1 Hindusthan College of Education Approved by NCTE Affiliated to Tamilnadu Teachers Education University Coimbatore-28 Understanding Disciplined and Subjects (Text book written in accordance with the Tamilnadu Teachers Education University Syllabus) First Year B.Arulmathi M,Sc.,M.Ed.,M.Phil(Edn) Assistant Professor in Pedagogy of Computer Science Hindusthan College of Education Coimbatore-28. & R.Pushavalli.,M.A.,M.Ed Assistant Professor in Pedagogy of History Hindusthan College of Education Coimbatore-28.
2 COURSE -5 Understanding Disciplines and Subjects UNIT –I: Disciplines and Subjects Disciplines and subjects- meaning, definition and concepts - Distinction between school subjects and academic disciplines Importance of the knowledge of disciplines and subjects - Need and importance of studying school subjects –Curriculum contentmeaning, definitions and importance -John Dewey's ideas on disciplinary knowledge and curriculum –Relationship between school subjects and academic discipline. UNIT – II: Disciplines and Subjects in Socio-Cultural Perspectives Emergence and development of knowledge, subject and Curriculum in social, political and intellectual contexts - Changes in social science, natural science and linguistics - Concepts of knowledge-firm, objective and impersonal. Diverse, dialogical, subjective, fluid and porous frame Redefinitions of school subject from socio-Cultural perspectives - School subjects and social justice UNIT – III: Selection of Content Selection of subject-matter or content of the curriculum: self Sufficiency, significance, validity, interest, utility, learn ability and feasibility -Reasons for inclusion or exclusion of a subject from the school curriculum - Recent developments in school subject. Social reconstruction -Designing learner centered curriculum, syllabus and textbooks. UNIT –V: Learner Oriented Curriculum Disadvantages of discipline oriented Curriculum-Advantages of learner oriented curriculum - Social oriented curriculum for social reconstruction -Designing learner centered curriculum, syllabus and textbooks. UNIT – V: Life-oriented Curriculum Life-oriented curriculum - Inter-disciplinary curriculum: the growing need for inter-disciplinary curriculum- Broad field curriculum- Need for curriculum integration - Teaching of science and mathematics for national development- Selection of contentBased on the experiences of children communities- their natural curiosities- their subjects.
3 Unit 1 Disciplines and Subjects Discipline and Subjects -Introduction We should differentiate between the discipline and the subject. But they are closely related to each other, and we can consider the discipline as the organisation of subjects. Hence, discipline is more elaborate and comprehensive than subjects, discipline includes subjects. Meaning of Discipline 'Discipline' is from the Latin root word 'Discipulus', which means 'pupil’ and teaching'. Hence, we can say that 'discipline' means 'teaching pupils', and it is considered to something that includes subjects for teaching them to the students similarly, discipline includes the following also. It includes, in the university education, the department wise subjects and their related research works. Discipline in education is for the expert’s research works and for the job related training for the professionals. “It is the branch of knowledge domain in the higher education department that enables research works in the subject concerned. We can give example to discipline in 'Education' such as, 'Humanities', Psychology, etc. Definitions of Discipline An academic discipline or field of study is a branch of knowledge. -Anthony Biglan An academic discipline is a field or branch of learning affiliated to an academic department of a university formulated for the advancement of research and scholarship. It is formulated for the professional. -Deng "A branch of knowledge or learning which is taught which is taught or researched at the college or at the university level”. -Glosbe
4 Concepts of Discipline Academic discipline is a branch of knowledge, and it includes many related subjects. It can be taught to the students as the group of subjects in higher education, and can be researched by the academicians at the university level. There are some similarities between disciplines. At the school level, we can give examples for the academic disciplines and they are linguistics disciplines, science disciplines, mathematics disciplines, etc. Subject - Introduction Subject is included in the academic discipline The oxford dictionary gives the meaning of the word 'Subject as something that includes subject matter is teaching to the students at school and college levels. Meaning of Subject The word 'Subject' is derived from the Latin root words sub' and jacere', then the word becomes 'subjectus' and finally it, becomes 'subject'. 