MODULE
I- CURRICULUM
1.1. Curriculum-
Meaning, definitions and Foundations
Meaning
Curriculum
is the crux of the whole educational process. Without curriculum, we
cannot conceive any educational endeavor. School curriculum of a country,
like its constitution reflects the ethos of that country.
The concept of Curriculum
The
term curriculum is derived from the Latin word "currere" which means path. In this sense curriculum is the path through which the student has to
go forward in order to reach the goal envisaged by education. Usually
the term curriculum is understood to mean a group of subjects prescribed for
study in a particular course. But curriculum is not confined to this
narrow concept. The curriculum should in no way be considered as synonymous
with courses of study. The courses of study list much of the content to
be learnt and referring some of the major activities but these form only part
of the curriculum. Curriculum should be considered as a broad-based term
encompassing every aspect concerning the study of the course. It is now
considered on the totality of experiences to which a pupil is exposed within
the boundaries of the school and outside.
Definition of Curriculum
Curriculum has been defined by different
persons in different ways. Some base the definition on its narrow scope
while others define it in a much broader sense. Let acquaint ourselves
with some of the definitions of curriculum.
·
Curriculum
is a tool in the hands of an artist (teacher) to mould his materials (Pupils) according
to his ideals (objectives) in his studio (school). – (Arthur Cunningham)
·
According
to Munroe “curriculum embodies all the experiences which are utilized by the
school to attain the aims of education.”
·
Curriculum
is made up of everything that surrounds the learner in all his
working hours (H.L. Laswell)
1.1.3. Foundations of Curriculum Development
1.
The Influence of Philosophy to Curriculum
It is the philosophy of a society that determines the
ultimate aims of its education. The social structure and its economic
organizations are also based on philosophical foundations. Philosophy considers
such fundamental and profound issues such as man’s place in the universe, the
aims of nature, the aims of society, the relationship between man and society,
and so on. Various philosophies such as Idealism, Naturalism. Pragmatism,
Realism etc. have different views on these issues and hence different answers
too. This difference is sure to be reflected in the respective educational
systems and their curricula also.
Educators,
curriculum makers and teachers must have a philosophy or philosophies that are
deemed necessary for planning, implementing, and evaluating a school
curriculum. The philosophy that they have embraced will help them define the
purpose of the school, the important subjects to be taught, the kind of
learning students must have and how they can acquire them, the instructional
materials, methods and strategies to be used, and how students will be
evaluated.
Likewise,
philosophy offers solutions to problems by helping the administrators,
curriculum planners, and teachers make sound decisions. A person’s philosophy
reflects his/her life experiences, social and economic background, common
beliefs, and education.
When John
Dewey proposed that “education is a way of life”, his philosophy is realized
when put into practice. Now, particularly in the Philippines, Dewey’s
philosophy served as anchor to the country’s educational system.
2. The Influence of Psychology to
Curriculum
Curriculum
is influenced by psychology. Psychology provides information about the teaching
and learning process. It also seeks answers as to how a curriculum be organized
in order to achieve students’ learning at the optimum level, and as to what
amount of information they can absorb in learning the various contents of the
curriculum.
The
following are some psychological theories in learning that influenced
curriculum development:
1.
Behaviorism
Education in
the 20th century was dominated by behaviorism. The
mastery of the subject matter is given more emphasis. So, learning is organized
in a step-by-step process. The use of drills and repetition are common.
For this reason, many educational
psychologists viewed it mechanical and routine. Though many are skeptical about
this theory, we can’t deny the fact the influences it had in our educational
system.
2.
Cognitivism
Cognitive
theorists focus on how individuals process information, monitor and manage
their thinking. The basic questions that cognitive psychologists zero in on
are:
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How do learners process and store information?
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How do they retrieve data and generate conclusions?
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How much information can they absorb?
With their beliefs, they promote the
development of problem-solving and thinking skills and popularize the use of
reflective thinking, creative thinking, intuitive thinking, discovery learning,
among others.
3. Humanism
Humanism is
taken from the theory of Gestalt, Abraham Maslow’s theory and Carl Rogers’
theory. This group of psychologists is concerned with the development of human
potential.
In this
theory, curriculum is after the process, not the product; focuses on personal
needs, not on the subject matter; and clarifying psychological meanings and
environmental situations. In short, curriculum views founded on humanism posits
that learners are human beings who are affected by their biology, culture, and
environment. They are neither machines nor animals.
A more
advanced, more comprehensive curriculum that promotes human potential must be
crafted along this line. Teachers don’t only educate the minds, but the hearts
as well.
3.
Sociology and Curriculum
There is a
mutual and encompassing relationship between society and curriculum because the
school exists within the societal context. Though schools are formal
institutions that educate the people, there are other units of society that
educate or influence the way people think, such as families and friends as well
as communities.
Since the
society is dynamic, there are many developments which are difficult to cope
with and to adjust to. But the schools are made to address and understand the
changes not only in one’s country but in the world as well.
Therefore,
schools must be relevant by making its curriculum more innovative and
interdisciplinary. A curriculum that can address the diversities of global
learners, the explosion of knowledge through the internet, and the educational
reforms and policies recommended or mandated by the United Nations.
However, it
is also imperative that a country must have maintained a curriculum that
reflects and preserves its culture and aspirations for national identity. No
matter how far people go, it is the country’s responsibility to ensure that the
school serves its purpose of educating the citizenry.
1.2.
Curriculum and Syllabus
Curriculum
is not merely syllabus, because the latter is only verbal, book oriented and
theoretical, while the former is not. Syllabus is much more s specific and it
provides the details of the study, the hierarchical order of presenting the
content, etc. It forms the basis for writing text books, preparing teacher's
guide and planning lessons. Syllabus places more stress on the specific learning
materials to be internalized. On the other hand, the scope of curriculum is
much broader and deeper, for it comprehends every aspect of the educand’s life,
seeks to satisfy all his requirements and aspires to develop every aspect of
his personality. Hence, the syllabus can be considered as part and parcel of
the curriculum, but the two terms should not be treated as synonyms. In
addition to what is prescribed in the syllabus, the curriculum includes s
various kinds of co-curricular and extra - curricular activities as well as the
various aspects of the educational environment. In fact, it includes all
learning experiences that would lead the learner to the anticipated goals of
education.
Syllabus refers that a summary of topics which will
be covered during an academic course, or a text or lecture. A syllabus, is an outline and summary of topics to be covered in an
education or training course. It is descriptive. A syllabus is often either set
out by an exam board, or prepared by the professor who supervises or controls
the course quality.
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BASISFOR COMPARISON
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SYLLABUS
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CURRICULUM
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Meaning
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Syllabus is the document that contains all the portion of
the concepts covered in a subject.
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Curriculum is the overall content, taught in an
educational system or a course.
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Origin
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Syllabus is a Greek term.
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Curriculum is a Latin term.
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Set for
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A subject
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A course
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Nature
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Descriptive
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Prescriptive
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Scope
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Narrow
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Wide
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Set out by
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Exam board
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Government or the administration of school, college or
institute.
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Term
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For a fixed term, normally a year.
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Till the course lasts.
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Uniformity
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Varies from teacher to teacher.
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Same for all teachers.
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Major components or elements of
curriculum
Curriculum is intimately related
with all aspects of education. While education is a developmental process,
geared towards development, curriculum is the most crucial input that provides
with goal-oriented direction to that process. Education primarily deals with
why and or for what purpose, but curriculum deals with what and in what way.
Curriculum is the plan for guiding the educative process. This plan considers
four important components namely:
1.
The objectives (decided by philosophical, sociological, and
psychological considerations)
2.
The content or learning material
3.
Teaching learning strategies and activities (transaction)
4.
Evaluation.
1.3. Curriculum Planning Factors and Phases
1.3.1. Curriculum Planning Factors
Several factors affect all curriculum
planning in meeting the needs of 21st century learners. Factors affecting
curriculum planning include government rules, which in turn brings other
factors into the process. Valid curriculum development requires awareness of
the diversity of the target community socially, financially and
psychologically. Some major factors of curriculum planning.
1.
Political 4. Technological 2. Social 5. Environmental 3. Economic 6. Psychology
1. Political factor: Politics affect curriculum development in
numerous ways. How politics influences curriculum design and planning starts
with funding. Both private and public educational institutions rely on funding
for hiring personnel, building and maintaining facilities and equipment. All
aspects of curriculum depend on local, state and national political standards.
Politics affects curriculum development from defining goals, interpreting
curricular materials to approving examination systems,
2. Social factor: Society has its own expectations about
the aims and objectives that should be considered when designing the
curriculum. It also has a perception of what the product of the school system
should look like. It is therefore necessary for curriculum designers to take in
to account these societal considerations. Example Subjects which has gender
education and political economy have proved difficult to include in the
curriculum because of the resistance from some religious groups.
3. Economic factor: Economics influences curriculum
development. Nations financing education expect an economic return from
educated students contributing to the country's economy with global competition
abilities in technical fields
4. Technological: Technology driven curriculum development
is the norm of the 21st century. The computer technology of the 21st century
influences curriculum development at every level of learning. Learning centres
and classrooms increasingly provide computers as requisite interaction for
studies among students. Technological multimedia use influences educational
goals and learning experiences among students.
5. Environment: Environment issues affect curriculum development.
World awareness and action toward reversing and ending pollution continues
affecting curriculum development. Typical elementary classrooms teach recycling
and healthy environmental practices. Example: Higher education in the sciences
offer environmentally- focused degrees. Eg. Environmental degree, bio-technology
etc.
6.
