ONLINE ASSIGNMENT B N V COLLEGE OF TEACHER EDUCATION TOPIC : NEW APPROACHES TO CURRICULUM TRASACTION (REFLECTIVE LEARNING AND EXPERIENTIAL LEARNING) SUBMITTED BY : ASHA RAJ S MATHEMATICS REG NO : 18014357002 SUBMITTED ON : 10:10:2015

INDEX SL NO: CONTENT PAGE NO: 1 INTRODUCTION 2 CONCEPT OF CURRICULUM 3 DEFINITION OF CURRICULUM 4 NEW APPROACHES TO CURRICULUM TRANSACTION REFLECTIVE LEARNING EXPERIENTIAL LEARNING

INTRODUCTION Curriculum is the crux of the whole educational process. Without curriculum we cannot conceive any educational endeavor Teaching-learning process does not operate in a vacuum. Certain planned experiences have to be provided in school so that optimum human development according to the needs of a particular country is possible .I n other words curriculum is that path which has to be followed by a teacher for realising the aims of education.Curriculam is the dynamic and changes according to the needs of the pupils and society. The mathematics curriculum is the medium required for the purpose. As such, every mathematics teacher has to get a clear and thorough knowledge about the meaning, function, foundation and types of a good mathematics curriculum together with principles for its development and transaction.

CONCEPT OF CURRICULUM The word `curriculum’ is derived from the Latin word `currere’ which means to run. So `curriculum’ is a course or path which one runs to reach a goal. Thus curriculum includes the subject matter and all learning experiences arranged by the school for a particular subject. Usually the curriculum is understood as a group of subjects prescribed for study in a particular course. Curriculum should be considered as a broad– based term encompassing every aspect concerning a course of study. Curriculum for a course of study may be conceived as the totality of experiences a pupil is exposed to within the boundaries of the school and outside while undergoing that course, with a view to achieve the anticipated educational goals.

DEFINITION OF CURRICULUM 1. Curriculum is tool n the hands of an artist(teacher) to mould his materials(pupils) according to his ideals(objectives) in his studio(school). –Arthur Cunningham 2. Curriculum embodies all the experiences, which are utilized by the school to attain the aims of education.-Munroe 3. Curriculum is made up of everything that surrounds the learner in all his working hours.-H.L.Laswell 4. Curriculum is that which the pupil is taught. It involves more than the at of learning and quiet study. It involves occupations,productions,achievement,exercise and activity.-H.H.Horne

NEW APPROAHES TO CURRICULUM TRANSACTION 1.REFLECTIVE LEARNING . 2.EXPERIENTIAL LEARNING. REFLECTIVE LEARNING There are various definitions of "reflective learning" and much has been written on the subject. Nevertheless, it is generally understood that reflection as it applies to learning is a skill, that can be summarised as: the ability to look back over an experience and break it down into its significant aspects, such as any factors affecting success or failure a means of learning by making links between theory and practice (or learning and action) a means of improving performance, by using the outcome of reflection to inform future practice a way of recognising, and maximising the personal value of, a learning experience a way of turning surface learning into deep learning

EXPERIENTIAL LEARNING Experiential learning is learning through reflection on doing, which is often contrasted with rote or didactic learning. Experiential learning is related to, but not synonymous with, experiential education, action learning, adventure learning, free choice learning, cooperative learning, and service learning. While there are relationships and connections between all these theories of education, importantly they are also separate terms with separate meanings Experiential learning focuses on the learning process for the individual. It is often used synonymously with the phrase "experiential education", however, while experiential learning considers the individual learning process, experiential education should be considered a broader philosophy of education. As such, it is concerned with issues such as the relationship of teacher and student, as well as broader issues of educational structure and objectives. An example of experiential learning is going to the zoo and learning through observation and interaction with the zoo environment, as opposed to reading about animals from a book. Thus, one makes discoveries and experiments with knowledge firsthand, instead of hearing or reading about others' experiences. In business school, internship, and job-shadowing, opportunities in a student’s field of interest are elevated as examples of valuable experiential learning which contribute significantly to the student’s overall understanding of the real-time environment.

A third example of experiential learning involves learning how to ride a bike, a process which can illustrate the widely known four-step experiential learning model (ELM) as purported by Kolb and outlined in Figure below. Following this example, in the "concrete experience" stage, the learner physically experiences the bike in the "here-and-now". This experience forms "the basis for observation and reflection" and the learner has the opportunity to consider what is working or failing (reflective observation), and to think about ways to improve on the next attempt made at riding (abstract conceptualization). Every new attempt to ride is informed by a cyclical pattern of previous experience, thought and reflection (active experimentation).