TEACHING APPROACHES AND STRATEGIES (B2) Essentially, the syllabus covers the various aspects of the theoretical and practical phases of business.  Two distinct and equally important processes are therefore involved in teaching, that of acquiring knowledge and skills and that of applying the knowledge and skills to the practices of business.  The practical application of business knowledge and skills will contribute to a clear understanding of what have been learnt and hence fortifies the first process. It is believed that an effective instructional strategy for the course might begin with pupil-centred teaching and that the conduct of various pupil activities  will make learning interesting and meaningful.  Opportunities for personal involvement and practical application of knowledge and skills can also be provided by these learning activities.  Therefore, apart from presenting the subject contents by teachers with the traditional didactic approach, it is recommended that pupils should be more actively involved in the process of learning.  It is also emphasized that the teaching of Business Studies should be related to real life situations as far as possible. Whenever feasible, teachers should try to relate to the issues at hand to Hong Kong situations, so that not only the pupils interests are aroused but also they could be made aware of the mechanism which sets the motion of Hong Kongs business activities. The following are some of the ways in which pupils could be assisted in the learning of the subject: 1. Lecturing : A lecture involves a continuous formal exposition of or discourse on some topics by the teacher.  Though it is criticized on its autocratic style and the form of one-way communication, it is typically used to introduce subject knowledge and specialized information.  Its effectiveness depends very much on its planning, structuring, brevity, the teachers style of presentation and the use of teaching aids.  2. Group Discussions: Pupils are divided into groups to discuss a given topic in order to exchange views, develop a concept or to solve a problem.  The teacher is responsible for supplying guidelines for the discussion, eliciting responses among pupils, stimulating them to interact with each other and evaluating their performance.  Each group should be required to present an oral or written report summing up the conclusion and findings of the discussion.

3.  Debates: Pupils are to be divided into two sides each presenting its arguments for and against a topic or an issue of the business field.  Business education provides many opportunities for the expression of different philosophies of life.  These differences should be allowed to be aired freely and thoroughly so that pupils may develop respect for the opinions of others, learn to think creatively and critically and develop an ability to communicate with others convincingly. 

4.  Case Studies: A case is a description of an actual problem situation, or a situation which attempts to simulate as far as possible the business environment, in which decisions have to be made.  Pupils are required to examine and analyse the situation in order to identify the problems and recommend feasible solutions.  This method attempts to show how business knowledge and principles which have been learnt can be applied to solve problems in the business world. 5.  Simulation Games: A simulation is a representation of reality, modelling the critical features of the real world.  Simulations with the characteristics of a game, i.e. involving participants to compete or co-operate for pay-offs according to prescribed rules, can be used to motivate learning through the enjoyment of participation.  Both simulations and games provide opportunities for pupils to practise the skills and to apply the principles that they have learnt in an environment free from risk.  It is desirable that teachers should run the event before deciding to use it and plan carefully so as to use the method effectively. 6. Role-playing: In role-playing, pupils are required to put themselves in the position of participants in real life situations of the business world such as job interview, buying and selling of goods, business meeting, etc.  They have to act and react spontaneously as they interact with other participants during the role-playing sessions.  Through acting and reacting, pupils are likely to visualize the depth of the problems facing their own roles as well as those of the others in the whole performance. 7.  Projects and Surveys: Business Principles and concepts taught in the classroom are often meaningless unless pupils have the opportunity to investigate the utilization of such in the business world.  A project is a planned learning activity that requires pupils to go outside their classrooms and interact with the business community.  Pupils can work in groups or individually to observe and collect information for a given issue, to analyze and evulate the information obtained, and to draw conclusions.  A report on what have been found should also be presented. 8.  Field Trips and Visits: There are many business establishments which might provide appropriate fied trips for pupils of Business Studies.  Field trips to business and commercial institutions help developing better understanding and give far better visual information of many things that can be taught in class.  A carefully devised and thoughtfully executed plan is necessary  for making the visit educational and successful. The plan might include how to arrange with the organization to be visited, how to brief pupils for the visit, how to organize them into groups, and how to conduct follow-up activities. 9.  Press Cuttings: Newspapers, magazines and other publications provide up-to-date information of the business world which are useful supplementary materials for the textbooks.  Pupils should be encouraged to read news and articles on business issues and form a habit to collect these news and articles in files or scrap books.  An analysis and comment on the issue recorded should also be made by the pupils themselves. 

