Curriculum and Instructional Designing
Contents: Preface. I. Foundations of Instructional Designing: 1. Education in the 21st Century—Learning the Treasure Within (Report of UNESCO’s International Commission on Education). 2. Our Changing Environment and Ethos. 3. An Overview of a Futuristic Perspectives of Education. 4. Curriculum: The Anvil of Instructional Designs. 5. Generic Facets of Educational Objectives. 6. The Process of Learning. 7. Energising Instruction.
8. The Concept of ‘Prep Index’—An Approach for Quantifying Qualitative Outcomes of Education (Example: Evaluation of Instructional Effectiveness). 9. Determining and Designing Course Contents. 10. Some Insights into Curriculum Transaction. 11. Using Questions for Teaching [Some Examples Related to School Education]. III. Some Conventional Instructional Methodologies: Introduction: 12. The Lecture Method. 13. The Discussion Method.14. Demonstration. 15. Observation. 16. Problem-Solving Method. 17. The Herbartian Steps. IV. Some Unconventional Instructional Methodologies: 18. The Project Method. 19. The Laboratory Method. 20. Programmed Instruction. 21. Think-Tank Sessions. 22. Seminars. 23. Panel Discussions. 24. Symposium. 25. Library Research. 26. Photo Language Session. 27. Surveys. 28. Participatory/Group Learning. 29. Action Research. V. Ict in Instructional Designing: 30. ICT in Instructional Designing and Curriculum Implementation. VI. Some Ancillary Teaching-Learning Facets/Situations: 31. Assignments and Work at Home. 32. Organisation of Exhibitions. 33. Educational Field Trips and Excursions. VII. Instructional Aids and Support Material: 34. Instructional Aids and Support Material. 35. Edgar Dale’s Cone of Experience. VIII. Evaluating Learning Outcomes: 36. The Meaning of Educational Evaluation. 37. Purpose of Evaluation. 38. Evaluation of Attainments in Abilities and Proficiencies. 39.Preparing of Objective-based Questions of Different Forms. 40. Written Examinations — Preparation of Balanced Question Papers. 41. Oral and Practical Examinations. 42. Grading Learner’s Performance. IX. Curriculum Evaluation: 43. Curriculum Evaluation. Appendices. References. Index.
Curriculum and Instructional Designing is a book which effortlessly enables the educational practitioners to travel from the nebulous theoretical postulates of curriculum to the ground realities of their implementation. It deliberately endeavours to avoid jargons by presenting their meanings and implications with examples from life. This is likely help not just in learning concepts but in internalising them with a sense of gratification.
Covering Objectives in all the three domain of human development, content inits diverse manifestations, methodology in both conventional and unconventional facets, support material in its various forms and formats and Educational Evaluation as an empowered instrument for fulfilling its obligations, the book,it is hoped,should become an arm-pit companion of teachers at the university and school levels and of specialised institutes run by the corporate bodies. The teachers and students of teacher training institutions may also find the book of special value in learning terse concepts in simple ways. (jacket)
