Course Contents

LAHORE COLLEGE FOR WOMEN UNIVERSITY Department of Education Curriculum in a learning Organization Program : MS in Education Subject : Education Credit Hours : 3 Course Code : EDU-626-1 COURSE DESCRIPTION This course introduces students to the various theories and concepts in curriculum and instruction. The course covers psycho-social and philosophical issues in curriculum and instructional designs, curriculum development, implementation, evaluation, and implications. The main focus of the course is research; students are encouraged to critically analyze and report on the impacts of the education system curricula and instruction, and to recommend changes in the best interest of the stakeholders by review of literature and conducting research in the area. LEARNING OUTCOMES After studying this course the participant can: 1. Discuss and analyze a body of knowledge related to past and present curriculum and instructional development theory and practice. 2. Analyse conceptual models of curriculum and instruction 4. Conduct a study and write a research proposal related to curriculum instruction. 5. Demonstrate skills necessary to plan curricula and instruction: a. Assess needs b. Write objectives c. Conduct a task analysis d. Design strategies to encourage important learning behaviours e. Select valid measures of performance f. Interpret measures of performance g. Perform summative and formative evaluation h. Manage the curriculum METHODOLOGY • Regularity and Punctuality Regularity and punctuality will strictly be observed. In case a participant absents in six classes, she/he will get an ‘F’. Overall, 80 percent attendance is must. • Teaching Strategies In general, the major teaching strategies include: Collaborative learning, Group discussion, Lecture, Seminar, Team teaching, Reflective journals, Assignments, project, and presentation. • Readings Participants are supposed to read in advance the topic/s under discussion and articles provided. • Class Participation Positive and constructive class participation will be encouraged. Particular emphasis will be given to it during the presentation sessions. Participants’ active involvement during the sessions will contribute to class participation marks. • Article Review: Students are required to write a critical review of selected related articles. • Tutorials Participants are free to discuss the progress of their courses any time they want. However, to avoid inconvenience setting up of appointment is recommended. COURSE CONTENT Week Content 1 Curriculum as a Field of Study Definitions of Curriculum Different Conceptions of Curriculum (Different Images) Curriculum Field 2 Foundations of the Curriculum Philosophical Foundations of Curriculum Curriculum and Philosophy Curriculum and different types of Philosophies 3 Social and Cultural Foundations of Curriculum Society, Culture and Values. 4 Curriculum and Psychology Learning Theories and Curriculum 5 Curriculum Theory Perspectives on Curriculum Theory The Nature and Function of Theory Theory into Practice Theory Building Theory in Curriculum 5 Principles of Curriculum and Instruction Educational Purposes Content Learning Experiences and Evaluation. 6 Curriculum Design Recent Alternatives Critical Problems 7 Representative Models of Curriculum development Rationale Models Cyclical Models Dynamic Models 8 Midterm Examination 9 Curriculum Development Process in Pakistan Crucial Issues in Curriculum Development 10 &11 Curriculum Engineering Models of Curriculum Engineering Curriculum Engineering as Research and Development Curriculum Change and Innovation 12 &13 Curriculum Evaluation Directions Strategies Techniques Utilization 14 Curriculum and Educational policies 15 Curriculum leadership 16 Inclusive pedagogy and Inclusive Curriculum • What is Inclusive Curriculum • Importance of inclusive Curriculum • Features of Inclusive Curriculum • Characteristics of Inclusive Curriculum • Principles of Inclusive Curriculum • Inclusive Curriculum: Variability of Learners • Inclusive Curriculum Design • Inclusive Curriculum Design: Components • Generic Considerations of Inclusive Curriculum Design • Inclusive Curriculum: Expert learners & Strengths Based model • Inclusive Curriculum: