Curriculum Development - Copy PDF

CURRICULU M PREPARED BY: Shweta Upadhyay M.Sc. Nursing, 2014 BPKIHS  OBJECTIVES At the end of the session the participants will be able to understand about:- Introduction of curriculum Definition Concept and meaning of curriculum and sy...

CURRICULU M PREPARED BY: Shweta Upadhyay M.Sc. Nursing, 2014 BPKIHS  OBJECTIVES At the end of the session the participants will be able to understand about:- Introduction of curriculum Definition Concept and meaning of curriculum and syllabus Need and importance Curriculum Development Blue Print Pattern Factors Influencing Curriculum Curriculum Design Courses of Study Time allotment and placement Master rotation plan Organization of courses of study, selection and organization of learning experiences Spelling out of teaching learning methods and assessment scheme Curriculum changes Correlation between theory and practice Evaluation Friday, September 27, 20 2 24  CONCEPT AND MEANING OF CURRICULUM Meaning 1)Etymological: ‘currer’ which means to run.(Latin Word) 2) General:- The ground which the pupils and the teacher cover to reach the goal of education. 3) Traditional:- Mastery over certain types of knowledge and skills. 4) Modern : It is a process intended to help pupil to live in present world & to build the future world in which his generation would live. Friday, September 27, 20 3 24  INTRODUCTION If the teacher is the guide, the curriculum is the path. Curriculum is the total structure of ideas and activities. The educational process is set in to motion toward its aim through the curriculum or course. Education finds its effect and results through implementation of its curriculum by the school. It is also consider as an educational programme or blue print. Friday, September 27, 20 4 24  DEFINITIONS A systematic arrangement of the sum or total of selected experiences planned by a school or a defined group of students to attain the aim of a particular educational programme (Florence Nightingale International Foundation; Basic Nursing Education) Kerr defines curriculum as “all the learning which is planned by and guided by the school whether it is carried on in groups or individually, inside or outside the school”. Friday, September 27, 20 5 24  CONCEPT OF CURRICULUM The story of curriculum development in education in general and in nursing education be considered as a history of the evolution for achieving and maintaining a balance between the ends and the means of education. Friday, September 27, 20 6 24  CONCEPT OF CURRICULUM Consist Four Positions in Nursing Education:- 1. Intellectual development: Conceived as a mastery of subject matter achieved primarily through teacher exposition, drills, tests etc. Purpose is to build a store house of information, skills and values which may be useful to the individual in his/ her future life i.e. development of all aspects of personality. Intellectual development directed toward the development of the process itself, i.e. problem solving, creative thinking and mastery in subject matter. Friday, September 27, 20 7 24  CONCEPT OF CURRICULUM 2. Growth of the learner: It is interrelated – emotional health, personal and social adjustment, skill in group interaction, physical health- all contribute and are essential to intellectual effectiveness. Friday, September 27, 20 8 24  CONCEPT OF CURRICULUM 3. The systematic arrangement of certain courses designed with certain objectives for the pupil. 4. The total educational programe of the school or whatever learning, activities and experiences occurs regardless of when or how they take place under the guidance of the school. Friday, September 27, 20 9 24  CONCEPT OF CURRICULUM Curriculum is the core of an educational system. While education is a process, curriculum is a means to the proceed. While education is learning, curriculum signifies situations for learning. While education deals with ‘how’ and ‘when’, curriculum deals with ‘what’. While education is the product , curriculum is the plan. Friday, September 27, 20 10 24  CONCEPT OF CURRICULUM Traditional Concept of Curriculum In the teacher has focused her efforts and attention on making students to learn the items in subjects and course of study according to the fixed syllabi, in a rigid set pattern, to enable them to pass a set of examinations. The pupil was given knowledge and skills which would fit him to become a mature and successful adult He was prepared to live in the future as foreseen by the teacher and the parents. Friday, September 27, 20 11 24  CONCEPT OF CURRICULUM New concept of curriculum Through education the young pupil lives in the present world and to adapt himself according to his age and ability also prepare the student to adapt for future world. Textbooks and subject matter are not fixed rigidly. Curriculum includes course of studies, methods of teaching extra curricular activities in-addition to the regular programmes. Curricular activities are direct products of the situations which arise Friday, out of27,the September 20 teacher’s deliberate planning. 12 24  Co- curricular programmes Extra-curricular programmes SCHOOL Curricular programmes Friday, September 27, 20 13 24 CURRICULUM SHOULD BE BASED ON FOUR C’S:- Cooperative: a programme prepared jointly by a group of persons Continuous: the preparation is not a one-shot operation, provision should be made for its continuous revision. Comprehensive: which accepts the interaction of all the programme components must be defined with the requisite precision. Concrete: Concrete professional tasks must constitute the essential structure of a relevant programme. Friday, September 27, 20 14 24  NATURE OF CURRICULUM Is dynamic and flexible in meeting the constantly changing demands of the social needs of the learner. Has a societal orientation Is oriented to life situations Has a positive attitude towards the need of the learners Has a blending of ideal and realistic approaches Is dependent on the philosophy and objectives of the respective educational programme Is influenced by technological and scientific advancement. Friday, September 27, 20 15 24  NATURE OF NURSING CURRICULUM In addition to above said features, nursing curriculum is Health Oriented Flexible to meet the changing health needs of the society Influences by the development in other health care professions Influenced by transnational trends in nursing education and nursing services Influenced by the policy decision based on national health policy. Friday, September 27, 20 16 24  NEED AND IMPORTANCE OF CURRICULUM 17 Friday, September 27, 20 24  NEED AND IMPORTANCE OF CURRICULUM An effective curriculum provides teachers, students, administrators and community stakeholders with a measurable plan and structure for delivering a quality education. 