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Curriculum Planning and Development, Knowledge & Curriculum

Problem Centered Design of Curriculum

6 February 2023 Harshita Jain 7 Comments

Problem-centered design of curriculum is an educational approach that focuses on addressing real-world problems and challenges as the center of the learning experience. This design is focused on students and help in solving problems that are relevant to lives of student and that connect to their personal interests and future goals. The curriculum is designed to be relevant, engaging, and meaningful, and it provides opportunities for students to use their knowledge and skills to tackle real-world problems. The teacher not act as a leader but as a facilitator and provides support, guidance, and feedback as students so they can work through the problem-solving process. This approach is believed to lead to deeper and meaningful learning and increased motivation and engagement for students, as they are able to learn the practical applications of what they are learning.

The main features of a problem-centered design of curriculum include:

Relevance: The curriculum is designed to address real-world problems that are relevant to students’ lives and interests.
Problem-solving: Students are actively engaged in solving problems, using their knowledge and skills to develop solutions.
Authenticity: The problems addressed in the curriculum are genuine and reflect the challenges faced in real life.
Collaboration: Students work together to solve problems, encouraging teamwork, communication, and problem-solving skills.
Active engagement: The curriculum provides opportunities for hands-on, experiential learning that keeps students engaged and motivated.
Integration of content areas: The curriculum integrates multiple content areas, allowing students to see the interconnectedness of different subjects.
Real-world applications: The curriculum provides opportunities for students to apply what they have learned to real-world situations.
Teacher as facilitator: The teacher plays a supportive role, helping students to explore and make sense of the problem-solving process, rather than delivering information.

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Psychology of Learning and Development

Gagne’ Hierarchical Theory of Learning

4 February 2023 Harshita Jain 5 Comments

Gagne’s Hierarchical theory of learning is a psychological theory of learning and instruction that was proposed by Robert Gagne in the mid-20th century. It suggests that learning occurs in a series of stages or steps, with each step building on the previous one. The theory proposes that there are five main stages in the learning process:

Stimulus: The learner is presented with a stimulus that captures their attention.
Response: The learner responds to the stimulus in some way.
Feedback: The learner receives feedback on their response, which can either reinforce or modify their behavior.
Retention: The learner retains the information or skill learned, either in their short-term or long-term memory.
Transfer: The learner applies what they have learned in new and different situations.

Gagne’s Hierarchical theory of learning also recognizes the importance of specific mental processes, such as perception, discrimination, and recall, in the learning process. The theory suggests that these processes can be improved through instructional methods such as verbal information, demonstration, and practice.

Overall, Gagne’s Hierarchical theory of learning is a comprehensive theory that emphasizes the importance of the instructional process in facilitating learning and improving performance. The theory has been widely used in the field of education and continues to influence the design of instructional materials and programs.

Features of Gagne’s Hierarchical theory of learning :

Hierarchical organization: Gagne’s theory is organized in a hierarchical manner, with each level building upon the previous one. The nine events of instruction form a progression that begins with gaining the learner’s attention and ends with evaluating learning outcomes.
Matching instruction to outcome: The theory stresses the importance of matching instructional strategies to the type of learning outcome desired. Different instructional strategies are used for cognitive, motor, or verbal skills.
Prior learning experiences: The theory acknowledges that prior learning experiences can influence the effectiveness of instruction.
Transfer of learning: Gagne’s theory recognizes that learners can apply knowledge and skills learned in one situation to new and different situations.
Motivation and attitudes: The theory takes into account the role of motivation and attitudes in the learning process.
Feedback: Gagne’s theory emphasizes the importance of providing feedback to learners to support ongoing improvement and mastery of the material.
Clear and effective instructional design: The theory calls for instructional design that is clear, well-organized, and effective in meeting the learner’s needs.