'Sub means under, and Jacere means throw', and hence 'subject' means 'under control So, subject means to bring a person under our control or to make him obey our orders. Definitions of Subject "A school subject is an area of learning within the school curriculum that constitutes an institutionally defined field of knowledge and practice for teaching and learning". -Deng "School subjects are human constructions in response to social, economic, cultural, political and educational realities and needs. They are uniquely purpose-built educational enterprises, designed with and through educational imagination towards educative ends. -Deng and Luke Concept of Subject Subject is a body of knowledge that enables the teacher to teach it in the school, and it is the part of curriculum at schools or in colleges. Moreover, it is the content of the academic discipline. The content of a subject is taught by the teacher through various classroom teaching learning activities. The school is the social
5 institution, and hence the subjects are taught to the students as skills and understandings, as expected by the society. So, subject is the organised structure of teaching-learning activities and it is the part of the curriculum. In fact, the skill developments, teaching activities and understandings in subjects become the curriculum. Therefore, the subject contains contents and these contents are transacted in the classroom through teaching-learning activities. Distinction between School Subjects and Academic Discipline Subjects Disciplines Subjects in the school curriculum are traditional subjects and they are mathematics, science, social science, etc. There are subjects in the disciple such as tourism hospitality, etc that is not in the school subject curriculum. Simple ideas and information’s. Complex theories of Educators. Learner centred methods. Complex and wider levels. development of basic skills development of specialised skills Schools University first in the development of a person journey from school to University Importance of the knowledge of disciplines: Same education through the country, Same curriculum and syllabus, Equal education Minimum, Development of basic skills, Lifelong education, Standard education, Good evaluation, Vocational training, Basic knowledge- basic concepts of disciplines and subject, job opportunities, future needs, humanness, the attitude of science, Ethical, Mental growth and moral development. Importance of the knowledge of subjects: Development of learning skills, thinking, identification the subjects, how to express, how to react. Students are learning through Experience, Practical, demonstration, laboratory method, learning books, group and individual discussion, enquiry, listening thinking, talking and writing, Inside and outside learning, Real time experience , Experience learning is better than rote learning, Technological based education. Need and importance of studding school subjects: Language- prose, poem, non-detail grammar and exercise
6 Advantages: We are able to learn about many authors’ poets and their imaginations, we come to know about more moral stories and morals and values, Grammar plays a important role in spoken English, Exercise is used to recall and understand and also to prepare for our exam. Maths- exercise, theorem, geometry, graph, formula Advantages: it develop our mental skills, Increase memory power and concentration, Maths is completely applicable to manage throughout our life Science- laws diagrams theory environment, human beings plants animals, atmosphere Advantages: To know about the environment surrounding, Social science – history, civics, geography Advantages: We learn about olden, middle and present age people, Culture, language and background of the nation, knowledge about the world, We learn about administration, political and laws, We learn about earth, solar system, climate etc., John Dewey's ideas on Disciplinary Knowledge and Curriculum Introduction John Dewey's is considered to be the most important educationist and philosopher. He wrote books that are translated into many world languages. He believed in pragmatism in education and he stressed the need for the inclusion of subjects in the curriculum that reflect the practical life our society. He emphasised the need for practical knowledge of the life-situations of the student's life in the implementation curriculum contents. So, Dewey's pragmatism is his idea on disciplinary knowledge and school curriculum. John Dewey's ideas On Discipline The following are the important ideas of John Dewey On discipline. Integration of Life and Subjects: John Dewey believed in the integration of life-situations in subjects that are to be taught to the children at school, and it he said that the life of the child should be integrated to the subjects. So, the teaching-learning activities in the classroom should reflect the practical life of the children. Moreover, if the children's learning experiences are linked to the previous knowledge of the children then these learning experiences will develop their life skills.
