Curriculum transaction

Curriculum Transactions
A. Michael J Leo, PhD
Assistant Professor of Education
St. Xavier’s College of Education (Autonomous)
Palayamkottai – 627 002, Tirunelveli, India
9994006762
amjlsxce@gmail.com

Instructional System
(System Approach to Instruction)
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MSU_Webminar Series, Dr. AMJ Leo, Asst.
Prof., St. Xavier's College of Edn.,
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Instruction
• The directing, teaching and/or
imparting of knowledge.
• Guidelines/a set of directions to carry
out some procedures to attain
• Example : Manuals / Instructions for
Lab
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System- Components
- together
- interrelated/interdependent
- attainment of instructional objectives
- organized environment
- teaching-learning process
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Instructional System
The effective combination
• The identification of objectives
• Careful planning and implementation
• Testing of the outcomes
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Instructional System Design (ISD)
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Characteristics of ISD
• Specifies learning outcomes in terms of the learner’s
observable performance
• Planned arrangement of instruction, instruments and
procedures
• Inter-dependent arrangement of its elements, i.e.,
instruction, instruments and procedures.
• Goal direction, i.e. For which it has been designed to
effect student learning.
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Designing Instructional Systems
i) Analyzing system-requirements
ii) Designing the system
iii) Evaluating system-effectiveness.
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i) Analyzing system-requirements
• The environment in which the learning system will
operate.
• The resources in terms of available human power,
instructional materials, equipment, audio-visual
components and facilities.
• The constraints in terms of time, autonomy of
learner/teacher, cost, etc
• A detailed description of learner characteristics.
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II) Designing the system
• Reviews at each step like objectives, errors
and omissions and learning environments
• Includes procedures for progressive self-
correction.
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iii) Evaluating system effectiveness
• ISD should be instructive.
• ISD should operate most efficiently when all the
components
• Assist one another in achieving the learning
objectives.
• To operate compatibly with other systems.
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LEARNER CHARACTERISTICS
i) Individual differences : a) cognitive strategies b)
rate of learning, c) learner entry level capabilities d)
cultural background of learners
ii) Readiness : The learner’s ability to construct logical
cognitive structures (Piaget,1973).
iii) Motivation : Piaget (1973) the main source of
motivation is the need for equilibrium.
iv) Study Conditions: Full time, part time, distance
learners, promotion, peer influence and so on
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Instructional Media
• Media provide greater opportunities for
in-depth thinking, self-pacing and revision.
• If the objective is affective, visual media
• If the objective is cognitive, the printed words
• If Skills face-to-face contact or A-V
• The media selection depends on the faculty
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Role of Media in Instruction
a) Multiplicity of objectives: By Blooms
b) Teacher incompetence
C) Learner motivation
d) Appropriateness of learning experiences
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Instructional Media and Materials
Visual (Verbal) Print or Duplicated
• Textbook, Supplementary Book,
• Reference books, Encyclopedia, etc.
• Magazine, Newspaper, etc.
• Documents and Clippings
• Duplicated Written Material
• PLM, SIM
• Case Studies (Simulating Reality) and Case
Report
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Visual (Pictorial) Non-projected Two-
dimensional
• Blackboard Writing and Drawing
• Charts
• Posters
• Maps
• Diagrams
• Graphs
• Photographs
• Cartoons
• Comic Strips
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Audio
• Human voice
• Gramophone records
• Audio tapes or discs
• Stereo records
• Radio broadcast
• Telephonic conversation
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Visual Non-projected Three-
Dimensional
• Model
• Mock-up
• Diorama
• Globe
• Relief Map
• Specimen
• Puppet
• Hologram
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Visual Projected (Still)
• Film Strip
• Transparency (OHP)
• Microfilm,
• Micro card
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Audio-visual Projected (With Motion)
• Television/ Computer with Presentations
• Close-circuit Television/Swayam Prabha
• Video Cassette/Disc/Courseware
• Multimedia Computer with Packages
• Flipped Classrooms
• LMS
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Guidelines for Instructional Media
• Should explain an abstract idea, that cannot be clarified
without it.
• It should be large enough to be visible
• Avoid too much writing
• It should be mounted and displayed properly in the
class.
• Pre, during and post instructions need to be planned,
when plan for instructional media
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Instructional Techniques
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Learner-Centered Techniques
• PSI (F.S. Keller, 1967-69, in USA)
• Flexi-study (Open learning programmes of UK)
• Distance learning (Gyan TV, SIM, )
• Programmed learning (Skinner, Linear, Branching)
• Computer Assisted Learning (CAL, CML, CAI…)
• Individual project (Steps)
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Group Learning Techniques
• Tutorial (To pay attention to each learner individually)
• Seminar (Fish bowl)
• Group discussion
• Group project
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Experiential Learning Techniques
(Sponsored and Non-Sponsored)
• Discovery learning
• Learner centered instruction (programmed…)
• Simulation technique
• Role play/ Dramatization
• Case study technique (Minnis (1985))
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Teacher-Centered Techniques
• Lecture method
• Demonstration method
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Curriculum Evaluation
• Checking Objectives
• Procedure of Implementation
• Outcomes
• Alternative techniques
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APPROACHES TO CURRICULUM
EVALUATION
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I. Scientistic and Humanistic Approaches
(Cronbach, 1982)
• Scientistic : It compares the outcome in terms
of test scores
• Humanistic : It is done by observation,
interviews, meetings and
discussions with participants.
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II. Intrinsic and Pay-off Evaluation
( Michael Scriven 1978)
• Intrinsic : How good is the curriculum?
(Axe)
• Pay-off : Apart from test scores, its
effects can be examined on
teachers, parents and
administrators.
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III. Formative and Summative
Evaluation
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CURRICULUM EVALUATION
MODELS
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Tyler ( 1942) Model
i) Establishing broad goals or objectives
ii) Classifying objectives
iii) Defining objectives in behavioral terms
iv) Finding situations in which achievements
of objectives can be shown
V) Developing measurement techniques
collecting student performance data
vi) Comparing data with behaviorally stated
objectives
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Congruence-Contingency Model ( Stake1967)
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Scriven’s Model
(Formative and Summative)
1. Validity
2. Reliability
3. Objectivity / Credibility
4. Importance / Timeliness
5. Relevance
6. Scope
7. Efficiency
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Kirkpatrick's Four Levels of Evaluation
(Training)
• Reaction
• Learning
• Evaluation - Transfer of Training
• Evaluation- Results
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Thank You
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Curriculum transaction

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