In the name of LORD

Function of knowledge in curriculum development

Shams ud din pandrani shams kalati@yahoo.com

Roll no BD 761897 M.PHIL STE

Outlines of the presentation Meaning of knowledge Sources and types of knowledge Knowledge in relation to learning theories Knowledge in reference to Bloom Meaning of curriculum Elements of Curriculum Foundation of curriculum Planning Curriculum Development Cycle Overview of national curriculum

Meaning of knowledgeKnowledge is broader, deeper and rich

than information.facts, information, and skills acquired

through experience or education; the theoretical or practical understanding of a subject.

awareness or familiarity gained by experience of a fact or situation

Sources of Knowledge

Sources of knowledge perception

• Our perception faculties are our five senses; sight, touch, hearing, smelling and tasting.

Introspection • Through introspection, one knows what mental state one is in, whether one is thirsty,

tired, excited and depress.Memory

• Memory is the capacity to retain knowledge acquired in the past. What one remember, through, need not be a past event.

Reason• Some believes could appear to be justify solely by the use of lesson justification of

that if said to be a prior to any kind of experience.

• To acquire knowledge through testimony is to come to know on the basis of someone else’s knowledge.

Factual Knowledge: ability to know factKnowledge is refers to what we do with information and how we make meaning from it

Conceptual Knowledge: ability to conceptualize the actions

Types Of Knowledge

Procedural Knowledge: Knowing how to perform actionAnalytical Knowledge: ability to analyse the actionConditional knowledge: knowing the ways and purpose of knowledgeMeta-Cognitive Knowledge: ability to monitor, regulate, control and organize our own mental activities

What is CurriculumCurriculum simply means `a course of study.'

A term widely used by educators, content knowledge refers to the body of information that teachers teach and that students are expected to learn in a given subject

The future of human value is dictated by where the valuable knowledge lies. If it is in our systems, humans lose. If it is in our heads, humans win.

1.Social Forces

2.The Treatment of Knowledge

3.Human growth & development

4.Learning as a process

5.Technology

Foundations of Curriculum Planning

Function in curriculum Revealed knowledge

provides curriculum developer foundation for setting aims, goals and objectives of education system upon which the whole system work. This type of knowledge clarifies philosophical aspect of curriculum as every religion possesses different philosophy depending upon their belief system.

Knowledge in reference to Bloom

Objectives are more detailed and SMART

Audience, behavior, conditions, degree

In cognitive, affective, and psychomotor domains

Assessments should be written from objectives

Eight Common Curriculum Design1. Content-based instructionpurpose: knowledge, acquisitionactivity: facts, data, and representative form

2. Shell Based Instructionpurpose: process and manipulationactivity: practice, ordering application

3. Inquiry Approachpurpose: awareness, interestactivity: unknown, sampling

4. Conceptual Learningpurpose: understandingactivity: big ideas, familiarity

Eight Common Curriculum Design5. Interdisciplinary Learning purpose: making connectionactivity: application

6. Cooperative Learningpurpose: coordinating social skillsactivity: group work

7. Problem Solvingpurpose: apply skillsactivity: current events

8. Critical and Creative Thinkingpurpose: construction of new formsactivity: model building, imagination

Conclusion teacher it is important to recognise our own epistemology and ideology, and how these impact on curricula and pedagogy.

As a student it is important how the way we understand what knowledge is and how

it is constructed can impact on the approach we take the learning.

Knowledge gives students some things to think a lot.

References Bilbao, P. P., Lucido, P. I., Iringan, T. C., and R. B. Javier (2008). Curriculum development.

Philippines: Lorimar Publishing, Inc Grundy, S. (1987) Curriculum: Product or Praxis, Lewes: Falmer. 209 + ix pages. Good discussion of

the nature of curriculum theory. https://en.wikipedia.org/wiki/Curriculum https://books.google.com/books?id=qILGb7xcXFIC&pg=PA13 http//:www.pholosophy basics .com. Retrieved on 25 March, 2016.

http//:www.wikibooks .org.com. Retrieved on 25 March, 2016.

http//:www.blog udemy /types of knowledge. Com. Retrieved on 26 March, 2016.

http//:www. Theory of knowledge.info.com. Retrieved on 26 March, 2016. Anderson, C. (2007) The End of Theory: The Data Deluge Makes the Scientific Method Obsolete

Wired Magazine , 16:07 Castells, M. (2000) The Rise of the Network Society Oxford: Blackwell Davidson, H.A. (1992) Al-Farabi, Avicenna and Averroes on Intellect, London: Oxford University

Press Davidson, H.A. (1992) Al-Farabi, Avicenna and Averroes on Intellect, London: Oxford University Pres

Thank Youshamskalati@yahoo.com