Psychological factor: Psychology in general and educational psychology
in particular contributes to appropriate decision making in curriculum
regarding selection and organization of appropriate objectives, learning
experiences and methods of evaluation as well as decisions regarding the scope
of the curriculum. Psychology provides information about the teaching
and learning process. It also seeks answers as to how a curriculum be
organized in order to achieve students' learning at the optimum level, and as
to what amount of information they can absorb in learning the various contents
of the curriculum
1.3.2. Curriculum Planning Phases
The phases and steps in curriculum
development further illustrate how the 12 essential steps progress from one to
the next. It also shows the interaction and relationships of the four essential
phases of the curriculum development process.
I. Planning, II. Content and Methods
II.I Implementation, IV. Evaluation and
reporting
Phase 1: Planning
The planning phase lays the foundation for
the entire curriculum development step. The steps in this phase include (1)
Identify Issue/problem/Need, (2) Form Curriculum Development Team, (3) Conduct
needs assessment and Analysis
(1) Identify Issue/problem/Need
The need for curriculum development usually
emerges from a concern about a major issue or problem of one or more target
audience. This section explores some of the questions that need to be addressed
to define the issue and to develop the statement that will guide the selection
of the members of a curriculum development team. The issue statement also
serves to broadly identify, the scope of the curriculum content.
(2) Form Curriculum Development Team
Once the nature and scope of the issue has
been broadly defined, the members of the curriculum development teams can be
selected. Topics covered in this section include: (1) The roles and functions
of team members (2) a process for selection of members of the curriculum
development team and (3) Principles of Collaboration and teamwork. The goal is
to obtain expertise for the area included in the scope of the curriculum
content among the team members and develop an effective team.
(3) Conduct Needs Assessment and Analysis
There
are two phases in the needs assessment process. The first is procedures for
conducting a needs assessment. A number of techniques are aimed toward learning
what is needed and by whom relative to the identified issue. Techniques covered
in this section include: KAP – Knowledge, Attitude, and Practice survey; focus
groups; and environmental scanning.
The second part of this needs assessment step,
describes techniques on how to use the data and the results of the information
gathered. Included are: ways to identify gaps between knowledge and practice;
trends emerging from the data; a process to prioritize needs; and identification
of the characteristics of the target audience.
Phase 2: Content and Methods
Phase II determines intended outcomes (what
learners will be able to do after participation in curriculum activities), the
content (what will be taught), and the methods (how it will be taught) steps
include: (4) State Intended outcomes, (5) Select content, (6) Design
experiential methods.
(4) State Intended Outcomes
Once the issue is defined, the curriculum
team is formed, the needs assessed, analysed and prioritized, the next step is
to refine and restate the issue, if needed and develop the intended outcomes or
educational objectives. An intended outcome states what the learner will be
able to do as a result of participating in the curriculum activities.
This section includes: (1) a definition of
intended outcomes, (2) the components of intended outcomes (condition,
performance, and standards), (3) examples of intended outcomes, and (4) and
overview of learning behaviours.
(5) Select Content
The next challenge in the curriculum
development process is selecting content that will make a real difference in
the lives of the learner and ultimately society as a whole. At this point, the
primary questions are: “If the intended outcome is to be attained, what will
the learner need to know? What knowledge, skills, attitudes, and behaviours
will need to be acquired and practiced?
The scope (breadth of knowledge skills, attitudes, and
behaviours) and the sequence (order) of the content are also discussed.
(6) Design experiential methods
After the content is selected, the next
step is to design activities (learning experiences) to help the learner achieve
appropriate intended outcomes. An experiential learning model and its
components (i.e., experience, share, process, generalize, and apply) are
discussed in this section
Additional topics include:
(1) learning styles and activities appropriate for
each style, (2) A list of types of activities (with description), (3) An
activity design worksheet for facilitators, (4) Brief discussions on learning
environments and delivery modes.
Phase 3: Implementation
(7) Produce Curriculum Product, (8) Test and Revise
Curriculum, (9) Recruit and Train facilitators
(10) Implement curriculum
(7) Produce curriculum Product
Once the content and experiential methods
have been agreed upon, the actual production of curriculum materials begins.
This section includes: (1) Suggestions for finding and evaluating existing
materials; (2) evaluation criteria; and (3) suggestions for producing
curriculum materials.
(8) Test and Revise Curriculum
This step includes suggestion to select
test sites and conduct a formative evaluation of curriculum materials during
the production phase. A sample evaluation form is provided
(9) Recruit and Train facilitators
It is a waste of resources to develop
curriculum materials if adequate training is not provided for facilitators to
implement it. Suggestions for recruiting appropriate facilitators are provided
with a sample three-day training program.
(10) Implement Curriculum
Effective implementation of newly developed
curriculum products is unlikely to occur without planning. Strategies to
promote and use the curriculum are discussed in this step.
Phase 4: Evaluation and Reporting
(11) Design Evaluation Strategies, (12)
Reporting and Securing Resources
(11) Design Evaluation Strategies
Evaluation is a phase in the curriculum
development model as well as a specific step. Two types of evaluation formative
and summative are used during curriculum development. Formative evaluations are
used during the needs, assessment, product development and testing steps.
Summative evaluations are undertaken to measure and report on the outcomes of
the curriculum. This step reviews evaluation strategies and suggests simple
procedures to produce valid and reliable information. A series of questions are
posed to guide the summative evaluation process and a sample evaluation format
is suggested.
(12) Reporting and securing resources
The
final element in an evaluation strategy is “delivering the payoff (i.e.,
getting the results into the hands of people who can use them). In this step,
suggestions for what and how to report to key shareholders, are provided and a
brief discussion on how to secure resources for additional programming
MODULE 2. CURRICULUM ORGANIZATION
2.1. Principles of Curriculum Construction
Principles of Curriculum
Construction are:
1. Principles of Child
Centredness, 2. Principle of Community Centredness
3. Principle of Activity
Centredness, 4. Principle of Variety
5. Principle of Co-ordinations
and Integration; 6. Principle of Conservation;
7. Principle of Creativity; 8. Principle of Forward Looking;
9. Principle of Flexibility; 10. Principle of Balance;
11. Principle of Utility. 12. Principle
of motivation.
13. Principle of preparation for life. 14. Principle of comprehensiveness. 15. Principle of renewal.
1. Principle of Child
Centeredness.
As modern education is child-centred,
the curriculum should also be child-centred. It should be based on the child’s
needs, interests, abilities, aptitude, age level and circumstances. The child
should be central figure in any scheme of curriculum construction. In fact,
curriculum is meant to bring about the development of the child in the desired
direction so that he is able to adjust well in life.
2. Principle of Community
Centeredness.
Though the child’s development and
growth are the main consideration of curriculum construction, yet his social
behaviour is also to be suitably developed, both the individual development and
the social development of the child deserve equal attention. He is to live in
and for the society. Therefore, his needs and desires must be in conformity
with the needs and desires of the society in which he is to live. The values,
attitudes and skills that are prevailing in the community must be reflected in
the curriculum. However, the society is not static. It is dynamic. Its needs
and requirements are changing with the rapid developments taking place in all
fields. While working for the development, this factor cannot be ignored.
3. Principle of Activity
Centeredness.
The curriculum should centre round
the multifarious activities of pupils. It should provide well selected
activities according to the general interests and developmental stages of
children. It should provide constructive, creative and project activities. For
small children, play activities should also be provided.
The purposeful activities both in
the class-room and outside the class-room should be provided. It is through a
network of activities that the desired experiences can be provided and
consequently desirable behavioural changes can be brought about in children.
4. Principle of Variety.
The curriculum should be broad-based
so as to accommodate the needs of varied categories of pupils, so that they are
able to take up subjects and participate in activities according their
capacities and interests.
The needs of pupils also change from
place to place. For example, the pupils in rural areas, urban areas, and hilly
areas will have different needs. The needs of boys and girls are also
different. So these considerations should be reflected in the curriculum.
5. Principle of Co-ordination
and Integration.
Of course, the pupils are to be
provided with selected experiences through various subjects and activities but
these must be well integrated. Various subjects and activities have to serve
the same ultimate purpose, the achievement of the aims of education. The
activities and subjects should not be put in after-tight compartments but these
should be inter-related and well-integrated so as to develop the whole child.
6. Principles of Conservation.
One of the main functions of
education is to preserve and transmit our cultural heritage. This is essential
for human progress. Culture consists of traditions, customs, attitudes, skills,
conduct, values and knowledge. However, the curriculum framers must make a
suitable selection of the elements of culture, keeping n view their educational
value and the developmental stage of pupils.
7. Principle of renewal
While conserving and transmitting the
cultural heritage, education should cater to renewal of the culture to suit the
requirements of changing time. Hence curriculum should be so constructed s to
facilitate renewal of the society.
8. Principle of Creativity.
God has created the universe and men
have created other things in it. By nature, man is creative. Therefore,
education should be so moulded as to enable to develop one’s creativity. The
curriculum should consist such subjects that would enable children to exercise
their creative powers which in turn will enable them to modify their
environment according to the needs of time.
9. Principle of Forward
Looking.
Education is to enable the child to
lead a successful social life. So the curriculum should not cater to the
present needs of the child alone. The needs of his future life should also be
considered. The curriculum should also include knowledge, skills, experiences,
influences etc. which will develop in the child abilities and power to make
effective adjustments in the later life.
10. Principle of Flexibility.
In our age, rapid developments are
taking place in various fields. Consequently the needs of society are hanging.
The content of curriculum cannot be same for all times to come. It should not
be static. It must be dynamic and change with the changing times. It should
reflect the latest trends in the field of education and psychology.
11. Principle of Balance.
The curriculum must maintain a
balance between subjects and activities, between direct and indirect
experiences, between academic and vocational education, between compulsory and
optional subjects, between formal and informal education, between individual
and social aims of education etc.
12. Principle of Utility.
Curriculum should be useful rather
than ornamental. It should not only include subjects which owe their place in
it to tradition. The curriculum must have practical utility for students. So
there should be some provision for technical and vocational education in the
curriculum.