Implementation • Inclusive Curriculum: Challenges Final term Recommended Reading Freire, P. (1972) Pedagogy of the Oppressed, Harmondsworth: Penguin. Grundy, S. (1987) Curriculum: product or praxis? Lewes: Falmer Press. Schubert, W. H. (1986) Tyler, R. W. (1949) Basic Principles of Curriculum and Instruction, Chicago: University of Chicago Press. Research Article: 1: A TaleOf Three Countries Social Sciences 2: Critical –Praxis Research Breathing 3: Curriculum From theory to Practical 4: Curriculum and assessment 5: Early Education Curriculum 6: Effective curriculum 7: Engage the curriculum in Higher Education 8: Expanding –curriculum theory 9: International Handbook of Curriculum 10: Learner Centered Theory 11: Problem based learning in a health 12: Teaching for instinctual and Emotions 13: Topics work in early years 14: Analysing the curriculum development 15: Classroom culture 16: Constructivist Theory of instruction 17: Creating Epistemological 18: Critical review 19: Curriculum article important 20: Curriculum difficult Inheritance 21: Curriculum Theory and development 22: Curriculum -1-3-2010 23: Did the Social Studies 24: Really Place 25: Deploying Profession Qualify Faculty 26: Did The Social Studies Really Replace? 27: Echo effect and Curriculum 28:Ed.horizons 29: Foundations of Curriculum 30: Foundations of Curriculum by Walkers 31: Identifying Programmed characteristics 32: On the Possible Forms a Relationship 33: Paper -2-volum 34: Peer Pedagogy 35: Students Motivation dynamic 36: The book Review of Articles 37: The Book review of Articles 37: The Nature and Effect Middle school Books Name • Arthur T. Jersild,(2009). ‘Child development and the curriculum’2009, New Delhi. • Carr, Wilfred & Kemmis ,Stephen . (1978).Becoming Critical: Knowing Through Action Research, University of Pennsylvania Press. • Geva M.Blenkin, Gywn Edwards &A.V. Kelly. (1992).Change and the Curriculum. Paul Publishing Ltd, London. • Forsyth, Ian., Jolliffe, Alan and Stevens, David. (1995).Evaluating a Course : PracticalStrategies for Teachers, Lecturers and Trainers. Korgan Page Limited, London. • Bredo, Eric & Feinberg, Walter. (1982),. Knowledge and Values in Social and Educational Research. Temple University, USA. • Zais, Robert S. (1976). Curriculum: Principles and Foundations, Harper & Row, Publishers, Inc. New York. • McCormick, Robert & James, Mary, (1983). Curriculum Evaluation in Schools. Croom Helm Ltd, Australia. • Nicholls, S. Howards, Nicholls, Audrey, (1978), Developing a Curriculum: A Practical Guide. George Allen & Unwin, London. • Tyler, Ralph W. (1949). Basic Principles of Theory and Instruction. The University of Chicago Press, Ltd., London. • Kalaiyarasan, G, (2014). Curriculum Development, APH Publishing Corporation, New Delhi. • John Dewey,(2009). ‘Child development and the curriculum’, New Delhi. • Margaret Parkin,2010 ‘Tales for Trainers’2010, New Delhi. • S.K. Mangal ,2010 ‘Educational Technology’2010 New Delhi.

Course Synopsis

This course introduces students to the various theories and concepts in curriculum and instruction. The course covers psycho-social and philosophical issues in curriculum and instructional designs, curriculum development, implementation, evaluation, and implications. The main focus of the course is research; students are encouraged to critically analyze and report on the impacts of the education system curricula and instruction, and to recommend changes in the best interest of the stakeholders by review of literature and conducting research in the area.

Course Learning Outcomes

After studying this course the participant can: 1. Discuss and analyze a body of knowledge related to past and present curriculum and instructional development theory and practice. 2. Analyse conceptual models of curriculum and instruction 4. Conduct a study and write a research proposal related to curriculum instruction. 5. Demonstrate skills necessary to plan curricula and instruction: a. Assess needs b. Write objectives c. Conduct a task analysis d. Design strategies to encourage important learning behaviours e. Select valid measures of performance f. Interpret measures of performance g. Perform summative and formative evaluation h. Manage the curriculum