1. Administrators: Administrators follow a detailed curriculum to help students achieve state and national standards of academic performance. Friday, September 27, 20 18 24  NEED AND IMPORTANCE OF CURRICULUM 2. Teachers: A school’s curriculum informs teachers what skills must be taught at each grade level to ultimately prepare students for post-secondary education or a job. 3. Students: A curriculum outlines for students a sequence of courses and tasks that must be successfully completed to master a subject and earn a diploma or degree. A curriculum reassures students that they’re on the right track to reaching their goals and honing desired skills. Friday, September 27, 20 19 24  CURRICULUM DETERMINANTS 20 Friday, September 27, 20 24  CURRICULUM DETERMINANTS The curriculum is dynamic and will change as the influencing forces will differ with the time. These factors are: 1. Power outside the system 2. Power within the community Friday, September 27, 20 21 24  CURRICULUM DETERMINANTS POWER OUTSIDE THE SYSTEM a. Sociopolitical forces and political commitment b. Scientific and technological development c. Educational policy d. Educational philosophy e. Academic support from other disciplines f. Feedback from hiring agencies g.Friday,International community September 27, 20 22 24  CURRICULUM DETERMINANTS POWER WITHIN THE COMMUNITY a. Acceptance of the curriculum: - Involve the institution head as well as teacher in curriculum development process. - Involve teachers in the developing evaluation system - Involve the student’s feedback in curriculum review. b. Effectiveness of the educational leadership c. Support from higher authority d. Faculty resources Friday, September 27, 20 23 24  CURRICULUM DETERMINANTS POWER WITHIN THE COMMUNITY e. The social climate of the school f. The status of learning resources g. The understanding of the characteristics of students h. Budgetary state i. Administrative support Friday, September 27, 20 24 24 MAJOR FACTORS OF CURRICULUM DEVELOPMENT OFCURRICULUM Philosophy of Nursing Education Provides directive knowledge and guiding y log principles which unity and ho Natu s Nee st vic tion, l fferen of serve syc i n t er , ces ge d as criteria for aims and re p l p d cur hing a les of groun , d g e e Stu n processes na owl i u r po n ti o ear d k div s kn i e nt bac d u ca ses a l e i du Ed vid s es a l um d p n a i Pro c u n a l Curriculum n r i v I p E s er ricu for c Ultimate and tea proximate aims and es, ind f nur vities o and objectives Act onal f s o n eed s a n d p in h s P e lt i r r f s a o Typ social milies o g e fess rou idually h an d en t s , f s Ac e y ; i ps iv io t t i a t e n n i i ty mu v c a l an i ti cie m Foundational es o o d i So pat c e (sciences, humanities) Nursing and Related Field Knowledge 25  FACTORS WHICH INFLUENCE THE DEVELOPMENT OF NURSING EDUCATION Nursing Educator needs to understand the fundamental principles and practices involved in curriculum development. The knowledge of factors which influence curriculum development will enable the teacher to understand the importance of preparing herself to function in curriculum development. Friday, September 27, 20 26 24  ELEMENTS OF CURRIC ULUM 27 Friday, September 27, 20 24 ELEMENTS OF CURRICULUM The nursing Curricula in general consists of components as: Philosophy Conceptual Model Instructional Objectives Courses of Study Evaluation Plan And Calendar of Operation. Friday, September 27, 20 28 24 ELEMENTS OF CURRICULUM Philosophy: Philosophy is the expression of the beliefs that explains the reason for which the programme came into being. Philosophy in nursing is influenced by: General philosophy of education Psychology of learning The cultural beliefs and practices of people related to health and disease, and to life Current status of knowledge about the field of study Friday, September 27, 20 29 24 ELEMENTS OF CURRICULUM 2. Conceptual Model: It is the visual representation of the relationship among the key concepts related to the programme, which provides framework or thread for thinking and explaining the organizational structure for developing the curriculum. Friday, September 27, 20 30 24 ELEMENTS OF CURRICULUM 4. Courses of Study: They contain the sum total of learning experiences or opportunities that needs to be provide to the learners in the class room and practical setting in order to help the expected capabilities within a defined period. Friday, September 27, 20 31 24 ELEMENTS OF CURRICULUM 3. Instructional Objective: It is the reflection of the expectations of educational institutions/teachers as what capabilities in terms of knowledge, skills and attitude, they want to see in the learner after the completion of programme. They are expressed as the: Institutional Level (Goal/Aim) Programme Level (General) and Course Level (Specific) Objectives. Friday, September 27, 20 32 24 ELEMENTS OF CURRICULUM 4. Courses of Study: a. Types: Core versus Speciality Courses Basic Courses Versus Advanced Courses General Courses Versus Professional Course Theory Course Versus Practical Course b. Course Arrangement: Course Description September Friday, 24 Organization 27, 20 of Course 33 ELEMENTS OF CURRICULUM 5. Evaluation Plan: It describes how student achievements will be assessed for each theory and practical courses by specifying the following When should the formative and