Curriculum & Instructions
Evaluation essentially is the provision of information for the sake of facilitating decision making at various stages of curriculum development. This information may pertain to the program as a complete entity or only to some of its components. Evaluation also implies the selection of criteria, collection and analysis of data. It includes obtaining information for use in judging the worth of a programme and procedure.
There are some features, which can be used to determine the extent to which audio visual aids are of great value in a learning process. Their values depends upon the extent to which they assist in achieving the objectives of instructions and may be indicated briefly under the following heads: Relevancy, Accuracy, Interest
The use of audio visual aids in teaching has increased in the past few years due to technological advancement. Technology blessed the teachers, administrators and student community with multimedia presentations which increase interest in the classrooms. According to studies, when teachers uses learning aids, students show interest and get more stimulate.
Audio Visual Aids are also called instructional material. Audio literally means “hearing” and “visual” means that which is found by seeing. So all such aids, which endeavor to make the knowledge clear to us through our sense are called “Audio Visual Aids”. All these learning material make the learning situations as real as possible and give us firsthand knowledge through the organs of hearing and seeing.
When curricular material is translated in terms of activity, it is known as activity curriculum. Learning of the prescribed material takes place through activities. Activity is used as a media or means for imparting knowledge and skills. Activity based curriculum approach is the greatest motivation, provides freedom of expression to child 'himself fully.
It is not true that the child's thinking is not improved by the subject centered curriculum. Subject curriculum is more appropriate for intellectual development. An individual learns to think as the physicist, botanist, and geologist and so on. If he cannot learn so to think, the fault is to be found in instruction and not in the curriculum pattern
Teacher exercises control over pupil experiences, activities and conduct. The teacher follows the decision of others with regard to the participation in planning and evaluation. The teacher makes rules for the classrooms. Here stern discipline by the teacher which demands a quite classroom atmosphere is the best situation for learning.
Listening to lectures, studying the textbooks and studying for examination are all practices that show the influence of the subject centered curriculum approach. The subject teacher considers it of great importance to cover the prescribed textbook. Since a specific amount of subject matter is to be learnt in a set time. If subject matter has been learnt, the teacher and students feel satisfaction.