7 Learning by Doing: John Dewey considered that the syllabus of a subject should be framed in such a way that, the classroom teaching-learning activities might be designed so that they would be activities that could be applied to the life-situations of the students. In addition to the above, the classroom activities should be so designed that it could be used in facing the difficulties of the life-situations and could be in the form of problems and solutions of the real life situations. John Dewey give more importance to the teaching techniques that would be based on the problem-solving activities. He considered that the experiences gained in solving a problem could be utilised in the life-situations of the students. Subject for Group Learning Dewey gave more importance to group activities in the classroom. He advised us to choose subject that might be used for co-operative learning and collaborative learning in the classroom. He recommended the project works and the activity - based learning for science subjects in the classroom. John Dewey's ideas On Curriculum The curriculum conceived by John Dewey contained two parts, and they were a) psychological aspects and b) sociological aspects of it. a) Psychological Aspects of Curriculum The curriculum that is based on the innate skills and institutions of the students is the psychological aspects of it. The students should choose their subjects according to their mental aspects and interests. Hence, the curriculum should basically find the psychological aspects of students such as their tendencies and interests. Moreover, the curriculum designed at various levels of education should be based on students interests. b) Sociological Aspects of Curriculum All education should be based on the social involvement of the students and so the curriculum should induce the social awareness of the students and that should be reflected in the classroom activities. If a curriculum is designed to induce the social awareness of the students, then they will develop their
8 personalities by developing their social sills, and this is actually the social aspects of a curriculum. Utility The curriculum designed for students gives meanings, oniy if it is utilized in their life-situations. Generally, there are four types of interests among the students. They are interest in expressing their ideas to others, interests in finding new things, interests in doing something constructively, and interests in their artistic expression. Hence, the curriculum should be based on the above four type of interests and that should develop skills such as, writing, speaking, numeracy, handworks, and should teach science subject matter, music and arts through these four types of interests. Flexibility Curriculum should not be rigid and it should be modified according to the needs and trends of time to time so, the curriculum should be flexible according to the interests and tendencies of the students. Experiential Curriculum should be based on the present experience of students and it should be reflected in the learning activities. So, the curriculum should strengthen the personal experiences through the learning activities. In addition to this, the curriculum activities should include newer and newer problems and their solutions to them so that the learning experiences develop the life skills of the students. Subjects Related to Child's Life Subjects chosen for including in the curriculum should be in harmony with the life style of the child. Hence, the subject matter in the subjects, such as history, geography. Mathematics, science and languages should reflect the day to-day life situations of the children. Thus, John Dewey designed curriculum that is based on the above principles.
9 Relationship between School Subjects and Academic Discipline School subjects can have different and variable relationships to academic disciplines, depending on their aims, contents, and developmental phases, School subjects are derived from and organized according to the “structure” of academic disciplines, while students are dealing with relatively simple ideas and methods in school subjects, they study the same ideas and methods known by experts in the academic disciplines. So school subjects are the connecting links to academic disciplines, Academic disciplines are of complex nature, and they are the continuation of school subjects, School subjects comes first and academic disciplines later in one’s learning journey from school to university., An academic discipline provides the endpoint for the formation of a school subject ********************
10 Unit II Disciplines and Subjects in Socio-Cultural Perspectives Emergence and Development of Knowledge, Subject and Curriculum in Social, Political and Intellectual Context Knowledge Knowledge, according to Swami Vivekananda is to find out unity in the midst of Diversity -to establish unity among things which appear to be different from another? Emerging Problems relating to Knowledge Explosion of Knowledge, Plurality of knowledge, Integration of knowledge, Interdisciplinary Approach,Several specializations Emergence and development of knowledge in Social context: Vedic period: Gurukula system, Religious education was also given to the upper caste people, Nalanda University British period: General education system through schools colleges and university. Fees were collected After independence: Free education through schools Emergence and development of knowledge in Political context: Vedic period: Chanakyabook on warfare governance [Arthashatra] British period: knowledge on administrative structure, constitutional laws and democratic structure of ruling a country. After independence: democracy planning for school education. Today we develop our knowledge using modern technology. Emergence and development of knowledge in Intellectual context: Vedic period: western and eastern philosophers. British period: they were organized for teaching at schools After independence: knowledge is taking place globally through website and modern equipments all over the world
11 Emergence and development of curriculum in Social context: Vedic period: no separate curriculum for teaching Medieval period: Lord Maculae designed the downward filter ration theory Modern days: teaching-learning activities, teaching methodology, textbooks for forming the modern curriculum. Emergence and development of curriculum in Political context Vedic period: direct teaching, demonstration Medieval period: change in teaching methodology, syllabus for subjects Modern days: Political leaders think about syllabus, teaching methodology, learning activities, etc in the educational institutions. In modern days most of the world follows democratic ideas in the classroom Emergence and development of curriculum in Intellectual context: Vedic period: subjects that formed the curriculum in the intellectual context of the ruling class, the teachers and religious leaders of those days. Medieval period: I psychology of children, teaching methodology, learning activities that made for a formal curriculum for imparting education in the educational institutions. Modern days: internets and modern equipments of information and communication technology Emergence and development of subject in Social context: Vedic period: subject included the knowledge of practical life, good conducts and ethics for the common people, Medieval period: nature study, life education, social subjects, administrative subject and subject dealing with accountancy, Modern days: language subjects, science subject, mathematics and social subjects. Engineering, technology, medical education Emergence and development of subject in Political context: Vedic period: politics, warfare, ethics and administration.
