Curriculum and Instructional Designing is a book which effortlessly enables the educational practitioners to travel from the nebulous theoretical postulates of curriculum to the ground realities of their implementation. It deliberately endeavours to avoid jargons by presenting their meanings and implications with examples from life. This is likely help not just in learning concepts but in internalising them with a sense of gratification.
Covering Objectives in all the three domain of human development, content inits diverse manifestations, methodology in both conventional and unconventional facets, support material in its various forms and formats and Educational Evaluation as an empowered instrument for fulfilling its obligations, the book,it is hoped,should become an arm-pit companion of teachers at the university and school levels and of specialised institutes run by the corporate bodies. The teachers and students of teacher training institutions may also find the book of special value in learning terse concepts in simple ways.
Prof. H.S. Srivastava, an Educational Reformer and former Dean, National Council of Educational Research and Training (NCERT), New Delhi, studied at Universities of Agra, Delhi, Patna, of Chicago and Stockholm and as a student of Benjamin Bloom, Torsten Heusen, Helen Walker and John I Goodlad, he carries their stamp and legacy.
Working at the NCERT, New Delhi as also at the UNESCO Institute for Education HAMBURG, International Institute for Educational Planning PARIS, University of Sussex, BRIGHTON,University of Shanghai,SHANGHAI he made valuable contributions.
One of his books, Examination Reforms in India was published by the UNESCO in 1978 in English, French and Spanish.
Prof. Srivastava has also been decorated by the Government of France, with the title of Chevalier dansI’Ordre des PalmesAcademiques for his service and contribution to education.
Preface v
Section I
Foundations of Instructional Designing
1. Education in the 21st Century—Learning the Treasure Within
(Report of UNESCO’s International Commission on Education)
1.1 Introduction
1.2 Education: The Necessary Utopia
1.3 Directions to Move Towards
2. Our Changing Environment and Ethos
2.1 The Over-riding Concept of Change
2.2 Life-long Education
2.3 Knowledge v/s Competence
2.4 Holistic Development
2.5 Distance Education
2.6 Demystifying Technology
2.7 Comprehensive Evaluation of Educational Gains
2.8 Vision About Learners
3. An Overview of a Futuristic Perspectives of Education
3.1 The Changed Purpose of Education
3.2 New Directions in the Content of Education
3.3 Curriculum Transaction
3.4 Learning Materials and Aids
3.5 Evaluation of Learner Growth
3.6 Globalisation of Indian Education
3.7 Let Us Continue To Be Givers
3.8 National Goals
3.9 Aims of Education
4. Curriculum: The Anvil of Instructional Designs
4.1 Introduction
4.2 Basic Considerations
4.3 Derivation and Statement of Objectives
4.4 Curriculum Development a Collaborative Venture
4.5 The Types of Educational Curricula
4.6 Developing Curriculum Content and Materials
4.7 Developing Evaluation Procedures and Materials
4.8 Curriculum Transaction Implementation
4.9 Curriculum Evaluation
4.10 Conclusion
5. Generic Facets of Educational Objectives
5.1 The Purpose of Objectives
5.2 A Snag in the Classification of Objectives
5.3 The Eight-year Study Model
5.4 The Sources of Educational Objectives
5.5 The Levels of Educational Objectives
5.6 The Statements of Educational Objectives
5.7 The Definition of Objectives
5.8 Taxonomies of Educational Objectives
5.9 Objectives of the Cognitive Domain (Bloom’s Model)
5.10 Some Other Taxonomies of the Cognitive Domain
5.11 Objectives of the Affective Domain—Krathwohl’s Model
5.12 Objectives of the Psycho-motor Domain (Dave’s Model)
5.13 Interrelationship of Different Domains of Objectives
5.14 Some Examples of Manifestations of Different Areas of Growth