13. Principle of motivation.
The curriculum should be tailored to
suit the needs and interests of the pupils. It must be goal directed. It should
thus motivate the pupils to actively participate in the learning process with
an innate desire that is with intrinsic motivation.
14. Principle of preparation for life.
The
school curriculum should include such elements that would prepare children for their
future life. That is, they should be able to earn their livelihood sufficiently
and adjust themselves with the society efficiently. It should equip the child
with the caliber to meet the challenges of life.
15. Principle of
comprehensiveness.
The curriculum should be comprehensive
enough to confirm to the needs of various individuals or communities. It must be
broad- based to include a wide variety of subjects suited to the needs of
various types of pupils and societal needs
2.2. Approaches to Curriculum Organization
Arrangement of the
syllabus/curriculum is called Curriculum Organization. There are different
approaches in curriculum organization. Some of the approaches have been
discussed below:
1. Logical
Arrangements
A sequential arrangement of the
topics of the syllabus is known as Logical Approach. It is based on the logic.
a. Simple to complex: E.g. Cell-Tissue-Organs-System
b. Known to unknown: E.g. From the eatable thing ‘Apple’ to
a letter ‘A’
c. Observation to activity: E.g. Demonstration to practical
d. Concrete to abstract
2. Topical Arrangements
It is
the simplest approach to curriculum organization, where the topics from a
particular subject are selected and arranged in an order. Such topics are identified
from the text book of higher classes. Here the main topic content is divided in
to various sub topics. It is very easy to understand to the students. It is
very effective in the lower level. It will give the interest to the students
because they can get idea in different directions.
For
example, ‘banking’may be considered as a topic in commerce. It deals with specific type service rendered to the public
in terms of money transactions, meant for making desirable changes and trends
in the economic as well as commercial conditions of the nation in general and
the individuals in particular. A large number of concepts, principles, processes
and skills are associated with this area, and thes can be considered as related
parts of a whole. Since these aspects are interrelated and maintain cetain
logical sequences and correlations. It is often advises that the topics should
be mastered thorouly before passing on to another topic. This is known as topic
approach to curriculum organization.
3. Unit approach
As evidenced from the example of
topical approach a topic may be so complex and might include a large number of
items of varied difficulty, it is advisable not to cover all at the very first
instance.. A spiral approach may be adopted and study of the topic may be
distributed over distributed time span. For this each major topic may be
divided into a number of units. Though a unit is thus only a part of the same
topic it can maintain a wholistic nature , if the various ideas included in it
are properly organized .
For eg: Savings bank can be a unit
in banking, commercial banking may be another, Banks and industrial development
may be still another.Here the major
topic is ‘banking’but it is analysed into a number of units based on the
special area being discussed. Each of these can be considered as an entity. But
these can be meaningfully linked to give the learners a wholstic idea of the topic
banking. Such an approach will be more psychological and have more sound. This
approach in curriculum planning is said to be the unit approach.
Generally speaking when a topic is
complex and very large and involve a number of units dealing with specific
aspects that, could be meaningfully integrated It will be advisable to have the
unit approach. When this approach is being followed, care should be taken to effectively link all the units of
the same topic as and when opportunities arise.
4. Psychological Arrangements
When
the sequential order is based on the psychological principles of teaching and
learning is said to be Psychological Approach. It is assumed that some topic
will form the basis for other topics. Psychological principles of learning such
as readiness, reinforcement, interests, and individual differences should be
carefully followed while the arrangements. The content arrangement is
strongly based on the psychological principles not simple and common sense.
5. Concentric and Spiral Approaches
The whole curriculum is spread over a number of years.
a general treatment of almost all the topics are attempted at the beginning and
it is developed in successive years according to the mental development of the
pupils. In the beginning of the course, the whole aspect is given to
pupils in a simplified way. In the next year more and more details of its
parts are added. It follows the maximum of teaching, such as from whole
to part, simple to complex, easy to difficult etc. Among educationist of modern
times, Burner is the main exponent of the approach is maintained.
Sometimes this approach is referred to as concentric approach. But the
term “spiral approach” is preferred to the other. The term spiral gives
the additional implication that while attempting gradation the linkage too is
taken care of and the continuing of the topic concerned is never broken.
While conceiving it as concentric only the widening of the scope is indicated
but the linkage is not taken care of.
3. Concentric Arrangements
Each and every year, the knowledge
given about the concern topic is increased. First year they can get the
knowledge about the topic minimum, next year they will get deeper and
elaborately. Like this every year they will get the knowledge deeper and
broader. E.g. the knowledge about the Cell is increased every year. Here the
students can learn the topic repeatedly and thoroughly.
Concentric curriculum
Conclusion:
Curriculum should develop the all-round development/personality among the
students and also that should be keeping similar in all the states. A well-integrated
curriculum should be framed which include the study of science, language and
humanities. The correct combination of those can develops an all-round personality.
Module 3
Types of Curriculum (10 hrs)
3.1. Subject
centered, Community based, Core, Explicit, Implicit Curriculums
1. Traditional
or Subject-centred Curriculum:
The
traditional curriculum which has been in vogue for a sufficiently long time, is
conceived in terms of subjects of study. Such a curriculum is organized with
the greatest emphasis on knowledge including facts, concepts, principles,
processes and skills in the subject concerned. All stress was on the cognitive
attainment of the learners rather than on their personal and social development.
2. Community based curriculum
Community based curriculum refers to a wide variety of
instructional methods and programs that educators use to connect what is being
taught in schools to their surrounding communities, including local
institutions, history, literature, cultural heritage, and natural environments.
Community-based learning is also motivated by the belief that all communities
have intrinsic educational assets and resources that educators can use to
enhance learning experiences for students. Synonyms
include community-based education, place-based learning,
and place-based education, among other terms.
Proponents of
community-based generally argue that students will be more interested in the
subjects and concepts being taught, and they will be more inspired to learn, if
academic study is connected to concepts, issues, and contexts that are more
familiar, understandable, accessible, or personally relevant to them. By using
the “community as a classroom,” advocates would argue, teachers can improve
knowledge retention, skill acquisition, and preparation for adult life because
students can be given more opportunities apply learning in practical, real-life
settings—by researching a local ecosystem, for example, or by volunteering at a
nonprofit organization that is working to improve the world in some meaningful
way.
A
core concept explored across the disciplines through community-based
projects is the relationship between human and natural systems.
Exploring this “missing link” in traditional high school
curriculum allows students to appreciate how the natural world supports
our social and economic activity in our region, from the power generated
from waterfalls and the commerce made possible by waterways, to
how neighborhood development was impacted by our hills and wetlands.
Engaging students in learning through community-based learning: community
service, civics and citizenship, environmental education, student action teams,
and work-based learning.
Involving
students, parents and other partners in curriculum-making. When reviewing the
curriculum, some schools organize forums to engage students, community members
and parents whose voices may be less frequently heard in curriculum
conversations.
Building links
with organisations to develop the curriculum. These include other schools such
as a small cluster of primary and secondary schools developing a curriculum,
community and health services, business and industry, cultural organisations
and local government.
Students learn
first-hand about community needs through ongoing service learning, a
method of teaching, learning and reflecting that combines academic classroom
curriculum with meaningful service. Research consistently shows that
service-learning is a powerful way to engage students with diverse learning
styles and levels of academic achievement, and that students who engage in
service-learning projects in high school are more likely to be community
leaders later in life.
3.
Core Curriculum
Traditionally
core curriculum includes all required content areas in the school programme.
More recently, the term ‘core’ refers to type of course such as general
education, united studies, common learning’s, social living and integrated
programme. A curriculum based on the essential learning and a common scheme of
studies is referred to as a core curriculum.
It
refers to the body of knowledge, skills and attitudes expected to be learned by
all students, generally related to a set of subjects and learning areas that
are common to all students, such as languages, mathematics, arts, physical
education, science and social studies.
Core-curriculum definitions
Ø
A set
of school or college courses in subjects considered essential to a suitable
education, as in providing necessary skills or common cultural knowledge.
Ø
The
definition of core curriculum is a set of courses that are considered basic and
essential for future class work and graduation.
Math, science, English, history
and geography are an example of core ``curriculum in a middle school or high
school.
The courses or
other components of an educational
program which are foundational, prerequisite,
or mandatory, as opposed to the elective, secondary,
or variable components of a program.
Characteristics of Core
Curriculum:
(i) It requires a great degree of flexibility
in respect of content.
(ii) It utilizes the problems of
personal and social development which is common to all youth.
(iii) The core curriculum is
characterized by a common scheme of studies.
(iv) It encourages the use of the problem
solving technique to face different problems.
(v) Learning experiences are based
on local situations.
Merits of core curriculum
Ø Common
learning provided to all learners
Ø Common
learning is essential for the learners to function effectively in the society.
Ø It
acts as the basis for further study.
Demerits
Ø Selection
of content may difficult
Ø Often
it does not provide essential material
Ø Assessment
may also affect the performance of student
4. Explicit Curriculum
Explicit curriculum refers to the
plan for learning set by a teacher or school board. A class's explicit
curriculum is what that class is designed to teach. This includes the topics
covered by the class and any documents included in the lesson plan, such as
textbooks, films and web sources. Explicit curriculum also refers to a
teacher's plan for her class, regardless of whether this plan is seen by her
students.
5. Implicit Curriculum
Implicit, or hidden, curriculum
refers to lessons that students take from teachers' attitudes and the school
environment. This learning can be either conscious or unconscious. For
instance, the location of a teacher's desk at the front of a classroom
underscores his authority and positions him as the center of the class's
attention. A school's rigid class schedule may make students perceive learning
as an inflexible and authoritative process. Implicit curriculum can also refer
to how educational institutions reflect larger social norms. A teacher who
models a society's dismissive attitude toward a subject, for example, will
communicate that attitude to his students.