summative type of evaluation be used in assessing the student’s achievement. Time allocated for carrying out the evaluation The evaluation technique: Eg. Written test, Practical, Oral, etc Mark distribution for each type of evaluation Development of assessment tools for internal evaluation. Friday, September 27, 20 34 24 ELEMENTS OF CURRICULUM 6. Calender of Operation: It is the overall plan of the academic activities carried out in specific time for implementing the programme designed. It includes: Admission procedure of the programme Theory blocks: weeks or days Clinical Posting: Rotation plan Evaluation/ Assessment Friday, September 27, 20 35 Holidays 24  CURRICULUM DESIGN Friday, September 27, 20 36 24  CURRICULUM DESIGN According to Taba, “ Curriculum Design is a statement which identifies the elements of curriculum; state what their relationships are to each other and indicates the principles of organization and the requirements of that organization for the administrative conditions under which it is to operate”. Friday, September 27, 20 37 24  CURRICULUM DESIGN Sources of Curriculum: Society; Learner; Subject Specialist Formulation of Objectives Selection of Learning Organization of Experiences learning experiences Evaluation of achievement Friday, September 27, 202 D Adhikari CHN 38 4  CURRICULUM DESIGN A curriculum is developed on the basis of curriculur design which describes four elements of curriculum: Objectives Selection of learning experiences (content) Organization of learning experiences and Evaluation of attainment of objectives. However, the design must reflect the needs of the society and the learner and the subject expert as the sources for curriculum as well as curriculum determinants: Human, Sociopolitical, Economic and Materialistic Factors, which influence curriculum planning. Friday, September 27, 2024 39  CURRICULUM CONSTRUCTION 40 Friday, September 27, 20 24  STEPS OF CURRICULUM CONSTRUCTION EVALUATION IMPLEMENTATION DEVELOPMENT Planning Friday, September 27, 20 41 24  PLANNING To determine the needs and purposes, identification and analysis of existing situation. Formulation of philosophy Objectives should be formulated based on Community’s need Resource availability Nursing roles and Purpose of the educational programme. Constitute a committee for curriculum preparation. Friday, September 27, 20 42 24  PLANNING Decide the policy and philosophy of the organization e.g.  Student Recruitment  Type of Educational Programme  Method of Teaching  Group Involved  Duration of the Period  Staffing Requirement e.g., Teaching, Supervised clinical practice   Teaching learning activities,  Selection of learning experience- Theory and Practice,  Instruction time, e.g. Supervised clinical and Community Nursing Practice, self activity, self- study,  Co-curricular Friday, and September 27, 20extracurricular activities 43 24  DEVELOPING Organization and sequencing of: - Theory - Practical - Individual student’s rotation plan - Determination and preparation of teaching learning methods and medias. Curriculum Committee: - Review The Progress - Identifies Constraints - Assess Needs For Modification and Formation of Other Standing Committees for management of the curriculum. Friday, September 27, 20 44 24  IMPLEMENTATION Actual conduction of teaching learning activities Conducting practical sessions in laborotory and institutional setting Refinement of teaching learning methods Assessment of student’s performance Student’s guidance and counseling services Curriculum committee meeting Necessary action, correction and modification of curriculum Friday, September 27, 20 45 24  EVALUATION PHASE Assess the student’s learning which is manifested through knowledge, skills and attitudes. Teaching learning process Effective use of AV aids. Students activities undertaken in the community and institution setting. Find out the effectiveness of educational activities. Friday, September 27, 20 46 24  CURRICULUM DEVELOPMENT 47 Friday, September 27, 20 24  CURRICULUM DEVELOPMENT The success of any educational programme depends on curriculum, as it the blue print on which whole educational structure is built. To Tyler developing of curriculum involves the four fundamental steps which he called as the rationale for curriculum development: 1. OBJECTIVES 2. SELECTION OF LEARNING EXPERIENCES 3. EFFECTIVE AND EFFICIENT ORGANIZATION OF LEARNING EXPERIENCES. 4. EVALUATION OF THE CURRICULUM Friday, September 27, 20 48 24  FORMULATION OF EDUCATIONAL OBJECTIVES They are the statements of those desired changes in behaviour as a result of specific teaching-learning activity or specific teacher-learner activity. Friday, September 27, 20 49 24  CRITERIA FOR SELECTION OF EDUCATIONAL OBJECTIVE Stated in terms of desired changes in behavior and the area of subject matter through which the behavior is to operate. Stated in the form which makes them most helpful in selecting the learning experiences and guiding the teaching activity. The objectives should be attainable and practicable in the specific teaching-learning situation. The objectives for the specific subjects or the units or lesson should have a direct contribution to the attainment of the overall objective Friday, Septemberof 27,the 20 curriculum. 50 24  CRITERIA FOR SELECTION OF EDUCATIONAL OBJECTIVE Should be contributing to both the social needs and social changes. Should consider the needs, ability and level of students. The objective of each course, unit, topic and lesson should contribute to the total and continued development of students. The objectives selected should serve as a motivating factor for teachers and as well the students. Should be easily accepted and understood by the teacher and learner. Friday, September 27, 20 51 24  CRITERIA FOR SELECTION OF EDUCATIONAL OBJECTIVE Objectives should be cooperatively planned and developed by all teachers and by the student whenever and wherever possible. Objectives should not be too detailed- should be simple and consice in nature. While developing and formulating the objectives the scheme of evaluation may have to be planned and developed. Should be stated by making it possible to maintain continuity, sequence, correlation and integration of learning activity. Friday, September 27, 20 52 24  STEPS IN FORMUALTION OF EDUCATIOANL OBJECTIVES According to Ralph Tyler, there are nine essential steps in the formualtion of educational objectives. 