5.15 The Author’s Contribution to the Taxonomies
5.16 Taxonomy of Instuctional objectives of language and literature (H.S. Srivastava’s Model)
5.17 Salient Manifestations of the Objectives
Section II
The Learning and Teaching Process
6. The Process of Learning
6.1 A Macro Overview
6.2 Principles of Learning
6.3 Motivation in Learning
6.4 Maturation and Learning
6.5 Conditioned Learning
6.6 Trial and Error
6.7 Insightful Learning
6.8 Learning by Imitation
6.9 Remembering and Forgetting
6.10 Transfer of Training
6.11 Optimising Learning
7. Energising Instruction
7.1 The Fundamental Foundations
7.2 Principles of Objective-Based Instruction
7.3 Instructional Approaches
7.4 Planning Enriched Objective-Based Instruction
7.5 Nature and Purpose of Instructional Material
7.6 A Suggestive Format of an Instructional Unit
7.7 Conclusion
7.9 Objective-based Instruction: A Diagramatic Representation
8. The Concept of ‘Prep Index’—An Approach for Quantifying Qualitative Outcomes of Education (Example: Evaluation of Instructional Effectiveness)
8.1 The Need
8.2 Scope of Evaluation of Educational Practices
8.3 Purpose of Evaluating Educational Practices
8.4 Methodology of Evaluating Educational Practices
8.5 PREP Index and its Derivation
8.6 Use of Evaluation Data
8.7 Conclusion
8.8 Methodology of Evaluating Educational Practices—Graphical Presentation of Steps
9. Determining and Designing Course Contents
9.1 Steps in the Development of Course Contents
9.2 Manifestation of Course Content
9.3 Instructional Considerations for Detailing Contents
9.4 Treatment of Different Aspects of Content
9.5 Salient Features of Course Content
9.6 Distance Education – A Gap-Filling Mode
9.7 Warding Off Conceptual Confusions
10. Some Insights into Curriculum Transaction
10.1 A Operational Definition of Education
10.2 Challenges of Education
10.3 Vocational Facet of Education
10.4 Types of Interaction in Teaching and Learning
10.5 Life Management Skills
10.6 Goals of Instructional Methodologies
11. Using Questions for Teaching [Some Examples Related to
School Education]
11.1 Introduction
11.2 English
11.3 Physics
11.4 Chemistry
11.5 Biology
11.6 History
11.7 Geography
Section III
Some Conventional Instructional Methodologies
Introduction
12. The Lecture Method
12.1 Lecture Preparation
12.2 Lecture Presentation/Delivery
13. The Discussion Method
13.1 Purposes Served by Discussions
13.2 Teacher’s/Leader’s Role
13.3 The Process of Discussions
13.4 Pre-requisites for Effective Discussions
14. Demonstration
14.1 Introduction
14.2 Demonstration as a Teaching Device
14.3 Preparation for Demonstration
14.4 Pre-requisites for Demonstration
14.5 Limitations of the Demonstration Method
15. Observation
15.1 Preparation for Making Observations
15.2 Process of Observation
15.3 Observation of Individuals
16. Problem-Solving Method
16.1 Characteristics of a ‘Problem’
16.2 Approaches to Problem Solving
16.3 Steps of the Problem Solving Method
16.4 Problem Solving and Project Method
16.5 Merits and Limitations of Problem Solving Method
17. The Herbartian Steps
17.1 Historical Overview
17.2 The Originally Proposed Steps
17.3 The Subsequent Adaptations
17.4 Conclusion
Section IV
Some Unconventional Instructional Methodologies
Introduction
18. The Project Method
18.1 Types of Projects
18.2 Principles Involved in the Project Method
18.3 Steps in the Project Method
18.4 Shortcomings of the Project Method
18.5 Conclusion
19. The Laboratory Method
19.1 Learning by Doing
19.2 Support Material for Laboratory Work
19.3 Types of Laboratory Methods
19.4 Process of Laboratory Work
19.5 Post Experiment Discussion
20. Programmed Instruction
20.1 The Purpose of Programmed Instruction
20.2 The Structure of Programmed Instruction
20.3 The Operations of Programmed Instruction
20.4 Conclusion
21. Think-Tank Sessions
21.1 Connotation
21.2 Requirements
21.3 Physical Arrangements
21.4 Purpose
21.5 The Process
21.6 Expected Gains