12 Medieval period: commerce, trade, accountancy and also in management Modern days: Due to globalization subject like international trades, computer science, international politics etc are developed. Emergence and development of subject in Intellectual context: Vedic period: philosophy new warfare’s, management, religious philosophy and logic emerged and developed in olden days. Medieval period: science subjects, philosophy, social science and economics. Modern days: modern science, new trades, engineering and technology, modern medicine, new trades and commerce, tourism, management studies, computer science, accountancy Changes in Social Science, Natural Science and Linguistics Social Science History, Politics, Sociology, Anthropology, Social geography, Political economy, Business studies, Communication studies, Criminology, Demography, Development studies, Economics, Education, Geography, Industrial relations, Law, Linguistics, Media studies, Methodology, Philosophy, Political science, Psychology, Public administration, Sociology, Legal Management, Paralegal studies, International studies, Library Science, Information Science Natural Science Physics, Chemistry, Earth Science, Ecology, Ecology, Oceanography, Geology, Meteorology, Space Science or Astronomy, Life Science, Biology, Zoology, Human Biology, Botany. Linguistics Phonetics, Phonology, Morphology, Syntax, Semantics, Historical Linguistics, Language Acquisition, Linguistics as Interdisciplinary, Historical Linguistics, Sociolinguistics, Psycholinguistics, Dialectology, Computational Linguistics, Psycholinguistics and neuro linguistics. Concept of Knowledge Objective Knowledge Firm knowledge Impersonal-Diverse Dialogic Teaching and learning Subjective Knowledge
13 Fluid and Porous Frame IV - Redefinitions of School Subject from Socio Cultural Perspectives The subjects taught in schools enable students, To grow up as active, responsible, and reflective members of society, To learn to respect differences of opinion, lifestyle, and cultural practices, To understand the society . To appreciate the values enshrined in the Indian Constitution such as justice, liberty, equality and fraternity and the unity and integrity of the nation and the building of a socialist, secular and democratic society. To undertake activities that will help them develop social and life skills and make them understand that these skills are important for social interaction. In textbooks and in the classroom, the content, language, and images should be comprehensible, gender sensitive, and critical of social hierarchies and inequalities of all kinds. School Curriculum and Social Justice Science Theoretical background Analysing science education scholarship Analysing of science curricula: the finish science curriculum Engaging students in socio-political action Features of designing a science curriculum towards social justice
14 UNIT –III SELECTION OF CONTENT Meaning of Curriculum Content: Curriculum content gets expanded in terms of the facts, concepts, principles, theories and laws that are to be learnt in the course work. Selection of content: Self-sufficiency of learners - ‘Economy of learning’ Significance of domain learning - develops the three domains of learning Validity of the subject-matter - true or accurate Interest of the learners - learner-centered curriculum Utility of the subject-matter - practical use Learnability of the students - too easy nor too difficult or impossible to learn Feasibility of completion - the real situation of the educational institutions Selection of Subject Matter of the Curriculum or Content of the Curriculum There are seven criteria for selection the contents of the curriculum. They are described as follows. Principle of Self – Sufficiency: This principle makes us to choose the subject matter that helps for bringing desirable behavioural changes in the learners. It also enables the teacher to design teaching learning activities that involve learning by doing, observation and field works. It helps us in selecting the subject matter according to the age and psychology of the students, and also it enables us to design teaching-learning activities in the classroom that bring self-sufficiency when the students learn it. Hence, we use this principle as a criterion for selecting the subject matter of the curriculum. Principle of Significance: According to this principle the curriculum designers take into account the significance of subject matter in organizing learner's learning activities, organizing their skills, activities and attitudes
15 while selecting a subject matter. We give importance to the development of learner's psychological cognitive domain, affective domain and psychomotor domain when we select a subject matter in the curriculum. Moreover we also give importance to the cultural background of the learner while selecting the content of the Curriculum. Principle of Validity This principle gives importance to the validity of the subject matter in today's technological context. According to this criterion a subject matter chosen for including the Curriculum should be acceptable and it should enable us to update it based on modern day's trend of the learners. Principle of Interest According to this principle a subject matter selected for including it in the curriculum should arouse the interest of the learners. Moreover, interest of the learner is one of the criterions for the development of skills of them during classroom activities. Hence, it is necessary to