Explicit vs. Implicit Curriculam
The difference between explicit and
implicit curriculum is the difference between what is formally intended to be
taught by a class versus what happens to be taught by an environment. The
explicit curriculum refers to intentional instructive techniques. A teacher can
purposefully change the environment of her class as an intentional learning
experience. For example, she may have the class role-play a setting where
normal classroom restrictions do not apply. This explicit curriculum is still
affected by the implicit curriculum, because the underlying structures of the
classroom and school continue to teach students.
Teachers and administrators may be
aware of how implicit curriculum operates within their school. However, that
operation is not a result of intentional decisions made specifically to teach
students. For instance, students may learn about authority from a teacher's
emphasis on tardiness. However, unless this is a specific teaching strategy
that has been set out ahead of time, it is an example of implicit curriculum.
6. Child Centered
Curriculum:
The modern
teaching-learning process aims at the all-round development of the
child-physical, intellectual, emotional, social, spiritual and so on. It has
been giving stress on the child or the learner as the center of all kinds of
curricular and co-curricular activities.
The NPE 1986 has emphasized the
child-centered approach, “A warm welcoming and encouraging approach in which all
concerned share solicitude for the needs of the child is the best motivation
for the child to attend school and learn”.
In child centered curriculum the
child occupies a pivotal position. That is why, modern education is popularly
known as “Paedocentric” or child centered education, particularly at the
primary stage.
Characteristics
of Child-Centered Curriculum:
(i) In child-centered curriculum the teacher
gives emphasis on the child rather than the subject, he plans to teach.
(ii) Emphasis is given on the
child’s abilities, interests, growth and development.
(iii) The child’s experiences are
taken as the basis of teaching and tools of various curricular and
co-curricular activities.
(iv) The learner is provided with
all kinds of learning experiences according to his capabilities and interests.
(v) The child is to grow on his own,
but the teacher is to guide and motivate him.
The teacher is to identify the
abilities and interests of the child and accordingly, to provide and promote
his learning experiences properly and efficiently.
The child occupies the center of the
curriculum, which is the sum-total of all learning experiences provided by the
school.
Advantages:
i. This type of curriculum keeps
more emphasis on the problem of the children rather than subject matter.
ii. It helps correlation in
learning.
iii. There is a scope for active
participation of the child in the learning process.
iv. Play way approach helps the
child to learn in a natural way.
7. Hidden curriculum
Hidden curriculum refers to the
unwritten, unofficial, and often unintended lessons, values, and perspectives
that students learn in school. While the “formal” curriculum consists
of the courses, lessons, and learning activities students participate in, as
well as the knowledge and skills educators intentionally teach to students, the
hidden curriculum consists of the unspoken or implicit academic, social, and
cultural messages that are communicated to students while they are in school.
The
hidden-curriculum concept is based on the recognition that students absorb
lessons in school that may or may not be part of the formal course of study—for
example, how they should interact with peers, teachers, and other adults; how
they should perceive different races, groups, or classes of people; or what
ideas and behaviors are considered acceptable or unacceptable. The hidden
curriculum is described as “hidden” because it is usually unacknowledged or
unexamined by students, educators, and the wider community. And because the
values and lessons reinforced by the hidden curriculum are often the accepted
status quo, it may be assumed that these “hidden” practices and messages don’t
need to change—even if they are contributing to undesirable behaviors and
results, whether it’s bullying, conflicts, or low graduation and
college-enrollment rates.
3.2. Differentiated
Curriculum to meet Individual differences- gifted, slow learners, under
achievers and learning disabled
3.2.1 What is differentiated curriculum?
Every child is unique. Differentiated
instruction is a teaching philosophy based on the premise that teachers should
adapt instruction to student differences. Differentiated instruction is a
strategy used by educators to meet the special needs of students. While its use
is more prominent in special education classrooms, it is also an important
strategy for modern classrooms that consist of diverse cultures, learning
styles and academic challenges. An effective curriculum for students is
essentially a basic curriculum that has been modified to meet their individual
needs. Differentiated curriculum is one that is individualized to meet the
diverse needs of all of the students in one class. This includes students with
learning disabilities as well as a number of other disabilities.
How can curriculum be
differentiated?: Teachers can differentiate three
aspects of the curriculum: content, process, and products
·
Content (what is learned)
·
Process (how the content is taught)
·
Product (how the learning is
observed and evaluated)
1. The Gifted Learners: Marland (1972)
defined gifted students as: "Gifted and talented children are those
identified by professionally qualified persons who by virtue of outstanding
abilities are capable of high performance".
How can the curriculum be modified
to meet the needs of the gifted learners?
Modifying Content: Content consists of ideas, concepts, descriptive information, and
facts. Content, as well as learning experiences can be modified through:
·
Acceleration -double promotion,
skip grades
·
Compacting- This strategy
encourages teachers to assess students before beginning a unit of study or
development of a skill. Students who do well on the pre-assessment do not
continue work on what they already know.
·
Variety of experiences.
·
Reorganization of topics-challenging and
interesting ones first
·
Flexible pacing - When
possible, students should be encouraged to move through content areas at their
own pace. If they master a particular unit, they need to be provided with more
advanced learning activities, not more of the same activity.
·
Use of more advanced or complex
concepts, abstractions, and materials
·
Provide thematic, broad-based,
and integrative content, rather than just single-subject areas.
·
Providing an interdisciplinary
approach is another way of modifying curriculum gifted students benefit greatly
from curriculum experiences that cross or go beyond traditional content areas,
particularly when they are encouraged to acquire an integrated understanding of
knowledge and the structure of the disciplines.
Modifying Process
·
To modify process, activities
must be restructured to be more intellectually demanding. Students need
to be challenged by questions that require a higher level of response or by
open-ended questions that stimulate inquiry, active exploration, and discovery.
·
Although instructional
strategies depend on the age of the students and the nature of the disciplines
involved, the goal is always to encourage students to think about subjects in
more abstract and complex ways.
·
Activity selection should be
based on student interests, and activities should be used in ways that
encourage self-directed learning.
·
Every teacher should know a
variety of ways to stimulate and encourage higher level thinking skills.
·
Group interaction and
simulations, flexible pacing, and guided self-management area few of the
methods for managing class activities that support process modification
Modifying Environment
·
Gifted students learn best in a
receptive, non-judgmental, student-centered environment that encourages inquiry
and independence, includes a wide variety of materials, provides some
physical movement, is generally complex, and connects the school experience
with the greater world.
·
Although all students might
appreciate such a n environment, for students who are gifted it is essential
that the teacher has to establish a climate that encourages them to question,
exercise independence, and u s e their creativity in order to be all that
they can be.
Modifying Product Expectation and Student
Response
·
Teachers can encourage students
to demonstrate what they have learned in a wide variety of forms that
reflect both knowledge and the ability to manipulate ideas. For example,
instead of giving a written or oral book report, students might prefer to
design a game around the theme and characters of a book.
·
Products can be consistent with
each student's preferred learning style.
·
They should address real
problems concerns and audiences: synthesize rather than summarize
information: and include a self-evaluation process.
2. Slow learners:
A 'slow learner' is not a
diagnostic category, it is a term people use to describe a student who has the
ability to lean necessary academic skills, but at a rate and depth below,
average same age peers. In order to grasp new concepts, a slow learner needs
more time, more repetition, and often more resources from teachers to be
successful. Reasoning skills are typically delayed, which makes new concepts
difficult to learn. But they are not different in any other aspect than regular
children. Thus, students can be easily helped by parents and teachers in
achieving their goals with instructional changes. Slow learners are of below
average intelligence (1Q 75-90), but are just above the educable mentally
challenged (1Q 65-80).
How can the curriculum be modified to meet the
needs of the slow learners?
Vary the
pace of instruction: Assess the learning speed of
each student. Break up the classroom into groups based on learning speed.
Use tools, such as interactive instructional software and workbooks, to
allow students to learn at their own pace. Adapt your lessons to meet the
cultural and language needs of students. Assign homework and classroom
activities based on ability, By working with students one-on-one and in groups.
Provide step-by-step instructions to slower learners, Repeat information when
necessary, allowing them to answer fewer questions and spend more time on each
task. Reward students based on individualized progress.
3. Underachievers: An
underachiever is a person who fails to achieve his or her potential or does not
do a s well as expected. Of particular interest is academic
underachievement. Studies of individuals who have not realized their apparent
potential have identified learning disabilities, ADHD, and many other
educational problems, and subsequently enabled methods of addressing these
problems. Current theories among academic scholars prefer to address
underperformance problems with remedial help
Characteristics of the
Underachievers: Rebellious attitude, Frequently
lying, Fear/phobia with regard to success, day dreaming, Inattentiveness,
etc.
How to help the Underachievers?
Teacher should
take up prolonged and planned sessions with the underachievers. They
need the warmth, understanding and praise of other, A collective approach
including parents, peers, teachers, counsellors is required. In case the
Underachievers hail from the under privileged and economically backward
sections, they need a different kind of tool such as motivation combined with
stimulus.
4. The Learning Disabled
Learning Disability is a
neurological disorder that affects the bran's ability to receive process,
store and respond to information. The term learning disability is used to
describe theseeming unexplained difficulty a person of at least average
intelligence has in acquiring basic academic skills. These skills are essential
for success at school and at workplace and for coping with life in general.
Learning Disability is not a
single disorder. It is a term that refers to a group of disorders in listening,
speaking, reading, writing and mathematics. The Learning Disabled are in most ways
normal average or above average intelligence, do not have any form of mental
retardation sensory or visual impairment, but they struggle to keep up with
people of the same age in learning and regular functioning. Attention deficit
and hyperactivity are two important features of the Learning Disabled.
How can the curriculum be modified to meet the
needs of the learning disabled?