1. Identify the needs of the learner 2. Identify the needs of the society 3. Study the suggestions of the expert 4. Formulate the philosophy Friday, September 27, 20 53 24  STEPS IN FORMUALTION OF EDUCATIOANL OBJECTIVES State the objectives inferred or gathered from various sources in a proper way Formulate a theory of learning Screen the objectives through educational philosophy and educational psychology Define the objectives clearly in terms of content State the objectives in terms of behavioral outcomes or changes. Friday, September 27, 20 54 24  SELECTION OF LEARNING EXPERIENCES Learning takes place through the experiences that learner has, that is through the reactions to the environment he is placed. It refers to the interaction between the learner and the external conditions in the environment to which he/she reacts. Learning situation + Learning activity Friday, September 27, 20 55 24  PRINCIPLES TO BE FOLLOWED IN THE SELECTION OF LEARNING EXPERIENCES All the learning needs should be in relation to the selected objectives. Learning activities should be in relation to those real life situations where the students are expected to practice after being qualified. Selection should be in a manner that there is an effective integration between theory and practice. The same learning experience will result in several outcomes and several learning experiences may bring out the same outcome. 56 Friday, September 27, 20 24  PRINCIPLES TO BE FOLLOWED IN THE SELECTION OF LEARNING EXPERIENCES Learning experiences should be selected in such a way such that learners are constantly motivated. Learning experiences should be plannned organized in such a way that the students gets meaning out of each experience and the student should see the relationship between past and present experiences and focus on the future needs. Learning is enhanced by utilizing a wide variety of teaching learning methods. Students will learn effectively, if the experiences are satisfactory 24to them. Friday, September 27, 20 57  PRINCIPLES TO BE FOLLOWED IN THE SELECTION OF LEARNING EXPERIENCES Learning experiences should consider the student’s ability to undergo the desired changes in behaviour. Learning experiences selected should not be beyond the particular stage of development of the students. Should be according to the need of the students and every student should be given similar learning experiences. Should provide same or equal chances for all the students. Friday, September 27, 20 58 24  ORGANIZATION OF LEARNING EXPERIENCES According to Tyler, primary aim of organization of learning experiences in the curriculum is to bring and relate various learning experiences together to produce the maximum cumulative effect in order to give a unified view of the whole so that the educational objectives are achieved. Continuity, Sequence and Integration Friday, September 27, 20 59 24  ORGANIZATION OF LEARNING EXPERIENCES Vertically organized: Learning progresses week by week, month by month, semester by semester and year by year. Horizontal organized: All the learning experience have to be related in all areas of students’ experience so that learning takes place in different times and are automatically related to learning of another situation or subject. Friday, September 27, 20 60 24  EFFECTIVE AND EFFICIENT ORGANIZATION OF LEARNING EXPERIENCES Principles to be followed while organizing learning experiences. 1. Learning experiences have to be so organized that succeeding experiences build upon those which preceded. 2. Learning experiences in one area and other areas should be related to each other. 3. Should utilize the allocated time in a cost effective manner. 4. Learning experiences should be organized in broad areas in order to facilitate relating the learning experience in allied areas. Friday, September 27, 20 61 24  EFFECTIVE AND EFFICIENT ORGANIZATION OF LEARNING EXPERIENCES 5. Broad principles of education has to be applied and emphasized. 6. Provide ample opportunities for the students to concentrate and relate the various activities in various areas of learning so that the required ability and skill are easily attained. 7. Provide opportunity to concentrate on only one or more electives. Friday, September 27, 20 62 24  EFFECTIVE AND EFFICIENT ORGANIZATION OF LEARNING EXPERIENCES 8. In organizing nursing educational programme the curriculum may have to be organized in terms of broad subject matter areas like humanities, behavioural science, biological science and nursing science. 9. Organization of learning experiences in the curriculum should be neither to flexible nor too rigid. 10. Clinical experiences and assignements should be valued in the basis of experiences provide to the students. 11. Learning experiences have to be organized in such a way that the students is able to practice professional nursing for the next few years. Friday, September 27, 20 63 24  ELEMENTS OF ORGANIZING THE LEARNING EXPERIENCES 1. Grouping learning experiences under subject headings: - Nursing sciences, behavioural science, etc. 2. Preparation of master plan for curriculum: - Total duration, Theory and Practical, Total alloted hours, Teaching- learning method, Scheme of evaluation, details of student activities like co-curricualar, vacation etc. 3. Placement of learning experiences in the total curriculum: - Related to one another Friday, September 27, 20 64 24  ELEMENTS OF ORGANIZING THE LEARNING EXPERIENCES 4. Preparation of the correlation chart. 5. Organization of clinical experiences. 