Tag Archives: mdu

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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Curriculum Planning and Development, Knowledge & Curriculum

Learner Centered Design of Curriculum

5 February 2023 Harshita Jain 5 Comments

Learner-centered design of curriculum is an educational approach that focuses on the student . This approach is based on the student-led learning, with the teacher serving as a facilitator rather than a traditional lecturer. The focus is on creating an engaging, personalized and meaningful experience for each student. The curriculum is designed to look into each student’s unique strengths, interests, and needs, and provide opportunities for students to take ownership of their learning. This approach is very helpful and effective as it leads to deeper and more effective learning, as well as increased motivation and engagement for students.

The following are some key features of a learner-centered design of curriculum:

Student focused: The focus is on student and they take the ownership of the learning process which help them in greater engagement and motivation.
Personalization: The curriculum is designed to meet the unique needs, strengths, and interests of each student.
Active learning: The curriculum focuses on experiential learning, encouraging students to be actively engaged in the learning process.
Collaborative learning: Opportunities are provided for students to work together, promoting teamwork, communication skills, and peer-to-peer learning.
Assessment for learning: Assessment is integrated into the curriculum, with a focus on formative assessment which provides feedback to support student learning and help them to improve.
Technology integration: The use of technology is encouraged to support and enhance learning experiences, making the curriculum more accessible and flexible.
Teacher as facilitator: The teacher’s role is to facilitate and guide student learning, rather than just providing information.
Relevance and real-world connections: The curriculum is designed to be relevant and connected to real-world experiences and situations, increasing its relevance and meaningfulness for students.

Learner Centered Design – Curriculum Design Model of Curriculum

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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.