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Difference between Contextual and Textual Knowledge

2 March 2023 Harshita Jain 18 Comments

Contextual knowledge and textual knowledge are two types of knowledge that are important in understanding the information.

Textual knowledge refers to knowledge that is specifically stated or written down in text or language. It can include definitions, facts, theories, and other information that can be found in textbooks, articles, and other written materials.

On the other hand, contextual knowledge refers to the knowledge that is derived from the context or situation in which information is presented. It involves understanding the meaning and significance of information based on the broader context in which it is presented, including the social, cultural, historical, and personal factors that influence how information is interpreted.

For example, if someone reads the sentence “She wore a black dress to the funeral,” the textual knowledge would be the words themselves and their literal meaning. However, the contextual knowledge would involve understanding the cultural and social significance of wearing black to a funeral, as well as any personal or emotional factors that may be involved in the situation.

In summary, textual knowledge involves understanding the literal meaning of words and information, while contextual knowledge involves understanding the broader context in which information is presented and interpreted. Both types of knowledge are important in understanding and interpreting information accurately.

Dimensions of Curriculum Change- Substantive, Instructional, and Organizational

1 March 2023 Harshita Jain 9 Comments

Dimensions of Curriculum change are Substantive, Instructional, and Organizational.

Substantive

One important dimension of curriculum change is the substantive dimension. This refers to changes in the actual content of the curriculum, including the knowledge, skills, and attitudes that students are expected to learn.

Substantive changes may be necessary for the discoveries or changes in the field, to address new social or global issues, or according to the requirement.

Some examples of substantive changes that can be made to a curriculum include:

Integrating new subject areas or topics: As new fields of study emerge, or as existing fields evolve, the curriculum may need to be updated. For example, a curriculum in computer science may need to be updated to include new programming languages or emerging technologies.
Revising learning objectives: Curriculum change may involve revising or updating the objectives to better reflect changing societal needs or workforce demands.
Updating content: Curriculum change may involve updating the content of the curriculum to reflect new research or developments in the field. For example, a history curriculum may need to be updated to reflect new perspectives on past events.
Addressing emerging social or global issues: Curriculum change may also be driven by a need to address emerging social or global issues. For example, a curriculum on environmental science may need to be updated to reflect the latest research on climate change, or a health education curriculum may need to address emerging public health concerns.

Another important dimension of curriculum change is the instructional dimension. This dimension refers to changes in the way that the curriculum is delivered to students, including changes in teaching methods, strategies, and resources.

Some examples of instructional changes that may be made to a curriculum include:

Adopting new teaching methods or strategies: Curriculum change may involve adopting new teaching methods or strategies that are better suited to the learning needs of students. For example, a math curriculum may incorporate more hands-on activities or group work to engage students effectively.
Incorporating new technologies: Instructional changes may involve incorporating new technologies to support teaching and learning. For example, a language curriculum may use language learning apps or online resources to help students practice their language skills.
Providing additional resources or support: Curriculum change may involve providing additional resources or support to students to help them succeed.
Redesigning assessments: Instructional changes may also involve redesigning assessments to better align with learning objectives and to provide more meaningful feedback to students.
Fostering student-centered learning: Instructional changes may also involve fostering student-centered learning, which places students at the center of the learning process and encourages them to take ownership of their own learning. For example, a social studies curriculum may use project-based learning or inquiry-based learning to encourage students to explore their own interests and develop critical thinking skills.

The organizational dimension of curriculum change refers to changes in the structures, systems, and processes used to implement the curriculum. This dimension is critical because it determines how the curriculum is implemented and the extent to which it can be sustained over time. Organizational changes may be necessary to ensure that the curriculum is effectively implemented and achieves its intended goals.

Some examples of organizational changes that may be made to a curriculum include:

Aligning resources: Curriculum change may involve aligning resources, such as staffing, funding, and facilities, to support the implementation of the curriculum. For example, a science curriculum may require additional laboratory space or equipment, and schools may need to allocate resources to support these needs.
Providing professional development: Curriculum change may require providing professional development opportunities to teachers to help them effectively implement the new curriculum. This may include training on new teaching methods or new technology.
Changing schedules or structures: Curriculum change may require changes to schedules or structures to better support the implementation of the new curriculum. For example, a language curriculum may require longer class periods or more frequent language practice sessions, and schools may need to adjust their schedules to accommodate these needs.
Establishing communication channels: Curriculum change need effective communication channels so that stakeholders are informed and engaged in the change process. This may include regular meetings with teachers, parents, and community members to provide updates and gather feedback.
Implementing monitoring and evaluation systems: Curriculum change may require implementing monitoring and evaluation systems to assess the effectiveness of the new curriculum and to identify areas for improvement. This may include collecting data on student outcomes, teacher performance, and other indicators to ensure that the curriculum is achieving its intended goals.