The approaches discussed above are by no means exhaustive.  The diverse strategies available for business lessons are not limited to these.  Teachers are encouraged to devise and adopt different activities and resources in the teaching of Business Studies in order to attain the course objectives effectively.  They are advised to adopt a combination of teaching methods.  The choice of an optimum combination of strategies will, of course, depend very much on the specific aims of the lesson, abilities of the pupils, resources available and many other factors.  It is the teachers responsibility to design an appropriate mix of the teaching approaches to suit their pupils. ---------------------------------------------------------------------------------------------------------------Writing Instructional Goals and Objectives (B2 )What is a Goal?Goals are broad, generalized statements about what is to be learned. Think of them as a target to be reached, or "hit."

What is an Objective?

Objectives are the foundation upon which you can build lessons and assessments that you can prove meet your overall course or lesson goals.

Think of objectives as tools you use to make sure you reach your goals. They are the arrows you shoot towards your target (goal).

 Are Goals and Objectives Really That Important?

The purpose of objectives is not to restrict spontaneity or constrain the vision of education in the discipline; but to ensure that learning is focused clearly enough that both students and teacher know what is going on, and so learning can be objectively measured. Different archers have different styles, so do different teachers. Thus, you can shoot your arrows (objectives) many ways. The important thing is that they reach your target (goals) and score that bullseye!

Thus, stating clear course objectives is important because:

They provide you with a solid foundation for designing relevant activities and assessment. Activities, assessment and grading should be based on the objectives.

As you develop a learning object, course, a lesson or a learning activity, you have to determine what you want the students to learn and how you will know that they

learned. Instructional objectives, also called behavioral objectives or learning objectives, are a requirements for high-quality development of instruction.

They help you identify critical and non-critical instructional elements. They help remove your subjectivity from the instruction. They help you design a series of interrelated instructional topics. Students will better understand expectations and the link between expectations,

teaching and grading.

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Variables That Enhance Student Learning

Wang, Reynolds, and Walberg (1994) list the following variables that enhance student learning:

"Category I: Student Characteristics Positive, nondisruptive behavior Attitude toward school Motivation for continual learning Self-confidence Level of reading comprehension ability Self-regulatory, self-control strategies Appropriate activity level Cooperativeness with teacher Attitude toward teachers Attitude toward subject matter Perseverance on learning tasks Level of listening skills Positive strategies for coping with failure

Category II: Classroom Instruction and Climate Variables Teacher conveys enthusiasm about the content Providing frequent feedback to students about their performance Teaching for meaningful understanding Time on task (amount of time students are actively engaged in learning) Organization (class is well-organized and planned) Establishing efficient classroom routines and communication rules and

procedures Use of clear and organized direct instruction Setting and maintaining clear expectations of content mastery Corrective feedback in event of student error Skills taught within the context of meaningful application Good examples and analogies to concretize the abstract and familiarize the

strange Time spent in direct instruction on basic skills in reading Time spent in direct instruction on basic skills in mathematics Learner accountability (teacher maintains student awareness of learning

goals and expectations) Teacher "with-it-ness" (teacher is continually aware of events and activities

and minimizes disruptiveness by timely and nonconfrontational actions)

Teacher reacts appropriately to correct and incorrect answers Teacher reinforces positive social interactions with students rejected by

peers Task difficulty (students are continually and appropriately challenged) Low apathy (class members are concerned and interested in what goes on

in the class)

Category III: Out-of-School Contextual Variables Parental involvement in assuring regular school attendance Parental interest in student's school work Parental expectation for academic success Educational environment Parental involvement in assuring completion of homework Parental application of appropriate, consistent discipline Parental expression of attention to children

Category IV: Program Design Clearly presented academic, social, and attitudinal program

goals/outcomes Availability of materials and activities for students with different abilities

Category V: School Organization Teacher involvement in finding ways to increase academic performance Teacher involvement in instructional decision making Active collaboration between regular classroom teachers and special

education teachers Safe, orderly school climate"

Student-centered learning has four tenets,

Learning is personalized;

Learning is typically competency-based;

Learning takes place anytime, anywhere;

Students exert ownership over their learning.

