AIOU Curriculum Development 6406-2 Solved Assignment Autumn 2022

AIOU Course Code 6406-2 Solved Assignment Autumn 2022

AIOU Curriculum Development 6406-2 Solved Assignment Autumn 2022 Is Given Below:

Course: Curriculum Development (6406) Semester: Autumn, 2022

Level: ADE / B.Ed. (4 Years)

ASSIGNMENT No. 2

 

Q. 1 How is cognitive domain different from affective domain? Discuss with examples.

Developing and delivering lessons by teachers are integral in the teaching process. It is hence important for teachers to ensure that the three (3) domains of learning which include cognitive (thinking), affective (emotions or feeling) and Psychomotor (Physical or kinesthetic) to be achieved. It is imperative to understand that there are different categories of learners who have varying needs and as such different methods must be adopted in the planning and delivery of lessons to ensure that such needs are addressed. The world of education has gradually adopted the strategy of ‘Every child matters’ structure that requires that all learners with different needs are counted.

This article aims to evaluate the three domains of learning (cognitive, affective and psychomotor) and their benefits to addressing the different learning styles of students.

 

Q. 2 According to Taba, what are levels of content and their functions?     

Hilda Taba (7 December 1902 – 6 July 1967) was an architect, a curriculum theorist, a curriculum reformer, and a teacher educator. She wrote many books, especially in education, including The Dynamic of Education (1932), Adolescent Character and Personality (1949), School Culture: Studies of Participation and Leadership(1955), Action Research: A case study(1957), Curriculum Development and Practice (1962), Thinking in Elementary School Children(1964) etc.

Taba contributed to the theoretical and pedagogical foundation of concept development and critical thinking in social studies curriculum and helped to lay the foundation of education. She also created a multipurpose teaching model that utilizes the use of multiple process i.e. Listing, grouping, re-grouping, labelling, and synthesizing. Her model “Grassroot approach” is modified version of Tyler’s model.

Q. 3 Interrelate aims, goals and objective. Identify these in national curriculum.   

 03038507371

Aims, goals and objectives help to make your business successful day in and day out. Although they are interrelated, aims, goals and objectives have important distinctions and their roles in business are often confused. Aims relate to the end results, but goals and objectives help you achieve these results. Goals are abstract ideas, while objectives are more tangible and concrete.

plan, articulate and document aims, goals and objectives

Taking the time to plan, articulate and document in writing your aims, goals and objectives contributes to the success of your business. The three interrelated concepts concern future intentions and all three must be set in motion if your plans are to have a realistic chance of succeeding. You are more likely to reach a goal when you’ve planned and implemented objectives to achieve it. You’ll also see greater success in your business if you share your aims and strategies to achieve them with associates and employees who will be carrying out those objectives. Keep in mind that aims, goals and objectives must be clear and specific as well as realistic.

 

Q. 4 How does Romine classifies procedure of selection of content in curriculum?  

 

The term curriculum is viewed in two different ways: the micro and the macro. The micro curriculum refers to subjects, while the macro curriculum refers to curricular programs. For example, the subject biology is a micro curriculum, while BS in Civil Engineering is a macro curriculum.

The micro curriculum employs the seven criteria for the selection of subject matter below. For the macro curriculum, the subjects needed for the curricular program or course comprise the content.

1. SELF-SUFFICIENCY

To help learners attain maximum self-sufficiency most economically is the central guiding principle of subject matter or content selection as cited by Bilbao et al. (2008). Although the economy of learning implies less teaching effort and less use of educational resources, students gain more results. They can cope up with the learning outcomes effectively.

Q. 4 How does Romine classifies procedure of selection of content in curriculum?  

The term curriculum is viewed in two different ways: the micro and the macro. The micro curriculum refers to subjects, while the macro curriculum refers to curricular programs. For example, the subject biology is a micro curriculum, while BS in Civil Engineering is a macro curriculum.

The micro curriculum employs the seven criteria for the selection of subject matter below. For the macro curriculum, the subjects needed for the curricular program or course comprise the content.

 03038507371

Q. 5 Discuss strength and weaknesses of curriculum currently implemented in Pakistan.    

Pakistan has a variety of educational systems which further class differences and seems to be a big hurdle in bringing unity and harmony among the nation. One of these systems is represented by high level English medium schools in private sector whose fees on average ranges from 15 to 25K or even more. Other major chunk of the children goes to low fee private and public sector schools and finally a substantial amount of children studies in religious sanctuaries known as Madrassa. All these educational institutes have different environments in terms of curriculum, way of teaching, facilities and freedom. After spending 10 years, which is the average schooling time, in these respective institutes, it is hard to imagine that these children would be able to befriend each other or have an intimate and respectable working relationship whenever future brings them close. Therefore, any effort to eradicate these differences may be seen as an effort with a good intention and in the right direction.

1. SELF-SUFFICIENCY

To help learners attain maximum self-sufficiency most economically is the central guiding principle of subject matter or content selection as cited by Bilbao et al. (2008). Although the economy of learning implies less teaching effort and less use of educational resources, students gain more results. They can cope up with the learning outcomes effectively.

Related Articles

Leave a Reply

Your email address will not be published. Required fields are marked *

Back to top button
error: Content is protected ! click on any one google Ads to copy meterial
//
Muhammad Usman
04:00 PM- 07:00 AM
//
Muhammad Rizwan
07:00 AM-04:00 PM
Chat On Whatsapp

AdBlocker Dectected

Please turn off Ad Blocker and refresh the page