Curriculum and Instruction MCQ Quiz in मल्याळम - Objective Question with Answer for Curriculum and Instruction - സൗജന്യ PDF ഡൗൺലോഡ് ചെയ്യുക

A curriculum is a complete set of organized experiences in an educational setting. It includes aims, objectives, and all teaching-learning aids to cater totality of student's experiences that occur in the educational process.

Key Points

The curriculum model is a broad term referring to the guide used to write curriculum guides, or the documents used in education to determine specific aspects of teaching, such as subject, time frame, and manner of instruction. There are two long-standing models of curriculum: the process model and the product model. These two models need to be taken into account when developing a curriculum.

• The product model is results-oriented. Grades are the prime objective, with the focus lying more on the finished product rather than on the learning process.
• The process model, however, is more open-ended and focuses on how learning develops over a period of time. 

Demonstration Model: 

• Developed by Tylor it proposed that the curriculum should be developed by the administration and implemented by the teacher in the classroom. 

Administrative Model: 

• Galen Saylor and his associates (1981) adopt an administrative approach to curriculum development. It is developed by a curriculum developer or group of curriculum developers called a curriculum planning group. The biggest disadvantage of this strategy is, of course, that the final judgement will be of inferior quality. That is why it is the least democratic in operation.

System Analysis Model: 

• This model of curriculum development was proposed by Y.Saran in 1976. This model employs a system approach and analyses the input, process, and output. It is scientific and empirical. It emphasizes specific behavioral objectives.

Grass- root model:

• The concept of the grass-root model was proposed by Hilda Taba. She believed that teachers, who teach the curriculum, should participate in its development. She noted 7 major steps to her grass-root model in which teachers will have major inputs.

Thus it is clear that the administrative model is least democratic in operation.

The teaching process takes the learner along with herself/himself in order to stimulate, promote, and endorse learning.

The teaching-learning process takes place in three phases:

In the first phase:

​Pre-active preparation stage

• Before beginning actual teaching the instructor must be aware of the teaching objectives to be achieved at the end of the process.
• The aims are fixed keeping in mind the level (interest, capability, aptitude, psychology, background, etc.) of learners, content, and expectations (of teacher, learner & society), etc.

​Pre-active planning stage

• After fixing the goals, the next level is analyzing the content. The analysis of the content should be done accordingly since the aims are clear and the matter is organized, the teacher must prepare strategies to accompany the teaching and make it more interesting and creative. Efforts should be made to make the learning experience of the learner as effective as possible.
• This stage includes documentation of the plan.
• Deliverables and requirements are defined and a schedule is created.

In the second phase

Important Points

Interactive stage 

• This phase includes the execution of the plan.
• The interactive process occurs between teachers and learners wherein the teacher presents new content by linking it with previous knowledge of learners.
• The teacher provides pupils verbal stimulation of various kinds, makes an explanation, asks questions, listens to learner’s response, provides guidance, and presents the content and material that is prepared in the first phase of the teaching.
• In this learning experiences are provided to students through suitable modes.
•  As instruction is the complex process by which learners are provided with a deliberately designed environment to interact with, keeping in focus pre-specified objective of bringing about specific desirable changes.
• So, according to the need, the teacher organizes and reorganizes the presentation.

In the third phase:

• This phase is an acid test for a teacher because evaluation begins to check how far the teacher has been successful in achieving the objectives and bringing out the desired behavioral changes in the learners.
• This is the winding up of the teaching process or in other words, it is the beginning of a new, better, and modified teaching process of the same content and plans the whole process (re-teaching) to improve the techniques.

Key Points

Discussion method

• Discussion methods are a variety of forums for the open-ended, collaborative exchange of ideas among a teacher and students.
• The purpose is to further students thinking, learning, problem-solving, understanding, or literary appreciation.
• It is a primary teaching method that allows you to stimulate critical thinking in students.

Hence, we can conclude when a teacher organizes and reorganizes the presentation in a discussion session being conducted by her/him. This will be placed at the interactive stage of the teaching act.

The correct answer is 'A - IV, B - I, C - II, D - III'.

Key Points

• Miller and Seller Model:
  • This model is known for its 'Transmission-Transaction-Transformation' position.
  • It focuses on the different ways in which knowledge can be transmitted, transformed, and transacted in educational settings.
• Hilda Taba:
  • Hilda Taba is associated with the Grassroot Model.
  • This model emphasizes the involvement of teachers in the curriculum development process from the ground up.
• Weinstein and Fantini Model:
  • This model is categorized as a Non-Technical Model.
  • It highlights the importance of social and cultural contexts in curriculum development.
• Goodlad Model:
  • Goodlad's model focuses on deriving specific objectives from general objectives.
  • It is known for its systematic approach to curriculum planning and development.

