L1 M4 Curriculum Analysis Modified 1

MODULE 4
Instructional Planning and Delivery
Unit 4.4.1
Curriculum Analysis for
Session Planning
L1 Curriculum Analysis
L2 Mapping for Curriculum Analysis
L3 Strategies for Teaching Elements of
Content Analysis
L4 Learning Principles and Events of
Instruction
Lesson L1: Curriculum Analysis
Contributors
Prof. (Mrs.) Chanchal Mehra

Associate Professor, Department of Media Research and Development Education
&
Dr A. K. Jain
Professor, Department of Civil and Environmental Engineering Education
&
Dr Joshua Earnest
Professor (Retd.), Department of Electrical and Electronics Engineering Education
Editor: Dr D. S. Karaulia, Professor, Department of Computer Science and Engineering Education
National Institute of Technical Teachers’ Training and Research

Shamla Hills, Bhopal M.P. - INDIA 462 002
Unit 4.4.1: Curriculum Analysis for Session Planning L1: Curriculum Analysis
Learning Outcomes: At the end of this lesson, you will be able to:
LO 1. Correlate various types of outcomes for analysing a course curriculum.
LO 2. Prepare a course plan for a selected course.
LO 3. Explain the need for session planning considering the session learning
outcomes and pre-requisite knowledge and skills of the learners.
LO 4. Interpret session learning outcomes using taxonomy table for identification of
contents to be covered during the session.
Contents
1.0 INTRODUCTION .................................................................................................................................. 3
2.0 AIMS, GOALS AND OBJECTIVES V/s PEOs, POs, PSOs and COs ............................................................ 3
3.0 CURRICULUM ANALYSIS OF A COURSE ............................................................................................... 4
4.0 INSTRUCTIONAL PLANNING ................................................................................................................ 6
4.1 Course Planning .................................................................................................................................. 6
4.2 Session Planning ................................................................................................................................. 7
5.0 SESSION LEARNING OUTCOMES AND THEIR ANALYSIS ....................................................................... 9
6.0 CONCLUSION .................................................................................................................................... 11
7.0 REFERENCES ..................................................................................................................................... 11
AICTE-NITTT Module 4: Instructional Planning and Delivery © NITTTR, Bhopal All rights Reserved L1 Page 2
1.0 INTRODUCTION
This Lesson 1 is on ‘Curriculum Analysis’ of Module 4 ‘Instructional Planning and Delivery’. As

a teacher, you will be engaged in teaching-learning activities on daily basis. Whether it is a
classroom, laboratory or workshop situation, systematic instructional planning, its
implementation and improvements, based on feedback, are the essential elements for
effective instruction. By now you must have a clear understanding of the curriculum, its
development stages and domains of learning. The domains of learning are categorized as
cognitive, psychomotor and affective domains and each one has its taxonomy. Also, you
have developed sample learning outcomes in different domains. These learning outcomes
are the backbone of the programme curriculum. A detailed description of the curriculum, its
development stages, domains of learning and taxonomies of different domains is given in
Module 1 “Orientation towards Technical Education and Curriculum aspects”. You are
requested to go through the Revised Bloom’s Taxonomy of Cognitive Domain which is
represented in form of a ‘Taxonomy Table’. Taxonomy Table has been used as a tool for
curriculum analysis in this lesson. Here the focus is on curriculum analysis of a specific
Course, to understand the relationship between Programme Outcomes, Course
Competency, Course Outcomes, Unit Outcomes, Practical Outcomes and Affective Domain
outcomes. How to arrive at subject matter comprising of topics, sub-topics, practical activity,
project work, etc. by analyzing these, is also discussed in this lesson. Such an analysis of the
course curriculum will help you in planning and implementing sessions effectively and
efficiently.
2.0 AIMS, GOALS AND OBJECTIVES V/s PEOs, POs, PSOs and COs
A scientifically developed curriculum addresses the requirements of curricular aims, goals

and objectives. Nel Noddings (Noddings, 2003) specifies that aims, goals, and objectives can
be thought of as hierarchically ordered educational purposes which are arranged in
descending order of generality. Nel Noddings further clarifies that the vagueness of
statements of aims and goals can be an advantage. It invites ‘aims talk’ (Noddings, 2003),
and that discussion is essential to a value-laden enterprise such as education.
•General and broad Programme

Aim/s Educational Objectives
•General and broad
statement (PEOs) statement
Programme
Goal/s •Broad and narrow statement as Outcomes (POs) & •Broad and narrow statement
compared to aim Programme Specific as compared to PEO
Outcomes (PSOs)
•Specific Course Outcomes

Objectives •Specific
(COs) and Learning
statements statements
Outcomes (LOs)
Figure 1: Alignment between Aims, Goals and Objectives versus PEOs, POs, PSOs and COs
Module 4- Instructional Planning and Delivery NITTTR, Bhopal L1 Page-3

Further, educators/planners need to assess not only specific student outcomes but also what
we as educators are doing, what we offer, and why. Thus, alignment between aims, goals
and objectives is essential.
In today’s era of Outcome-Based Education, the terms that are used in Programme
Curriculum are Programme Educational Objectives (PEOs), Programme Outcomes (POs),
Programme Specific Outcomes (PSOs) and Course Outcomes (COs) instead of aims, goals and
objectives respectively. The same has been depicted in Figure 1. In the majority of course
curricula, that are redesigned on Outcome Based philosophy, PO–CO matrix is included
which depicts the correlation between the Course Outcomes and Programme Outcomes by
indicating 1, 2, 3 or -. Here 1 indicates low, 2 indicates medium, 3 indicates high and ‘-’
indicates no correlation. POs for Under Graduate Engineering Programme and Engineering
Diploma Programme have been fixed by the National Board of Accreditation(NBA). A list of
the same is given in Annexure A.
Table1 PO–CO Matrix for Course ‘A’ (UG Engineering Programme)
PO1 PO2 PO3 PO4 P05 PO6 PO7 PO8 PO9 P010 PO11 PO12 PSO1 PSO2
Competency 3 3 2 3 2 3 - 2 - 3 2 3 2 2
CO1 3 2 1 1 1 1 2 3 2 1 - 2 1 -
CO2 2 2 2 - - 1 - 2 - 2 2 2 - 2
…CO5 2 3 - 1 1 - 1 2 3 1 - 3 2 1
(CO1 to CO5) 3 2 2 1 - 1 1 3 2 2 1 - 2 1
Legend 1 indicates low, 2 indicates medium, 3 indicates high and ‘– ‘indicates no correlation between the
respective COs and POs
3.0 CURRICULUM ANALYSIS OF A COURSE
AICTE has published the ‘model curriculum’ in January 2018, with the presumption that
every teacher in universities or affiliated institutions knows ‘how’, ‘why’ and ‘level of
complexity’, of the selected topic at the time of teaching. However, in a typical Indian
university with a large number of affiliated colleges, course teachers and examiners are
different persons. This situation necessitates the curriculum designer to provide an
elaborate course curriculum. (example of the course curriculum is given in Annexure B). This
will enable all the stakeholders (especially the teacher, examiner and student) to
comprehend and interpret the curriculum in ‘letter and spirit’ to fulfil the course
competency, course outcomes and learning outcomes in cognitive, psychomotor and
affective domains. The relationship between these is depicted in Figure 2 (Earnest, 2019). As
a teacher, you have to interpret the course curriculum and establish linkage between these
and arrive at the activities to be performed by students for the achievement of outcomes.
Figure 2 indicates that Programme Outcomes and Programme Specific Outcomes as

specified by NBA are outcomes at the macro level, whereas course competency and the
course outcomes are at the meso level and learning outcomes in three domains (cognitive,
psychomotor and affective domain) are at the micro-level.
Programme Outcomes (PO) and Programme