A school with student-centered learning should run like an orchestra, Donohue said, in which each student masters a specialized set of skills according to his or her interests.

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Developing skills of reflection (B2, 5th UNIT)

Developing Skills of Reflection

Many courses and programmes of study in higher education require the reflective integration of learning which is derived from experience or practice. This is especially true of courses that lead to both academic awards and a professional qualification such as nursing, teaching, social work or some areas of legal practice and criminal justice. In some of these, for example social work, reflecting on practice and integration of theory and practice is a formal requirement for the professional qualification. Even where this is not the case, reflection as a general skill can form part of the learning process and the ability to use this will enhance the

quality of your learning. This section gives you some pointers to developing and using skills of reflection.

First what is to be gained by reflection?

Reflection goes beyond just gaining knowledge, to

• exploring the foundations of that knowledge,• strengthening understanding, and• increasing awareness of the values and attitudes that influence it.

It is important to remember that reflection is a dynamic process. It is not about being passive, staying where you are and looking back, (although time to be still may be an important part of it) but an active engagement with knowledge and experience. So, by reflecting, you are able to construct new and deeper understanding and to articulate knowledge in a more meaningful way. The process of reflection will often mean that theoretical learning is challenged by reality of experience, where such things as diversity, value, resource constraints and conflicts pose questions and dilemmas. Reflection may not always give you easy answers, but it will help you take those tensions seriously. This is especially important for professional practitioners as it enables them to begin to make sense of practice experience without ignoring the fact that there are always, beneath the practice, values, assumptions, beliefs and personal perspectives that influence both the practice itself and the way that practice is experienced.

The Reflective ProcessThe process has three stages:• returning to experience - a detailed recounting or recollection of the events• attending to the feelings, both positive and negative, that have been prompted by thexperience• re-evaluating that experience in the light of these stages and the learner's intent, and self knowledge, bringing in new knowledge that has been gained through the process.

Possible Barriers to Reflection

There are a number of things that can get in the way of reflection - these have messages for both students and teachers. Some of them may be external to the learner, (people, environment, wider personal circumstances, social forces, including issues that might be associated with experiences of discrimination and oppression) and some may be internal (these might include previous negativeexperiences, assumptions about ability or lack of it, confidence and self awareness).Such barriers might be:

• assumptions about what is/is not possible• assumptions about how to learn• confidence/self confidence• previous (negative) experiences• expectations of others - expectations of self• inadequate preparation• environment• lack of space/time• tiredness• unclear/ambivalent intent - do you really want to do this?

It is important not just to be aware of potential barriers but to acknowledge them and to work with them.

What are the skills and qualities needed to be reflective?Reflection requires an approach which is• tolerant of diversity of ideas - not everyone will think the way you do, not everyone interprets or understands the world in the way you do• curious - there has to be a willingness to ask questions, to want to find out• patient (not jumping to conclusions) - just as there are no simple answers, there are

no instant answers either and your ideas and understanding may well change over time• open - to absorb what is happening• honest - you need to be honest with yourself and this includes being honest about doubts and uncertainty or lack of knowledge. Learning can't take place if you pretend to know what you don't understand.

Strategies for reflectionSome useful strategies that may be used in developing skills for reflection include:• Use of learning logsA learning log can be a valuable tool. Different courses may provide different formats for learning logs, but the type of questions you can ask are:

EVENT/ACTIVITY - e.g. what happened?, what was the sequence of events?, what role did I play?, what tasks did I perform?

REFLECTION/ANALYSIS - what have I learned from this experience/activity?, what issues or questions did it raise for me?, what positive and negative feelings did it evoke?

UNDERPINNING KNOWLEDGE AND UNDERSTANDING - what knowledge/theory helps me to understand this event/activity?, what source materials are useful to this?

ISSUES FOR FUTURE DEVELOPMENT AND LEARNING - what else do I need to know to increase my understanding how can my knowledge /practice be improved?, are there any unresolved issues?

KEY MESSAGE - what is the main message that comes from this reflection?Used well, learning logs can be a rich source of learning and evidence of learning.• Debriefing with colleagues or learning partner: Simply talking over events and feelings can be a valuable part of a learning process. If your reflection involves talking about work with people you may need to be careful about issues of confidentiality and boundaries.

