[MUSIC] Welcome back to Foundations of Teaching for Learning, week two curriculum development, focusing on lecture three, curriculum planning. There are very important questions with regard to curriculum planning. Ralph Tyler has put forth, in 1949, four underlying questions for any form of curriculum planning. What education purposes should a school seek to attain? What education experiences are likely to attain these purposes? How can these educational experiences be effectively organized? How can we determine the effectiveness of their attainment? Answering these four questions will be very helpful in thinking about planning a curriculum. Creating learning experiences seem to be a very important aspect in curriculum planning, and we can do that in many ways. We can establish useful learning experiences via academic settings in which experiences take place. We have two types, one is the traditional academic setting, schools and classrooms. And the other one is non-traditional setting, that is outside of school locations or outdoor environments. Teachers can use these two settings for their teaching. And we also have educational interactions that are more modern based on new technologies. Such as social media, different software programs, applications, educational games, etc. So there are many ways of creating learning experiences for students. When we talk about key components in curriculum planning, there are five important organizing principles involved here. One is aims and needs, two, goals and objectives. Three, content selection, four, orientation and method, and five, evaluation. Now we should look at each one of these components, one at a time. Aims and needs, when we talk about aims and needs, we have two. One is at the national level, the other one at the institutional level. At the national level actually, it encompasses the ultimate purpose of curriculum, which includes both national and institutional interest. At the institutional level, you have added the list here with three aspects. And see to what extent this is in practice in your system. We come to key component two, that is goals and objectives. Curriculum planning is very much based on the educational goals that is set forth by the National Education Philosophy. Which provides for the holistic development of children. And it also identifies different aspects based on intellectual, emotional, social, cultural, spiritual, and physical growth. Is this true in your system as well? One way of looking at the goals is by looking at Jack Delors report on the four pillars. That is learning to know, learning to do, learning to live together, and learning to be. These four pillars can become like the foundations for any curriculum to build on their content. When we looked at the content selection component of the model, curriculum planning model, there are four aspects given in the slide. Take a look at the four points here and see how these can be integrated with Jack Delor's four pillars. The next component is orientation and method. And this is about creating learning experiences. And also deciding whether we are going to follow teacher centered or student centered approach in our teaching. And about choice of teaching strategies, the traditional, non-traditional settings or interactions via modern technology. And organizing learning activities and experiences to produce maximum learning output or outcome in students. When we talk about organizing learning experiences, there are three different modes. One is the transmission mode, the other one is transaction, and finally transformation. And the final part of the curriculum planning model is evaluation. So evaluation, this is an ongoing activity for continuous improvement. And one important question that you may want to ask is, how well is curriculum producing desired results? So, the evaluation reports that's provided by the district education office or the public examination results and school teachers' feedback. Will be very helpful in understanding or answering the question, how well is curriculum producing desired results? Is this the way curriculum is evaluated in your system or do you have some alternative methods of doing. Earlier we were talking about how well is curriculum producing desired results. Here, we have Bloom's taxonomy as a yardstick to gauge how well we are doing. And, Bloom has given six levels in his taxonomy, and here I'm combining the six levels into three. One is knowledge and comprehension. This is about the understanding and comprehension of the facts, skills, and values imparted by the teacher. And two, analysis and application. This is about the ability to reconstruct knowledge through a dialogue, process, and problem solving. And three, synthesis and evaluation. This is about the ability to combine various knowledge, facts, skills, and logic, to make unique personal judgements, exhibit personal and social change. So this taxonomy will provide us teachers with a yardstick or as a gauging measure to see how well we have achieved our objectives. Now we have come to the last section on think, pair, and share. With a colleague of yours you may want to think about, in what ways might the UNESCO four pillar shape your curriculum planning, your teaching approach, and your self evaluation of your teaching. Thank you very much, see you in the next lecture. [MUSIC]