Dimensions of Curriculum Change- Substantive, Instructional, and Organizational

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Advance Curriculum theory ( Secondary level)

Major characteristics of Curriculum Theory- Conceptual Structure

1 March 2023 Harshita Jain 7 Comments

The conceptual structure of curriculum theory includes the following major characteristics:

Curriculum as a social construct: Curriculum theory views curriculum as a socially constructed structure that is shaped by the values, beliefs, and relations of society. It recognizes that curriculum is not a neutral organization or structure but is influenced by social and cultural contexts.
Curriculum as a process: Curriculum theory views curriculum as a dynamic and ongoing process that involves the design, implementation, and evaluation of educational programs. It recognizes that curriculum is not a fixed entity but is constantly evolving and changing in response to new knowledge, social and cultural changes, and educational policies.
Curriculum as a context for learning: Curriculum theory views curriculum as a context for learning, in which learners engage in meaningful and purposeful activities that promote their intellectual, social, and emotional development. It recognizes that curriculum is not just a collection of knowledge and skills but is a means for promoting the holistic development of learners.
Curriculum as a tool for social change: Curriculum theory views curriculum as a tool for social change, in which educators can use the curriculum to promote social justice, equity, and democracy. It recognizes that curriculum can be used to challenge social inequalities and to promote the empowerment of learners.
Curriculum as a reflection of values and beliefs: Curriculum theory views curriculum as a reflection of the values and beliefs that underlie education. It recognizes that curriculum is not value-free but is shaped by the beliefs and values of educators, learners, and society.

Major Characteristics of Curriculum Theory- Conceptual Structure

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Advance Curriculum theory ( Secondary level)

The Implication of Piaget’s and Bruner’s Views on Curriculum Development

1 March 2023 Harshita Jain 13 Comments

Both Piaget and Bruner made significant contributions to the field of education and their views have implications for curriculum development.

Piaget’s theory of cognitive development suggests that children construct knowledge through their experiences and that this construction of knowledge is an active process. Piaget argued that children go through four stages of development and that the curriculum should be designed to meet the needs of children at each stage of development. For example, at the preoperational stage, children are not yet able to think logically, so the curriculum should be designed to help them learn through hands-on experiences and concrete examples.

Bruner’s theory of cognitive development focuses on the role of language and culture in shaping a child’s development. Bruner argued that children learn best when they are actively engaged in the learning process and that the curriculum should be designed to help children make connections between what they already know and what they are learning. Bruner also emphasized the importance of scaffolding, which involves providing children with support as they learn new concepts.

Both Piaget’s and Bruner’s views on curriculum development emphasize the importance of designing the curriculum to meet the needs of the child. Both theorists suggest that children should be active participants in the learning process and that the curriculum should be designed to help them construct knowledge through their experiences. In addition, both theorists emphasize the importance of providing children with support as they learn new concepts, whether through scaffolding or through hands-on experiences. Overall, the implications of their views on curriculum development emphasize the importance of creating a curriculum that is developmentally appropriate, engaging, and meaningful for children.

Need Assessment Model of Curriculum

1 March 2023 Harshita Jain 10 Comments

The needs assessment model is a model that involves identifying the needs of learners and designing a curriculum that meets those needs. This model is a learner-centered approach to curriculum development, and it involves several key steps:

Needs identification: This involves gathering information on the current situation and determining the gaps between the current situation and the desired situation. This can be done through various methods such as surveys, interviews, focus groups, and observations.
Needs analysis: Once the needs have been identified, the next step is to analyze them in more detail. This involves examining the needs to determine their significance, urgency, and feasibility. This stage also involves analyzing the causes of the identified needs.
Curriculum development: Once the needs have been identified and analyzed, the next step is to develop a curriculum that meets those needs. This involves creating learning objectives, selecting appropriate content and instructional methods, and determining the assessment strategies to evaluate student learning.
Curriculum evaluation: The final stage of the needs assessment model of the curriculum involves evaluating the effectiveness of the curriculum. This is done through various methods such as testing, feedback from students and teachers, and observation. The evaluation results are then used to make necessary adjustments to the curriculum to improve its effectiveness.

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