Saturday, December 12, 2009
Reflection about Class held on November 11, 2009
It was about Curriculum perspective influence. We learn that there are three kinds i.e. Transmission, Transaction and Transformation. On the day we understand those clearly. Transmission is one way process. In this type teacher is the person who is speaking, doing all things and poring knowledge in educational aim category mastery of school subjects and inculcation of students in social norms are the major goals of this position. In transactional position the goal of curricula based on the transition position is the development of rational intelligence in general and complex problem-solving skills particular and in transformation position self actualization, self transcendence and social involvement are the principal goals of this orientation. In same way conception of leader, conception of the learning process and the learning environment, conception of he teacher’s role, education aims, conception of learner and conception of how learning should be evaluated discussed. In the transition notion of position teacher is centre for all things. His point of view is not challenge able, what he/she says is universal truth and students are bound to believe their teachers’ point of view. This is one way process. Which reminds that only teacher is able and capable. In such type of curriculum design teachers are doing whole things themselves and students are not allowed to take part any discussions or deliberations. Our many schools especially in public sector are working in same manner. In notion of that transition process negotiation is encouraged. However transformation category is interactive and interdependent. Under this knowledge transformed through participative and collaborative manner. In such notion teacher is mentor, facilitator and the person who guiding his course participates to for better understandings cyclic process, it have four components i.e. orientation, development, implementation and evaluation. One may begin this cyclic process from any position
Reflection for session held on December Reflection 09, 2009.
In CTLA session held on December 09.2009, we learn about the Centrally Based Curriculum Development (CBDS), School Based Curriculum Development (SBCD) and School focused Curriculum. In all Government Schools CBCD is imposed by central Government. In chain schools system are also following same patterns, as their owners introduced uniformed curriculum in all schools. in this notion owners or officials of upper level make decicions what is to be taught, and also they deciding about methodology of teaching that how that could be tuaght and they set the rules for assessment. in CBCD teacher's voice is ignored. However some school systems gave freedom to adopt owner’s central imposed curriculum or curtail it according to their changed environment, culture and needs. School Based Curriculum is one which developed in school by teachers, head teacher, student and community. Now a day SBCD changed into School focused Curriculum Development. (SFCD) In such notion schools are mainly focussed despite curriculum is not being developed by schools, but it reflects school interest, culture, mission and vision. That is bridging between CBCD and SBCD. CBCD and SBCD both may be SBCD type.
Further the discussion and understanding regarding the upcoming tasks were beneficial in terms that we have cleared the ideas about same.
Further the discussion and understanding regarding the upcoming tasks were beneficial in terms that we have cleared the ideas about same.
Wednesday, December 9, 2009
Refelction on sesion held on October 21, 2009
In the session of C. T. L. A. October 21, 2009 we learn what is curriculum and how many kinds of curriculums are adapted in educational institutions. We may say that curriculum is set of courses, designs, plan, organize to meet the set of goals and objectives. It is organization of skills, set of organized methods designed by experts. We have three words curriculum that is singular, curricula used for plural, and curricular is adjective means to do with curriculum.
Curriculum is not only lesson, content, an outline, a syllabus, text book, a program a course of study, set of documents or planned experiences. All these are the components of curriculum. Curriculum is all the learning experiences planned or unplanned. Official curriculum is the design and proposed one by Government. Operational is one which actually adapted by schools. In Pakistan official curriculum is imposed by Federal Government, but in real situation it is not implemented as documented by Government. It is because of lack of coordination and authoritarian attitudes. At the time curriculum designing all stake holders not involved
Curriculum is not only lesson, content, an outline, a syllabus, text book, a program a course of study, set of documents or planned experiences. All these are the components of curriculum. Curriculum is all the learning experiences planned or unplanned. Official curriculum is the design and proposed one by Government. Operational is one which actually adapted by schools. In Pakistan official curriculum is imposed by Federal Government, but in real situation it is not implemented as documented by Government. It is because of lack of coordination and authoritarian attitudes. At the time curriculum designing all stake holders not involved
Refection on session of November 18, 2009
C_T_L_A session held on above date was important as we learn Bloom Taxonomy theory of learning. “Taxonomy” simply means “classification”, so the well-known taxonomy of learning objectives is an attempt (within the behavioral paradigm) to classify forms and levels of learning. It identifies three “domains” of learning, each of which is organized as a series of levels or pre-requisites. It is suggested that one cannot effectively — or ought not try to — address higher levels until those below them have been covered (it is thus effectively serial in structure”. Taxonomy is special kind of frame work for classifying, organizing and also formulating objectives.