6. Types of teaching system:  Complete block or teaching block  Partial block system  Study day system Friday, September 27, 20 65 24  EVALUATION OF THE CURRICULUM In curriculum evaluation, the evaluation of 5 M’s are done: 1. MEN 2. MONEY 3. MATERIALS 4. METHODS 5. MINUTES Friday, September 27, 20 66 24  PRINICPLES OF CURRICULUM EVALUATION 1. Evaluation of curriculum should consist of finding out to what extent the objectives are to be achieved. 2. Objectives for evaluation should be in terms of behaviour or. the reactions to be measured and also in terms of content which is being planned through which the behaviour is to operate. 3. Plan of evaluation should be comprehensive enough to measure adequately the behaviours which are considered important to all the significant. Friday, September 27, 20 67 24  PRINICPLES OF CURRICULUM EVALUATION 4. Techniques and methods used in evaluation should be on the basis of specific behaviours expected and measured. 5. Satisfactory evaluation programme should include a variety of evaluation tools or insurance. 6. The decision on whether the student has had adequate experience at a given area should be in terms of excellance of performance and not in terms of time spent. 7. Records of clinical practice should reflect the objectives of practice and give evidence of the extent to which the students had achieved the objectives. Friday, September 27, 20 24 68  MASTER ROTATION PLAN 69 Friday, September 27, 20 24  MASTER ROTATION PLAN Overall plan of rotation of all students in a particular educational institution, showing the placement of the students belonging to total programme includes both theory and practical denoting the study block, partial block, placement of students in clinical blocks, team nursing, examinations, vacation, co-curricular activities, etc. Friday, September 27, 20 70 24  PURPOSES OF MASTERS ROTATION PLAN Availability of an advance plan before implementation of curricular activities during an academic year for the entire programme. All the concerned are aware of the placement of students in clinical fields. Coordination becomes more effective when theory, practical correlates and integrity exists. Helps the students and teachers to prepare themselves for working in the areas. Friday, September 27, 20 71 24  PURPOSES OF MASTERS ROTATION PLAN Any modification are required based on situations concerned, collaboration between the faculty and service staffs can be made for smooth running of organizational activities and meeting the objective of educational programme. Evaluation of the programme is more effective. The faculty members and nursing service staff are in a position to make tentative advance plans for their leave or vacation without jeopardizing the teaching-learning activities. Friday, September 27, 20 72 24  PRINCIPLES OF MASTER ROTATION PLAN Plan in accordance with the curriculum plan for the entire course/ programme. Plan in advance by following maxims of teaching. Plan in advance for each student in the class for all years. Post the students based on their background, preparation and the extent of guidance available. Select areas that can provide expected learning experience. Friday, September 27, 20 73 24  PRINCIPLES OF MASTER ROTATION PLAN Plan to build on previous experiences. Acquaint the clinical staff/ clinical supervisor with clinical objectives and rotation plan. Provide each clinical experiences of same duration to all the students. Rotate each student through each learning experience block. Plan for all the students to enter and leave at the same time schedule. Friday, September 27, 20 74 24  COURSE PLANNING 75 Friday, September 27, 20 24  COURSE PLANNING A course is a combination of various but interrelated units. Any nursing educational program is a combination of various courses like medical-surgical nursing, mental health nursing, etc. These courses are placed in an intertwined manner in order to attain objectives of educational programme. The two levels of course planning are: A. At the level of the course itself: content and learning experiences. B. Planning in relationship to other courses. Friday, September 27, 20 76 24  ELEMENTS OF COURSE PLAN Essential elements of course plan are: 1. Course Description 2. Behavioural objectives 3. Placement of the course by specifying the level of learners 4. Explain the time alloted 5. In case of courses associated with field experience like community health nursing, details of the field experiences. Friday, September 27, 20 77 24  ELEMENTS OF COURSE PLAN Organize the content into unit wise or lesson plan wise. Details of learning activities for students Detail of formative and summative evaluation, ration between university and internal assessment. References for teachers and students. Friday, September 27, 20 78 24  PRINCIPLES FOR SELECTING THE COURSE CONTENT Principles for selecting the course content: A. Content should contribute to the achievement of the objectives of the particular nursing educational program. B. It should be appropriate to the level of that group of students whom it is to be taught. C. Content should have community orientation. D. It must be sensitive to the changing health needs as well as the aspirations of the students. Friday, September 27, 20 79 24  PRINCIPLES FOR SELECTING THE COURSE CONTENT It should be experience based. Content should have transcultural perspective. It should provide functional relationship with allied disciplines or professions. It must be wide and comprehensive. It should provide continuing learning. Content should contribute to the personal as professional development of the students. Friday, September 27, 20 80 24  CURRICULUM REVISION/ CHANGING THE CURRICULUM 81 Friday, September 27, 20 24  CURRICULUM REVISION/ CHANGING THE CURRICULUM Curriculum revision means making the curriculum different in some way, to give it a new position or direction. The basis for any major curriculum The three main approaches in curriculum revision are as follows: Addition Deletion Reorganization Friday, September 27, 20 82 24 STAGES OF CURRICULUM REVISION Fredgreaves describes the following seven stages in revision a nursing curriculum. Stage 1: If a curriculum development and evaluation committee does not exist, one