choose the subject matter based on the interest of the learners. Principle of Utility This criterion is useful in choosing a subject matter based on the usefulness of the subject in the real life situations of the learners. A subject chosen for including it in the curriculum fulfils the needs of the learners. Principle of Learnability A subject chosen for learning should be learnable by the students. It means that it should be age-appropriate and according to the psychology of the learners. According to the theory of psychology the matter to be learnt enables the learners to link it with the previous knowledge of them. Moreover, one subject matter in the curriculum should be psychologically linked together to make a series, and the contents of the subject should be able to create learning experiences in the classroom that are suitable to the learners.
16 Principle of Feasibility Principle of feasibility denotes practicability of the subject matter chosen in classroom teaching - learning activities. Moreover, the contents included in the curriculum should be implementable, suitable to the school education, acceptable by the rules of the government and agreeable to the society. Similarly, it should be learnable within the time stipulated in the syllabus. Reasons for inclusion or exclusion of a subject from the school curriculum: A subject is included or excluded in the curriculum is done by following six criteria, 1. Providing subject matter: 2. Uses of the subject matter: 3. Importance of the subject: 4. Values undertaken in the subject: Intellectual values, Vocational values, Aesthetic values, Practical values, Moral values, Cultural and social values 5. Skill development: 6. Problem solving skill: 7. Development of science and technology: Example: history (no employment) 8. Needs of society and Inter disciplinary approach: 9. Economic factors and Political factors: 10. Curriculum factors and Education factors: Recent development in school curriculum: After independence the National Council of Educational Research and Training (NCERT) took up the responsibility of developing the school curriculum in 1975. “The Curriculum for the Ten Year School – A Framework” recommended stage-wise objectives of general education; subject-wise instructional objectives and content; methodology of teaching; instructional aides and materials; evaluation and feedback; and implications for implementation. In 1977, Ishwar Bhai Committee reviewed the Ten Year School Curriculum and recommended for the inclusion of the component, ‘Socially Useful Productive Work’ (SUPW) in the school curriculum, to enable the students mainly to understand the dignity of labour and to contribute for social development.
17 In1988, National Curriculum for Elementary and Secondary Education – A Framework”, was revised based on the National Policy on Education (NPE) 1986. In 2000, the “National Curriculum Framework for School Education” (NCFSE) was brought out on the basis of new emerging issues and concern at the national and global level. The documents includes context and concerns; organization of curriculum at elementary, secondary and higher secondary stages; evaluation and management of the system. It was again reviewed during 2005 to respond to new developments like curriculum load, tyranny of examination, commitment to universalization of elementary education, etc. Curriculum Framework of 1976. Stage Classes Recommended Curriculum National Curriculum for Elementary and Secondary Education – (1988) National Curriculum Framework for School Education (2000) National Curriculum Framework for School Education (2005) Equitable system of education (2010) **************
18 UNIT IV LEARNER ORIENTED CURRICULUM Discipline-oriented Curriculum Traditional knowledge, the child is considered as miniature of adult. It focused only on the intellectual development. Teaching includes concentration, absorption, memorization, recitation, logic, lecture, discussion and drill. Education is viewed as mental discipline. Education is considered as schooling. Disadvantages of Discipline oriented curriculum: We can list the disadvantages of the discipline oriented curriculum as below. It Gives Subject Orientation: Discipline oriented curriculum gives importance to its subjects but it does not take into account the planning for us teaching, and it also does not give importance to the understanding of the subject matter. Psychology of Learners not considered: Since it does not consider the psychology, age and the individual differences of the learners, there are impediments while teaching the subject matter to the learners. This curriculum does not individualize learning according to the individual differences of the learners; it cannot make the learners understand the subject matter. Since it cannot help the learners construct their schema it cannot make then understand. This is the main drawback of this curriculum. Lack of Integration: Since this curriculum focuses on individual subject in the discipline, the learners cannot understand the whole discipline, and this make the lack of integration in the discipline. So, it gives individual subject details but it does not give the holistic view of the discipline to the learners. Passivity in the Listener: The classroom teaching involves giving information about the subjects to the students, and it does make the learners think, and
