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

 Key Points

• The discipline-based model of curriculum design is an approach to curriculum development that focuses on organizing educational content around specific academic disciplines, such as mathematics, science, history, or language arts.
• This model views each discipline as having a unique body of knowledge and skills that students need to master in order to become proficient in that subject. The curriculum is designed to help students understand the key concepts and theories within each discipline, as well as the methods used to develop and apply this knowledge.
• The ultimate goal of the discipline-based model is to provide students with a well-rounded education that prepares them for further study and future careers

Education, a curriculum is broadly defined as the totality of student experiences that occur in the educational process. Important Points

• Curriculum provides the deep understanding about the concepts for effective implementation of subject content.
• In terms of effectiveness, curriculum objectives should: be concise and understandable to teachers, learners and parents; be feasible for the teachers and learners to accomplish. encompass previous learning and require the learner to integrate and then apply certain knowledge, skills, and attitudes in order to demonstrate achievement; and be measurable on a cumulative basis and at different stages of the learner’s educational career.
• Overall, the main objective of the curriculum is to develop the overall personality of a child by including the subject matter that is for the overall development of students i.e., cognitive, affective, and psychomotor.
• To develop qualities that make a child socially effective and happy in various social settings such as friendliness, cooperativeness, self-disciplines, self-control, love for social justice, etc.
• To develop pre-vocational/vocational skills, willingness to work hard, the dignity of manual work, and job satisfaction.

Thus with the help of above information we can say that Curriculum should emphasis on the understanding  of the concepts.

The situation where one or more grades are combined and made to sit together in the same classroom and are taught by a single teacher is called a multigrade class. This situation of combining more than one class of teaching is called multigrade teaching.

Key Points

• In multi-grade, one teacher is required to teach the children of two or more classes simultaneously.
• Strategies adopted by teachers to teach the children in multi-grade are known as multi-grade teaching strategies.
• Example- A mathematics teacher teaching English language also in a primary school.
• Multi-level teaching refers to a teaching situation where one lesson is taught to an entire group of students coming from different levels while also catering to the individual needs of each student. Example- Giving boxing lessons to students of different classes simultaneously.

The stages for developing and implementing a curriculum framework are as follows:

1. Needs Assessment: Evaluate the needs and goals of stakeholders to determine what the curriculum framework should focus on.
2. Definition of Goals and Objectives: Clearly define the goals and objectives of the curriculum framework and ensure they align with stakeholder needs.
3. Content Analysis: Analyze existing content and materials to determine what should be included in the framework and what may need to be developed.
4. Design: Design the curriculum framework, including the structure, content, and assessment methods.
5. Pilot Testing: Conduct a pilot test of the framework to gather feedback and make any necessary adjustments.
6. Implementation: Implement the framework in a phased approach, training teachers and other stakeholders on how to use it effectively.
7. Evaluation: Regularly evaluate the implementation of the framework to ensure it is meeting goals and objectives and making a positive impact.
8. Continuous Improvement: Continuously review and refine the framework to ensure it remains relevant and effective over time.

A well-designed curriculum framework provides a roadmap for instruction, assessment, and continuous improvement, helping to ensure high-quality education for all students.

Evaluation is defined as the process of determining someone's or something's value or worth.

Key Points

Hence, we conclude that the question that tests the skill of evaluation is "In what ways are the books you read today different from the Rigveda".

Contemporary society is changing so swiftly that we have difficulty coping with it, adjusting ourselves to the present, and preparing for the future. Contrary to this fact, our colleges/schools appear to be conservative institutions that usually lag behind the change. To make education respond to social changes, a curriculum should be framed keeping in mind, among other things, the following:

i) Growth of technology:

• Today, the young are growing up in a world that is very different from that of a generation or two ago. Connected with this is the fact that ours is a society based on information.
• In addition to the creation of new kinds of jobs, this new information society will influence all the other aspects of the workplace. At one level, such influence will motivate societies to use computers and other information-processing devices to replace manual workers, at another, the locale of the workplace will also be affected.
• In agricultural and industrial phases, workers have had to be brought to a central location where goods area were produced. Given the availability of communications technology, this kind of centralization will no longer be necessary for every activity.
• One can simply work at home using microcomputers. And, the increased value will be placed upon persons who can network their credentials to fill the emerging needs of the information society. Underlying all this is a serious challenge to the ethics of work that has pervaded our society and schools-colleges.
• Among the values, the schools/colleges have promoted are those related to the productive industrial worker-punctuality, loyalty, acceptance, appearance, etc.
• In Foundations of Curriculum the decentralized information-society, workers will find themselves largely working alone, setting flexible work patterns, working hours, and servicing more than one employer.
• Furthermore, having been replaced by new technology, many will have difficulty finding new jobs because they lack certain skills. Thus, the combination of the growth of technology and of the information society may lead to a serious review of the traditional ethics of work and its place in our society.
• Obviously, the curriculum will have to undergo a change in order to match with and capture social changes.