22. Seminars
22.1 Connotation
22.2 Requirements
22.3 Physical Arrangements
22.4 Operational Steps
22.5 Process
22.6 Expected Gains
23. Panel Discussions
23.1 Connotation
23.2 Physical Arrangements
23.3 Requirements
23.4 Process
23.5 Expected Gains
24. Symposium
24.1 Connotation
24.2 Physical Arrangement
24.3 Requirements
24.4 Process
24.5 Gains
25. Library Research
25.1 Connotation
25.2 Requirements
25.3 Process
25.4 Expected Gains
26. Photo Language Session
26.1 Connotation
26.2 Requirements
26.3 Process
26.4 The Gains
27. Surveys
21.1 Connotation
27.2 Requirements
27.3 Physical (Seating) Arrangement
27.4 Process
27.5 Gains
28. Participatory/Group Learning
28.1 Introduction
28.2 The Genesis of Participatory Learning
28.3 Prerequisites of the Approach of Participatory Learning
28.4 The Process of Participatory Learning
28.5 Conclusion
29. Action Research
29.1 The Concept
29.2 Designing of Steps
29.3 Operation of Action Research
Section V
Ict in Instructional Designing
30. ICT in Instructional Designing and Curriculum Implementation
30.1 Introduction
30.2 Evolution of Computers
30.3 Computer Aided Instruction
30.4 Strategies of CAI
30.5 Purposes Served of by CAI
30.6 Components of CAI
30.7 Salient Attributes of CAI
30.8 Programmed Instruction
30.9 The Garbs of CAI
30.10 Dividends of CAI
Section VI
Some Ancillary Teaching-Learning Facets/Situations
31. Assignments and Work at Home
31.1 Assignments for Consolidation of Learning Exercises
31.2 Characteristics of Assignments
31.3 Steps in Assignments
31.4 Work at Home
32. Organisation of Exhibitions
32.1 Introduction
32.2 Basic Principles of Organising Exhibitions
32.3 Characteristics of Exhibits
33. Educational Field Trips and Excursions
33.1 Introduction
33.2 Purpose of Organising Field Trips
33.3 Organisational Steps
33.4 Post-Trip Exercises
Section VII
Instructional Aids and Support Material
34. Instructional Aids and Support Material
34.1 The Genesis of Instructional Material and Aids
34.2 Utilisation of all Senses for Learning Arise
34.3 Purpose of Instructional Aids
34.4 Types of Teaching Aids
34.5 Situations for the Use of Instructional Aids
35. Edgar Dale’s Cone of Experience
Section VIII
Evaluating Learning Outcomes
36. The Meaning of Educational Evaluation
36.1 Examinations and Evaluation
36.2 An operational explanation of Evaluation
37. Purpose of Evaluation
37.1 Some Important Purposes of Educational Evaluation
37.2 Selection Tests
37.3 Class Promotions in Institutions
37.4 Promotion in Jobs
38. Evaluation of Attainments in Abilities and Proficiencies
39. Preparing of Objective-based Questions of Different Forms
39.1 Characteristics of Good Questions
39.2 Forms of Objective-Based Questions
39.3 Preparing Long Answer or Essay Type Questions
39.4 Preparing Short Answer Type of Questions
39.5 Preparing Very Short Answer Type Questions
39.6 Preparing Objective Type (Multiple Choice) Questions
40. Written Examinations — Preparation of Balanced Question
Papers
40.1 The Backdrop
40.2 Shortcomings of Traditional Question Papers and their Remediation
40.3 Steps of the Action Plan
40.4 Format of a Design of A Question Paper/Test
41. Oral and Practical Examinations
41.1 Oral Tests
41.2 Conducting Science Practical Examinations
41.3 Development of a New Pattern
41.4 Implementation of the Scheme
42. Grading Learner’s Performance
42.1 Emergence of the IDEA of Grading in India
42.2 Why Grading?
42.3 Grading and Concept of Pass and Fail and Award of Divisions
42.4 Methods of Awarding Grades
42.5 Grading in Institutional Examinations
Section IX
Curriculum Evaluation
43. Curriculum Evaluation
43.1 Preamble
43.2 Evaluation of Curriculum Components
43.3 Evaluation of Curriculum at Different Stages/Steps of Curriculum Development
43.4 Steps of Procedure of Curriculum Evaluation
43.5 Use of Prep Index in Curriculum Evaluation
Appendix 1: Some Explanatory Definitions of Curriculum
References
Index