19 there is no learning activity in this classroom. So, the learners are sitting passively in the classroom, and it creates an atmosphere of demotivation among the students. Lack of Authority: The students are not given authority to involve in the learning activities in the classroom. So, they cannot take responsibility to their learning, and they become irresponsible in the classroom. Learner's needs not Considered: This curriculum is not based on the needs of the students, and hence the students cannot use the subject matter in their life - situations. Hence this curriculum does not fulfil the needs of the learners. Lack of Adaptability: The teaching cannot be adjusted to the learner’s psychology. Even if the subject matter is updated, the teaching cannot be adaptable to the standard of the students. Lack of Links between Subjects Since the discipline includes subject that cannot be integrated logically, they give separate learning experiences to the students. So, this curriculum gives information to the students about the subjects that is not organised together. Lack of Utility This discipline oriented curriculum is not based on the utility of the subject matter in the practical life of the learners. Hence it is not of immediate use to the students. Lack of Learner's Development It does not help the learners in developing their cognitive skill, and affective domain. So, it is not useful to develop learner’s skill. Lack of Participation Since this curriculum does not give importance to the students in the classroom, they do not involve themselves for participating in the learning process.
20 Compartmental Learning This curriculum focuses on giving subject oriented information to the students; the learners receive information about different subjects without any co-ordination among the subject knowledge. Hence, the discipline oriented curriculum does not give an integrated whole knowledge about the discipline to the students. Learner-oriented Curriculum The concerns, needs, interests and motives are the bases of curriculum design. This design is focused on all-round development of the learners. The child is considered as fluent, embryonic and vital organism. Teaching includes learning by doing, demonstration, project, observations, play and field-trip. Education is considered as a harmonious, progressive and continuous process of intellectual growth. Advantages of learner oriented curriculum: The following are the advantages of learner oriented Curriculum. It is based on the Psychology of the Learner: This curriculum is based on the age, psychology and the socio-cultural background of the learner, and hence the learners are motivated to involve themselves in the learning activities. It is also suitable to the individual difference of the learner, and so they are able to learn according to their own speed of learning. Learner Taking Responsibility to his Learning: Since the learners are given freedom to learn they take responsibility of their learning, and it also gives motivations to learn themselves. This curriculum creates an atmosphere of self control in the classroom among the students. Individualizes Learning: Since the teaching - learning activities are in the form of individual activities, and group activities, the learners are induced to think and do their activities. Moreover, the learners are able to construct their knowledge using information from the teacher. Similarly, they are also able to link their new knowledge with their previous knowledge. It is clear from the above facts that this curriculum individualizes or personalizes student's learning.
21 Develops Thinking Skills: The teacher gives information about the subject matter in the classroom. The students by actively involving in individual activities or in group activities make themselves think and act in the classroom. Similarly, they construct their learning using the information and the guidance from the teacher, and this develops students thinking skills. Thus the learner oriented curriculum develops the thinking’s skills of the learners. Develops Communication Skills: Since the students are freedom in their learning activities, they are able to interact in the classroom with the teacher and classmates, and this develops the communication skill of them. Moreover, students are encouraged to ask questions and make conversation with the teacher to make the subject matter clear to them; they automatically develop their communication skills. Learners are Active: In this curriculum the learners are motivated to gather information about the subject matter from different sources, and so, they are active and get the freedom to learn independently since they are not always dependent on teacher, they involves themselves actively in the learning activities in the classroom. Similarly, they are engaged in group activities, such as, co-operative learning, collaborative learning, etc, and so, these activities make them active in the classroom. Develops Social Skills: Since this curriculum encourages students to interact with the teacher and with the other students they develop the interaction skill. Similarly, the students are able to adjust with their group members, able to co-operate with others, are able to solve problems in the learning activities, and are able express their understandings to others in the classroom. These skills are actually the social skills, and so this curriculum develops the social skills of the students. Link the Learning with the Practical Life: This curriculum is based on the needs of the learners, and so they are able to apply their classroom in their life - situations.