Key Points

 Problem-based learning is a student-centered pedagogy in which students learn about a subject through the experience of problem-solving.

• B. It enables students to engage in self-directed learning: In problem-based learning, students take ownership of their learning process, choosing the area of focus and seeking out information in their own way.
• D. It allows students to apply knowledge to real-world scenarios: The method involves presenting students with a problem that mirrors a real-world situation and allows them to apply their knowledge in a practical context, thereby deepening their understanding.

Contrarily, rote memorization (A) and teacher-directed lessons (C) are not integral parts of problem-based learning. Therefore, the correct answer is B and D only.

Program Evaluation Review Technique (PERT) is a project management planning tool used to calculate the amount of time it will take to realistically finish a project. PERT charts are used to plan tasks within a project — making it easier to schedule and coordinate team members..

Important Points

• PERT is determined using three points: Optimistic (O), Most Likely (M), and Pessimistic (P). PERT combines probability theory and statistics to derive a formula for the average activity from the three-point estimates.
• PERT charts were created in the 1950s to manage the creation of weapons and defense projects for the US Navy. While PERT was being introduced in the Navy, the private sector simultaneously gave rise to a similar method called critical path.
• CPM is a technique which is used for the projects where the time needed for completion of project is already known. It is majorly used for determining the approximate time within which a project can be completed. Critical path is the largest path in project management which always provide minimum time taken for completion of project.
• The CPM method, also known as critical path analysis (CPA), consists in using a network diagram to visually represent the sequences of tasks needed to complete a project. Once these task sequences or paths are defined, their duration is calculated to identify the critical path, which determines the total duration of the project.

Thus with the help of above information we can say that PERT - employs three time estimates and no cost estimate is true.

In 1924, Sidney L. Pressey created a crude teaching machine suitable for rote-and-drill learning. He showed that automated instruction facilitated learning by providing for immediate reinforcement, individual pace setting, and active responding. According to him, “teaching machines are unique among instructional aids, in that the student not merely passively listens, watches, or reads but actively responds. And as he does so he finds out whether his response is correct or not and a record may be kept which aids in improving the materials”.

Key PointsA teaching machine incorporates a closed-loop system of teaching that cyclically:

• displays information to learners
• seeks learner response,
• evaluates, reinforces and controls the next display.

Thus we conclude that observation and evaluation are termed "Instructional Processes developed by S.L. Pressey.Important Points

•  We use a strategy in our teaching-learning/instructional situations it is known as an instructional strategy. 
• There are three main components of an instructional system. The third component output is also known as:
• Learning outcomes
• Instructional outcomes
• Terminal behaviours
• Goals of education
• Behavioural objectives

Key Points

Curriculum Model:

• A curriculum model is a theoretical framework or a set of principles used to guide the design, development, and implementation of a curriculum. Traditional models of curriculum have been developed over time and are characterized by a fixed or structured approach to curriculum design. These models tend to focus on specific aspects of curriculum development, such as organizing knowledge, ensuring efficiency and accountability, or analyzing the learning process.
  • The Hilda Taba Model, also known as the Concept Development Model, emphasizes the organization of knowledge in the curriculum. This model focuses on identifying the key concepts or ideas that students need to understand and organizing these concepts into a logical and meaningful sequence.
  • The Administrative Model is a top-down approach to curriculum development that emphasizes efficiency, accountability, and standardization. In this model, the curriculum is designed by a centralized authority, such as a school district or government agency, and implemented in a standardized manner across all schools and classrooms.
  • The System Analysis Model is a scientific approach to curriculum design that emphasizes the analysis of the learning process and the development of measurable objectives. This model emphasizes the use of data and evidence to inform curriculum design and the development of specific learning goals and objectives.
• The Reconstructivist Curriculum Model, on the other hand, is a more contemporary approach to curriculum development. It is based on critical theory and emphasizes the need to challenge dominant power structures and promote social justice through education. This model is rooted in the belief that education is a tool for social change and that curriculum development should be informed by a critical examination of the social and political context in which it takes place.
• The Reconstructivist Curriculum Model is focused on empowering students to become active agents of social change by providing them with the knowledge and skills they need to challenge and transform the world around them. It recognizes that education is not neutral and that the curriculum must be designed to promote social justice and equity.