Psychomotor
Affectiv
Cognitive
Booms taxonomy
Evaluation
Synthesis
Analysis
Application
Comprehension
Anderson revised cognitive domain of Blooms’. Below I am giving blooms as well as Andersons revise Taxonomy.
Andersons Revised Taxonomy
Knowledge Remembering
Comprehension Understanding
Application Applying
Analysis Analyzing
Synthesis Evaluating
Evaluation Creating
There is slight difference between Bloom and Andersons. But we must understand those differences. The important thing is to relate all those theories in our own context. As per my understanding we are only poring knowledge in the minds of students. Teaching style in our own context depends on memorizing and transition of knowledge at large. Very few teachers are putting students in situation to think, evaluate and to create.
If I may be given the chance to work on position of leadership in educational institution, I will try to apply Blooms Taxonomy theory of learning creatively as per needs of institution. Improvement of holistic education environment is need of time. to attain the aims and objectives of education it is important to understand that what the educational process hopes to achieve, through curriculum implication, second chain of this process is teaching methodology in which we draw the outlines of plan how the objectives should be achieved, and the third step is assessment. Assessment process determined if the objectives have been achieved or not. That is cyclic process.
Recently when I read the article of Dr Mohd Memon Sohib, which was the critical evaluation of history of curriculum in Pakistan, I realize that our policy makers put all the required things in educational policies; however they didn’t bother to involve the teachers in same process. For implementation of curriculum our policy makers adopted “top down” strategy. In the process “Official Curriculum” was very much different from “Action Curriculum” which adapted teachers in classroom.
http://www.learningandteaching.info/learning/bloomtax.htm
Psychomotor
Affectiv
Cognitive
Booms taxonomy
Evaluation
Synthesis
Analysis
Application
Comprehension
Anderson revised cognitive domain of Blooms’. Below I am giving blooms as well as Andersons revise Taxonomy.
Andersons Revised Taxonomy
Knowledge Remembering
Comprehension Understanding
Application Applying
Analysis Analyzing
Synthesis Evaluating
Evaluation Creating
There is slight difference between Bloom and Andersons. But we must understand those differences. The important thing is to relate all those theories in our own context. As per my understanding we are only poring knowledge in the minds of students. Teaching style in our own context depends on memorizing and transition of knowledge at large. Very few teachers are putting students in situation to think, evaluate and to create.
If I may be given the chance to work on position of leadership in educational institution, I will try to apply Blooms Taxonomy theory of learning creatively as per needs of institution. Improvement of holistic education environment is need of time. to attain the aims and objectives of education it is important to understand that what the educational process hopes to achieve, through curriculum implication, second chain of this process is teaching methodology in which we draw the outlines of plan how the objectives should be achieved, and the third step is assessment. Assessment process determined if the objectives have been achieved or not. That is cyclic process.
Recently when I read the article of Dr Mohd Memon Sohib, which was the critical evaluation of history of curriculum in Pakistan, I realize that our policy makers put all the required things in educational policies; however they didn’t bother to involve the teachers in same process. For implementation of curriculum our policy makers adopted “top down” strategy. In the process “Official Curriculum” was very much different from “Action Curriculum” which adapted teachers in classroom.
http://www.learningandteaching.info/learning/bloomtax.htm
Wednesday, December 2, 2009
Literature Review from Module on curriculum development history of Pakistan
To day I have read t Dr Muhammad Memons’ article titled “CURRICULUM CHANGE IN PAKISTAN AN ALTERNATIVE MODEL OF CHANGE” 1997.
Dr Memon Sohib critically evaluated the history of curriculum in Pakistan. The history that started from December 27, 1947 with ever First Educational Conference held to discuss the problems including the re-structuring and re-orientation of education which could suit the ideology and needs of new developing country.(Memon 1997). At that time new born country was facing many problems in every field. Settlement of refuges, structuring of institutions to run the country, disputed financial matters with India and many more matters were on agenda. Despite all this Quid-e-Azam Mohmmed Ali Jinnah was given very much weigh the qualitative educational system which will provide the bases to nation as it should compete with the world which is moving fast. But unfortunately later on all practices in the field of education and development of curriculum were didn’t gave fruitful results. Until 1972 in country there was no permanent institution to be constituted for to development of curriculum. Prior to that task(s) for development of curriculums was given to different committees formed for same purpose.