• Focus on specific incidents (critical incident analysis, process record): There is a value in writing down in detail not just what happened, but the how, why, what, when of the process including thoughts and feelings. It can seem a laborious task, but usually worth the effort.

• work placement supervision: In a situation where reflection is part of practice learning, supervision by another (for example a practice teacher) is an opportunity for reflection and learning and used well is one where both student and teacher experience learning.

• Action research: this is particularly relevant where learning is coming from practice experience. Research and evaluation of practice and as part of practice, will enhance understanding and can improve practice. Use the opportunity to find out (research) about the work you are doing. How is its effectiveness measured?, from whose perspective?, what evidence is there for that?, how far are goals and objectives being achieved?, what are the implications for re-assessment and change?

How then, do you begin to reflect on your learning?First, prepare yourself and focus your thoughts:• think about yourself• what are your aims as a learner?• why are these your aims?• how do you view the world? (theoretical perspective)• what values are important to you?

Then, begin to think about a specific learning situation. For example, yesterday's lecture – what impact did it have on you?, how are you going to use what you learnt?

Reflection concept

Reflection is an evaluation process to help verify if current practice is effective and if not, how to adapt and modify it. Reflection is a form of mental processing – like a form of thinking – that is used to fulfill a purpose or to achieve some anticipated outcome.

ReflectionWhen we use the word 'reflection' we usually want to describe a process of thought that is active and careful. It is an activity in which people 'recapture experience' and evaluate it. It involves three aspects:

Returning to experience - that is to say recalling or detailing salient events. Connecting with feelings - this has two aspects: using helpful feelings and removing or

containing obstructive ones. Evaluating experience - this involves re-examining experience in the light of one's aims

and knowledge. It also entails integrating this new knowledge into one's conceptual framework.

There are two types of reflection:

Reflection on action: This type of reflection is at a distance from the actual events that required reflection. It is situated on an abstract level, it can be generalized, and it is possible to express the reflection. Reflection in action: This type of reflection is tied to the context in which an event occurs. The reflection is often very tangible and have a tendency to appear as implicit knowledge/tacit knowledge Reflection Cycle

StagesThe traditional stages of reflection are self-awareness, description, critical analysis, synthesis, and evaluation. This is the cognitive model of learning by reflection.

We are interested, however, in the active process of reflection, i.e., in how a mentor can intervene to assist in healthy and effective reflection. So, the following 4 stages can be applied: Priming, Guiding, Momentum, and Termination.

ROLE AND COMPETENCIES REQUIRED OF TEACHERS AT HIGHER SECONDARY LEVEL: Roles: Teacher performs various roles as – 1) Manager Teacher manages human resources i.e. students as well as material resources i.e. Equipment, Facilities etc. As dealing with students teachers should reach out, share, show concern, help to get realistic goals & face the failure. 2) Facilitator Developing life – skills like decision making, problem solving, Critical thinking etc. Cope with rapidly increasing knowledge explosion. Develop subject expertise. Be a motivator. 3) Evaluator :Not only evaluate students (Continuous & Comprehensive) but also, programme, Course material & teacher her / himself. 4) Guide and Counsellor. :Friend, confidantor, advisor. Problems of relationship with opposite sex. Extending activities to society.

Competencies : 1) Personal :Develop positive self concept ,Emotionally stable Physically sound , Self – motivator , Wider reading interest.

2) Professional :Research minded Competency of Presentation (Communication, Mechanics of delivery, simulation and skills of teaching), Competency of maintaining discipline Competency of evaluating techniques, Competency of handling feedback

Reflective Teacher Education:In the past ten years, the terms `reflection' and `critical reflection' have increasingly appeared in descriptions of approaches to teacher education. Nature of reflection, that not only clarify what reflective teacher education entails but also indicate that reflective teacher education is a complex approach, not easy to put into practice and even less to evaluate: 1. Reflection is not biologically or psychologically determined, nor is it pure thought; reflection expresses an orientation towards action and is about relation between thought and action in real historical situations.

2. Reflection is not the individualistic working of the mind as a kind of mechanism or speculation; it presupposes and shapes social relations.

3. Reflection is not value-free or neutral as regards values; it expresses and serves concrete human, social, cultural and political interests.

4. Reflection is not indifferent or passive towards social order, nor does it extend socially accepted values; it either reproduces actively or transforms the practical ideologies that support social order.