should be formed to act as coordinating group for implementing the planned curriculum changes. Friday, September 27, 20 83 24 STAGES OF CURRICULUM REVISION Stage 2: Appraise the existing nursing and educational practices which are representative of the current operating curriculum. Study carefully the existing curriculum and identify its strengths and weakness by considering its overall intentions and purposes, including the basic values and beliefs which are currently part of the institute’s philosophy. Consider the extent to which the curriculum is offering educational and training experience for the students. Friday, September 27, 20 84 24 STAGES OF CURRICULUM REVISION Stage 3: Make a detailed study of the existing curriculum content to see whether it is still relevant and appropriate to meet a knowledge base adequate for the changing role of the professional nurse. This will mean giving consideration to whether the skills, attitude and knowledge to be learned are still worthwhile and whether the present developing conceptual frameworks of nursing knowledge are sufficiently represented in the curriculum. Friday, September 27, 20 85 24 STAGES OF CURRICULUM REVISION Stage 4: Establish criteria for decision about what needs to go into the curriculum and what needs to come out and how the curriculum materials and methods might be changed. Friday, September 27, 20 86 24 STAGES OF CURRICULUM REVISION Stage 5: This involves the design and writing of the new curriculum changes and these ay include the revised philosophy and aims of the curriculum including the new intentions and purposes also includes the revised objectives and reformed content along with any new teaching-learning approaches. Some of the existing evaluation procedures would need adjustment to fall in line with new content and methodology. Friday, September 27, 20 87 24 STAGES OF CURRICULUM REVISION Stage 6: Within this stage the actual implementation of changes is put into action. Implementing the changes successfully involves having knowledge of the change and securing of the participation of those people necessary to enable the implementation. Teachers, students and other concerned people need to be well informed with respect to the changes that are to take place. Friday, September 27, 20 88 24 STAGES OF CURRICULUM REVISION Stage 7: Following the implementation of the new changes it is important to evaluate the effects of those changes and it is with evaluation that this final stage is concerned. Evaluation is directed at the identification and collection of data and its analysis, in order for the effects of changes to be measured and appropriate decision and judgement made. Friday, September 27, 20 89 24  STEPS OF CURRICULUM CHANGE (SUMMARY) 1. Curriculum development and evaluation committee 2. Appraise 3. Evaluate details of the existing curriculum 4. Criteria for decision 5. Design for new curriculum 6. Implementation 7. Evaluate the effects of those changes Friday, September 27, 20 90 24  CURRICULUM EVALUATION 91 Friday, September 27, 20 24  CURRICULUM EVALUATION Curriculum evaluation is concerned with the measurement of the achievement of objectives. Curriculum evaluation is the collection and use of information to make decision about the educational programme. Friday, September 27, 20 92 24  METHODS AND TECHNIQUES OF CURRICULUM EVALUATION Discussions Experiments Interview- Individual group Opinions Observation Questionnaire Schedules Practical Performance Anecdotal Reports Friday, September 27, 20 93 24  LEVELS OF CURRICULUM EVALUATION 1. Formative Evaluation: The curriculum developer, himself carries out the task of material evaluation. It is used to improve the materials while they are prepared and developed at intervals in accordance with the progress made or lack of it. Inventories, questionnaires, observational and reporting technique are used. Friday, September 27, 20 94 24  LEVELS OF CURRICULUM EVALUATION 1. Formative Evaluation: It is conducted in ‘trial school’. Should not be used for certification. As the course proceeds an ongoing evaluation is carried out to establish: How far the learning prescribed has been administered? What are the attitudes of teachers and their pupil towards the course? Friday, September 27, 20 95 24  LEVELS OF CURRICULUM EVALUATION 2. Summative Evaluation: Person other than writer or the developer of the curriculum material will do it. It takes place after the completion of the curriculum material. Describe the extent to which the programme has attained the objectives. Provides guidelines for decisions about the curriculum revision, modification and shift of emphasis. Friday, September 27, 20 96 24  LEVELS OF CURRICULUM EVALUATION 2. Summative Evaluation: Is designed to protect the society by preventing incompetent personnels from practicing. It establishes overall attitudes of teachers and pupil to the course. Friday, September 27, 20 97 24 CURRICULUM EVALUATION PLAN 1. The Rationale of evaluation: It denote the need for evaluation; the approach and the benefits obtained by an evaluation. 2. Objectives of the evaluation study: Concerned with the specifications of the standards that the curriculum should meet. Friday, September 27, 20 98 24 CURRICULUM EVALUATION PLAN 3. Curriculum description: Description of curriculum objectives. Philosophy Content Procedures Description of the learners Friday, September 27, 20 99 24 CURRICULUM EVALUATION PLAN 4. EVALUATION DESIGN: Constraints under which evaluation is developed. Evaluation model to be used. Appropriateness of evaluation design. Determination of achievements of objectives. Sources of information Method of collecting information Data analysis technique Schedule of events Budget Friday, September 27, 20 100 24 CURRICULUM EVALUATION PLAN 5. EVALUATION REPORT: Findings of the evaluation programme. The extent to which the objectives of curriculum has been achieved. Suggestions for further study. Friday, September 27, 20 101 24  PATTERNS OF CURRICULUM 10 2 Friday, September 27, 20 24  PATTERNS / TYPES OF CURRICULUM According to the common psychological classifications, there are four categories: 1. Social. 