Unit-II: Curriculum Design and Development
* Selection and Organisation of Learning Experience
* Designing Integrated and Interdisciplinary Learning Experiences
* Concept, process and criteria of Curriculum Development
* Models of Curriculum Development - Tylers, Taba, Mukhopadhaya Model
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* Selection and Organisation of Learning Experience
The selection and organisation of learning experiences form the operational core of curriculum development. While formulating objectives sets the destination, it is the learning experiences—the interactions between the learner and their external conditions—that actually drive the educational journey.
This framework relies heavily on foundational curriculum theory, most notably Ralph Tyler’s rationale, while remaining highly adaptable to modern pedagogical shifts, such as the integration of intelligent technologies and holistic, character-building educational models.
Here is an academic breakdown of the criteria and principles that govern this process.
Phase 1: Criteria for the Selection of Learning Experiences
A learning experience is not simply the content being taught, nor the activity the teacher performs; it is the active cognitive, affective, and psychomotor engagement of the student. Selecting these experiences requires rigorous filtering.
Principle of Validity: The experience must be directly linked to the stated instructional objectives. If an objective aims at developing critical thinking or evaluating future-ready teaching skills, the learning experience cannot merely be a passive lecture; it must involve problem-solving, case studies, or analytical debates.
Principle of Comprehensiveness: The selected experiences should cater to the holistic development of the learner. This means designing experiences that move beyond mere cognitive retention to include affective domains (values, ethics, and "man-making" principles) and psychomotor skills.
Principle of Variety: Learners possess diverse cognitive frameworks and learning styles. A robust curriculum incorporates a wide array of experiences—from independent online modules and collaborative projects to direct field observations—ensuring that all learners have optimal pathways to grasp the material.
Principle of Suitability (Learnability): Experiences must be developmentally appropriate and aligned with the learner's current capacity and prior knowledge. If the gap between the learner’s current state and the required experience is too vast, cognitive overload occurs.
Principle of Relevance to Life: The experiences should mirror real-world complexities. In higher education, this involves bridging theoretical constructs with practical, contemporary applications, ensuring students see the immediate professional and societal value of their learning.
Phase 2: Principles for the Organisation of Learning Experiences
Once learning experiences are selected, they must be systematically woven together. Unconnected experiences, no matter how engaging, fail to produce deep, structural learning. The organisation relies on three primary pillars:
Continuity (Vertical Iteration): This refers to the repeated opportunity to practice and develop a specific skill or concept over time. If integrating technology into pedagogy is a core theme, students must encounter this concept repeatedly throughout the semester, not just in a single, isolated unit. Continuity ensures that foundational ideas are revisited.
Sequence (Progressive Complexity): Sequence builds upon continuity but adds the element of deepening complexity. Each successive experience should build on the preceding one, moving the learner to higher levels of analysis and application. For example, a student might first analyze an instructional model theoretically, then design a lesson plan using it, and finally evaluate its effectiveness in a simulated environment.
Integration (Horizontal Relationship): Integration ensures that learners see the connections between different subject areas or domains at the same point in time. It prevents the "siloing" of knowledge. A curriculum is successfully integrated when a student can apply philosophical foundations of education to contemporary issues in institutional governance or technological integration.
Hands-on Activities
1. Preferred Learning Styles (VAK)
2. Preferred Learning Styles (VARK)
3. The Learn to Learn Competency (Self Assessment)
4. Leadership Style (MindTools)
5. How Good Are Your Communication Skills?
6. Interpersonal Skills (Self-Assessment)
9. Guide to Everything (Digital A-Z)
10. 10 Best Teaching Practices (e-book)
12. Blended Learning