5. Reflection is not a mechanical process or a purely creative exercise to construct new ideas; it is a practice that expresses our power to reconstitute social life through participation in communication, decision making social action.

The basic assumptions of reflective teacher education are as follows; 1. Promoting critically reflective teachers is a value laden goal, with direct implications for deciding the direction of reflection, its aims and scope.

2.Critical reflection involves critical reason, critical self reflection and critical action

3. Critical reflection should facilitate teacher autonomy, especially through the mediation between pedagogical goals and situational constraints, within a research-like approach to teaching.

4. Critical reflection must entail an understanding of the nature and goals of school education and of its role in social transformation.

Criteria for Reflective Teacher Education : The criteria for reflective practices in teacher education are grouped in six broad areas, namely, Assumptions, Goals, Tasks, Content, Roles and Discourse : These areas are essential for the critical regulation of teacher development practices and also to plan teacher development programmes.

Need for Reflective Teacher Education Professionalization has become a very important issue in the field of education. Reflection on one's own work is a key component of being a professional (Schon, 1983) and is essential to teacher education. Teachers must examine their beliefs, assumptions and biases regarding teaching

and learning, and determine how those beliefs influence classroom practice. Pre-service teachers should examine any cultural baggage they may carry in order

to evaluate its appropriateness in teaching.

Since teaching is often an uncertain, dynamic and complex practice, teachers must make constant judgments about appropriate goals, teaching methods and students' learning.

Approaches to Reflective. Following principles need to be considered while deciding the approaches to reflective practices. a) Concern with the development in student teachers of a personal style and philosophy of teaching, including ethical dimensions; b) Use of action research or enquiry-based approaches to investigate and improve teaching in a supportive environment; c) Recognition of the problematic nature of schooling, including classroom and curriculum decision-making; d) Sensitivity to contexts for teaching, and in particular, to the range of school students' backgrounds, abilities, and characteristics; e) Attempts to build in cycles involving preparation for practicum action, data collection about what happened, reflection upon it, and possible (often `if-then') modifications; f) Ongoing monitoring of program implementation, with careful attempts to provide some evidence of their outcomes and impact; and g) Use of techniques such as microteaching to build a repertoire of skills, journaling to encourage recording, thinking and self-evaluation, and regular dialogues with peers, staff and/or teachers to clarify issues and value positions.Self and peer assessment : Both self and peer assessment can be used to support reflective practice, since they involve students thinking about their own learning. Students learn from each other and use the feedback provided by peers to inform their own learning. Using the peer assessment approach students are encouraged to make qualitative comments about the work of their peers. The key to using self and peer assessment is to ensure that each new group of students is given the same opportunities to discover how they learn. There is a temptation for teachers to try to streamline the process and offer students

feedback, but students need to discover for themselves what they know and don't know and to make their own connections if these processes are to support reflection.

Problem Based Learning : Problem-based learning (PBL) is used in a number of disciplines as a way of engaging students in 'real' problems. Unlike conventional teaching, PBL starts with a problem and requires the student to research, select, analyse and apply information and theories to solve it. Students work in groups or teams to solve or manage these situations, but they are not expected to acquire a predetermined series of 'right answers'. Instead they are expected to engage with the complex situation presented to them and decide what information they need to learn and what skills they need to gain in order to manage the situation effectively (Savin-Baden, 2000) Characteristics of problem-based learning. Using stimulus material to help students discuss an important problem, question or issue. Presenting the problem as a simulation of professional practice or 'real life' situation.

Encouraging critical thinking and providing limited resources to help students learn from defining and attempting to resolve the given problem . Students working co-operatively as a group, exploring information in and out of class, with access to a tutor (not necessarily a subject specialist) who knows the problem well and can facilitate the group's learning process. Students identifying their own learning needs and the appropriate use of available resources. Teamwork also tends to enhance self-reflection and awareness of learning process, as individuals are accountable to the group and especially if the group is encouraged to analyse its own successes and weaknesses in accomplishing the set task.Personal Development Planning and Portfolios :

Personal development planning (PDP) has existed in many guises for over 20 years. It is a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development. The educational aim is to provide students with a structure for thinking about and planning their own development. PDP will help student teachers : Become more effective, independent and confident self-directed learners Understand how they are learning and relate their learning to a wider context Improve their general skills for study and career management Articulate their personal goals and evaluate progress towards their achievement Encourage a positive attitude to learning throughout life

Portfolios are a useful way of getting students used to writing reflectively, introducing them to the idea of providing evidence for their reflection.