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M. Ed., Psychology of Learning and Development

Hull Derive Reduction Theory of Learning

4 February 2023 Harshita Jain 6 Comments

The Hull reduction theory of learning refers to the psychological theory proposed by Clark Hull in the 1930s and 1940s. It suggests that behavior is the result of a combination of drives, habits, and motives that are motivated by a need for reward or satisfaction. The theory proposes that learning occurs through a process of trial and error and reinforcement, and that behavior is shaped by the consequences of our actions.

According to Hull’s theory, the strength of a drive, habit, or motive is determined by its associated reinforcement value, which is in turn based on the subjective value of the reward or satisfaction obtained from the behavior. The theory also suggests that behavior is influenced by the individual’s history of reinforcement, with the frequency and timing of rewards affecting the strength of the drive, habit, or motive.

Hull’s reduction theory of learning is one of the early learning theory in psychology and remains an important influence in the field, particularly in the area of motivation and reinforcement.

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Features of Hull Reduction Theory of Learning :

Drive reduction: Hull’s theory proposes that behavior is motivated by drives, which are based on physiological needs such as hunger, thirst, and the need for sleep. The theory suggests that the strength of a drive increases with deprivation and decreases with satisfaction.
Reinforcement value: The reinforcement value of a behavior is the subjective value of the reward or satisfaction obtained from the behavior. Hull’s theory suggests that the strength of a drive, habit, or motive is determined by its associated reinforcement value.
Habit strength: Hull’s theory proposes that habits are formed through repeated behavior and reinforcement, and that the strength of a habit increases with repetition and reinforcement.
Stimulus-response relationships: Hull’s theory suggests that behavior is determined by the strength of the drive, habit, or motive, as well as the individual’s response tendencies and the properties of the stimulus.
Trial-and-error learning: Hull’s theory suggests that learning occurs through a process of trial and error and reinforcement, with behavior being shaped by the consequences of our actions.
Drive-reducing stimuli: Hull’s theory proposes that drive-reducing stimuli, such as food or water, have a higher reinforcement value than other stimuli and are more likely to elicit a drive-reducing response.
Drive-increasing stimuli: Hull’s theory suggests that drive-increasing stimuli, such as hunger or thirst, increase the strength of a drive and increase the likelihood of a drive-reducing response.

These features of Hull’s reduction theory of learning highlight its focus on the role of reinforcement and drive in shaping behavior and its emphasis on the interaction between physiological needs and reinforcement in the learning process.

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Hull Derive Reduction Theory of Learning

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Curriculum Planning and Development, M. Ed.

System Analysis Model of Curriculum

2 February 2023 Harshita Jain 4 Comments

System Analysis Model is used to improve and evaluate the present system of curriculum. A curriculum system analysis model is a framework used to evaluate and improve the curriculum development process in educational institutions.

It examines the various components of the curriculum, such as goals and objectives, content, instructional materials, assessment, and evaluation, which help to identify strengths and weaknesses and suggest improvements in the current system of curriculum.

The aim of this model is to ensure that the curriculum aligns with the needs of students and supports their learning and development in the right direction. The analysis process may involve collecting and analyzing data from various sources, such as teachers, students, and experts, and using it to make decisions about curriculum design and implementation.

The features of a system analysis model for curriculum development include:

Assessment of goals and objectives- It ensure if the goals and objectives are with respect to the need of the students.
Content analysis: The model examines the relevance and accuracy of the content covered in the curriculum, and identifies any gaps.
Instructional materials review: The model evaluates the quality and effectiveness of instructional materials, such as textbooks and technology, used in the curriculum.
Assessment and evaluation: The model assesses the validity and reliability of the assessment and evaluation methods used to measure student learning and progress.
Stakeholder engagement: The model encourages active involvement of key stakeholders, such as teachers, students, parents, and experts, in the curriculum development process.
Data-driven decision making: The model uses data collected from various sources to inform decisions about curriculum design and implementation.
Continuous improvement: The model provides a framework for ongoing evaluation and improvement of the curriculum, to ensure that it remains relevant and effective with changing needs and expectations.