Curriculum Issues In Formulation Of Educational Goals

Many educational research workers have been laboring in order to better the system of instruction. There are many who have made programs for a better educational system based on the environment, society and so on. Apart from them, there are a figure of people in the educational system who straight or indirectly acts towards the betterment of the course of study.

“ Curriculum is a program for larning ” 1

Curriculum transcends different parts of the educational system that is the planning, the development and the rating of the educational plans. Often inquiries like what should be taught in schools, how it should be taught, to whom it should be taught, why it should be taught, when it should be taught are aroused.

My capable course of study is Tamil. For learning Tamil at the secondary degree, books have already been prescribed by the Ministry of Education and by the Mahatma Gandhi Institute. I feel that we pedagogues should learn the content of the course of study in a professional instead than in a technocratic mode.

Curriculum is considered as a course of study which is revised every now and so towards educational ends for the improvement of the pupils. In the procedure of course of study there are many factors which influence these educational ends. These factors occur at school degree and at the schoolroom degree besides. For illustration, the conditions, vacations, clip factor, policy shapers, force per unit area, school are some of the factors which straight or indirectly act upon the preparation of educational ends. The factors act uponing educational ends can be grouped in different ways such as environmental, ideological and pedagogical.

The pedagogical factors influence greatly the course of study developers while explicating the educational ends. The pedagogical factors include the philosophical, psychological and sociological factors. In the school, I meet 100s of people including pupils ( scholars ) , parents, learning staffs, non- instruction staffs and so on. The educational ends are influenced in many different ways by their behaviors. For illustration, at the Mahatma Gandhi Institute, the Gandhian values and instructions reflect on the schooling system. In many subjects taught in category, Gandhi ‘s rules are included. For case, I am making a comprehension based on ‘disciplines in your surveies ‘ with the Form 3 pupils. It is obvious that I will take into consideration the Gandhian doctrine.

At the school, in the Tamil course of study, we are more goaded to systematic instruction and acquisition. That is I come in category, present my instructions, assess the pupils and rate them. But the philosophical thoughts behind the scene of the Tamil linguistic communication are wholly different. In fact, these thoughts are to authorise pupils with the necessary accomplishments in order to take control of their ain acquisition and to set them into pattern which are shown through students’behaviours. Our Tamil society is really much traditional based. Our traditions are reflected in our course of study and in our strategy of work besides. For illustration, at the beginning of the twelvemonth, I start the category of Form 1 by making bridging the spread categories followed by the Cavadee festival. This is so because in January, there is the fasting and jubilation of the Cavadee festival. Associating both of them will assist my Form 1 pupils to better understand the subject and accordingly my aims will be good achieved.

In my category, I frequently deal with novice pupils that is, pupils who have ne’er or partially learnt Tamil or they did non win in Tamil at the concluding twelvemonth scrutinies. For these sorts of pupils, I foremost do some activities which include command, quiz, and educational games utilizing Tamil Language every bit much as I can. Furthermore I use self appraisal studies in my novice categories.

SELF ASSESSMENT SURVEY

1. School-wide subject systems: Within the subjects of the school, I try to set all my planning efficaciously.

2. Non-classroom direction systems: Normally for my novice pupils, I step out of the category, normally under trees, in the pace, in the canteen or even in the resort area. This helps them mentally since they are non closed within the four walls of the category.

3. Classroom direction system: With my pupils, the subjects dealt with, will be wholly different from the mainstream 1s. Learning of the Tamil Language is done in different ways such as words findings, pulling, and coloring, fell and seek and so on. Like this, my pupils are so much involved in these interesting activities that classroom direction becomes an easy undertaking.

4. Systems for single pupils prosecuting in chronic job behaviors: For such class of pupils, the activities are done in a really light mode. They are more indulged in activities that will give them less troubles and more joy. These pupils are besides given more attending and more counsel.

The purposes and aims behind this self- appraisal study will somehow act upon the educational ends in a positive manner. I believe that the scholar should detect himself alternatively of the strictly cultural heritage and holistic development. I besides think that instruction should non be concerned with lone topics learnt at school. The scholar besides is holding his ain experiences ( find acquisition ) . ( Rousseau, 1762 ) . But eventually we have to stay to the course of study prescribed. The lesson program which follows shows clearly how a normal signifier 1 novice category is being conducted.

LESSON Plan

Learning Area: Tamil Date: 19.01.2011

Class: Form 1 novice Time: 12.00-12.40 p.m.

Number of pupils: 2

Subject: Grammar- Sentence Making

Learning Aim: The pupils should be able to place and know apart between the topic and the object. Furthermore they have to be ale to do usage of the verbs to organize a sentence.

Teaching AIDS: Whiteboard, marker, eraser, text edition of Std 3, colourful pencils

Preparations:

1. Check anterior cognition – Students have completed the work on placing topic, object and verb.

2. Attention to be given to the stairss, resources and presentations to be used – Through illustrations from the prescribed book, pupils will be more familiar to the accounts. Prepare 10 illustrations with existent life applications.

LESSON CONTENT: Formation of sentences utilizing subject-object-verb. Simple sentences are given in the 1st comprehension ‘One school day’in the Std 3 book.