Advantages of Reflective Teacher Education : Reflective Teacher education- Enables teachers to analyze, discuss, evaluate and change their own practice, adopting an analytical approach towards teaching;

Fosters teachers‘ appreciation of the social and political contexts in which they work, helping teachers to recognize that teaching is socially and politically situated an that the teacher‘s task involves an appreciation and analysis of that context;

Enables teachers to appraise the moral and ethical issues implicit in classroom practices, including the critical examination of their own beliefs about good teaching;

Encourages teachers to take greater responsibility for their own professional growth and to acquire some degree of professional autonomy;

Facilitates teachers‘ development of their own theories of educational practice, understanding and developing a principled basis for their own classroom work; Empowers teachers to better influence future directions in education and take a more active role in decision making.

Reflective Teacher Education helps to develop: Problem solving and critically reflective skills. Communication skills. A capacity to adapt to changing circumstances. An ability to work in teams. Networking skills. The ability to use and apply communication technologies. Awareness of and the ability to address diverse learning needs. Awareness of the changing education environment and of their role in equipping

young people to operate effectively within this environment. ************************

EDUCATION: STATE SPONSORED ACTIVITY (A2 ,5th UNIT)

Centrally Sponsored Schemes The Government of India is involved in a large number of programmes in sectors/area such as education, health, labour, skill development etc. that are in the State List through operation of Centrally Sponsored Schemes (CSS) and provision of Central Assistance to State Governments. These programmes essentially arose from the above national objectives and cut across State boundaries. The CSSs are operationalized by Central Ministries based on scheme specific guidelines and are implemented by State Governments or their designated agencies. 1 India, Planning commission, Report of the Committee on Restructuring of CSS, September,2011, pp.3-4 The Role of the Government of India in Education—as it is and as it ought to be

When one examines the role which the Constitution assigns to the federal government ineducation (or the role which it has now come to play in actual practice) and compares it withthe role which other federal governments play in education, or even with the role which theGovernment of India itself played in the earlier years of our history, one can easily concludethat the following activities may be undoubtedly regarded as “federal functions ineducation”:(1) Educational and cultural relations with other countries;(2) The clearing house function of collecting and broadcasting ideas and information;(3) The coordinating function of harmonizing the educational activities of the Centre and theStates;(4) Education in the Union Territories;(5) Scientific research;(6) Technical education;(7) Propagation, development and enrichment of Hindi;(8) Preservation and promotion of national culture inclusive of patronage to national art;(9) Patronage to the study of ancient Indian culture in general and the study of Sanskrit in particular;(10) Education of the handicapped;(11) Promotion and coordination of educational research;(12) Special responsibility for the cultural interests of the minorities;(13) Responsibility for the weaker sections of the people i.e. the Scheduled Castes andScheduledTribes;(14) Responsibility for strengthening national unity through suitable programmes andparticularly through those of emotional integration;(15) Grant of scholarships in an attempt to scout for talent, especially at the Universitystage;(16) Advanced professional and vocational training; and(17) Maintenance of Central Institutions or agencies for education; and(18) Provision of free and compulsory education up to the age of 14 years.

These eighteen functions may be broadly divided into two groups—the exclusive and theconcurrent. The first four functions obviously fall in the ‘exclusive’ group since no StateGovernment can perform them. The remaining fourteen functions fall into the ‘concurrent’group in the sense that every State Government will have to participate in these programmesboth on its own initiative and as an agent of the Government of India; but the over-allresponsibility for these matters whose national significance is universally recognised would be onthe Government of India.

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Concepts in Education and their Changing Connotations (A2)Connotation is the tone or emotional association that a word has. It can be negative or positive, but is usually something seen by the population in general but in logic, the characteristic or set of characteristics that makes up the meaning of a term and thus defines the objects to which a term can be applied.

CURRICULUM

Cunningham :- “Curriculum is a tool in the hands of the artist (teacher) to mould  his material (pupils) according to his ideals (aim and objectives) in his studio (school)”

Curriculum is the core of an educational system. While education is a process, curriculum is a means to the process, while education is learning, curriculum signifies situations for learning, While education deals with ‘how’ and ‘when’, curriculum deals with ‘what’.

