Curriculum development MCQ Quiz in मल्याळम - Objective Question with Answer for Curriculum development - സൗജന്യ PDF ഡൗൺലോഡ് ചെയ്യുക

Academic and Administrative Reforms Committee:

• The Chairman, University Grants Commission (UGC), had set up a Committee on Academic and Administrative Reforms, with Professor A. Gnanam as convenor.
• The letter from UGC was issued in 2008
• The main focus was composing several eminent educationists from a diverse range of disciplines.
• The academic reforms suggested by the committee are,
  • Semester system
  • Choice-based credit system
  • Curriculum development
  • Admission procedure
  • Examination reform

Therefore, A, C, and D are the correct options.

Curriculum:

• The curriculum is the outline of concepts to be taught to students to help them meet the content standards.
•  Curriculum refers to an interactive system of instruction and learning with specific goals, contents, strategies, measurement, and resources.
• A curriculum refers to a defined and prescribed course of studies, which students must fulfill in order to pass a certain level of education.

Objectives in curriculum planning:

•  Objectives are statements that describe the end-points or desired outcomes of the curriculum, a unit, a lesson plan, or learning activity.
• They specify and describe curriculum outcomes in more specific terms than goals or aims do.
• Objectives are also the instructions or directions about what educators want the students to be able to do as a result of instruction.

Conclusion:

Curriculum is the outline of the concept to be taught to the students or it is the set of instructions with specific goals, content, strategies, etc. While framing the curriculum, the objective of the curriculum is set. The objective of curriculum planning is the statement that describes the end-points or desired outcome of the curriculum. It describes curriculum outcomes in more specific ways. So, objectives of the curriculum are statements that describe the end-points or desired outcomes. Hence, option (1) is correct.

Key Points

Statement I: At the beginning of curriculum development, the very concept of the programme must be evaluated.

• This is true because it is important to have a clear understanding of the goals of the curriculum before beginning to develop it. This will help to ensure that the curriculum is aligned with the needs of the students and the community.

Statement II: Cognitive models of teaching can assist teachers in shaping their instructional approaches and evaluating students' learning.

• This is also true because cognitive models of teaching provide a framework for understanding how students learn. This can help teachers to select the most effective instructional strategies and to assess students' learning in a meaningful way.

Thus, the correct answer is 1) Both Statement I and Statement II are true.

Additional Information Here are some of the benefits of using cognitive models of teaching:

• Improved instruction: Cognitive teaching models can help teachers select the most effective instructional strategies. This can lead to better learning for students.
• Increased student achievement: When teachers select the most effective instructional strategies, students are likelier to achieve at high levels.
• Improved assessment: Cognitive models of teaching can help teachers to assess student's learning in a more meaningful way. This can lead to a better understanding of student learning and more effective instruction.

There are a variety of cognitive models of teaching that teachers can use. Some common models include:

• The information processing model views learning as acquiring, storing, and retrieving information.
• The constructivist model views learning as a process of constructing meaning from experience.
• The social cognitive model: This model views learning as a process of observing and imitating others.

The best cognitive model for a particular teacher will depend on the teacher's style and the needs of the students.

The curriculum development approach is a design or pattern of organization used in making decisions about the various aspects of curriculum development and transaction.

• The curriculum approach is thus a plan that the teachers follow in providing learning activities (or experiences) to the students in school.
• The pattern or design of the curriculum to a large extent determines the nature of the outcomes that will be achieved after transacting the curriculum. 

Key Points 

Some of the main approaches follow in Curriculum Development:

• Concentric Approach: The concentric approach is called a spiral approach, in which the curriculum is organized by laying out basic concepts, a subject matter is taken and spread over several years and little higher-level knowledge is added in all subsequent years. It covers other related material, and then circles back around to the basic concept and fills in more complexity and depth. In this approach, the students always have the opportunity of revising the content in all subsequent years.
• Unit Approach: A unit means simply a group of related experiences covering a time span that is short enough to enable pupils to hold everything in mind, appreciate the connections and grasp the various segments as a whole. A unit is part of a total program, but it has an identity of its own. Unit plans commonly include a reference to goals, objectives contents, methods, resources, and evaluation plans.
• Topical Approach: In this approach, the curriculum maker takes a particular topic as a central theme at various instructions and concepts. It will be simpler and easier for a teacher to plan his teaching focusing on topics or themes. Although the relevant information could be drawn from various academic disciplines, the focus remains on the "topic" and not on the academic disciplines from which the information was taken. 

Hence, we can conclude that in the concentric curriculum approach, concepts are organized in layers to help the students in understanding the concepts in depth.

The term Course of Study refers to an integrated course prepared for academic studies. It is a series of courses that every student should complete before they progress to the next level of education

• A handicap has been defined as a disadvantage for a given individual, resulting from an impairment or disability that limits or prevents the fulfillment of a role that is normal (depending on age, sex, and social and cultural factors) for that individual.

Key Points​ Here, the course handicap refers to the lack of sufficient time for instruction.

• If the teacher has not the sufficient time for teaching, then it becomes a hindrance to completing the course.
• Proper time management must be required for teachers so that they can complete the course without any hindrance.