2. Information Processing 3. Personalist 4. Behavioral Friday, September 27, 20 103 24  PATTERNS / TYPES OF CURRICULUM Curriculum according to Models: 1. Subject centered curriculum 2. Integrated curriculum 3. Problem based curriculum 4. Competency based curriculum Friday, September 27, 20 104 24  PATTERNS / TYPES OF CURRICULUM Longstreet and Shane divided curriculum as: 1. Child-centered 2. Society-centered 3. Knowledge-centered 4. Eclectic Friday, September 27, 20 105 24  PATTERNS / TYPES OF CURRICULUM According to different philosophical view: 1. Idealism 2. Realism 3. Perennialism 4. Essentialism 5. Experimentalism 6. Existentialism 7. Constructivism 8. Reconstructivism Friday, September 27, 20 106 24  PATTERNS / TYPES OF CURRICULUM According to Wilson (1990) commonly used curriculums are: 1. Overt, explicit, or written curriculum 2. Societal curriculum (or social curricula) 3. The hidden or covert curriculum or implicit 4. The null curriculum Friday, September 27, 20 107 24  PATTERNS / TYPES OF CURRICULUM According to Wilson (1990) commonly used curriculums are: cont… 5. Phantom curriculum 6. Concomitant curriculum 7. Rhetorical curriculum 8. Curriculum-in-use 9. Received curriculum 10. The internal curriculum 11. The electronic curriculum Friday, September 27, 20 108 24  STUDENT CENTERED CURRICULUM: Programme has the student view. Learners are active partners in the curriculum : The student should want something, perceive something, do something and get satisfaction from the resulting experience. The interest of the pupils facilitate his learning, hence the programme is more life related. Friday, September 27, 20 109 24  STUDENT CENTERED CURRICULUM Co-operation, common interests, working together are unifying elements brings about growth in life-related skills. Flexibility should be brought in the content areas of learning, use of instructional materials. Suitable resources has to be collected reference books, news papers, journals, excursions, libraries, films, audiotapes and TV etc. Friday, September 27, 20 110 24  2. CORRELATED CURRICULUM It is assumed two ( or more) subjects often exist in a school side by side with no apparent connection, there are some possible points at which relationship may be made.  In some cases these points are ‘natural’ (as in mathematical formulae needed for solving problems in physics or chemistry).  Relationship with other subject fields like: language and literature very well fitted with social science. Friday, September 27, 20 111 24  3. INTEGRATED CURRICULUM  Is the curriculum in which the concepts, phenomena, processes are blended together from different subjects. Those subject matter and elements which have certain relationships. Example:- Biology is the fusion of the principles and learning of Botany, Zoology, Anatomy which can be taught together, instead of separately. Friday, September 27, 20 112 24  3. INTEGRATED CURRICULUM 3. INTEGRATED CURRICULUM  In some instances the “History of civilization” is an integrated course representing history, literature, art, music and drama.  Thus, the integrated curriculum helps to understand the inner relationship between the subjects and hence facilitates the effective comprehension of the students and enlarges their horizon of experiences Friday, September 27, 20 113 24  3. INTEGRATED CURRICULUM 3. INTEGRATED CURRICULUM Criteria for Developing Integrated Curriculum Collaboration between teachers from different department. Building teacher’s capacity to teach the integrated subject is mandatory Time for implementing of the curriculum should be adequate. Friday, September 27, 20 114 24  3. INTEGRATED CURRICULUM Benefit  Students are motivated to learn when they find what they are learning, is meaningful.  The relevancy of learning can encourage the development of higher level objectives eg. Application of knowledge in analytical and problem solving skills.  The relevant information are more easily retained and applied to other institution.  Team teaching and collaboration between subject staff is promoted.  Integrated course also enable sharing of resources between departments and teachers. Friday, September 27, 20 115 24  3. INTEGRATED CURRICULUM Limitations Time consuming in both planning and implementation of the curriculum Organizational boundaries such as departments and funding mechanisms create barriers to integration. Friday, September 27, 20 116 24  4. CORE CURRICULUM Concept Of Core Curriculum Based on John Dewey’s philosophy of Pragmatism and Experimentalism. Fundamental Human Activities as a center of learning. Learning viewed as Continuous Reconstruction of Experiences.. 117  4. CORE CURRICULUM Concept Of Core Curriculum Emphasis on Problem-solving as an important part of learning. Emphasis upon the Basic Democratic Values and the Cultural Factors. Based on the Cognitive Theories of Learning 118  5. COMPETENCY BASED CURRICULUM OR MASTERY OF LEARNING Mastery learning means that a given adequate preparation time, sufficient learning resources and a flexible time schedule, students can with a rare expectation achieve the defined competence at high level of proficiency. This curriculum is organized around functions rather than discipline Friday, September 27, 20 119 24  5. COMPETENCY BASED CURRICULUM OR MASTERY OF LEARNING It should be well assured through entry level testing that learner is adequately prepared- build ability to learn. Goal of learning are clearly identified. The time table is flexible to make the learning individualized. Friday, September 27, 20 120 24  5. COMPETENCY BASED CURRICULUM OR MASTERY OF LEARNING Variety and sufficient learning resources are made available. Frequent assessment with feedback on the line of competency based model- stepwise achievements Friday, September 27, 20 121 24  6. ACTIVITY-CENTERED CURRICULUM (EXPERIENCE-CENTERED Learning involves to think logically, engaging in activities which are vital to achieve personal goals and fulfill needs. It is aimed at learning