Students with learning disabilities (LD) have a way
of challenging almost every general education teacher because of the learning characteristics
that are displayed by many kids with learning disabilities. As every veteran
teacher realizes, students with learning disabilities may be less engaged in
the learning task, unable to cope with multiple instructions, and poorly organized
in their thinking and work habits. When these deficits are coupled with fairly
severe academic deficits the result can be a student who is very challenging
for general education teachers. Some general teaching tips for differentiating
instruction can be offered as initial guidelines for teachers when challenged
by students with learning disabilities.
First, the general
structure of most classrooms can be greatly enhanced and can be specifically
designed to facilitate active engagement by students with learning disabilities
by following just a few simple guidelines.
Next,
consideration must be given to structuring lessons and developing alternative lessons
for students with learning disabilities.
Ten Tactics to Foster Attention Skills: U s e a highly structured class, D i s p l a y classroom rule, Post
daily class schedule, Train on class cues, Use two desk, Use
intentional distractions, Keep desk clear, Visually monitor
students, Provide colour organizers, Use peer buddies
Ten Tactics for structuring the lessons for
students with Learning disabilities: Provide clear
direction, provide lesson outline, develop alternative activities, plan for
frequent break, use physical activities, use clear worksheet, decrease task
length, check assignment notebook, develop alternative assessments, Turn to
your partner and explain.
3.3. NCF, KCF And Its Relevance in
Commerce Education
NATIONAL CURRICULUM FRAMEWORK
The National Curriculum Framework (NCF 2005) is one of
four National Curriculum Frameworks published in 1975, 1988, 2000 and 2005 by
the National Council of Educational Research and Training. The Framework provides the framework for making
syllabus, textbooks and teaching practices within the school education program in
India. The NCF 2005 document draws its policy basis from earlier government
reports on education as Learning Without Burden and National Policy of
Education 1986-1992 and focus group discussion. After wide ranging deliberations,
21 National Focus Group Position Papers have been developed under the aegis of
NCF-2005. The state of art position papers provided inputs for formulation of
NCF-2005. The document and its offshoot textbooks have come under different
forms of reviews in the press.
The approach and recommendations of NCF-2005 are for the entire educational
system. A number of its recommendations, for example, focus on rural schools.
The syllabus and textbooks based on it are being used by all the schools,
but NCF-based material is also being used in many State schools.
NCF 2005 has been
translated into 22 languages and has influenced the syllabii in 17 States. The
NCERT gave a grant of Rs.10 lakh to each State to promote NCF in the language
of the State and to compare its current syllabus with the syllabus proposed, so
that a plan for future reforms could be made. Several States have taken up this
challenge. This exercise is being carried out with the involvement of State
Councils for Educational Research and Training [SCERT] and District Institutes
of Education and Training [DIET].
The document is divided
into 5 areas:
1.
Learning and knowledge
2.
Perspectives of NCF
3.
Curricular area, school stages
and assessment
4.
School and classroom
environment
5.
Systematic reforms
Relevance in vocational education
·
To make learning a joyful.
·
It emphasizes on learning
without burden.
·
Move away from textbooks to be
a basis for assessment.
·
To remove stress from
children.
·
It recommends major changes in
the syllabus.
·
To develop a sense of self-reliance
an
·
To develop a child centered
approach.
·
To promote universal enrolment
and retention up to the age of 14.
·
To inculcate the feelings of
oneness, democracy and unity among the students.
·
The curriculum is enabled to
strengthen our national education and to enable the new generation re-evaluate.
·
J.P. Naik, has described
equality, quality and quantity as the exclusive triangle for Indian
education.
·
It has ensured that
irrespective of caste, creed, religion and sex all are provided with a standard
curriculum.
KERALA CURRICULUM
FRAMEWORK
The existing curriculum in Kerala is based on Kerala Curriculum Framework
2007. Activity oriented learning is emphasized in the syllabus and the teaching
process is student centric. teacher’s role is more like that of a scaffolder
than that of a guide or instructor. even though there were serious concerns
about the existing syllabus, it was later well admitted and appreciated by
experts all over India. It has certainly brought about a positive change in class
rooms and the benchers who were not responding getting involved.
There may be a need for revision of syllabus as periodic revision of
syllabus inevitable. But this is that it should be carried out after elaborate
preparation and deliberation. Prior to the formation of a framework, discussion
with all teacher organization is needed. The main contention against the
present curriculum reform is that it is being done without extensive discussion
on the framework and textbook revision is progressing and nearing completion.
Discussions at various
levels were conducted before the finalization of KCF 2007. This is not done in
the care of present curriculum revision. KCF2007 was introduced with the strong
support of NCF 2005 which was a paradigm shift from the existing system.
Curriculum reforms should be multi-faceted and comprehensive.
RELEVANCE IN VOCATIONAL EDUCATION
Though as a part of educational policy of 1986, extensive planning for
vocational education had been done. In order to implement vocational education
effectively, there must be thorough changes in all fields of education such as
curriculum, text books, teacher training, monitoring, evaluation etc.
In Kerala, there are 3
types of institutions in vocational education sector.
1.
Technical high schools
2.
Technical high schools and
higher secondary schools under IHRD
3.
Vocational higher secondary
The approach of KCF to
vocational education includes;
·
An activity-based curriculum
that equips the learner to acquire self-confidence and self-sufficiency should
be introduced
·
The learner should be given
opportunity to interact with his peers and society.
·
The learners should utilize
their reasoning ability to analyze and react to learning experience.
·
The learner should be able to
choose a vocation of their choice from the high school level.
·
Vocational education should be
given more importance at higher secondary level.
·
Academic subjects should also
be included.
·
As part of the course, the
learners must visit various institutions that are related to their particular
vocation and must get trained. Hospitals and industrial units should be
utilized for this purpose.
·
Workshop training should be
provided with the assistance of experts and the local work units.
·
Dairy farm should be ensured
where courses on agriculture and cattle rearing are given.
·
Case study should be carried
out to understand the issues in the job market.
·
Opportunities should be made
to hold interviews with experts in the field and there should also be provision
for conducting short term projects.
·
Scope for practical application
should be given more importance than learning theory.
CONCLUSION
It can be concluded that knowledge and labor are complementary. We must
realize the value of labor in developing and transforming the society. In this
context, education should focus on the development of a positive attitude to
labor and inculcate in all children, the ability to do work.
MODULE 4
LEARNING
RESOURCES IN COMMERCE (10 HRS)
4.1. Library and Its Organisation
It
is an important function of the school to provide the children with extra information
when they want it. For this information, they may require to consult reference
or general books. Library has come to stay as an established medium of extra
information in the schools, particularly in those schools which do not aim
merely at preparing their pupils for the examination. No regular school can
afford to be without a library. It has become an integral part of every good
school. Library helps to foster in students a love for extra reading the co-curricular
activities, group projects, work on assignments etc. need a good library.
Individual
reading supplements teaching. By reading pupils gather information’s which help
them to understand the social world in which they live. They get answers to
some of their own questions, enlarge their imagination and continue their
learning even after formal education.
In
library there should be three categories of reading materials:
(i) Text-books and
reference-books.
(ii) Magazines and
Newspapers.
(iii) Supplementary
readers.
Teacher
may guide the students in selecting books and journals and reading them. In
some cases, students may discuss with the teacher what they have read and
summaries.
Library facilities in schools
In our schools there
are two types of libraries:
(i) General school
library, and
(ii) Commerce department library.
(i) General School Library
In
most of our schools, there is a general school library which contains bodes,
magazines on all subjects. In such a library there should be separate section
for commerce subject books. For teachers there should be good bodes on
methodology of teaching, historical background of topics and the contribution
of famous persons in various fields of commerce subjects. Some material on
teaching of commerce can be obtained from N.C.E.R.T. In library, some books on
recreational activities be available to students.
(ii) Commerce Department
Library
If
resources permit there should be a separate commerce department library. It
may be housed in one of the rooms of the commerce department. The librarian or
in charge of it must. Classify the books properly so that the students do not
find any difficulty in getting the books issued Commerce teacher should keep
himself with the latest bodes or magazines on the subject and make addition in
the library. A number of copies of good book should be purchased. A few copies
of the prescribed text-book may be purchased for the use of poor students.
Importance of Commerce Library
Library
has a key role in scheme of education. Class-room teaching must be
supplemented with the dissemination of knowledge through library. In commerce subjects’
students are required to do a lot of practice which they can do so most
efficiently in commerce library can help the students tackle all types of
problems emerging from different topics prescribed in their syllabus. They are
also acquainted with different types of approaches in solving problems.
Class-room teaching
sometimes leaves many gaps and doubts. They can be removed if the students make
use of good books available in the library. Commerce teacher can help the
students in the selection of good books in the library.
A
commerce library is not only a source of learning and inspiration for students
but it also serves the need of teachers. A teacher must keep his knowledge ever
fresh and up-to-date; this is possible only by making a free use of commerce
library. He can also learn the latest methods of teaching of commerce subjects
from the new books available in the library. Thus, a good commerce library helps
to keep the lamp of commerce knowledge burning so as to kindle light in the
minds of the students as also the teachers.
Efficient ways for the use of commerce library in school
In
most schools, there are general libraries which encourage the students to make
use of libraries, but in such a library the students cannot get proper guidance
for removing their deficiency in a particular subject. For this a separate
library of the subject concerned is essential. A separate library for commerce
is a great necessity for rendering proper help to needy students. Such a
library can be housed in a room in commerce department and can be put under the
charge of commerce teacher. There should be a period of library reading in the
time-table so as to enable the students of every class to make use of library.
A separate commerce library is essential because of the following reasons:
(i) Separate
arrangement of commerce library helps to bring efficiency in the organisation
of library services.
(ii) Commerce
teacher remains in constant touch with the latest books in commerce.