Brubacher has rightly compared curriculum with the ‘material’ in the construct of the ‘building of education’

Etymologically it is derived from the word ‘currer’ which means to run.

The ground on which the pupils and the teacher cover to reach the goal of education.

According to  Modalior commission :-  “Curriculum includes all the learner’s experiences in or outside that are included in a program which has been devised to help him  develop physically, emotionally, socially, spiritually and morally.”

 “Curriculum is the total effort of the school to bring about desired outcomes in school and out of school situations.”  Sayler and Alexander

OLDER CONCEPT OF CURRICULUM

1.       Narrower concept : Earlier Curriculum was considered as a body of subjects or  subject matter prepared by the teacher  for the students to learn it was synonymous to  ‘course of study’ or ‘syllabus’

2.       Priority to art and literature:3.       Vague4.       Teacher Centered5.       Priority to mind and sense6.       Philosophical approach

CHANGING CONNOTATIONS OF CURRICULUM

1.       Wide and comprehensive2.       Experience centered

3.       Application of Knowledge and understanding4.       Higher Position to Research5.       Systematically Planned6.       Based on Principle of utility7.       Child Centered8.       Psychological approach9.       Community centered10.   Interrelation of subjects11.   Management of leisure12.   Virtual learning13.   Problem base curriculum14.   Distance and correspondence learning15.   Priority to Science and technology16.   Co Curricular and Extracurricular activities17.    All around development

SCHOOL: “Learning is the greatest game in life and the most fun. All children are born believing this and will continue to believe this until we convince them that learning is very hard work and unpleasant.” Gordon

“A school is an institution designed for the teaching of students (or "pupils") under the direction of teachers” Gilbert

The word school derived from Greek  (scholē), originally meaning "leisure"

OLDER CONCEPT OF SCHOOL

1. Religious Institutions2. Residential Schools3. Built by rulers4. Religious education5. Teachers as base6.  Primary Concern of teaching7. Rigid Discipline8. Concise Curriculum9. Only intellectual developmentCHANGING CONNOTATIONS OF SCHOOL

1. Miniature Society2. Demolished religious Institutions3. Broad Curriculum4. Discipline5. Teacher as Facilitator6. for Harmonious Development7. Student as a chief concern8. Empowerment of teachers9. Management and administration10. Technological advancements11. New teaching & learning techniques12. New developments in school buildings13. Changes in society’s attitude towards learning/ learnersTEACHER

Among the greatest of all services that can be rendered by men to Almighty God, is the education and training of children, so that they can foster by grace in the way of salvation, growing like pearls of divine bounty in the shell of education and will be one day the jewel in the crown of abiding glory.

“A ‘teacher’ is a person who delivers an educational program, assesses student participation in an educational program, and/or administers or provides consistent and substantial leadership to an educational program.” Harmer

OLDER CONCEPT OF TEACHER

1.       Dominant Information Feeder2.        Imparting instruction only3.       Major source of Knowledge4.       Syllabus Followers5.       Technically handicapped6.       Pre Service Training only7.       Older Methods of Instruction

CHANGING CONNOTATION OF TEACHER

1.       Dominant Information Feeder to a Facilitator2.       Adaptation of Instruction to developmental levels3.       Friend Philosopher and Guide4.       Adapting Holistic Approach5.       A motivator and Encourage Feeder6.       Emphasis on Learner’s Initiative7.       Pre Service as well as In service Training8.       Planner of the learning9.       Moral Development10.   Assess the students11.   Freedom and Control12.   Experimentation Opportunity13.   Transforming Information into wisdom14.   Identifier of Students’ Potentialities15.   Reviewer and reinforce of students activities

FREEDOM OF EDUCATION (AOTONAMY)

The freedom of teachers and students to teach, study, and pursue knowledge and research without unreasonable interference or restriction from law, institutional regulations, or public pressure. Its basic elements include the freedom of teachers to inquire into any subject that evokes their intellectual concern; to present their findings to their students, colleagues, and others; to publish their data and conclusions without control or censorship; and to teach in the manner they consider professionally appropriate. For students, the basic elements include the freedom to study subjects that concern them and to form conclusions for themselves and express their opinions.

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