Macro level Specific Outcomes (PSOs)
Course 1 (say Elements of Electrical Engineering)
Meso level Competency for Course 1 (say Elements of Electrical Engineering)
CO 1 CO 2 CO n
LO 1 (C/P/A)* LO 2 (C/P/A) LO n (C/P/A)

Micro
Level
Topic 2.1 Topic 2.2 Topic '2.n' Practical Other Project
Activity Activities Work
Figure 2: Procedure for Course Curriculum Analysis

*C/P/A – Cognitive Domain/Psychomotor Domain/Affective Domain
2
Thus, the curriculum of each course needs to be analyzed from course outcome levels to the
subject matter comprising of topics, sub-topics, practical activity, project work, and other
activities. Constructive alignment between course outcomes and subject matter needs to be
ensured while analyzing any curriculum. For proper analysis, of course, of the curriculum you
need to develop expertise in the following areas:
a) Formulate course outcomes that are at higher taxonomic levels in the cognitive,
psychomotor and affective domains.
b) Analyse each course outcome and formulate specific learning outcomes in the
Cognitive, Psychomotor and Affective domains (C/P/A) at the different taxonomic
levels.
c) Prepare a Taxonomy Table comprising of cognitive process dimension and knowledge
dimension and place the specific learning outcomes in the appropriate cell. (Refer to
Annexure C).
d) Identify the factual knowledge, conceptual knowledge, procedural knowledge and
Metacognitive knowledge that is required for the learning outcomes (Anderson &
Krathwohl, 2001). (Refer to Annexure C).
e) Identify the practical outcomes and relevant affective domain outcomes that need to
be developed.

f) Based on these outcomes the topics, sub-topics, practical activity, project work and
other activities will emerge.
A summary of revised Bloom’s taxonomy of cognitive domain, Dave’s taxonomy of

psychomotor domain, Krathwohl’s taxonomy of affective domain and guidelines for
formulating outcomes are given in Annexure C.
A sample curriculum for the course ‘Elements of Electrical Engineering’(MSBTE) is given in

Annexure B. You need to go through the same for establishing alignment between course
competency, course outcomes, practical outcomes (psychomotor domain), Unit Outcomes
(cognitive domain), affective domain outcomes, topics, sub-topics, and practical and project
work.
4.0 INSTRUCTIONAL PLANNING
The instructional planning also includes course planning and session planning.
4.1 Course Planning
Once you carry out curriculum analysis and establish an alignment between course
competency, COs, and LOs in three domains, with topics, sub-topics, practical activity,
project work and other activities, the first step in planning is completed. This is then followed
by the preparation of the course plan which includes a total number of sessions required for
the selected course, their sequence, time required, instructional method/s required, print
and non-print media requirement, equipment required, learning activities and assessment
tools. A sample format for the course plan is given in Table2
Table 2 Course ‘A’ Plan
S. Session Date and Instructional Print, Non-Print Learning Assessment

No. Details Time Methods Media and Activities tools
(Lecture, required Equipment
Tutorial, Required
Practical)
1
2
3
4
After preparing the course plan, session wise plan is to be prepared for each session
identified in column no. 2 of Table–2 Course Plan. Sessions could be related to theory,
tutorial, practical activity, project work, visits and industrial training.
ACTIVITY
Prepare a course plan for selected course using the format given in Table 2. Discuss it
with your peers and submit the same in your e-Portfolio.

4.2 Session Planning
Session wise planning is one of the crucial steps as this plan is to be implemented in the
appropriate place whether it is a classroom, laboratory, workshop or field. For the
preparation of the session plan two stages need to be clearly defined:
a) Current status of students (i.e. pre-requisite knowledge and skills available with the
target group) and
b) Destination to be achieved (what you expect the student to achieve at the end of the
session i.e. Session Learning Outcomes).
After analyzing the two stages mentioned above, you have to prepare plan/s for the
achievement of learning outcomes. The same is shown in Figure 3.
Plan 3
Plan 1
Prerequisite knowledge & Session Learning
skills Outcomes to be achieved
Plan 2
Plan 4
Figure 3: Gap Between Prerequisite Knowledge and Skills and Session Learning Outcomes
For the preparation of the session plan, you need to focus on the following:
a) Why to teach? (Purpose and Importance)
b) Where to teach? (Location – Classroom, Laboratory, Workshop, Field)
c) When to teach? (Time and sequence)
d) Whom to teach? (Target Group, student characteristic)
e) What to teach? (Session Learning Outcomes and content coverage)
f) How to teach? (Instructional Method and media to be used)
g) How to assess whether outcomes are achieved or not?
To a large extent answers to these questions are available in the course curriculum and the
course plan developed by you. Detailed analysis of ‘What to teach’? ‘How to teach’? and
‘How to assess’? is further needed for preparing a detailed session plan. The suggested
format of the session plan is given in Exhibit 1. This is discussed in detail in Lesson 15-
Classroom Session Plan Preparation.
Now you have to finalize Session Learning Outcomes and analyse the same using the
taxonomy table. This will help you in finding out the answer to the question ‘What to
teach?’.

