite one study area.
In line with this current definition, Shoemaker defines an integrated curriculum as
"Education that's structured in such a way that it cuts the lines of topics, brings combining the varied aspects of the curriculum into a meaningful integration of the most focus places of learning. it's at learning and teaching during a holistic way and reflects the important world, interactive."
Integrated Curriculum Features
The integrated program includes:
●Experience developing children's attitudes, skills and knowledge and helping them to develop communication across the curriculum.
●That Jobs offering multiple skills
Teacher-initiated and directed activities by children and directed.
●Whole class, small group, and individual experience
●Opportunities for thoughtful and artistic thinking
●Teacher, peers, and self-assessment
●Learning opportunities as an entire
iii. Aims of Curriculum Evaluation
When new courses are introduced, it's a crucial task for teachers to work out their effectiveness. The testing of any new system should wipe it out. determine if the results you would like are available; and the way much, if so, has an impact during a far better explosion than the prevailing system. Use of testing Strategies should enable curriculum staff to form consistent progress in improving Curriculum.
the most objectives of the curriculum assessment are often summarized as follows:
Determining system outcomes;
Assisting choose whether to simply accept or reject the plan;
To determine the necessity for course content reviews;
To assist within the further development of learning materials for continuous practice Improvement. Curriculum to form the required changes to the teaching program.
In testing and evaluation, emphasis is placed on those features that are easy to calculate and thus important outcomes as a drag
solving, creating, deep thinking, working practices, and cultural appreciation are common
senseless. Unnecessary use of tests and high reliance on test results resulted within the widespread sense of certainty about academic achievement. measurement, however, it's intended to live all educational outcomes, not just the thosc lending themselves easily in quantification.
The objectives of curriculum naming tests include the gathering of details to be used as:
a) response to founders for continuous review of materials and methods;
(b) input into decision-making within the study;
(c) technical data on behavior change under curriculum management.
Professional teachers who use these courses must be held accountable to successfully achieve academic results. These include:
(a) develops improved, comprehensive measurement of learner performance,
(b) to conduct an analysis of contributions made to student performance by teachers, administrators, organizers, institutions and other agencies in the educational process.
Curriculum assessment, which should take under consideration all aspects of the curriculum, should provide a transparent picture of educational processes and products that ought to not only be available. The amount of prediction about the success of the program, but it should! be with the worth of diagnostics in adapting and developing a producer to the satisfaction of all worried.
iv. Individual Need and National Curriculum
This approach was utilized in the eighteenth century by Rousseau within the education of Emile and afterward by Pestalozzi and Dewey. It's variously called child-centred, experience centred, and progressive education and, more recently, open, alternative, and humanistic education. This approach more strongly reflects the influence of Dewey, uses student needs and interests as a base for content organization. There is, however, a bent on the part of curriculum planners to interpret these needs and interests as common needs and interests of the actual population to be served. Reflected in
curriculum plans, this interpretation has become the rationale for teaching what has been taught before without studying the real needs and interests of scholars .
This approach has following characteristics features:
(a) The curriculum plan is predicated on knowledge of students' needs and interests generally and involves diagnosis of the specific needs and interests of the population to be served by the plan.
(b) The currículum plan is very flexible, with built-in provisions for development and modification to conform to the requirements and interests of particular students with many options available to them.
(c) The scholar is consulted and instructed individually at appropriate points within the curriculum and instructional process.
The key to Learning, during this approach, is what Kilpatrick termed because the "project method", the thought behind this was that students would learn to think, if they-worked on problems of genuine interest to them. Thinking, Dewey stressed, is problem solving. To Dewey, thinking was the key to intelligent action as against routine action.
The most common approach to satisfy grouping is to match the requirements and their grouping for special programme believed interests of scholars concerned. Ability and provided for curriculum individualization.
Provision of options for individual students.
The choices concept has the subsequent ihrec features:
1. the choices are supported knowledge of scholars characteristics;
2. scheduling and other arrangements facilitate ready selection and selection of options, and
3. students are actively involved in planning and evaluating the choices generally paid for themselves especially .
Three arguments are often given in favor of this approach:
Earning opportunities supported needs and interests are more relevant to the students the requirements and interests organization involves a high degree of motivation and ,therefore, success of the scholars , and
2. Achievement of the individual's potential is facilitated by this organization. The validity of the primary argument is clear if the training opportunity is actually based on needs and interests, it surely must relate to them.
As to the second arguments ; it must be noted that inactivation may be a highly internalized matter and that students aren't necessarily motivated for a learning opportunity planned externally. on the third argument, the diagnosis of student needs and interests and provision for them are
essential in good education.
Limitations:
This approach also has its own limitations, which are as follows:
(a) The chief limitation of this approach is its possible neglect of social objectives. If the training opportunities aren't supported students' felt needs, there's no assurance that students would participate effectively in social activities,
particularly those of adulthood involved in work and citizenship. This approach is, therefore, not appropriate for the human relations domain.
(B) It's suspected that the establishment of so-called free and other alternative forms of schooling will still meet the requirements and interests of the scholars.