ii) Structures of the family:

• The family has been viewed as the basis of the complex social fabric.
• The picture of the family consisting of both natural parents and their children is steadily fading, replaced by a much more complicated diversity of family structures. For example, separation, divorce, and childbirth without marriage have given rise to the phenomenon of single-parent homes.
• Geographical mobility is weakening the bonds of the centrally located, extended family of grandparents, aunts, uncles, and other relatives.
• Traditionally, while men used to go out to work, women managed the home. Now we find an increasing number of families in which both the father and the mother work. How does this influence educational institutions?
• The school/college as we know it today evolved in the context of the traditional family structure. Mothers were expected to provide a stable and predictable environment for young people. When children had problems in school/colleges, parents could be called upon to devote time and energy to support the values and efforts of the school/college. Today, these expectations are no longer certain. As the structure of the family has changed, so has its role and function in relation to the school/college.
• Traditionally our lives have been focussed on common social features of life and even conformity. Today, however, people have begun to seek more diversity in lifestyles, seeking new pathways and alternative routes.
• Among the many institutions that are affected by the new wave of individualism and diversity is the school/college.
• The reason is that schools/colleges have served as major sources for promoting common values among youth. This new trend in life patterns and values poses serious questions in curriculum planning.

iii) Cultural diversity:

• As we are moving away from "a melting-pot" society to a "salad bowl" one, the increasing trend away from a homogeneous culture towards one of diversity/plurality is quite conspicuous. This shift of movement can be attributed to the following phenomena:
  • diversity in values and lifestyles (being different is now a socially sanctioned idea);
  • renewed interest in ethnohistory (people have developed a new interest in their own histories and personal heritage); and
  • development in telecommunications (people have been reminded of their links with cultures in other parts of the world).
• Traditionally, an educational institution has been viewed as the major social agent in the "melting-pot" process. Now it is caught in an ambiguous position between its traditional role and the emerging trend towards diversity.
• The question as to how the curriculum should portray cultural values, then gains importance in curriculum development today. Having reviewed the social changes and pointed to their impact on curriculum planning, we might say that human society is, in general, in the transition from an industrial to the post-industrial phase of our history, though at different stages of advancement. Identifying the general direction that the new phase will take is particularly challenging since there is no historical precedent for post-industrialism.
• As long as a society is dynamic, the debate over the aims of education will stir up changes. Perhaps this is good, perhaps this is what makes society viable and able to resist decay. 

Curriculum design is the planning period when instructors organize the instructional units for their course. Curriculum design involves planning activities, readings, lessons, and assessments that achieve educational goals. There are three major categories of curriculum design i.e. Traditional or Subject Centered, Learner-Centered, and Problem Solving Centered. 

There are four essential phases of the curriculum development process:

1. Planning
2. Content and Methods
3. Implementation
4. Evaluation and Reporting

Important Points

Curriculum design is a core pillar of how we educate, train, and engage in formal learning experiences. At the core of curriculum design is a mental model for how people learn and a design representation for how knowledge and skill transfer occurs from theory into practice. A curriculum is designed always keeping in mind, the learner. Neither the community nor the parents and school are the primary source to be a consideration

Therefore, it could be said that curriculum designing involves planning and content means input, implementation means to process and evaluation and reporting means output. 

A curriculum is the combination of instructional practices, learning experiences, and students' performance assessments that are designed to bring out and evaluate the target learning outcomes of a particular course. 

​Curriculum triangle

• The instructional objective change should be placed at the peak of the ‘curriculum triangle’
• As effecting a change as instructional decision directly affect the learning of the students.
• Then comes the Learning experiences change these changes affected by the choice of materials, pacing, and sequences of activities, to ways of reinforcing pupil's learning.
• After that comes Evaluation of learning outcomes which have means of assessing whatever the students have learned.