Exhibit – 1
Session Plan Format
a) Name of Teacher: ………………………………………………………………………..........................
b) Name of programme: ………………………………………………………………………....................
c) Semester: ……………………………………………………………………….......................................
d) Course Code and Title: ………………………………………………………………………..................
e) Unit Number with Title: …………………………………………………………………………...............
f) Topic: ………………………………………………………………….………………..................................
g) Session Duration: ……………………………………………………………………..
h) Relevant Course Outcomes: ……………………………………..………………
i) Session Learning Outcomes:
- ………………………………………………………………………….................................
- ………………………………………………………………………….................................
j) Entry-level knowledge and skills of students
- ………………………………………………………………………….................................
- ………………………………………………………………………….................................
k) Equipment required in Classroom/ Laboratory/ Workshop
- ………………………………………………………………………….................................
- ………………………………………………………………………….................................
l) Instructional media required
• List of media available
- ………………………………………………………………………….................................
- ………………………………………………………………………….................................
• List of media to be prepared
- ………………………………………………………………………….................................
- ………………………………………………………………………….................................
m) Instructional strategy and methods to be used
S.No. Teaching Points Teacher’s Student’s Time in Media to

Activity Activity minutes be used
1 Introduction
2 Development
3 Consolidation

5.0 SESSION LEARNING OUTCOMES AND THEIR ANALYSIS
The steps indicated below help you in formulating Session Learning Outcomes (SLO).
a) Select a course curriculum and prepare a course plan as discussed in point 4.1.
b) Select a session from the course plan. This session could be a lecture, tutorial or
practical related.
c) Identify the knowledge and skills, attained by the students before the selected
session.
d) Formulate the session learning outcomes that are specific, student-oriented, start
with an action-oriented verb, measurable and observable, achievable, realistic and
time-bound.
For a session of 45-60 minutes duration, two to four-session learning outcomes are enough.
If a course curriculum includes the introductory unit, where the terms and basic elements
are introduced to the learner, then for such sessions few session learning outcomes may be
formulated at a lower level, followed by higher-level learning outcomes.
To have a holistic picture of ‘What to teach?’ now let us take an example. To decide what to
include in the session, first formulate the session learning outcomes followed by its analysis
so that you can decide the subject matter that needs to be covered.
Example 1: Session Learning Outcome (SLO1) Explain the working principle of an induction
motor.
This learning outcome primarily falls under a cognitive domain. Using the Taxonomy Table
given in Annexure C, try to place SLO1 in the appropriate cell of the taxonomy table. The
session learning outcome ‘Explain the working principle of induction motor’ can be placed at
the intersection of Understand column and Conceptual Knowledge row as the verb ‘Explain’
indicates learning at the ‘Understand’ level and ‘working principle’ is related to conceptual
knowledge. This means that the student has already achieved the related Remember Level
outcomes which might cover types of induction motors, name of different parts,
constructional details, IS Codes of Induction Motor, application and advantages. These now
become the part of pre-requisite knowledge and skills that is required to achieve the SLO1.
Thus, analysis of session outcomes helps you to identify the level of learning together with
the subject matter that is to be dealt, with during the session.
As a teacher, you also must decide about the subject matter related to factual, conceptual,
procedural and metacognitive knowledge that is to be covered during the session as shown
in Table 3.

Table 3 Placing Session Learning Outcome in the appropriate cell of Taxonomy Table
The Knowledge The Cognitive process Dimension

Dimension
1. Remember 2. Understand 3. Apply 4. Analyse 5. Evaluate 6. Create
A. Factual
Knowledge
B. Conceptual
Knowledge SLO1
C. Procedural
Knowledge
D. Metacognitive
Knowledge
A brief description of the knowledge dimension is given below for your ready reference.
Note: You are requested to Refer to Annexure C of this lesson, Video Programme on Revised Bloom’s Taxonomy
of Cognitive Domain - Part 2 (Knowledge Dimension), Revised Bloom’s Taxonomy of Cognitive Domain -
Part 3 (Taxonomy Table), Module 1 “Orientation towards Technical Education and Curriculum aspects”,
and the Book by Anderson, L. W., and Krathwohl, D. R. (2001) “A Taxonomy for Learning, Teaching and
Assessing, Revision of Bloom’s Taxonomy of Educational Objectives”, Pearson Education for deeper
understanding of Revised Bloom’s Taxonomy of Cognitive Domain.
a) Factual Knowledge (includes knowledge of terms and elements). Factual knowledge that
is required for the above session includes - the North and South pole of a magnet, force,
magnetism, electromagnetism, capacitor, EMF, friction, velocity, acceleration,
synchronous speed, slip and slip speed. Few of these terms and elements are already
known to your students. Accordingly, you will try to recall these during the session, by
asking questions, showing examples, using relevant images, etc. The new terms will
however be dealt with in detail during the session.
b) Conceptual Knowledge (includes classification, categories, principle, theory, model and

structures). The conceptual knowledge that is required for the above session includes -
Magnetic field, Fleming’s right-Hand rule, Induced EMF and Current, Lenz’s Law,
Faraday’s laws of electromagnetic induction, Fleming’s Left-Hand rule, line frequency,
rotor frequency, rotor torque, right-hand thumb rule, rotating magnetic field in the
stator winding, working of single-phase and 3 phase induction motor, capacitor start and
capacitor run motor, etc. Some of these may already be known to the students and this
foundation may be used to explain the application of these in the context of working of
induction motor.
c) As SLO1 is placed at the intersection of the ‘understand’ level and ‘conceptual

knowledge’, this indicates an absence of procedural and metacognitive knowledge. A
brief description of procedural and Metacognitive knowledge is as under.

d) Procedural knowledge deals with knowledge of how to do something. It involves a series

of steps, knowledge of skills, algorithms, techniques and methods which are collectively
known as procedures. It also addresses knowledge of the criteria that are used to
determine when to use various procedures. At the lower taxonomy level, the steps
related to the procedure are followed in a fixed order, however at a higher level, at
times, learners decide which step to perform next.
e) Metacognitive knowledge is often defined as ‘thinking about one’s thoughts’. It involves

a deliberate, planful, and goal-oriented mental process, applied to one’s thoughts and
experiences. The thinking process is tied to a person’s own internal mental
representations of that reality. Usually, learners develop their Metacognitive strategies
based on their interaction with the learning material. During the initial stages and at the
lower taxonomy level you may suggest such strategies which are widely in use.
6.0 CONCLUSION
In this lesson, the systematic procedure to analyse a typical course curriculum to establish
the linkages between Programme Outcomes, Course Competency, Course Outcomes,
Practical Outcomes, Affective Domain Outcomes and Session Learning Outcomes were
discussed to understand their linkage with the subject matter. With this holistic picture, you
are required to prepare a course plan and thereafter a session plan. While preparing the
session plan, session learning outcomes are formulated and analysed, to arrive at the subject
matter, that is to be covered during the session.
********
7.0 REFERENCES
(n.d.). Retrieved from MSBTE: https://msbte.org.in/portal/curriculum-search/

Anderson, L. W., and Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching and Assessing,
Revision of Bloom’s Taxonomy of Educational Objectives. Pearson Education.
Earnest, J. (2019). SWAYAM MOOCs Course on Fundamentals of Curriculum in Engineering
Education, In Unit 3.3 Course presentation Pattern in Outcome-Based Curriculum 2019.
SWAYAM.
Mehra, C. (2019). Swayam MOOCs Course on Learning and Instruction. Lesson 3.4.3 Taxonomy of
Cognitive Domain. SWAYAM.
Affective Domain. SWAYAM.
Psychomotor Domain. SWAYAM.
NBA. (n.d.). Retrieved from http://www.nbaind.org/accreditation-documents.aspx
Noddings, N. (2003). Aims, Goals and Objectives. Retrieved April 2019, from www.yashada.org:
https://www.yashada.org/yash/egovcii/static_pgs/TC/Aims_Goals_Objectives.pdf