(iii) It provides a
sense of separate identity to commerce and helps to inculcate interest in the
subject.
(iv) The students
get better library services.
(v) It helps the
activities of commerce club.
(vi) It can be of
great help to gifted and bright students.
Thus, it is
essential that all efforts be made to establish a separate commerce library in
every school. A well-equipped library is useful only when it is properly used
by the teachers and students.
Suggestion
given below will help in the proper use of commerce library.
(i) There should be
an in charge of library bodes. Even if there is a librarian, the commerce
teacher should be actively associated with functioning of commerce library.
(ii) The commerce
teacher should himself read library books only than he can suggest bodes to the
students.
(iii) While teaching
in the class, the commerce teacher should make reference to related books or
magazines in the library.
(iv) The teacher
should give some assignment or work based on certain books in the library.
(v) The students
should be involved in the maintenance and classification of library room.
(vi) There should be
certain meetings of commerce club where the students have to study library
books for active participation.
(vii) Library room
should be made attractive.
(viii) There should
be proper display of new books on the bulletin board, along with brief
comments.
(ix) There should be
some provision in the time-table for library reading. Teacher should see that
every student goes to the library and borrows books regularly from the library.
(x) There should be
some type of test based on suggested bodes from the library.
Thus,
it is clear that a good commerce library is quite useful for developing good
study habits in students. Library also is quite useful to students for updating
their knowledge and develops a taste for the subject. To achieve maximum
benefits commerce teacher shall have to take pains by putting in more efforts.
Commerce
library should contain useful visual aids needed in teaching of commerce
subjects. The educational material about commerce (e.g. pictures, charts etc.)
is displayed on the walls of library.
In
commerce library there should be a good collection of useful books in commerce
subjects. It is the duty of the commerce teacher to make a wide selection of
books for the library. The books are
kept in separate Almirahs under various heads:
(i) The Prescribed Text-Books of Commerce for
different classes.
(ii) Books on Teaching of Commerce meant for
teacher. Such books should be of high standard, published in India as also
in foreign countries.
(iii) Books of Recreational Activities. In our country
only a limited number of such books are published. Good books published in
foreign countries are procured for this purpose.
(iv) Supplementary Books. We must not depend
only on textbooks for complete and Ml information. To make our knowledge most
up-to-date we have to supplement our information through variety of way.
(v)
They may be reference books and other
material, periodicals, reports, hand-books and other material. Such
material is stored separately.
4.2. COMMUNITY RESOURCES
The
main aim of using the community resources is to give equal opportunity to all
the students to take part in such activities and to enrich their interest and
understanding the contributions made by other streams to the teaching of
commerce. Moreover, it should always be executed through the active and willing
co-operation of the students, staff and school management.
MEANING
A
community provides ‘concrete’, ’saleable’ and ‘tangible’ resources which are
extremely ‘dynamic’ ‘interesting’ and ‘meaningful’ for the teaching and
learning of commerce. It is
not enough for a
child to have knowledge
about factories, farms, council sessions, museums and commercial enterprises
etc. He must have the acquaintance with all these. A community is a child’s
laboratory for having first hand learning about the ways of living. Community
resources are the people and places members of a given community can turn to
for assistance in filling an unmet need. The organizations can be public or
private.
The significance of Community Resources
There are four main reasons why community
resources are valuable.
1.
Teaching and learning become relevant, because they can be performed through
the children’s social experiences.
2.
The community provides excellent opportunities for social action and for the
development of intellectual and social skills.
3.
The school and community can become closer to each other.
4.
The children learn more about the community, become involved in its affairs,
and thus become better citizens. Even in ancient times educational theorists
had argued that using children’s experiences as a stepping stone to newer and newer
knowledge will be more effective than merely depending upon text books. This is
a very sound theory.
Methods of Utilization of Community Resources
There are basically two ways: I. Taking the
school to the community ll. Bringing the community to the school
I. Taking the school to the community - This includes:
1. Field
Trips
Educational
visits to banks, insurance office, factories, business houses, stock exchange
markets, super markets, production centres and exhibitions help students to
explore their environment. It helps the teacher to teach lessons with suitable
practical examples. Experiences gained by these visits are not easily
forgotten. Since it is a practical experience it provides opportunity to
acquire knowledge and understand the subject. It links not only the class room
subject but also provides general education. It provides useful contacts with
the real world.
Every visit should be preceded by preparation in the form of a short
introductory talk explaining the nature and object of the visit and suggesting
special points or factors to be looked for. At the time of the actual visit the
teacher should correlate the subject matter with the real field. It is equally
important that the result of the visit should be consolidated by questioning
and discussion so that it may fulfill the designed purpose. The teacher can ask
the students to write one assignment about the field visit. Visits without the
preparation and follow up will, serve only the entertainment purpose. The
teacher must also realise the responsibility at the time of conducting field
visit. He should get the parents’
consent in the written form for pupils to take part in visits outside the
school He should also get the official permission from the head of the
institution and from the higher authority of the place in which he is going to
conduct a field visit.
2. Community
Service which
includes cleaning of public places, attending the sick, social service in
fairs, planting of trees, digging of manure pits, making of drains, etc. All
these activities help in developing a sense of dignity of labour, fellow-feeling,
etc.
3. Social Survey Clubs: Social survey clubs should be
organised in schools, which could undertake to investigate some of the urgent
needs and problems of the surrounding areas, eg: the poor condition of roads,
non-availability of toilets in houses, unhealthy sanitary conditions, low
percentage of literacy, the lack of proper drainage system, etc.
4. Visits to Banks and
Financial Institutions
Visits to the
local banks may be arranged so that, students may be able to learn the
different activities of the bank. As soon as students reach the bank, they
should be taken to the particular place and introduced to person or a person,
who has been provided by the bank to explain various activities of the bank or
its services to the public. If the work
of the bank does not suffer, they may be introduced to the person at each
counter. Thus visits to the bank
provide good opportunities to students to learn working of the bank and get an
idea of its real working.
5. Excursions
5.1.
Excursions to
industrial Centres: It is very difficult to explain
in details about the actual working of various industries in India. Whatever
explanations are given by the teachers are theoretical in nature. They cannot
become real and lasting unless they personally see the proper working
of various departments of the
industry. Students may be taken to the place, where raw materials are kept.
They may be shown the various processes through which the raw material passes.
Ultimately they should be shown the finished products. In these processes
students will actually observe the working of each section. The working of each section should be explained by the
person incharge of the section.
The important reason why students should be taken to the factories
and other industrial concerns is that they may be able to see the factories and
also see how goods are produced from raw materials. Thus excursions to
industrial centres will benefit students and enrich their experiences about the
working of the industries in India.
5.2.
Excursion to Places of Geographical
importance:
Excursions to places of Geographical importance should be arranged
to explain to students the need and importance of locality and regions of the
country and their valuable contribution in national as well as international
interests, with special reference to its impact on trade, commerce and industry
of the country. Students should be shown the places, which are the sources of
supply of raw materials of various kinds to large number of industries. Side by
side students should also be explained the significant contribution and impact
of the goods, exported to other countries of the world. Only by visiting the
places of geographical importance, students can have permanent contrived real
experiences, because they visualize the presence and availability of plenty of
raw material in different parts of the country.
6. Visit to Industries
Visits to important industries and big business houses may be
arranged at regular intervals the students of commerce are able to get the real
knowledge as to know how the business work, they may be led to the different
sections of the business and should actually watch how the papers of business
transactions are actually prepared. For example, they may see how debit and
credit notes are prepared, how the invoice prepared, how the hundi and bill of
exchange is prepared and how they are entered into several books of accounts
and how the accounting books of maintained in that firm. The system of filling and
the labour saving devices may be explained to students.
II. Bringing the community to the school
1. Celebration of Festivals: Our festivals are the ‘visible’ embodiments
of our culture. They form an integral part of community life. They can be
exploited for enriching educational programmes and activities in schools. we
have four types of festivals. i. Religious festivals such as Shiva Rathri, Durga Ashtami, Id, Moharram, Easter, Christmas,
etc. ii. Cultural
festivals of
national and international importance such as Onam, Christmas, Holi, Deepavali
and Dussehra. iii.
National festivals
such as Independence Day, Republic Day, Gandhi Jayanthi, etc. iv. Celebrations of the birthdays of
National religious and political leaders such as Budha, Sankara, Sri Narayana,
Nehru, Netaji, Tilak, Bhagat singh, etc.
By organising the birthdays of the national
heroes, the students may be inspired by high ideals for which they lived, the
dangers they faced, the tremendous odds they had to overcome and the efforts
they had to make before attaining their objectives. It must be stressed upon
the students that they must dedicate themselves to the service of the nation to
which they belong.
2. Parent teacher association.
The
co-operation between the school and the home can serve various functions. On
the one hand, the parents come to know what work the school is doing for their
children, and on the other the teachers begin to appreciate the value of what
the home is doing for the pupils. For the around development of the child, meaningful
co-operation between the school and the home is necessary. PTA is the most
effective means of promoting this co-operation.
3. Inviting Guest Speakers
Commerce
is a very wide subject. It requires expert ideas from eminent scholars in their
subject specialization. In such a situation, guest speakers should be called
upon to deliver lectures which will help the students to enrich their
knowledge. For subject like Tax, Marketing, Company Law etc. people like
Chartered Accountants, Marketing managers, Lawyers etc can be called upon
respectively to share their practical experience. Students get opportunities to
hear eminent persons who discuss the actual problems regarding various
occupations.
Different Types of Activities Conducted in schools for Community Experience
(Role of teacher)
1. Commerce Association or Forum: Commerce
Association or forum may be organised in the school under the leadership of the
commerce teacher. He should take necessary initiative steps to run it. It
should have elected president secretaries, cashiers, executive members and
general body members; it should conduct the various activities of the
department, i.e. other co-curricular activities.