​therefore, option 1 is correct.

Key Points

Technical-scientific curriculum developers focus on the following aspects when developing a curriculum:

• Content: The content of the curriculum should be accurate, up-to-date, and relevant to the student's needs. This means the content should be based on the latest research and aligned with the state standards. It also means the content should be relevant to the student's interests and experiences.
• Sequencing: The content should be sequenced in a logical order that builds upon prior knowledge and prepares students for future learning. This means that the content should be organized in a way that makes sense to students and helps them understand how the concepts are related.
• Assessment: The curriculum should include assessments that measure student learning and provide feedback to students and teachers. This means the assessments should be aligned with the content and designed to measure student understanding of the concepts. The assessments should also provide feedback to students so that they can identify their strengths and weaknesses and make plans to improve their learning.
• Instructional strategies: The curriculum should include a variety of instructional strategies that engage students and help them learn the content. The curriculum should include various activities, such as hands-on experiments, group projects, and discussions. The curriculum should also include a variety of assessments, such as quizzes, tests, and projects.
• Technology: The curriculum should make use of technology to support student learning. The curriculum should include technological activities like simulations, online resources, and multimedia presentations. The curriculum should also allow students to create projects and presentations using technology.
• Professional development: Teachers should receive professional development to help them implement the curriculum effectively. This means that teachers should have opportunities to learn about the content, instructional strategies, and assessments included in the curriculum. Teachers should also have opportunities to collaborate with other teachers and to share ideas and strategies.

Hence Student interests are a factor that technical-scientific curriculum developers do not consider when developing curriculum.

The Latin meaning of the term 'curriculum' is a racecourse used by chariots. Hence, it is any path or course of study to be undertaken by an educational institution, to be covered in a specified timeframe.

• A school curriculum is a complete set of organized experiences in the school. It includes aims, objectives, teaching content, teaching strategies, and all teaching-learning aids to cater totality of student's experiences that occur in the educational process.

• The curriculum comprises two major dimensions: a vision and a structure.

Key PointsElliot Eisner (1979) coined the term "Null Curriculum". 

• It refers to the curriculum, which is not taught. This means curricular matters are not consciously but are taught by our silence.
• It is physically not possible to teach everything in the schools, therefore many topics and subject areas are excluded intentionally.
  • For example, life education, career planning, etc. are not a fine part of the overt curriculum but are important areas.
  • For example, a curriculum of social sciences generally includes history, geography, economics, and political science, but not anthropology, sociology, and psychology.
  • But the latter subject areas are silently taught to the students through the social sciences curriculum.
  • Hence, the latter subject areas comprise a null curriculum.
• The null curriculum is that which we do not teach, thus giving students the message that these elements are not important in their educational experiences or in our society.

Thus, it can be concluded that null curriculum is a concept that was formulated by Elliot Eisner.

HintCore Curriculum includes subject matter which may help him/her to find solutions to problems that may have to be faced by him/her as an adult. 

• It emphasizes the minimum learning experiences that an individual needs for leading a satisfactory life in society.
• It prepares a child for living and not for making a living.

According to Boostrom, hidden curriculum “refers to student learning that is not described by curriculum planners or teachers as an explicit aim of instruction even though it results from deliberate practices and organizational structures."

• A hidden curriculum is also known as a latent curriculum.
• The term hidden curriculum refers to unofficial and informal instructional influences which may support the attainment of manifest goals.
• It is so called because curricular inputs are not explicitly stated in the prescribed curriculum.
• It forms part of the curriculum as it helps the learner achieve the educational goals envisaged.

​ Additional InformationCurriculum:

• It comprises all the planned set of activities and experiences that facilitate learning and bring about the desired outcomes.
• The curriculum can be described as a blueprint of experiences that have been planned for the students.
• It is an entire program of study that explains what concepts are to be transacted, and what knowledge, attitudes, and skills are to be developed among children. 
• The goals, objectives, learning opportunities, teaching resources, and evaluations that go into creating a particular educational program are laid out in this structured document.
• It defines all learning that is organized or guided by the school.
• It gives a general description of what should be done, how to do it, when to do it, and how to determine when it has been accomplished.
• The curriculum is a set of subjects and study materials. 
• The curriculum includes both curricular and extracurricular activities organized in a school or college.
• It facilitates the planning of instruction and selecting of teaching approaches by teachers.
• The course of events can take place inside the school and also outside it.