Annexure A
For Undergraduate Engineering Programme
PROGRAMME OUTCOMES (POs) Engineering Graduates will be able to:

1. Engineering knowledge: Apply the knowledge of mathematics, science, engineering
fundamentals, and an engineering specialization to the solution of complex engineering
problems.
2. Problem analysis: Identity, formulate, review research literature, and analyze complex
engineering problems reaching substantiated conclusions using first principles of
mathematics, natural sciences, and engineering sciences.
3. Design/development of solutions: Design solutions for complex engineering problems
and design system components or processes that meet the specified needs with
appropriate consideration for public health and safety, and the cultural, societal, and
environmental considerations.
4. Conduct investigations of complex problems: Use research-based knowledge and
research methods including design of experiments, analysis and interpretation of data,
and synthesis of the information to provide valid conclusions.
5. Modern tool usage: Create, select, and apply appropriate techniques, resources, and
modern engineering and IT tools including prediction and modelling to complex
engineering activities with an understanding of the limitations.
6. The engineer and society: Apply reasoning informed by the contextual knowledge to
assess societal, health, safety, legal and cultural issues and the consequent
responsibilities relevant to the professional engineering practice.
7. Environment and sustainability: Understand the impact of the professional engineering
solutions in societal and environmental contexts, and demonstrate the knowledge of,
and need for sustainable development.
8. Ethics: Apply ethical principles and commit to professional ethics and responsibilities and
norms of the engineering practice.
9. Individual and teamwork: Function effectively as an individual, and as a member or
leader in diverse teams, and multidisciplinary settings.
10. Communication: Communicate effectively on complex engineering activities with the
engineering community and with society at large, such as being able to comprehend and
write effective reports and design documentation, make effective presentations, and
give and receive clear instructions.
11. Project management and finance: Demonstrate knowledge and understanding of the
engineering and management principles and apply these to one’s own work, as a
member and leader in a team, to manage projects and in multidisciplinary environments.
12. Life-long learning: Recognize the need for and have the preparation and ability to engage
in independent and life-long learning in the broadest context of technological change.

Engineering Diploma Programme
PROGRAMME OUTCOMES (POs) Engineering Diploma Graduates will be able to:

1. Basic and Discipline-specific knowledge: Apply knowledge of basic mathematics, science
and engineering fundamentals and an engineering specialization to solve the engineering
problems.
2. Problem analysis: Identify and analyse well-defined engineering problems using codified
standard methods.
3. Design/ development of solutions: Design solutions for well-defined technical problems
and assist with the design of systems components or processes to meet specified needs.
4. Engineering Tools, Experimentation and Testing: Apply modern engineering tools and
appropriate techniques to conduct standard tests and measurements.
5. Engineering practices for society, sustainability and environment: Apply appropriate
technology in the context of society, sustainability, environment and ethical practices.
6. Project Management: Use engineering management principles individually, as a team
member or a leader to manage projects and effectively communicate about well-defined
engineering activities.
7. Life-long learning: Ability to analyse individual needs and engage in updating in the
context of technological changes.

Annexure B
Maharashtra State Board of Technical Education (MSBTE)
I – Scheme
II – Semester Course Curriculum
Course Title: Elements of Electrical Engineering

(Course Code:...................)
Diploma Programme in which this course is offered Semester in which offered

Digital Electronics, Electronics and Telecommunications Engineering, Industrial
Second
Electronics, Instrumentation Engineering and Computer Engineering,
Information Technology
1. RATIONALE
An engineering technologist is expected to have some basic knowledge of electrical engineering as they have to
work in different engineering fields and deal with various types of electrical machines and equipment. Hence, it
is necessary to understand magnetic circuits, AC fundamentals, polyphase circuits, different types of electrical
machines, their principles and working characteristics. This course deals with the fundamentals of electrical
engineering and working principles of commonly used AC and DC motors and their characteristics. The basic
concepts of electrical engineering in this course will be very useful for an understanding of other higher-level
courses.
2. COMPETENCY
This course aims to help the student to attain the following industry identified competency through various
teaching-learning experiences:
• Use electrical equipment in various applications.
3. COURSE OUTCOMES (COs)

The theory, practical experiences and relevant soft skills associated with this course are to be taught and
implemented so that the student demonstrates the following industry-oriented COs associated with the above-
mentioned competency:
a) Use principles of magnetic circuits.
b) Use single-phase AC supply for electrical and electronics equipment.
c) Use a three-phase AC supply for industrial equipment and machines.
d) Connect transformers and DC motors for specific requirements.
e) Use FHP motors for diversified applications.
f) Use relevant protective devices/switchgear for different requirements.
4. TEACHING AND EXAMINATION SCHEME
Teaching Scheme Total Credits Examination Scheme

(In Hours) (L+T+P) Theory Marks Practical Marks Total Marks
L T P C ESE PA ESE PA
4 - 2 6 70 30* 25 25 150
(*): Under the theory PA, Out of 30 marks, 10 marks are for micro-project assessment to facilitate the
integration of COs and the remaining 20 marks is the average of 2 tests to be taken during the semester for the
assessment of the UOs required for the attainment of the COs.
Legends: L-Lecture; T – Tutorial/Teacher Guided Theory Practice; P -Practical; C – Credit, ESE -End Semester
Examination; PA - Progressive Assessment.

5. COURSE MAP (with sample COs, PrOs, UOs, ADOs and topics)
This course map illustrates an overview of the flow and linkages of the topics at various levels of outcomes
(details in subsequent sections) to be attained by the student by the end of the course, in all domains of
learning in terms of the industry/employer identified competency depicted at the centre of this map.
Topic 5.3 MCB, MCCB,

ADO 6b -Practice good
ADO 6a- Follow safe ELCB: operation and
housekeeping
practices general specification
Topic 4.1Working Topic 3.4 Phase & line

principle, classification, UO 6a–Describe the current & voltages in star
& delta connected balanced
voltage, current & given type of switching
system
transformation ratio or protective device
PrO 13–Identify switches, UO 3d -Calculate the