22 Hence, the classroom learning is linked with the practical life of the learners. Gives Feedback to the Learner: Since, the classroom learning of students Such as learning by solving problems gives them immediate results of their learning they are able to get the feedback of their progress in the learning process. Moreover, they are able to assess their own learning. Gives Self Motivation Since the students are learning themselves with the help of the teacher, they are self-motivated to learn more. Develops Self-Esteem and Self-Development Since the students get the feedback of their academic achievement immediately and since they are encouraged to do more learning activities, their self-esteem increase. So, this Curriculum improves student’s social skills, self motivation, freedom to learn more and life skills, and develops their overall personalities. Designing learner centered curriculum Child centred design Experience centred design Romantic radical) design Humanistic design Social oriented curriculum The social-oriented curriculum is the socially focused designs based on social activities, social functions or community life. The curriculum would consist of courses which may be developed in areas such as social action, social function, environmental problems, racism, population, communication, technology and so on. The child is considered as social unit. This design is focused on development of citizenship qualities of learners. The methods of teaching include sensory training, insight, inference, collaborative learning, social service, inductive method and generalization. Education is viewed as process of socialization and as enhancing each child to build a socially useful democratic citizenship. Education is considered as a reconstitution of experience giving of more socialized values through the medium of individual efficiency.
23 Social oriented Curriculum for Social Reconstruction A Curriculum that is socially oriented for reconstruction society gives priority to problems in the society and creates a climate in the society for its reconstruction. Moreover, this curriculum aims at modifying teaching approaches for teaching school subjects by applying modern technology in the classroom teaching-learning activities. This curriculum also includes society based learning approaches for creating learning experiences in the classroom. The following are aspects of social oriented curriculum for social reconstruction. Using Knowledge to Solve Social Problems: This curriculum includes in its subject matter social problems and gives solutions for it that makes the democratic government’s activities effective in the society. It develops skills such as cooperative living skill, social skills, life skills, etc. Since it tries to give general solutions for the prevailing social problems, it enhances student’s knowledge and understanding social problems in proper perspectives. Developing Social Values: This curriculum includes social values in the subject matter and updates them according to the modern globalisation environment. It modifies the teaching -learning activities in the classroom for making the students aware of co-operative learning, collaborative learning etc. This awareness of these social skills enables the students adopts social values in their life-situations. Enhancing Social Developments: The content of this curriculum develops student’s skills in using modern equipments such as cell phones, internets, etc for the social developments. For example, in this Curriculum, we include subject matter that improves student’s skills in using information and communication technology in developing industries, agriculture and for improving medical facilities. Developing Cultural Values: The subject matter of this curriculum deals with the usage of modern teaching approaches for developing, cultural values such as
24 morality, social discipline, personal discipline and social etiquette. It also aims at teaching – Learning activities that make the students learning activities that make the students learn these cultural values by creating classroom learning situations. Integrating Knowledge and Social Problems: This curriculum helps in integrating knowledge and social problems, and makes use of the knowledge gained by the students through classroom activities to solve social problem in their life situations. Syllabus: The syllabus is defined as the documents that consist of topics or portion covered in a particular subject. Syllabus is the document that contains all the portion of the concepts covered in a subject. Syllabus is a descriptive list of subjects that are to be taught in a class. Syllabus is made by individual teachers. Textbook A textbook or course book is a manual of instruction in any branch of study. (a) A core resource, (b) A source of supplementary material, (c) An inspiration for classroom activities, and (d) A curriculum itself Characteristics of a good textbook –Curriculum coverage, –materials presentation, –and language ***************