1. It provides a valuable link between
students and staff and makes a worthwhile contribution to the smooth running of
the departments.
2. It provides students with useful
practical experiences in real situations.
3. It increases the relationship among
students,
4. It provides opportunity to the students
to take various responsibilities.
5. It may conduct the meeting with former
students to know about their work and experiences in business.
6. It can arrange the guest lectures with
the great businessmen and professional men to know about their jobs and
services.
7. It can conduct film sessions related to
work of committee and subjects.
8. It is the mother organisation for all
activities related to commerce.
All
the office bearers appointed by the students are responsible for the
organisation of the programme and thereby they gain useful business experience.
2. Exhibitions:
The
commerce department can conduct exhibitions on important occasions. They can
exhibit charts, diagrams, graphs, models, pictures and scrap book collection of
coins and rupees used at various periods.
3. Debates and competitions:
The
commerce association or department in the school can organize debates in
commerce subjects. It can also organize elocution and essay competitions on
various topics in commerce and in general. Students of other school inside and
outside the town can also be invited. It can also organize annual competitions
in short hand and typewriting- Prizes and certificates be given to outstanding
students. Because of these competitions, students may get interest in studying
the subject matter. It eliminates the stage fear of the students. It provides
an opportunity for improving vocabulary and expression.
3. Commerce Magazine: The commerce
association can also publish a school or its department magazine annually. The
commerce teacher can ask the students and teachers to contribute articles to
the magazine. This department, if possible, can publish monthly or weekly
written magazines.
4. Social service:
The
commerce teacher can also organize social service scheme, this can be in the
form of laying village road, cleaning the temple, teaching the adult
illiterates, conducting evening special classes to the school children with the
help of commerce students.
5. Vacation work:
The
commerce teacher can make an arrangement with the hostel warden and business
agencies to engage the commerce students in their accounts departments during
vacations. This will train the students with the variety of experiences during
the limited period. Students with this experience can discuss with the other
students to transmit their experience.
The
commerce association may also make the necessary arrangements for guest
lectures, panel discussions, workshops etc. He can invite nearby college or
university professors, bank managers, great businessmen, auditors and
accountants etc., to give guest lectures. He can also utilize the help of the
above mentioned people to conduct a Workshop, panel discussions etc. In
addition to the above mentioned activities the commerce teacher can organise
other co- curricular activities according to the needs, interest, and
co-operation available from the students and others.
6. Mock "Job Application Interview"
Mock
interviews on job applications may be organised in the schools. These may be
the practical applications of theoretical details furnished by the commerce teacher
as how to apply for some posts and how to face interviews. This activity may be
organised for students in the form of drama. Dramatic performances will have
far-reaching effects on the mind of students. They will remove the shyness and
fears of interview mania and will enables students to farewell in the interview
which they may face later on.
The following are
the uses of using community resources.
1. It gives through knowledge about the
subject matter.
2. It develops a sense of individual and collective
responsibility among the students.
3. It develops the ability to work with
others
4. It utilizes the leisure time in s
better way.
5. It helps the students to become a good
citizen
6. It creates and maintains good teacher
student relationship
7. It makes school life more attractive
and encouraging.
8. It develops good relationship between
school and home,
9. It gives experience in leadership and
organisation.
10. It strengthen the knowledge acquired in
the classroom
11. It brings out the inner potentialities of
the students.
12. It develops the self-confidence among the
students.
13. It develops the feeling of belonging
adjustment adoptability in ail situations.
As a whole it
develops the all-round personality of the students and a spirit of service; the
students learn how to organise, plan conduct the various community related
activities.
4.2.4. The Role of Teachers
Community
linkages can help orient new teachers. Community situations can also be used in
the professional development of teachers. Teachers may also play a role in
assisting community organisations or in helping the local community manage
local issues.
He should allow the parents to talk
voluntarily. He should make a thorough analysis of each child’s strength,
weakness, behavior. Utilizing Community Resources, the teacher should show
considerable patience and tact in dealing with parents. Problems if any and
discuss these intimately and pleasantly with their parents. Conducting
community skill activities in the school- commerce club, field trips,
exhibitions, cultural programmes etc.
4.3.
E-Learning
Electronic
learning, or e-learning, is education based on modern methods of communication
including the computer and its networks, various audio-visual materials, search
engines, electronic libraries, and websites, whether accomplished in the
classroom or at a distance. Generally speaking, this type of education is
delivered through the medium of the World Wide Web where the educational
institution makes its programs and materials available on a special website in
such a manner that students are able to make use of them and interact with them
with ease through closed or shared, networks, or the Internet, and through use
of e-mail and online discussion groups.
Definition
E-learning is “a learning
method and a technique for the presentation of academic curricula via the internet
or any other electronic media inclusive of multimedia, compact discs,
satellites, or other new education technologies”. The two parties participating
in the educational process interact through these media to achieve specific
educational objectives.
Need and Importance
E-learning assists
in the transformation of the educational process from the stage of learning by
rote to one characterized by creativity, interaction and the development of
skills.
The student, in
e-learning, is able to access educational materials at any time and from any
place, thereby transforming the concepts of the educational process and
learning to go beyond the limits imposed by traditional classrooms into a rich
environment in which there are numerous sources of learning.
Sources of
programs of e-learning include experts in the field, ministries, corporations
and other organizations concerned with the dissemination of technical
applications in education.
Programs are
offered by way of closed or shared networks, as well as over the Internet, and e-mail
and discussion groups are among the techniques and mechanisms employed in
e-learning.
Advantages of e-learning in
education
The online learning style is best
suited for all. This is a revolution in learning genre. The information, now,
can be accessed, talked, absorbed and shared anywhere. E-Learning has made
education easy for everyone including office-goers, housewives etc. without
compromising much.
·
E-Learning is effective and powerful. It makes information
easy to grasp and absorb. It imparts enhanced ability to learn and implement
among the learners. The Audio-Visuals help in remembering knowledge for a
longer time.
·
E-Learning let you be in sync with modern learners. This
keeps you updated with the current trends.
·
Traditional classrooms, have mischievous elements to disturb
the class. Whereas, eLearning provides expeditious delivery of lessons. There
is no procrastinator in eLearning. It is a quick way of learning!
·
Lectures can be taken at any time and any number of times.
In traditional classes, revisions are not that easy. Unlike traditional
learning, if you have missed any lesson, you can always have it online.
·
E-Learning allows teachers a higher degree of coverage to
deliver the content regularly. This ensures consistency in learning.
·
E-Learning is cost-effective as this method quick and easy.
Long training period, infrastructure, stationary, travel expense etc is
reduced.
·
It is a benefactor to those who feel nervous and
disconnected in groups. It helps you learn without having to give up the
comforts of the environment you are at ease with.
Different
types of e- Learning
There are fundamentally two types of
e-Learning:
1.
Synchronous
training
Synchronous,
means “at the same time,” involves interaction of participants with an
instructor via the Web in real time. For example – VCRs or Virtual class rooms
that are nothing else but real classrooms online. Participants interact with
each other and instructors through instant messaging, chat, audio and video
conferencing etc. and what’s more all the sessions can be recorded and played
back. Its benefits are:
·
Ability to log or track
learning activities.
·
Continuous monitoring and
correction is possible
·
Possibilities of global
connectivity and collaboration opportunities among learners.
·
Ability to personalise
the training for each learner.
2.
Asynchronous training
Asynchronous,
which means “not at the same time,” allows the participants to complete the WBT
(Web-based training) at their own pace, without live interaction with the
instructor. Basically, it is information that is accessible on a self-help
basis, 24/7. The advantage is that this kind of e-Learning offers the learners
the information they need whenever they need it. It also has interaction
amongst participants through message boards, bulletin boards and discussion
forums. These include computer based training,(CBTs) modules on CD-ROM’s, Web
based training accessed through intranet (WBTs) or through well written
articles and other write ups. Its advantages are:-
•Available ‘just
in time’ for instant learning and reference.
•Flexibility of
access from anywhere at any time.
•Ability to
simultaneously reach an unlimited number of employees.
•Uniformity of
content and onetime cost of production.
A new form of
learning known as blended learning is emerging. As the name suggests it
is an amalgamation of synchronous and asynchronous learning methods. Using both
online training through virtual classrooms and also giving CD’s and study
material for self-study is now being increasingly preferred over any single
type of training
E-Resources
E-resources is
short term for Electronic Resources or electronic information resources. These
are collections of information in electronic or digital format that are
accessed on an electronic device, such as a mobile phone, computer, etc.
E-learning
materials
An electronic book
(variously: e-book, eBook, e-Book, e-book, digital book or e-edition) is a
book-length publication in digital form, consisting of text, images, or both,
readable on computers or other electronic devices.
Digital
text book
A digital textbook
is a digital book or e-book intended
to serve as the text for a class. Digital textbooks may also be known as e-textbooks
or e-texts. Digital textbooks are a major component of technology-based
education reform. They may serve as the texts for a traditional face-to-face
class, an online course or degree, or a massive open online course (MOOC)
Electronic
journals
Electronic
journals also known as e-journals,
e-journals, and electronic serials, are scholarly journals or intellectual
magazines that can be accessed via electronic transmission. In practice, this
means that they are usually published on the Web. They are a specialized form
of electronic document: they have the purpose of providing material for academic
research and study, and they are formatted approximately like journal articles
in traditional printed journals. Many electronic journals are listed in directories
such as the Directory of Open Access Journals, and the articles indexed in
bibliographic databases and search engines for the academic discipline
concerned.
Some electronic
journals are online-only journals; some are online versions of printed journals,
sometimes with extra video and interactive media material.
Most commercial
journals are subscription-based, and/or allow pay-per-view access. Many
universities subscribe in bulk to packages of electronic journals, so as to
provide access to them to their students and faculty. It is generally also
possible for individuals to purchase an annual subscription to a journal from
the original publisher.