UO 4 a–Explain the fuses, MCB, MCCB and current and power of the
working principle of ELCB given 3-phase balanced
the given type of system
transformer
CO (f) –Use relevant

protective devices/ CO (c) -Use three phase
PrO 8 -Determine switchgears for AC supply for industrial
voltage and current different requirements equipment and machines PrO 4 –Balanced star
ratio of 1-phase and delta load
transformer connections to get the
required voltage and
CO (d) -Connect Competency
current
transformers and DC Use electrical
motors for specific equipment in CO (a) - Use
requirements various principles of UO 1d–Interpret
PrO 12–Reverse the
applications. magnetic circuits the B-H curve and
direction of rotation of
Universal motor hysteresis loop for
the given material
CO (e) -Use FHP
motors for diversified PrO 1-Determine
applications CO (b) -Use single phase AC permeability of
supply for electrical and magnetic material
electronics equipment by B-H curve
UO 5a -Explain
the operating principle Topic 1.6 -B-H
of the given type of curve and
PrO 2 -Determine
FHP motor Hysteresis,
parameters of AC
waveform using CRO Hysteresis loop
.
and loss
UO 2d -Calculate the
Topic 5.2Universal motor: parameters of the Topic 2.2 -Instantaneous value,
principle of operation, given quantities cycle, amplitude, period,
reversal of rotation
frequency, RMS and peak value
Legends
UO in Cognitive ADO - Affective Domain

CO - Course Outcome PrO through Practicals Domain Outcome Topic
Figure 1 - Course Map
6. SUGGESTED PRACTICALS/ EXERCISES

The practical in this section are PrOs (i.e. sub-components of the COs) to be developed and assessed in the
student for the attainment of the competency.
Approx.
S. Unit
Practical Outcomes (PrOs) Hrs.
No. No.
Required
1 Determine the permeability of magnetic material by plotting its B-H curve. I 02*
2 Determine frequency, time period, peak value, RMS value, peak factor and form II 02*
factor of a sinusoidal A. C. waveform on C. R. O. Part I

Approx.
S. Unit
Practical Outcomes (PrOs) Hrs.
No. No.
Required
3 Determine frequency, time period, peak value, RMS value, peak factor and form II 02
factor of a sinusoidal A. C. waveform on C. R. O. Part II
4 Find the phase difference between voltage and current on C. R. O. for resistive, II 02
inductive and capacitive circuits. Part I
5 Find the phase difference between voltage and current on C. R. O. for resistive, II 02
inductive and capacitive circuits. Part II
6 Connect balanced star and delta load connections to get the required voltage III 02*
and currents. Part I
7 Connect balanced star and delta load connections to get the required voltage III 02
and currents. Part II
8 Determine the voltage and current ratio of a single-phase transformer. IV 02*
9 Operate the DC shunt motor using a 3-point starter. IV 02
10 Operate the DC shunt motor using a 4-point starter. IV 02
11 Reverse the direction of rotation of the single-phase induction motor. V 02*
12 Reverse the direction of rotation of the Universal motor. V 02
13 Identify switches, fuses, switch fuse and fuse switch units, MCB, MCCB and VI 02
ELCB.
14 Connect the switches, fuses, switch fuse and fuse switch units, MCB, MCCB and VI 02
ELCB in a circuit. Part I
15 Test circuit using series lamp and multimeter. VI 02*
16 Use the earth tester. VI 02
17 Use the insulation tester. VI 02
18 Use different types of digital clamp-on meters VI 02
Total 36
Note
i. A suggestive list of PrOs is given in the above table. More such PrOs can be added to attain the COs and
competency. A judicial mix of a minimum of 12 or more practicals needs to be performed, out of which, the
practicals marked as ‘*’ are compulsory so that the student reaches the ‘Precision Level’ of Dave’s
‘Psychomotor Domain Taxonomy’ as generally required by the industry.
ii. The ‘Process’ and ‘Product’ related skills associated with each PrO are to be assessed according to a
suggested sample given below:
S.No. Performance Indicators Weightage in %

1 Selection of suitable component, apparatus/instrument 20
2 Preparation of experimental set up 10
3 Setting and operation 10
4 Safety measures 10
5 Observations and Recording 10
6 Interpretation of result and Conclusion 20
7 Answer to sample questions 10
8 Submission of report in time 10
Total 100
The above PrOs also comprise the following social skills/attitudes which are Affective Domain Outcomes (ADOs)
that are best developed through laboratory/field-based experiences:
a) Follow safety practices.
b) Work as a leader/a team member.
c) Follow ethical practices.
The ADOs are not specific to any one PrO but are embedded in many PrOs. Hence, the acquisition of the ADOs
takes place gradually in the student when s/he undertakes a series of practical experiences over a period of

time. Moreover, the level of achievement of the ADOs according to Krathwohl’s ‘Affective Domain Taxonomy’
should gradually increase as planned below:
• ‘Valuing Level’ in 2nd year
• ‘Organization Level’ in 3rd year.
• ‘Characterization Level’ in 4th year.
7. MAJOR EQUIPMENT/ INSTRUMENTS REQUIRED

The major equipment with the broad specification mentioned here will usher in uniformity in the conduct of
experiments, as well as aid to procure equipment by authorities concerned.
S. PrO
Equipment Name with Broad Specifications
No. S. No.
1 Single Phase Transformer: 1kVA, single-phase, 230/115 V, air-cooled, enclosed type. 1,5
2 Single phase auto transformer (Dimmerstat) - Single-Phase, Air cooled, enclosed model, 1,2,3,5
Input: 0 ~ 230, 10 A, Output: 0 ~ 270Volts
3 CRO – 20 MHz, Dual-channel 2,3
4 Three-phase Auto Transformer -15 kVA, Input 415 V, 3 phase, 50 Hz, Output 0-415 V, 30 A 4
per Line, Cooling air natural
5 Loading Rheostat - 7.5 kW, 230V, 3 phase, 4 wire, Balanced load. (Each branch has an 4
equal load), Load: Wire Wound Fixed Resistors
6 Lamp Bank - 230 V 0-20 A 5
7 DC shunt motor coupled with DC shunt Generator 6,7
8 Single-phase Induction motor – ½ HP,230 V,50 Hz, AC supply 8
9 Universal motor -1/4 Hp 9
10 Digital Multimeter - 3 1/2 digit Common
11 DC and AC Ammeters: 0-5-10 Amp
12 DC and AC Voltmeters: 0-150-300 V
13 Tachometer: Non-contact type, 0-10000 rpm
14 Rectifier: solid-state, Input- 415 V, 3-Phase, AC, Output – 230 V DC regulated, 20 Amp
8. UNDERPINNING THEORY COMPONENTS

The following topics/subtopics should be taught and assessed to develop UOs in the cognitive domain for
achieving the COs to attain the identified competency. More UOs could be added:
Unit Unit Outcomes (UOs) Topics and Sub-topics