In conclusion, while traditional models of curriculum tend to focus on organizing knowledge or ensuring efficiency and accountability, the Reconstructivist Curriculum Model is a departure from these approaches and emphasizes the importance of empowering students and promoting social change.

Methods of teaching:

• It is the pedagogy and general principles use for instruction
• The strategy has to be set up based on the educational philosophy, students learning capacity, subject matter, and classroom demography.
• Sometimes infrastructure plays an important role in the teaching method.

Indirect instruction:

• Indirect instruction is an approach to teaching and learning in which concepts, patterns, and abstractions are taught in the context of strategies that emphasize concept learning, inquiry, and problem-solving.
• In indirect instruction, the learner acquires information by transforming stimulus material into a response that requires the learner to rearrange and elaborate on the stimulus material.
• Indirect instruction is an approach to teaching and learning in which
  • The process is the inquiry,
  • The content involves concepts
  • The context is a problem.
• It actively involved in their own learning and contributing new knowledge to solve real-world problems.

Direct instruction method:

• Teachers use explicit teaching techniques to teach a specific skill to their students.
• This type of instruction is the teacher-directed method.
• It does not include active learning activities such as discussions, workshops, or case studies.
• Tutorials, group discussions, and question-answer sessions are dialogic and are part of direct teaching methods.

​

Therefore, Both Statement I and Statement II are correct.

The teaching process takes the learner along with herself/himself in order to stimulate, promote, and endorse learning.

The teaching-learning process takes place in three phases:

Pre-active preparation stage

• Before beginning actual teaching the instructor must be aware of the teaching objectives to be achieved at the end of the process.
• The aims are fixed keeping in mind the level (interest, capability, aptitude, psychology, background, etc.) of learners, content, and expectations (of teacher, learner & society), etc.

​Pre-active planning stage

• After fixing the goals, the next level is analyzing the content. The analysis of the content should be done accordingly since the aims are clear and the matter is organized, the teacher must prepare strategies to accompany the teaching and make it more interesting and creative. Efforts should be made to make the learning experience of the learner as effective as possible.
• This stage includes documentation of the plan.
• Deliverables and requirements are defined and a schedule is created.

Activities will be considered most relevant for the pre-active stage of teaching​ are:-

• Writing of instructional objectives- Planning objectives before the lesson plan is the starting point of every planning.
• Preparation of Lesson Plan-  Preparation and documentation of the lesson planning is the main part of the pre-active planning stage 

Note: 

• Presentation of content in relation to objectives - Interactive stage
• Preparing a guideline for improvement in teaching - Post- active stage
• Asking probing questions - Interactive stage

Reflection

• "reflection’ that means a continuous thought process by teachers on understanding their various activities and how they perform in the classrooms, reflecting on their classroom practices.
• Reflection is one of the crucial aspects of the teaching-learning process that helps the teachers to analyze their own practices and improve upon them. In fact, reflecting on different aspects of teaching is fairly instinctive for most of the teachers
• Reflection on activities taken up in the school and generating discussion on key issues of concern that require to be addressed. It prompts us to evaluate our own instructional practices in the classrooms.

Think-pair-share

• The teacher introduces a problem related to higher-order thinking ability like analysis, synthesis, evaluation, and construction, etc. before learners.
• All learners are provided five minutes so that they can respond properly to the solution of the problem. After it, they are given time for sharing their thinking with peers in small groups.
• Also, they have to listen to others and discuss it with other classmates. At least, they have to have a consensus on the appropriate method for the solution of the problem.
• At the end of the class, all groups share related processes and outcomes of discussion during a follow-up discussion.
• This is the most suitable and appropriate strategy for collaborative learning in encouraging reflection amongst learners.

Individual and Group interactive sessions

• An individual interactive session where the individual discusses his/her views on the theme or topic assigned by the teacher.
• Group interactive sessions a theme or topic is presented or initiated by someone, either by a member of the group or a teacher.
• Elements of interactive sessions:
  • Chairperson
  • Speaker
  • Participants
  • Recorder 

Question and Anser session

• In this session, the teacher posses question, and the students answer the question. It is an oral activity in the class which enhances the speaking skills of students.
• Realize the relevance and importance of activities that enhance oral skills and translate this realization into actual classroom practice. Thus every classroom should provide numerous opportunities for oral language practice through discussion, reporting, and question and answer sessions. 

Individual - work assignment based sessions

• In this session, the teacher assigns work assignment individually, and the student has to work on assigned topics. In this session, the student discusses his/her assignment and discloses his/her work.
• These assignments develop understanding and critical thinking in the student.
• It is essential to keep in mind that class-appropriate assignments may be chosen for your students.