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Curriculum development sreens
- 1. SCREENS OF EDUCATIONAL OBJECTIVES Presentedby: JOYCE N. BARAZA
- 2. Definition • These arethe set standards that are used to examine/ test the appropriateness and relevance of educational objectives
- 3. Importance • Determine whetherthe objectives are consistent with the values of the society • Ensure that there are enough objectives to meet the needs and aspirations of the society • Ensure that the objectives are relevant for a particular level of learning
- 4. Types • Psychological screens •Philosophical screens • Sociological screens
- 5. Psychological screens • Psychologyis the study of human behaviour • Psychology provides important insights in the process of learning that helps the teacher and curriculum designer in decisions related to:
- 6. 1. Selection ofcontent with regard to intellectual ability and development 2. Organization of learning experiences for optimal effect 3. Selection of appropriate method and approach to guide effective learning 4. Formulation of appropriate goals 5. Scope of the curriculum
- 7. • Theories ofhuman development, theories of learning and the pedagogical principles derived from psychology must be considered in determining curriculum objectives
- 8. Jean Piaget helpeddetermine developmental stages and capabilities of the learner in order to attain educational objectives 1.Preoperational stage 2.Concrete operation stage 3.Formal operation stage
- 9. Psychologists believe thatlearning experiences have to be introduced whilst taking into account • The learner’s ability • Maturational level • Learner’s rate of learning
- 10. The contribution ofpsychology to curriculum design and development utilizes the principles of learning, i.e. 1.Active participation of the learner 2.Provision of purpose of learning 3.Utilizing an individuals’ past experiences, attitudes and values 4.Learning in a threat free atmosphere – human relations aspect
- 11. • Bloom’s (1956)taxonomy of learning further guide formulation of educational objectives. • The domains include 1.The cognitive domain 2.The affective domain 3.The psychomotor domain
- 12. Cognitive domain • Knowledgelevel • Comprehension • Application • Analysis • Synthesis • evaluation
- 13. Affective domain • Reviewing •Responding • Valuing • Organization • characterization
- 14. Psychomotor domain • Perception •Set • Guided response • Mechanism • Complex response
- 15. Philosophical screens • Philosophyis the search for knowledge and understanding of nature and of human life. • It is a set of beliefs, values or an outlook of life that guide the principles of behaviour • Educational philosophy describes the essential values that are needed to satisfy an effective life in society
- 16. • In utilisingthe knowledge of philosophy in curriculum , the planners should identify ideas and notions that indicate priority of values, habits, ideals, and practices of the society in selecting experiences for the curriculum
- 17. Four values areemphasized • Recognition of the importance of every individual human being, regardless of race, creed, colour, tribe, social status or economic status • The opportunity for wide participation in all phases of activities of social groups • Encouragement of variability rather than single type of person • Intelligence as a means of dealing with problems, not depending on authority
- 18. Sociological screens • Sociologyrefers to human relationship and structures (e.g. schools) in which society operates. • Sociology is the scientific study of the nature and development of society and social behaviour
- 19. • Schools associal systems have an obligation to build a curriculum and establish conditions under which individuals can acquire values and competencies cherished in that society
- 20. • In approachingthe task of curriculum planning and development, it is useful to analyse and draw from the society values in devising content and objectives for the school programmes
- 21. Sociological screens helpsthe curriculum developer to understand and recognize obstacles that lead to the need to change in content taught in schools • Sound cultural practices to be incorporated for preservation and transmission in the school curriculum • Content to be screened to ensure that it provides the skills knowledge and abilities essential for survival in society • Objectives to be screened to ensure that they are adequate for the individual and the society