(in the cognitive domain)
Unit – I 1a. Describe the salient features of the 1.1 Magnetic flux, flux density, magnetomotive
Magnetic given type of circuit. force, magnetic field strength, permeability,
Circuits 1b. Apply Fleming’s left-hand rule and reluctance
Lenz’s law to determine the 1.2 Electric and magnetic circuits
direction of induced EMF in the 1.3 Series and parallel magnetic circuits
given circuit. 1.4 Faraday’s laws of electromagnetic induction,
1c. Explain the given type(s) of induced Fleming’s right-hand rule, Lenz’s law
emf. 1.5 Dynamically and statically induced emf, self
1d. Interpret the B-H curve and and mutual inductance
hysteresis loop for the given 1.6 B-H curve and hysteresis, hysteresis loop and
material. hysteresis loss.
Unit– II 2a. Describe the salient features of the 2.1 A. C. and D.C. quantity, advantages of A. C.
AC given type of power supply. over D.C., Single phase A. C. sinusoidal A. C.
Fundamentals 2b. Represent the given AC quantities by wave: instantaneous value, cycle,
phasors, waveforms and amplitude, time period, frequency, angular
mathematical equations. frequency, R.M.S. value, Average value for


2c. Explain the response of the given sinusoidal waveform, Form factor, Peak
pure resistive, inductive and factor
capacitive AC circuits with sketches 2.2 Vector representation of sinusoidal A. C.
2d. Calculate the parameters of the quantity, Phase angle, phase difference, the
given circuit. concept of lagging and leading – by
2e. Calculate impedance, current, power waveforms, mathematical equations and
factor and power of the given AC phasors
circuit. 2.3 Pure resistance, inductance and capacitance
in A. C. circuit
2.4 R-L and R-C series circuits
2.5 Impedance and impedance triangle
2.6 Power factor and its significance
2.7 Power – active, reactive and apparent, the
power triangle
Unit– III 3a. Describe the salient features of the 3.1 3 phase system over 1 phase system
Polyphase AC given type of AC power supply. 3.2 3-phase emf generation and its waveform
Circuits 3b. Explain the concept of a symmetrical 3.3 Phase sequence and balanced and
system and phase sequence of the unbalanced load
given AC supply. 3.4 Phase and line current, phase and line
3c. Distinguish the characteristics of the voltage in star connected and delta
given type(s) of a star (or delta) connected balanced system
connections with sketches. 3.5 Current, power, power factor in a 3-phase
3d. Calculate the current and power of balanced system
the given three-phase balanced 3.6 Star and delta connections
system.
Unit-IV 4a. Explain the working principle of the 4.1 Transformer: Working principle, emf
Transformer given type of transformer. equation, Voltage ratio, current ratio and
and DC 4b. Distinguish the construction of the transformation ratio, losses
given type of transformer. 4.2 Auto-transformer – comparison with two
Motors
4c. Describe the construction and winding transformers, applications
working of the given type of DC 4.3 DC motor construction - parts its function
motor. and material used
4d. Select the relevant type of DC motor 4.4 DC motor -Principle of operation
for the given application with 4.5 Types of D.C. motors, schematic diagram,
justification. applications of dc shunt, series and
compound motors
Unit –V 5a. Explain the working principle of the 5.1 FHP: Schematic representation, the principle
Fractional given type of FHP motor. of operation and applications of split-phase
Horse Power 5b. Select relevant FHP motor for the Induction motor, capacitor start induction
given application with justification. run, capacitor start capacitor run and
(FHP) Motors
5c. Describe the procedure to connect permanent capacitor motors, shaded pole
the given type of FHP motor for the motors
given application with sketches. 5.2 Universal motor: the principle of operation,
5d. Describe the procedure to connect reversal of rotation and applications
the stepper motor for the given 5.3 Stepper motor: types, the principle of
application with sketches. working and applications
Unit-VI 6a. Describe the features of the given 6.1 Fuse: Operation, types
Protective type of protective device. 6.2 Switch Fuse Unit and Fuse Switch Unit:
Devices and 6b. Select the relevant protective device Differences
for the given application with 6.3 MCB, MCCB and ELCB: Operation and


Switchgear justification general specifications
6c. Select suitable switchgear for the 6.4 Earthing: Importance of earthing, factors
given situation with justification. affecting earthing
6d. State the I.E. rule related to be 6.5 Methods of reducing earth resistance, I.E
applied for the given type of rules relevant to earthing
earthing with justification.
Note: To attain the COs and competency, the above-listed UOs need to be undertaken to achieve the
‘Application Level’ and above of Bloom’s ‘Cognitive Domain Taxonomy’.
9. SUGGESTED SPECIFICATION TABLE FOR QUESTION PAPER DESIGN
Unit Unit Title Teaching Distribution of Theory Marks

No. Hours R U A Total
Level Level Level Marks
I Magnetic Circuits 10 02 04 04 10
II AC fundamentals 10 02 04 04 10
III Polyphase AC circuits 08 02 04 04 10
IV Transformer and DC motors 14 04 04 06 14
V Fractional Horse Power (FHP) motors 12 04 04 06 14
VI Protective Devices and Switchgear 10 02 04 06 12
Total 64 16 24 30 70
Legends: R=Remember, U=Understand, A=Apply and above (Bloom’s Revised taxonomy)
Note: This specification table provides general guidelines to assist students in their learning and for teachers to
teach and assess students concerning the attainment of UOs. The actual distribution of marks at different
taxonomy levels (of R, U and A) in the question paper may vary from the above table.
10. SUGGESTED STUDENT ACTIVITIES

Other than the classroom and laboratory learning, the following are the suggested student-related co-
curricular activities that can be undertaken to accelerate the attainment of the various outcomes in this
course: Students should conduct the following activities in groups and prepare reports of about 5 pages for
each activity, also collect/record physical evidence for their (student’s) portfolio which will be useful for their
placement interviews:
a) Market survey regarding commonly used electrical equipment which is not covered in the curriculum.
b) Prepare a PowerPoint presentation or animation for showing the working of DC or AC motors.
c) Undertake a market survey of different domestic electrical appliances based on the following points:
i. Manufacturers
ii. Specifications/ratings
iii. Salient features
iv. Applications.
11. SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES (if any)

These are sample strategies, which the teacher can use to accelerate the attainment of the various outcomes in
this course:
a) Massive open online courses (MOOCs) may be used to teach various topics/subtopics.
b) ‘L’ in item No. 4 does not mean only the traditional lecture method, but different types of teaching
methods and media that are to be employed to develop the outcomes.
c) About 15-20% of the topics/sub-topics which are relatively simpler or descriptive need to be given to
the students for self-directed learning and to assess the development of the COs through classroom
presentations (see implementation guideline for details).

d) Concerning item No.10, teachers need to ensure to create opportunities and provisions for co-
curricular activities.
e) Guide student(s) in undertaking micro-projects.
12. SUGGESTED MICRO-PROJECTS

