Q 1: what are the three Ds of curriculum?

Ans: The three Ds of curriculum are the standards that are doable in the class room. Three Ds are definition, do ability and desirability. These were proposed by Jun Cox, president of J K Education Association Inc, California. These standards if employed fairly can facilitate learning and show standards that they can meet academic expectations. They show good judgement and pragmatism. These standards serve as a catalyst in presenting the consensus among educators about what all standards in school should know and be able to do in various subjects. The standards are defined by guidelines NGA centre and CCSSO and provide a clean goal for teachers about learning required from the students .There is difference in content standards and performance standards i-e what standards should know and what acceptable level should they reach. Q 2: Why is the knowledge of hidden curriculum important in curriculum development? Ans: A hidden curriculum is composed of the aspects of learned curriculum that lie outside the boundaries of schools intentional efforts. These aspects are intrinsic to the nature of school culture and might be seen as constant. Key components in the class room are organisational variables, social system variables and culture variables. Administrators and teacher leaders should have knowledge of these components, their aspects, subtle and pervasive influence. This is crucial for the success of the institution. Issues such as control of teacher, accountability measure, punctuality, life skills, conforming to demands of society, discipline and co-existence are parts of a hidden curriculum. Q 3: How does Ralf Tylors definition differ from that of Robert Gagne? Ans: According to Ralph Tylor the curriculum consists of the planned and directed experiences for learning that are arranged to attain the educational goals of an institution. These experiences are desirable in learning. While Robert Gagnes posits that a curriculum is composed of a sequence of content units which are arranged sequentially. According to him if a student has mastered the prior units or lessons, he can accomplish what is required in a specific unit in a single act. Hence Tylor focuses more on the experience or process of learning, While Gagne focuses on the product or results of a single unit of learning. Q 4: What is the role of resources in a curriculum? Ans: resources that are available in a learning situation play an important role in designing a curriculum. Growth in technology, physical resources, changing social structure and awareness of cultural diversity play a pivotal role in choosing what sort of resources may be valuable in teaching a curriculum. These resources also play a role in determining what tools can be used in class e.g. multimedia power pointer; whether realia is readily available, what kind of activities and tasks are possible to incorporate. Factors such as class room sizes, funds available, timings of classes, custodian staff and access to photocopy machines are also to be considered. Q 5: What is the relationship between different types of curriculum? Ans: The word curriculum means to run a course in Latin. Hence to understand the relationship and concepts of curriculum, it is best to compare it to a marathon and consider the direction markers, signposts, water station, officials and coaches as route. There is a key distinction in five different forms of curriculum planning: ideological, formed, perceived, operational, and experiential curriculum. The ideological and formed curriculum are set by theorist and boards and also relate to the recommended curriculum. While the perceived curriculum is from the viewpoint of teacher

and instructors and can correlate to the written, supported, taught and tested curriculum. What actually goes on in class in defined by the operational curriculum and it has the features of the hidden curriculum in it. While from the viewpoint of students and learning experiential and learned curriculum describe what actual learning is experienced in reality. Q 6: What are the basic components of Tabas curriculum? Ans: In 1960, gave a simple procedure to define curriculum design. She posited that curriculum design determination of goals, activities, content, delivery systems and assessment techniques. It was similar to an exercise in solving a series of problems. The components of her model are: 1. 2. 3. 4. 5. 6. 7. Diagnosis of needs Formulation of objectives Selection of content Organisation of content Selection of learning experience Organisation of learning experience Determination of What to evaluate and hoe to evaluate

Her approach is known as a grass root approach where she said that the teacher should participate in developing curriculum. Q 7: Write down the basic features of curriculum development processing? Ans: The basic features of curriculum development processing are 1. 2. 3. 4. 5. Problem identification and general needs assessment Needs assessment of targeted learning Goals and objectives Educational strategies Implementation Interdepartmental relations Organisation of course Teaching methodologies

6. Evaluation and feedback Q 8: what is difference between sociological and psychological foundations of curriculum? Ans: Curriculum development depends primarily in ideas that stem from three major fields: 1. Philosophy 2. Sociology 3. Psychology In curriculum development these are considered its foundation. Social foundations of curriculum deal with the social changes that directly or indirectly influence educational process. The norms of society govern the attitudes, feelings and behaviour pattern that most of the social member share and influence their interpersonal relations very swiftly. So, a curriculum

while reflection contemporary social factors, should be able to respond to the dynamics of change. Psychological foundations deal with teaching/learning theories (how people learn) e.g. Behaviourism cognitivism, interactionism, humanism etc. In short, Sociological foundations of curriculum deal with social changes while psychological foundations deal with psychological factors that affect learning.