25 UNIT-V Life-oriented curriculum: Life -Oriented Curriculum -Introduction The school curriculum should include subjects and its contents that are linked to life- situations of the students and they should be able to use it in solving problems of their life-situations, and also it should be useful in their later lives. A curriculum that is based on the above facts is called a life - oriented curriculum. Meaning of Life -Oriented Curriculum Life -oriented curriculum means that it is the curriculum that enhances the standard of living of the learners, it makes a foundation for their later lives it increases their economics status, improves physical and mental health, and increases the social status of the learners. Definition of Life - Oriented Curriculum It is defined as the curriculum that is centred on the life of the learner and oriented towards the learner’s individual, social, cognitive, affective and physical development of the learner. Life orientation aims to: guide and prepare learners to respond appropriately to life’s responsibilities and Opportunities; equip learners to interact optimally on a personal, psychological, cognitive, motor, Physical, moral, spiritual, cultural and socio-economic level; guide learners to make informed and responsible decisions about their own health and well-being and the health and well-being of others; expose learners to their constitutional rights and responsibilities, to the rights of others and to issues of diversity; expose learners to various study methods and skills pertaining to assessment processes, expose learners to an understanding of the value of regular participation in physical activity. The Life oriented curriculum includes: Social transformation, Outcomes-based education, High knowledge and high skills, Integration and applied competence,
26 Progression; Articulation and portability; Human rights, inclusivity, environmental and social justice; Valuing indigenous knowledge systems; and Credibility, quality and efficiency. Inter-disciplinary curriculum In epistemological terms, the concept of interdisciplinary may be regarded as a form of co-operation between various disciplines which contribute to the achievement of a common end and which, through their association, further the emergence and advancement of new knowledge. Advantages of Inter Disciplinary Curriculum: We can develop different skills of the students from different disciplines. We can improve the general knowledge about different subject matters from more than one discipline. We can develop diversified skills of the students from the subject matters from different disciplines. The creativity and research activities of the students develop. We can develop student’s multifaceted skills by organising project works and group learning in inter - disciplinary subjects. The inter-disciplinary approach in curriculum enhances the skills in logical arguments from many different angles. Need for inter disciplinary curriculum: Discipline- oriented curriculum split subjects into different subjects and so we have to need for integrating different subject disciplines to get a whole knowledge of subject matter. It integrates subject matter of different discipline and gives different types of life skill development to the students. A separate curriculum for each discipline cannot develop a complete structure for understanding the subject matter. Inter disciplinary curriculum gives a world view. Inter disciplinary curriculum gives the essential skills for self sufficient living Inter disciplinary curriculum gives the essential skill to proceed towards their goals in life If students are given broad- based-Inter disciplinary curriculum knowledge, then they will be able to get professionalism in a few subject matters in their later lives.
27 Broad field curriculum and design A broad field curriculum is a structure for achieving educational outcomes that combines related subjects into one broad field of study Curriculum integration It is define as the integration of related subjects and concepts to make the whole knowledge and skills. Need for curriculum integration Different subject knowledge Getting knowledge of related subjects Integrate knowledge of different subject Developing different skills in different subject To give competitive edges to the learners To solve complicated problems in our life situations For student centered learning To develop self-learning To improve learning activities Methods of curriculum integration Connected type of integrationrelated subject into one whole integrated curriculum Fragmented type different subject matter into one Nested type subject matter links that form a nest of concepts Sequenced type subject matter are arranged in series of related content Shared type related contents from different subject are shared to make whole Webbed typenets of different subject matter and these networks are connected to form an web Threaded type threads of different subject matter are taken and they are threaded together to form a group Integrated type common elements that are related in subject matter are grouped. Horizontal typeparallel subject matter is arranged in a horizontal series. Teaching science and mathematics for national development: Development individual knowledge, health and economic standards Attaining the self-sufficiency of the society
28 Development of human resources. Progressive development in international brotherhood and cooperation with other countries. Developing attitude among the people that promotes world peace, social justice and multiculturalism. National development and science education Modernisation Industrial development Physical and mental development Economic development Healthy entertainment Managing natural forces Information and communication technology revolution Teaching mathematics for national development Maths queen of science Individual development Individual health Mental health Social development Selection content of the curriculum on the basis of: Children experience o Primary school level o Secondary school level Communities Children curiosity Attraction towards some subjects ***************************