Only one micro-project is planned to be undertaken by a student that needs to be assigned to him/her at the
beginning of the semester. In the first four semesters, the micro-project is group-based. However, in the fifth
and sixth semesters, it should preferably be individually undertaken to build up the skill and confidence in
every student to become problem solver so that s/he contributes to the projects of the industry. In special
situations where groups have to be formed for micro-projects, the number of students in the group should not
exceed three.
The micro-project could be industry application-based, internet-based, workshop-based, laboratory-based or

field-based. Each micro-project should encompass two or more COs which are, an integration of PrOs, UOs and
ADOs. Each student will have to maintain a dated work diary consisting of individual contributions to the
project work and give a seminar presentation of it before submission. The total duration of the micro-project
should not be less than 16 (sixteen) student engagement hours during the course. The student ought to submit
a micro-project by the end of the semester to develop the industry-oriented COs.
A suggestive list of micro-projects is given here. The concerned faculty could add similar micro-projects:
a) Magnetic circuits: Each batch will collect B-H curves and hysteresis loops for various types of magnetic
and non-magnetic materials from the internet. Based on the permeability and shapes of the curves,
each student will decide the suitability of each material for different applications.
b) Magnetic circuits: Each batch will prepare a coil without the core. Students will note the deflection of
the galvanometer connected across the coil for: movement of the North Pole of the permanent
magnet towards and away from the coil (slow and fast movement), movement of the South Pole of
the permanent magnet towards and away from the coil (slow and fast movement). Students will
demonstrate and prepare a report based on their observations.
c) AC fundamentals: Each batch will visit a nearby sub-station or industry and observe the arrangement
for power factor correction/improvement. Each batch will prepare a report based on their
observation.
d) Polyphase circuits: Each batch will observe the three-phase power distribution panel in their own
Institute/Commercial complex/mall etc. and draw a single line diagram and prepare a report.
e) Transformer: Each batch will visit a nearby pole-mounted sub-station and prepare a report based on
the following points:
i. Rating: kVA rating, primary and secondary voltage, connections
ii. Different parts and their functions
iii. Earthing arrangement
iv. Protective devices
f) Fractional horsepower (FHP) motors: Each batch will select an FHP motor for a particular application
(assume a suitable rating). They will visit the local electrical market (if the market is not nearby you
may use the Internet) and prepare a report based on the following points:
i. Manufactures
ii. Technical specifications
iii. Features offered by different manufacturers
iv. Price range
Then select the motor which you would like to purchase. Give justification for your selection in short.
g) Each batch will visit the Institute workshop and prepare a report which includes the following points:
i. Different types of prime movers used, their specifications and manufacturers
ii. Method of starting and speed control
iii. Different protective and safety devices used

iv. Maintenance
h) Each batch will select any one electrical device/equipment which is not included in the curriculum and
prepare a short PowerPoint presentation for the class based on the following points: construction,
working, salient features, cost, merits, demerits, applications, manufacturers etc.
13. SUGGESTED LEARNING RESOURCES
S.
Title of Book Author Publication
No.
1 Basic Electrical Engineering Mittal and McGraw Hill, New Delhi,
Mittal ISBN: 978-0-07-0088572-5
2 Electrical Technology Vol – I Theraja, B. L. S. Chand and Co., New Delhi,
ISBN: 9788121924405
3 Electrical Technology Vol – II Theraja, B. L. S. Chand and Co., New Delhi,
ISBN: 9788121924375
4 Fundamentals of Electrical Engineering Saxena, S. B. Lal Cambridge University Press, New
Delhi, ISBN: 9781107464353
5 Basic Electrical and Electronics Jegathesan, V. Wiley India, New Delhi,
Engineering ISBN: 97881236529513
14. SOFTWARE/ LEARNING WEBSITES

a) Scilab
b) SIMULINK (MATLAB)
c) PSIM
d) P-SPICE (student version)
e) Electronics Workbench
f) www.nptel.iitm.ac.in
g) www.onlinelibrary.wiley.com

Annexure C
A. Revised Bloom’s Taxonomy of Cognitive Domain
(Cognitive Process Dimensions and Knowledge Dimension)

View the video programme on Revised Bloom’s Taxonomy of Cognitive Domain Part 1, 2 and 3.
Revised Bloom’s Taxonomy of Cognitive Domain is two dimensional. The two dimensions of this taxonomy are
Cognitive Process Dimension and Knowledge Dimension and are represented by Taxonomy Table as shown in
Table A.
Table A – Taxonomy Table
The Knowledge The Cognitive Process Dimension

Dimension
1. Remember 2. Understand 3. Apply 4. Analyse 5. Evaluate 6. Create
Retrieve Determine the Carry out Break Make Put
relevant meaning of or use a material judgments elements
knowledge instructional procedure into its based on together to
from long- messages, in a given constituent identified form a
term memory including oral, situation. parts and criteria and novel,
written and detect how standards. coherent
graphical the parts whole or
communication relate to make an
one original
another product.
and an
overall
structure or
purpose.
a. Factual
Knowledge
b. Conceptual
Knowledge
c. Procedural
Knowledge
d. Metacognitive
Knowledge
a. Factual Knowledge includes knowledge of terminology and knowledge of specific details and elements
b. Conceptual Knowledge includes knowledge of classifications and categories, knowledge of principles and
generalizations and knowledge of theories, models, and structures
c. Procedural Knowledge includes knowledge of subject-specific skills and algorithms, knowledge of subject-
specific techniques and methods, and knowledge of criteria for determining when to use appropriate
procedures
d. Metacognitive Knowledge includes strategic knowledge, knowledge about cognitive tasks, including
appropriate contextual and conditional knowledge and self-knowledge.

B. Dave’s Taxonomy of Psychomotor Domain
Dave’s Taxonomy of Psychomotor Domain comprises five-level viz. imitation, manipulation, precision, articulation
and naturalisation the same is depicted in Figure A below.
Naturalization: At this stage the response is automatic,

natural and involves negligible thinking. The individual
creates new ways of manipulating materials and controls
out of understandings, abilities & skills developed. Precise
actions are performed “without thinking” and action
become natural. Example: Produce a given job on the lathe
by manipulating the lathe controls naturally based on
materials removed and sound produced during machining.
Articulation: At this stage an individual is involved in an even higher

level of precision. The skills sets are so well developed that the
individual can modify movement patterns to fit special requirements
or to meet a problem situation. The major focus is in coordinating a
series of actions, achieving harmony and internal consistency.
Example: Produce variety of jobs on a lathe to the required
specification in specified time limit.
Precision: At this stage the skill has been attained. Proficiency is indicated by
a well-coordinated, smooth, accurate performance, requiring a minimum of
energy. The overt response is complex and performed without hesitation.
Example: Produce the given job to the required specification.
Manipulation: The individual continues to practice a particular skill or sequence and
being able to perform certain actions by following instructions and practicing. The
response is complex as compared to imitation. Example: Operate a given equipment
using operational manuals.
Imitation: First stage in learning a practical skill. Imitation includes repeating and copying an
act that has been demonstrated or explained, and it includes trial and error until an
appropriate response is achieved. Example: Operate a machine/ equipment step by step by
observing the instructor.
Figure A: Dave's Taxonomy of Psychomotor Domain