An increasing
number of e-journals are available as open access journals, requiring no
subscription and offering free full-text articles and reviews to all.
Individual articles may be found online for free in an ad-hoc manner: in
working paper archives; on personal homepages; and in the collections held in
institutional and subject repositories. Some commercial journals find ways to
offer free materials. They may offer their initial issue or issues free, and
then charge thereafter. Some give away their book reviews section for free.
Others offer the first few pages of each article for free.
Most electronic
journals are published in HTML and/or PDF formats, but some are available in
only one of the two formats. A small minority publish in DOC, and a few are
starting to add MP3 audio. Some early electronic journals were first published
in ASCII text, and some informally published ones continue in that for
Digital
library
A Digital Library
(also referred to as digital library or digital repository) is a special
library with a focused collection of digital objects that can include text,
visual material, audio material, video material, stored as electronic media
formats (as opposed to print, microform, or other media), along with means for
organizing, storing, and retrieving the files and media contained in the
library collection.
M-learning
M-learning or
mobile learning is defined as "learning across multiple contexts, through
social and content interactions, using personal electronic devices. As a form
of distance education, m-learners use mobile device educational technology at
their time convenience.
M-learning technologies
include handheld computers, MP3 players, notebooks, mobile phones and tablets.
M-learning focuses on the mobility of the learner, interacting with portable
technologies. Using mobile tools for creating learning aids and materials
becomes an important part of informal learning.
The value of
mobile learning / Advantages -Tutors who have used m-learning programs and
techniques have made the following value statements in favour of m-learning
•It is important to bring new
technology into the classroom.
•Devices used are more lightweight
than books and PCs.
•Mobile learning can be used to
diversify the types of learning activities (or a blended learning approach).
•Mobile learning supports the
learning process rather than being integral to it.
•Mobile learning can be a useful
add-on tool for students with special needs. However, for SMS and MMS this
might be dependent on the students’ specific disabilities or difficulties
involved.
•M-learning is convenient in that it
is accessible from virtually anywhere.
• Sharing is almost instantaneous
among everyone using the same content, which leads to the reception of instant
feedback and tips.
• The highly active process increases
exam scores, and cut the dropout rate
•M-learning brings strong portability
•It replaces books and notes with
small devices, filled with tailored learning contents
•Relatively inexpensive
opportunities, as the cost of mobile devices are significantly less than PCs
and laptops
•Multimedia content delivery and
creation options
•Continuous and situated learning
support
•Decrease in training costs
•Potentially a more rewarding
learning experience
•New opportunities for traditional
educational institutions
•Readily available a/synchronous
learning experience
YouTube
It is a free video
sharing website that makes it easy to watch online videos. You
can even create and upload your own videos to share with others. Originally
created in 2005, YouTube is now one of the most popular sites on the Web, with
visitors watching around 6 billion hours of video
every month.Top of Form
Module 5
Instructional Support
5.1. Text Book- Criteria for
selection- Characteristics
1. What is a text book?
A text book is the teacher in print.
When an ordinary book contains a bare statement of knowledge the text book is
armed with various teaching-learning techniques and motives. It is normally a
written book which contains selective and systematic knowledge presented in a
sequential form, the study of which can provide learning experiences required
for the mastery of the curriculum.
2. Importance of text books
Text book is one of the important
aids in the teaching-learning process and play, a pivotal role in educating
school pupils. Thinkers like Froebel, John Dewey ang Mahatma Gandhi were
against the use of bookish knowledge. Consequent to this, attempts were made by
some for dispensing with the use of text books as an instrument and tool for
imparting knowledge. But researches conducted in U.S.A have revealed that the
use of text book could not be dropped out of the system of education.
Educationalists in India and abroad are unanimous in admitting that text books
are an integral part of any educational system.
3. Functions of text books in
commerce education
Good text books are indispensable
for the study and teaching of Commerce for various reasons. The important among
them are:
* Text books provide useful guidelines which could help the
teacher in day to day teaching. Besides serving the purpose of a reference
book, it provides suggestions for providing curricular and co-curricular
learning experiences.
* For the pupils, a text book is the most accessible guide,
dependable reference book and all-time companion.
* A text book makes self-learning possible. This is so
because, a good text book provides material in a systematic and comprehensive
form. It sets standards of minimum essentials to be achieved by pupils of all
categories.
* A good text book helps to form correct understanding of
basic concepts and principles of Commerce. It provides a common basis on which
the process of reading, analysing, outlining, and summarizing could be
mastered.
* A good text book is useful in overcoming limitations of
classroom teaching.
4. Characteristics of a good text
book
* The first and foremost requirement of a good text book in
Commerce is that it should be written by an author who has adequate experience
of teaching the subject, because only such a person can understand the actual
learning situation and difficulties of pupils.
* The presentation of the materials in a good text book in
Commerce should be suitable to the age, ability and interests of the pupils.
The language used also should be suitable to the age level of the pupils
* The subject matter should be developed, as far as possible
maintaining the psychological sequence. There should be consistency of the
subject matter and the text book should help in the realisation objectives of
commerce education.
* The text book should be able to help both teachers and
pupils. Each chapter should contain assignments, exercises and suggestions for
further activities.
* The contents of the text book must be up-to-date. It
should suggest references for further study and reference for collateral
reading. This helps in motivation and comprehensive learning.
* The book should be well illustrated. The abstract concepts
presented in the text book should be illustrated through visual aids such as
diagrams, charts, graphs, etc. Care should be taken to ensure that
illustrations, are well chosen and are connected with the main theme. Over use
of illustrations or use of irrelevant illustrations may spoil the quality of
the text book.
* The print and the paper used and the binding of the text
book should be attractive.
Criteria for Selection of the test
book
1. It should help in achieving the purpose of learning
commerce
2. It should be child-centered
3. It should contain fluent narration
4. It should have a clear and self-explanatory arrangement
5. It should open up various avenues of thought and study
6. The language of the test book should be suitable for the
reading age of the pupil
7. It should be well-illustrated
8. It should be simple, interesting and attractive enough to
take the form of a self-study material
9. It should be free from indoctrination
10. It should provide
proper and adequate exercises and suggestions for activities at the end of each
chapter. 11. It must be up to date
12. It should help in developing international understanding
13. It should contain references for further study and
references for collateral reading
14. It should also cater to the needs of backward pupils
15. It should promote group effort
16. It should contain
a subject index at the end.
5.2. Teacher’s Hand book/Sourcebook
A handbook is a type of reference
work, or other collection of instructions, that is intended to provide ready
reference. It is a treatise on a special subject. Nowadays it is often a simple
but all-embracing treatment, containing concise information and being small
enough to be held in the hand. It is referred to as a pocket reference that is
intended to be carried at all times. It may also be referred to as a manual.
Handbooks may deal with any topic, and are generally collections of information
in a particular field or about a particular technique. They are designed to be
easily consulted and provide quick answers in a certain area. For example, the
MLA Handbook for Writers of Research Papers is a reference for how to cite
works in MLA style, among other things.
5.3. Improvised aids
Improvisation
is an art of identifying, developing and using suitable materials in the
absence of the real one for effective teaching and learning of various
concepts. Improvisation could mean making of instructional material or teaching
aid by teachers where the original materials are not available or where there
are available but not functional. Improvisation is the local provision of an
object or material to meet a particular need. Improvisation is an art of
sourcing for and providing substitute materials for the original ones using what
is locally available in the absence of standard materials usually aimed at
meeting the specific instructional objectives.
5.4. Smart board
and their uses
A Smart board is an electronic, interactive whiteboard used in tandem with
a computer and projector. Smart boards are a great tool to keep your audience
alert and interested in your presentation! They’re quickly replacing
whiteboards in classrooms and corporate offices. You can draw, browse the Internet,
and display information on them. Because they're connected to your computer,
they have the capability of saving your work, notes, and presentations and
sharing them with others. You can even access information online with the touch
of a finger.
Uses
·
Boost
student engagement. ...
·
Accommodate
different learning styles. ...
·
Save,
share and send lessons. ...
·
Bring
the classroom to everyone. ...
·
Help
students succeed.
·
Smart
boards enhance student’s learning experience
·
access
to online resources
·
They
are environmentally friendly
·
Smart
boards allow for technology integration
5.5. Virtual Classroom
Virtual Classrooms
are online platforms that allow interaction between teachers and students. With
the use of different tools and features, virtual classrooms imitate the
learning environment and feel of physical classrooms.
It is basically a
software that allows a person (teacher) to transmit audio-visual information
(courses) live through the means of the internet. Generally, it also allows the
interaction of students amongst themselves and the teacher via text messages
sent in a dedicated chat window. In this way, virtual classroom software
replicates the feel of real classrooms.
Also known as the
Virtual Learning Environment (VLE), the virtual classroom is at its root a web
conferencing software modified to better adhere to the teaching-learning
process. It is a software that can be installed on almost any laptop or PC and
requires basic knowledge of computers and the internet.
Benefits
of virtual classroom
1. Access to coursework from anywhere
at any time
2. Combination of structure and freedom
3. Effective time management
4. Expanded world view
5. Asynchronous
discussions with classmates
6. Immediate feedback on tests
7. Sharpened digital skills
The most common tools
you can find in a virtual classroom are:
• Videoconferencing
• Online whiteboard for real-time
collaboration
• Instant messaging tool
• Participation controls
• Breakout rooms
Although teaching and learning in a virtual classroom
provide an experience similar to the physical one, it requires new pedagogical
approaches and a redesign of the instructional model that includes the
following characteristics:
1. Virtual Classroom’s high Interactivity
2. Collaborative Learning
3. Student-Centered Instruction
4. Variety of Content Presentation and
Learning Activities
5. Psychologically Safe Environment
6. Positive and Constructive Feedback
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