CURRICULUM DESIGNING, INNOVATIVE TEACHING AND

EVALUATION METHODS -Dr. B. Victor

Concept of AutonomyConcept of Autonomy

The autonomy is defined in terms of freedom to prescribe courses of studies and device methods of teaching and evaluation. Autonomy and freedom (Academic, financial and administrative) should be accompanied by accountability.

Aims of Autonomy

Opportunity to the teachers and students to make innovations. 

Utilize their creative talent.Improve the standards of

teaching, examination and research and 

Quickly respond to social needs.

An Autonomous College will take up the

responsibility of

o The academic programmes.The academic programmes.

o the content and quality of the content and quality of

teaching teaching

o the admission and the the admission and the

assessment of students.assessment of students.

The responsibility ofThe responsibility of Autonomous College Autonomous College

An autonomous College will be fully accountable for the content and quality of education that it imparts. 

The students would receive greater individual attention on the basis of their needs and aptitude. 

Autonomy would encourage the students to think clearly, critically and creatively and to express themselves effectively. 

ORIGIN OF AUTONOMY

The Kothari Commission (1964 – 1966) considered autonomy a must for intellectual development and had recommended

a) Freedom in curriculum design.b) Adoption of new teaching – learning

methodsc) Revision of rules for admission.d) Implementation of separate evaluation

methods.e) Introduction of specific programmes.

‘Our higher education has to be internationally comparable in quality’

– Rastogi Report 

‘Quality institutions need freedom to experiment’ – Hindu, January 13, 1998.

UGC Guidelines for Autonomous Colleges

They will have freedom to

Determine and prescribe its own courses of study and syllabi. Prescribe rules for admission in consonance with the reservation policy of the state government. Evolve methods of assessment of student work, the conduct of examinations and notification of results.Use modern tools of educational technology to achieve higher standards and greater creativity.

Accountability of Accountability of AutonomyAutonomy

•Accountability for personal, financial and physical resources

in relation to the specific academic objectives and overall

national development.

External accountability may External accountability may includeinclude

Analysis of contents of the courses.Analysis of contents of the courses.Course options.Course options.Co-curricular and extra-curricular activities.Co-curricular and extra-curricular activities. Performance of students.Performance of students. Students’ employment.Students’ employment.Contribution to generation of knowledge Contribution to generation of knowledge

andandTeachers’ contribution to extension etc.Teachers’ contribution to extension etc.  

Internal accountability may include

1.    Resource acquisition.2.  Efficiency index.3. Average work load.4. Average time distribution between lectures,

tutorials / practicals.5.  Group discussions.6.  Project work.7. Teaching aids used.8.Programmes and activities planned and

implemented.9.Professional development of teachers.10. Utilization of infrastructural facilities.11. Number of books / journals in the library.  

Academic Autonomy

Institution

-Planning.-Implementing.-Innovating.-Recycling the educational programmes.

Faculty

-Freedom to propose,DevelopValidate-Implement and Evaluation

Academic Accountability

Departments

Research Centres

Cells / Committees

Curriculum

Teaching

Evaluation

Improper autonomy

Improper Programmes

Improper implementation

Improper evaluation

Incompetent products

Summary The concept of autonomy was meant to

promote academic independence as well as excellence.

It also encouraged the introduction of innovations in order to improve standards of education.

 Quality assurance and higher academic standards.

Being an examination oriented system, teaching is to a certain extent subordinated to examinations.

 Testing and evaluation must help towards assessing several dimensions of the learner.

Role of the Teacher – The Role of the Teacher – The 3 C’s3 C’s

•   Commitment: Personal commitment of the teacher to his skills and emotional commitment of working together as a team.

• Competence: Always exploring new areas as there is scope for creativity.

•   Compassion: Looking at the students through the eyes of God. 

Curriculum DesigningCurriculum Designing

  Meaning

Curriculum is the sum total of experiences that the student receives through a variety of activities in the College.

in the classroom, library, laboratory, playground, in informational contacts between teachers and students etc.

Curriculum = Syllabus = Courses of studies

Nature of curriculumNature of curriculum1.  Curriculum exists only in the experience

of the students.2.   Curriculum includes more than the content

to be learnt.3. The College curriculum is an enterprise in

guiding and living.4.The curriculum is a specialized learning

environment with a focus on the interests and abilities of students towards effective participation in the life of the community and nation.

ApproachApproach

Need – based system approach (based on collective thinking of faculty members)

Need Assessment

-Present/future needs-User needs-Social needslocal, national, global

Identification of objectives-Based on needs.-Perception of future society and individual.

Individual needs-Knowledge development.-Skill development.-Attitude/character ethics development.

Process to achieve objectives

-The philosophy of the Institution -Training Strategies-Teaching methods

Executio

n

Review

• Knowledge developmentKnowledge development (Broad- (Broad-based)based)

• The content (Courses and Syllabi)• Instruction• Visits• Resource development (Human and

material)• Exchange programmes

• Skill developmentSkill development

•   Instruction methods• In-house training• Placement• Evaluation methods• Co-curricular activities

• Character ethics developmentCharacter ethics development

– Teaching / learning methods

– Co-curricular activities – Well designed academic system

 

Need For Redesigning Of Need For Redesigning Of Courses / SystemCourses / System

• Assumptions of the present system1. The present curriculum does not meet the

legitimate aspirations of the students and the society.