C. Krathwohl’s Taxonomy of Affective Domain
Krathwohl’s Taxonomy of Affective Domain comprises five levels viz. receiving, responding, valuing,
organization and characterization. The same is shown in Figure B below.
Characterisation by
a value or value
Organisation complex
•Conceptulization of •Generalised set
Valuing •Characterisation
a value
•Acceptance of •Organisation of a
a Value value system
Responding •Preference for
• Acquiescence in a value
responding •Commitment
• Willingness to respond
Receiving •Satisfaction in response
•Awareness
•Willingness to receive
•Controlled or selected attention
Figure B: Krathwohl's Taxonomy of Affective Domain
Module 4- Instructional Planning and Delivery NITTTR, Bhopal Page 24

Annexure D
GUIDELINES FOR FORMULATING LEARNING OUTCOMES
While formulating learning outcomes following guidelines need to be adhered to.

a) Learning outcomes should describe in clear and specific terms what the learner can do, on completion of
instruction, unit, course, programme, etc. In other words, learning outcomes at the classroom instruction
level (classroom instruction usually last for 45-60 min.) are narrow and specific. As we move from unit to
course and further to programme, the scope and context of the learning environment increase and thus
time required for achieving the learning outcome increases. As a teacher, it is expected that you develop
skills in formulating learning outcomes at different levels of the taxonomy. You may develop this skill by
practice.
b) The basic thumb rule for formulating learning outcomes is; Learning outcomes must be ‘S3MART’ where
S3MART stands for:
S3 Start with an action-oriented verb, Student oriented and Specific
M Measurable and observable
A Achievable (within the given time frame)
R Realistic
T Terminal in nature or Time-bound.
c) If necessary, condition of performance (condition may be facilitating condition or limiting condition) and
criteria of performance are also specified in learning outcomes.
Some examples of facilitating and limiting conditions are given below.
i. Using the steam table, calculate……….(Facilitating condition)
ii. Given the samples, identify………. (Facilitating condition)
iii. Given the cooling curve for pure iron, name the different types of the lattice structure.
(Facilitating condition)
iv. Estimate the dimension of the given object without using a measuring instrument. (Limiting
condition)
v. Solve the given mathematical problem without using a calculator. (Limiting condition)
The criteria of acceptable performance are specified in terms of quantity, quality, time, etc.
Some examples of the condition of performance are given below:
i. Give two examples and two non-examples for…..
ii. Submit the given Multiple-Choice Question Test comprising of 30 questions within 20 minutes.
iii. Prepare a cover page for Annual Report with no spelling mistakes using MS Word 2019.
d) Avoid the use of question words, like what, how, why, where, etc. in learning outcome statements.
i. Incorrect Example- Explain, how the given steam turbine works.
ii. Correct Example- Explain the working of the given steam turbine.

ASSIGNMENT
Select a learning outcome from your course curriculum and analyse it with the help of the
Taxonomy Table. Identify the cognitive level dimension and knowledge dimension and list
out the topics and subtopics to achieve that learning outcome.

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MODULE 4

Instructional Planning and Delivery

Prof. (Mrs.) Chanchal Mehra

Editor: Dr D. S. Karaulia, Professor, Department of Computer Science and Engineering Education

National Institute of Technical Teachers’ Training and Research

Lesson L1: Curriculum Analysis

Lesson L1: Curriculum Analysis

This Lesson 1 is on ‘Curriculum Analysis’ of Module 4 ‘Instructional Planning and Delivery’. As

A scientifically developed curriculum addresses the requirements of curricular aims, goals

•General and broad Programme

•Specific Course Outcomes

Module 4- Instructional Planning and Delivery NITTTR, Bhopal L1 Page-3

3.0 CURRICULUM ANALYSIS OF A COURSE

Module 4- Instructional Planning and Delivery NITTTR, Bhopal L1 Page-4

Programme Outcomes (PO) and Programme

Course 1 (say Elements of Electrical Engineering)

Meso level Competency for Course 1 (say Elements of Electrical Engineering)

LO 1 (C/P/A)* LO 2 (C/P/A) LO n (C/P/A)

Figure 2: Procedure for Course Curriculum Analysis

Module 4- Instructional Planning and Delivery NITTTR, Bhopal L1 Page-5

A summary of revised Bloom’s taxonomy of cognitive domain, Dave’s taxonomy of

A sample curriculum for the course ‘Elements of Electrical Engineering’(MSBTE) is given in

4.0 INSTRUCTIONAL PLANNING

4.1 Course Planning

S. Session Date and Instructional Print, Non-Print Learning Assessment

Module 4- Instructional Planning and Delivery NITTTR, Bhopal L1 Page-6

4.2 Session Planning

Module 4- Instructional Planning and Delivery NITTTR, Bhopal L1 Page-7

m) Instructional strategy and methods to be used

S.No. Teaching Points Teacher’s Student’s Time in Media to

Module 4- Instructional Planning and Delivery NITTTR, Bhopal L1 Page-8

5.0 SESSION LEARNING OUTCOMES AND THEIR ANALYSIS

Module 4- Instructional Planning and Delivery NITTTR, Bhopal L1 Page-9

The Knowledge The Cognitive process Dimension

b) Conceptual Knowledge (includes classification, categories, principle, theory, model and

c) As SLO1 is placed at the intersection of the ‘understand’ level and ‘conceptual

Module 4- Instructional Planning and Delivery NITTTR, Bhopal L1 Page-10

d) Procedural knowledge deals with knowledge of how to do something. It involves a series

e) Metacognitive knowledge is often defined as ‘thinking about one’s thoughts’. It involves

(n.d.). Retrieved from MSBTE: https://msbte.org.in/portal/curriculum-search/

Module 4- Instructional Planning and Delivery NITTTR, Bhopal L1 Page-11

PROGRAMME OUTCOMES (POs) Engineering Graduates will be able to:

Module 4- Instructional Planning and Delivery NITTTR, Bhopal L1 Page-12

Engineering Diploma Programme

PROGRAMME OUTCOMES (POs) Engineering Diploma Graduates will be able to:

Module 4- Instructional Planning and Delivery NITTTR, Bhopal L1 Page-13

Maharashtra State Board of Technical Education (MSBTE)

Course Title: Elements of Electrical Engineering

Diploma Programme in which this course is offered Semester in which offered

3. COURSE OUTCOMES (COs)

4. TEACHING AND EXAMINATION SCHEME

Teaching Scheme Total Credits Examination Scheme

Module 4- Instructional Planning and Delivery NITTTR, Bhopal L1 Page-14

Topic 5.3 MCB, MCCB,

Topic 4.1Working Topic 3.4 Phase & line

PrO 13–Identify switches, UO 3d -Calculate the

CO (f) –Use relevant

UO in Cognitive ADO - Affective Domain

Figure 1 - Course Map

6. SUGGESTED PRACTICALS/ EXERCISES