Procedure:

Time: 10 Minutes

1. Reviewing old lesson – Homework, old acquisition or cognition for this lesson or rhenium learning the errors areas- Through inquiring and rectifying the prep, understanding and application of subject-object-verb are learnt.

5 Minutes

2 ( a ) Showing the topic- Reading the comprehension-Locating the subjects-objects-verbs in the comprehension- Explanation of the application of topic, object, verb in a simple sentence.

2 Minutes

( B ) Mentioning to the Std 3 book for illustrations.

8 Minutes

3. Class work: high spot or underscore the topic, object and verb with different coloring material pencils and jot down all the simple sentences.

5 Minutes

4. Guidance:

Examples are given in instance of troubles.

Guide, prompt and inquiry to locate them.

Aim at pupils replying at the maximal level- Students, to come in forepart of the category to compose the illustration on the whiteboard.

Evaluation: 10 Minutes

A speedy reappraisal of the stairss explained, by inquiring illustrations of a simple sentence. This can be referred to the pupils ain actions. For illustration,

I am making my lessons.

The instructor asks inquiries.

My female parent gave me staff of life.

Remark: About public presentation and behavior of scholars in category.

While explicating the purposes of instruction, I look upon the specialised cognition which will subsequently lend to economical growing, a better individual and critical thought. In category group works develop certain types of accomplishments of the scholar. They construct their cognition when they learn in groups ( Vygotsky ‘s theory ) . When populating in groups, common ends are achieved for the benefit of the society. Education has got a societal map. It makes one adjustment everyplace. School Acts of the Apostless as a societal ladder.

DEVELOPMENT OF CURRICULUM MODEL IN MY Teaching

Curriculum theoretical account is the planning of the lesson which will be done in category. This helps both the instructor and the scholar to locate them in different ways. For case lesson programs help in bettering the subjects done and hence alterations besides can take topographic point. In my school the course of study theoretical account has been planned in footings of values, rules and subjects.

The course of study is of import because it enables instructors to stand out to an extent in the readyings and accomplishments of the SMART ends. Furthermore the elements found in the course of study are inter-related. In fact at school, instructors are more prone to follow Tyler ‘s additive theoretical account of composing logical and systematic lesson programs since it is teacher centred and helps to be accountable to finish the course of study.

LESSON Plan

Learning Area: Tamil Date: 26.05.2010

Class: Form 2 Time: 13.10-14.30 p.m.

Number of pupils: 7

Subject: Grammar – Case markers ( prepositions )

Learning Aim: The pupils should be able to distinguish between the instance markers and do usage of them in different sentences.

Teaching AIDS: Whiteboard, marker, eraser, text edition of Form 2.

Administration OF LEARNING Experiences:

1. Check anterior cognition – Students have completed the lesson of utilizing instance markers with nouns

2. Lay accent on the stairss and accounts to be used – Illustrations from the prescribed book ( page142 no 8.4 ) , will assist the pupils to acquire a clearer position of the accounts. Prepare concrete illustrations for easy applications.

LESSON CONTENT: 8 types of instance markers and their applications in sentences

Procedure:

Time: 15 Minutes

1. Reviewing old lesson – Homework, look intoing anterior cognition and account of the baffled countries. By inquiring inquiries and reexamining errors done in the prep, pupils are less dubious.

12 Minutes

2 ( a ) Continuance of the old topic- Using illustrations from a comprehension which has already been done make the undertaking go easier-Locating the instance markers in the comprehension – Explanation of the application of instance markers in simple sentences.

3 Minutes

( B ) Mentioning to the book for illustrations.

Remark: About public presentation and behavior of scholars in category.

20 Minutes

3. Activity: underline sentences utilizing instance markers, looking at the illustrations and utilizing your apprehension of the lesson, write down your ain sentences..

15 Minutes

4. Guidance:

Examples are given in instance of troubles.

Steering and oppugning to assist those in troubles.

Aim at pupils replying at the maximal level- Students one by one, come in forepart of the category and compose the illustration on the whiteboard.

Evaluation: 10 Minutes

A speedy reappraisal of the stairss explained and inquiring illustrations orally, mentioning to the pupils ‘ ain thoughts.

Remark: 5mins

Performance and behavior of scholars in category.

This Tyler ‘s theoretical account is really direct and easy. It will be even helpful for another instructor to explicate this subject in instance the instructor is non present. But, the Tyler ‘s theoretical account appears to be more teacher-centred. It is more helpful to instructors than to the scholars.

I find that a mix theoretical account of composing a lesson program of Tyler and Taba with Wheeler ‘s positive influence is more appropriate for the scholar. The algorithmic nature of Taba ‘s theoretical account is really logical, valuable and is in favor of the future coevalss.

LESSON Plan

Learning Area: Tamil Date: 26.05.2010

Class: Form 2 Time: 13.10-14.30 p.m.

Number of pupils: 7

Subject: Grammar – Case markers ( prepositions )

DIAGNOSIS OF NEEDS: This allows the instructor to fulfill the demands of the scholars and even clear their uncertainties.