Hint

• ​The language barrier is not a course handicap. The language barrier can easily be met or solved by the teachers.
• The interests of students do not create a hindrance to the completion of the course.
• Achievement of goals and objectives are part of teaching, they cannot be the course handicap.

Thus, it is concluded that Lack of sufficient time for instruction is the course handicap.

The curriculum model is a broad term referring to the guide used to write curriculum guides, or the documents used in education to determine specific aspects of teaching, such as subject, time frame, and manner of instruction. There are two long-standing models of curriculum: the process model and the product model. These two models need to be taken into account when developing a curriculum.

• The product model is results-oriented. Grades are the prime objective, with the focus lying more on the finished product rather than on the learning process.
• The process model, however, is more open-ended and focuses on how learning develops over a period of time. 

Demonstration Model: Developed by Tylor it proposed that the curriculum should be developed by the administration and implemented by the teacher in the classroom. 

Administrative Model: Galen Saylor and his associates (1981) adopt an administrative approach to curriculum development. It is developed by a curriculum developer or group of curriculum developers called a curriculum planning group.

System Analysis Model: This model of curriculum development was proposed by Y.Saran in 1976. This model employs a system approach and analyses the input, process, and output. It is scientific and empirical. It emphasizes specific behavioral objectives.

Grass- root model: The concept of the grass-root model was proposed by Hilda Taba. She believed that teachers, who teach the curriculum, should participate in its development. She noted 7 major steps to her grass-root model in which teachers will have major inputs.

Conclusion: Models can assist curriculum developers to conceptualize the development process by pinpointing certain principles and procedures. From the above discussion, it is clear that Taba’s Grass- root Model shows the maximum involvement of teachers. So in the Grassroot Model, a school teacher enjoys maximum autonomy.

Individual differences:

• Individual differences are the more-or-less enduring psychological characteristics that distinguish one person from another and thus help to define each person's individuality.
• Among the most important kinds of individual differences are intelligence, personality traits, and values.
• Individual differences are neither fiction nor a nuisance; they are enduring psychological features that contribute to the shaping of behavior and to each individual's sense of self.
• Learners may vary in their personalities, motivations, and attributions for their successes and failures when learning.

Conclusion: From the above discussion, it is clear that individual differences are related to the psychological attributes of the children. Hence, option (3) is correct.

The Latin meaning of the term ‘curriculum’ is a ‘racecourse’ used by chariots.

• It can be understood as any path or course of study which is undertaken by an educational institution, to be covered in a specified timeframe.
• The course of events can take place both inside and outside the school.
• In formal education, a curriculum (plural: curricula or. curriculums) is the planned interaction of pupils with instructional content. materials resources and processes for evaluating the attainment of ' educational objectives.

Key Points

Other definitions combine various elements to describe curriculum as follows:

• The learning is planned and guided by the school. whether it is carried on in groups or individually, inside or outside the school. (John Kerr).
• The total learning experience provided by a school. It includes the content of courses (the syllabus). the methods employed (strategies) and other aspects, like norms and values, which relate to the way the school is organized.

Additional Information

• The curriculum is neither a document nor a sequence of experiences.
• It is a plan of facilitating learning for the learner.
• This plan starts from where the learner is, enumerates all the aspects and dimensions of learning that are considered necessary, gives reasons why such learning is considered necessary, and what educational aims it would serve.
• The plan also defines stage-specific objectives, what content to teach, and how to organize it.
• It also recommends general principles of teaching methods and evaluation and criteria for good teaching-learning material.

Hence, we can conclude that the curriculum includes all of the above-mentined points.

Hence the correct matching is A - III, B - I, C - IV, D - II.

Two general or world philosophies, Idealism and Realism, are derived from the ancient Greek philosophers, Plato and Aristotle. Educators who share one of these distinct sets of beliefs about the nature of reality presently apply each of these world philosophies in successful classroom.

Key Points Idealism

• It is a philosophical approach that has its central tenet that ideas are the only true reality, the only thing worth knowing.
• Idealism regards man as a spiritual being superior to animals.
• In Idealism, the aim of education is to discover and develop each individual's abilities and full moral excellence in order to better serve society.
• Schools and other educational institutions must aim to develop self-realization through helping the students to find their innate capabilities.
• Education in Idealism should be universal in nature.

Idealism and Curriculum

• While developing curriculum, idealists give more importance to thought, feelings, ideals, and values than to the child and his activities.
• Idealists firmly hold that curriculum should be concerned with the whole humanity and its experiences.
• The curricular emphasis is the subject matter of mind: literature, history, philosophy, art, and religion.
• Teaching methods focus on handling ideas through lecture, discussion, and Socratic dialogue.
• Introspection, intuition, insight, and whole-part logic are used to bring to consciousness the forms or concepts which are latent in the mind.
• Character is developed through imitating examples and heroes.

Thus, option 3 is correct.

Hence, we can conclude that according to the philosophy of Idealism "literature, Philosophy, and Art" are the most appropriate subjects for inclusion in curriculum.