2. There exists very little flexibility in the academic programme (choice and time limit).

3. The courses are devoid of practical and immediate value to the student and does not prepare him for employment.

4. The present curriculum design lacks multidisciplinary approach.

5. The present system does not encourage sufficient quantum of initiative for institutional industry interaction.

• Issues

Reduction of language load (restyling the language instruction for effective communication).

Scope for flexibility in course combination (cafeteria model).

Vertical integration between school level and college course contents.

Unitary / broad-based syllabi.Restructuring of Question paper pattern – to

elicit creativity.Better and efficient utilization of available

infrastructure.

•How to update the curriculum?

– Need based.– Socially relevant.– Promote creativity in

students.– Job / Career Oriented.– Research – based.– Value / ethic based.

Teaching MethodsTeaching Methods  

Collaborative teaching

Team teaching

Formal lectures

On the spot study

Project work

Demonstrative experiments

Group discussions

Guided library work

Research seminars

Instructional MaterialsInstructional Materials

1.Books and journals.2.Booklets.3.Course handouts.4.Maps, charts, diagrams, models.5.Audio – visual aids: slides,

transparencies OHPs, LCDs, VCRs, DVDs.

6.Live and preserved specimens.7.Demonstration kits.8.Software for teaching.

EvaluationEvaluationContinuous assessment and innovative methods of evaluation (objective questioning, assignments, seminars, viva, quizzes).Course teacher evaluation.Question setting by external examiners.Freedom to change the question paper pattern.Double valuation of end semester exams.Provision for revaluation and retotalling.Adhering to transparency in evaluation.Supplementary end semester exams.Improvement of CIA.Project and Viva Voce.On the spot study reports.Oral examinations for languages.Periodical Review of assessment methods.

GOALS OF AUTONOMYGOALS OF AUTONOMY

Third Stage

Second Stage

First Stage

Long-term goals

Short-term goals

-Educational innovations.-Designing curriculums.-Own courses of study.-Application / Practical oriented courses.-Innovative teaching – learning methods.-Innovative evaluation methods.-Industry link.

-Updating syllabi.-Enhancement of faculty skills.-Research and services of value to the industry and society.

-Interdisciplinary courses.-Enhancement of curricular,-Co-curricular and extra-curricular skills.-Compulsory life / job oriented courses.-Internal / national interaction.

CHOICE BASED CREDIT CHOICE BASED CREDIT SYSTEMSYSTEM

Objectives of credit system

To provide mobility and Flexibility for Students within and out the parent departmentTo provide broad based educationTo help students learn at this own paceTo provide students scope for acquiring extra credits To impart more job oriented skills to students and To make may course multi - disciplinary in approach

What is a credit?What is a credit?

Credit refers to the weightage given to a course in relation to the hours assigned for it.Generally one hour per week has one credit.There could be some flexibility because of the practicals, field visits and tutorials comprising a Course.The Credit cannot be greater that the hours, giving high number of hours and credits for any individual paper must be avoided.There should be some logic in the allotment of hours and credits.Credits for STAND and Service Organisations are symbolic. The Credits in there, in no way match the Hours spent

General Objectives of UG Courses

1. To develop language skills2. To impart an relevant, ethical and

socially harmonious value education, which would mould both character and personality development.

3. To broaden the outlook of the students by interdisciplinary approach

4. To offer student-oriented and employment-relevant applied courses

5. To offer functional computer skill linked to the discipline of study.

6. To prepare students for various competitive examinations.

Course Structure : UG Courses

7- Tier Course structure.1. Languages and Foundation courses2. Core courses3. Core special courses4. Core applied courses5. Core supportive courses.6. Extra departmental courses and extra

credit7. Outreach programmes and participation

courses inservice organisations.

Merits-11.'Credits' is the language understood by

institutions worldwide. Roughly '80-120' credits are used to denominate an undergraduate course worldwide. Therefore it is imperative that we also follow the same pattern so as to enable our students to move horizontally and vertically within the country and without.

2.  CBCS will enable the students to acquire knowledge in more than one major if the students select their courses diligently. By adding sufficient credits in other disciplines, additional degrees become possible with little extra time spent by the students.

Merits-23.Flexibility given to the students

might improve their interest in studies. They might show more keenness in the pursuit of studies meaningfully.

4.CBCS is likely to alter the existing mind set of academicians, propelling them into radically change curriculum designing, teaching methodology and evaluation techniques.

Merits-35. The quality of education offered under Choice Based Credit

System may be comparable to overseas graduate programmes.

6. Team teaching will be possible with the credit system

7. There is also a possibility for a motivated student to secure more credits. There is a choice of subjects available

9. There is guest lecturers, audited courses, flexibility to choose other papers, from other disciplines and even practicals in literature classes.

10.This is democracy in classroom interaction which will provide the student-friendly atmosphere.

11.This curriculum will prepare the learner to be involved in social problems.

Difficulties1.Existing workload and Appointment norms

will hamper and initiative drastically.2.Resistance to change on the part of

administrators and academicians to experiment with new changes.

3.A meticulous planning and a radical curriculum designing is required. Cosmetic changes will not serve the purpose.

4.Substantial financial outlay for implementation and if necessary for appointment of teachers is required.

About the presenter• Dr.B.Victor is a highly experienced postgraduate

biology teacher, recently retired from the reputed educational institution St. Xavier’ s College, Palayamkottai, India-627001.

• He was the dean of sciences and assistant controller of examinations.

• He has more than 32 years of teaching and research experience

• He has taught a diversity of courses ranging from Send your comments to : pre- university to post graduate classes.

• bonfiliusvictor@gmail.com