One another issue was elaborated by Memon Sohib that is centralized text books. The text books were published with collaboration with Provincial Bureaux of Curriculum. Schools were not allowed to introduce their own curriculums. Schools running by any system bounded to adapt that curriculum which introduced by central Government. In curriculum implementation the top-down approach embedded. In curriculum making process schools and teachers role ignored. That narrow approach in development of curriculum discouraged other essential stake holders active participation so for. “The supper ordinate group imposes curriculum on the schools with the high expectations that the teachers, as subordinate group, will implement as intended”.(Memon1997).
This process need to be improve. The planed change can only be successful if there is a cooperative and collaborative approach from change agent to client, and vice versa. The notion of negotiation emphases the participation of all stake holders including teachers. Dr Memon Sohib suggested in his conclusions that “the main focus of proposed curriculum change to facilitate clients in the selecting of their own choice of innovation according to their felt need within their interpretative paradigm.
Dr Memon Sohib critically evaluated the history of curriculum in Pakistan. The history that started from December 27, 1947 with ever First Educational Conference held to discuss the problems including the re-structuring and re-orientation of education which could suit the ideology and needs of new developing country.(Memon 1997). At that time new born country was facing many problems in every field. Settlement of refuges, structuring of institutions to run the country, disputed financial matters with India and many more matters were on agenda. Despite all this Quid-e-Azam Mohmmed Ali Jinnah was given very much weigh the qualitative educational system which will provide the bases to nation as it should compete with the world which is moving fast. But unfortunately later on all practices in the field of education and development of curriculum were didn’t gave fruitful results. Until 1972 in country there was no permanent institution to be constituted for to development of curriculum. Prior to that task(s) for development of curriculums was given to different committees formed for same purpose.
One another issue was elaborated by Memon Sohib that is centralized text books. The text books were published with collaboration with Provincial Bureaux of Curriculum. Schools were not allowed to introduce their own curriculums. Schools running by any system bounded to adapt that curriculum which introduced by central Government. In curriculum implementation the top-down approach embedded. In curriculum making process schools and teachers role ignored. That narrow approach in development of curriculum discouraged other essential stake holders active participation so for. “The supper ordinate group imposes curriculum on the schools with the high expectations that the teachers, as subordinate group, will implement as intended”.(Memon1997).
This process need to be improve. The planed change can only be successful if there is a cooperative and collaborative approach from change agent to client, and vice versa. The notion of negotiation emphases the participation of all stake holders including teachers. Dr Memon Sohib suggested in his conclusions that “the main focus of proposed curriculum change to facilitate clients in the selecting of their own choice of innovation according to their felt need within their interpretative paradigm.
Thursday, November 12, 2009
Reflection
Session of October 31, 2009 was one innovative, in terms of learning lot in very short period of time. We all come to know about 12 personalities belonging to Psychology, Sociology and Philosophy.
That was pair work. Mr Gaband Ram and I assigned the Dr. Albert Bandura theories of learning. For search of Mr Bandura;s book we went library but unfortunately not found any book. However, from that practice we do learn searching books with help of computer. Than we use second option of internet search. As we write the name of author in google and clicked, thousand links and websites appeared on computer screen instantly.
We got prints of his work and than did sufficient readings and discussions to understand the theories which given by him. Than, as per requirement we wrote biography and theories of same writer. In this part we learn how to summarize, edit and rewrite. Finally we asked put our selves in the shoes of author and required to make curriculum in our own context for primary and secondary level. That situation bound us to think critically and look in matter from one another angle. That was challenging, hard but interesting.
Same did by other five groups on their respective personalities assign to them. Than, every pair presented their understanding in class. In that way we all come to know about 12 personality’s intellectual work.
That was pair work. Mr Gaband Ram and I assigned the Dr. Albert Bandura theories of learning. For search of Mr Bandura;s book we went library but unfortunately not found any book. However, from that practice we do learn searching books with help of computer. Than we use second option of internet search. As we write the name of author in google and clicked, thousand links and websites appeared on computer screen instantly.
We got prints of his work and than did sufficient readings and discussions to understand the theories which given by him. Than, as per requirement we wrote biography and theories of same writer. In this part we learn how to summarize, edit and rewrite. Finally we asked put our selves in the shoes of author and required to make curriculum in our own context for primary and secondary level. That situation bound us to think critically and look in matter from one another angle. That was challenging, hard but interesting.
Same did by other five groups on their respective personalities assign to them. Than, every pair presented their understanding in class. In that way we all come to know about 12 personality’s intellectual work.
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