only those things which are related to active purposes and rooted in experience which will result into behavior changes. Friday, September 27, 20 122 24  7. KNOWLEDGE/ SUBJECT CENTERED CURRICULUM Attaining mastery over the subject matter is the central task. Based on the acquisition of knowledge therefore; it prepares the students for higher education and not for life. Friday, September 27, 20 123 24  7. KNOWLEDGE/ SUBJECT CENTERED CURRICULUM Teaching of facts, imparting information for its own sake or for the possible future. There is no correlation of subjects. It is rigid and uniform. Friday, September 27, 20 124 24  8. PROBLEM BASED CURRICULUM Problem is a condition for human existence. The basic human learning process that allowed primitive men to survive was the problem based learning. The problem-based learning model is an intergrated approach to curriculum where learning results from working towards understanding of resolution of problem in a simulated or a real situation. Friday, September 27, 20 125 24  8. PROBLEM BASED CURRICULUM The main goal of Problem-based learning as argued by Barrow and Tamblyn,” is to give the student skills and information that he will transfer to his work with real clients both as he/she is learning and for the rest of his/her professional life”. This goal is met by achieving two main objectives: 1. Helping in acquisition of integrated body of knowledge related to the problem. 2. Helping to develop the essential skills required for solving patients’ problems. Friday, September 27, 20 126 24  8. PROBLEM BASED CURRICULUM The premises on which Problem- based learning approach is based are as follows: 1. Students can be treated as adults responsible for their own learning. 2. When learning is seen as being relevant to their needs, students get motivated and actively involve them in learning. 3. Learning is totally integrated and information from many disciplines is integrated in the mind of the learner. 4.. Friday, September 27, 20 127 24  8. PROBLEM BASED CURRICULUM 4. Dealing with the problems of real life situation aids the integration of the theory and practice. 5. Problem Solving Skills can be learned and evaluated. 6. Information is reinforced through its resuse and is therefore retained better. 7. Self- learning and self-evaluation skills are learned and evaluated. Friday, September 27, 20 128 24  8. PROBLEM BASED CURRICULUM 8. All knowledge skills, attitudes are to be given equal emphasis. 9. The self- discovery of the information and the ability to solve the problem will become the source of intrinsic reward for the students. 10. The role of the teachers is of a facilitator: Teacher must adopt to the role of guide control any desire to direct the proceedings, “Barrows and Tamblyn argue”. Friday, September 27, 20 129 24  PROCESS OF PROBLEM BASED LEARNING 1. Selection of the problem: The problem is selected on the basis of: prevalence/ burden of disease life threatening potential proto-typicality professional skills interdisciplinary input Friday, September 27, 20 130 24  PROCESS OF PROBLEM BASED LEARNING 2. Presentation of the problem Situation: The teacher presents the problem to the student as it would present in reality; which acts as a trigger.  Written statement of a brief history  Recorded audio-tapes or a video-tapes of an episode in a clinic setting  Videotape of an episode in a clinical setting. Friday, September 27, 20 131 24  PROCESS OF PROBLEM BASED LEARNING 3. Analysis of the problem: The students in a small group (6- 8) will analyse what they have seen or heard and they begin to formulate broad hypothesis in relation to the underlying cause(s). Friday, September 27, 20 132 24  PROCESS OF PROBLEM BASED LEARNING 4. Identification of Information required: Students debate what further information they would require about the client to confirm or refute their hypothesis, and which are specified as self-study questions. At the end of the session, learning objectives are drawn with the help of the tutor, which guides students what they have to achieve by their self study. Teacher may guide the resources Friday, September 27, 20 133 24  PROCESS OF PROBLEM BASED LEARNING 5. Self-directed Study: At this stage the group decides how the learning should be organized and what it is to be undertaken by which member(s) of the group, and what the group as a whole will cover. Friday, September 27, 20 134 24  PROCESS OF PROBLEM BASED LEARNING 6. Application of the Newly Acquired Information to solve the problem: A week of Self-directed learning to complete the self- prescribed studies to their satisfaction The group students reassembles with its tutor for a session to discuss what has been learnt and how this information contributes to the solution and management of the problem identified. Friday, September 27, 20 135 24  PROCESS OF PROBLEM BASED LEARNING 7. Review of learning: Before self-study can be considered completed and evaluation is carried out or a new problem is tackled, students review their work at the completion of the problem episode in terms of what has been learnt and its significance. This helps to formalize and integrate what has been learnt. Friday, September 27, 20 136 24  PROCESS OF PROBLEM BASED LEARNING 8. Evaluation of Achievements: The desired outcome of Problem- based Learning are threefold: a. The Acquisition of knowledge b. The application of knowledge c. The understanding to the solution and management of problem. Self-evaluation technique will complement self-study method used here. Friday, September 27, 20 137 24  LEVEL OF CURRICULUM Primary Education: Grade 1-5 Middle Education (lower secondary): Grade 6-8 Secondary Education: Grade 9-10 Higher secondary: Grade 11-12 Vocational Education: Technical education and vocational training e.g. oversees, ANM, H.A. Tertiary Education: University education New education system 2073 Basic education: 1-8 class Secondary education: 9 -12 class Tertiary education/ higher education: university education Friday, September 27, 20 138 24  THE END!!! Friday, September 27, 20 139 24