Formulation OF OBJECTIVES: The instructor will make up one’s mind harmonizing to the response from the diagnosing of students’needs if he will travel frontward with the common aims to distinguish between the instance markers and do usage of them in different sentences or he should re- explicate the old lesson.

Choice OF LESSON CONTENT: 8 types of instance markers and their applications in sentences.

Teaching AIDS: Whiteboard, marker, eraser, text edition of Form 2.

Administration OF CONTENT:

( 1 ) 8 types of case-markers

( 2 ) Application in sentences

Choice OF LEARNING Experiences:

1. Prior cognition.

2. Lay accent on the stairss and accounts to be used.

Administration OF LEARNING Experiences:

1. Students have completed the lesson of utilizing instance markers with nouns

2. Illustrations from the prescribed book ( page142 no 8.4 ) , will assist the pupils to acquire a clearer position of the accounts. Prepare concrete illustrations for easy applications.

Procedure:

Time: 15 Minutes

1. Reviewing old lesson – Homework, look intoing anterior cognition and account of the baffled countries. By inquiring inquiries and reexamining errors done in the prep, pupils are less dubious.

12 Minutes

2 ( a ) Continuance of the old topic- Using illustrations from a comprehension which has already been done make the undertaking go easier-Locating the instance markers in the comprehension – Explanation of the application of instance markers in simple sentences.

3 Minutes

( B ) Mentioning to the book for illustrations.

20 Minutes

3. Activity: underline sentences utilizing instance markers, looking at the illustrations and utilizing your apprehension of the lesson, write down your ain sentences..

15 Minutes

4. Guidance:

Examples are given in instance of troubles.

Steering and oppugning to assist those in troubles.

Aim at pupils replying at the maximal level- Students one by one, come in forepart of the category and compose the illustration on the whiteboard.

Evaluation: 10 Minutes

A speedy reappraisal of the stairss explained and inquiring illustrations orally, mentioning to the pupils ‘ ain thoughts.

Remark: 5mins

Performance and behavior of scholars in category.

SELECTION AND USE OF TEACHING METHODS

Educators have to develop life long scholars ( keri, 2002 ) . I believe that if the choice and instruction schemes are good set, the ends will besides be attained. In my category, I select and use different learning methods in order to fulfill the different demands of my different pupils. Each subject holds its ain instruction schemes. There are many learning schemes such as collaborative acquisition, group work, expository, brainstorming, little group corporative acquisition, undertaking plants, talking, function drama and other legion methods.

I choose the function drama method in the account of a comprehension based on play in a Form 4 category. Through this, many of my ends are achieved. Students are able to discourse with each other right ; they are larning new words and looks ; they are able to reply the inquiries ; eventually they even learn the theoretical account of composing a duologue which is portion of the paper 1 Form 4 & A ; 5 course of study. Furthermore, it provides chance for people to presume functions of others and therefore appreciate point of position of another individual. In one subject, I am able to carry through many aims.

A subject to compose an essay of 200 words about the advantages and disadvantages of life in an drawn-out household in the twenty-first century are given to the pupils. Here, the treatment based acquisition and believing critically let everyone to take part in an active procedure. Furthermore collaborative acquisition besides takes topographic point. Even group work besides is advantageous. Hence my pupils develop different accomplishments, cognition and attitudes ; accordingly they react and participate actively in my category.

IMPORTANCE OF CURRICULUM EVALUATION AT CLASSROOM LEVEL

Evaluation is one among the most of import portion of a lesson program. It is found in all the types of course of study theoretical accounts. Evaluation can be done at the start, during and at the terminal of the lesson program. It is the tool to give feedback on the instruction and acquisition which are done. Even rating should hold SMART ends.

Evaluation can be done in different manners. Even if it is teacher centred, it allows instructor to judge how much and how far pupils are larning and come oning. Formative rating enables instructors to inquiry and detect the scholars. It helps to set, re-orient the category and alteration schemes wholly. While measuring, inquiries asked to everyone must be answered separately. ( Taba Model ) . Assessment is a subset of rating. To be able to judge we have to mensurate. So through uninterrupted appraisals in category, instructors are able to tag, class and step the degree of the pupil. ( Even though this sort of proving capacity of pupils are non acceptable by many course of study theoreticians, they are used everyplace in the normal educational system )

At schoolroom degree the rating system is of import because it allows interrupting larger content into smaller and come-at-able aims. It besides promotes remedial categories. This is in the involvement of the scholar since it improves larning. Self rating besides is really of import. It helps the instructor to better his ain ways of instruction.

Examples of rating are non merely appraisal or test based. They besides include remedial categories as said antecedently and re explicating lessons which are non understood. We find out about that through diagnosing of demands.

Decision

The course of study surveies help instructors in a great mode to stand out in their field. Through the stairss of planning, the lesson program holds a really of import portion of the instruction and acquisition procedure. Developing the course of study in inside informations has besides helped me to better my ways of instruction and delivering of my lessons besides. The rating system gave a clear position of the particular demands of my pupils. Overall I can state that for a successful system of instruction, execution of all these facets have to be done.

July 27, 2017