Curriculum Development 1 (1 bed 2 yeat).pptx

Curriculum development

1. Different Approaches to Curriculum Development

2. Approaches to curriculum development School activities should be planned and organized on the basis of some principles and norms set by society.

3. Approaches to curriculum development There are some planned procedures for meeting the educational goals through teaching and learning activities. It is essential that these activities or learning experiences be selected, planned and executed carefully , so that these learning experiences can contribute to the welfare of the people. Similarly, we follow a systematic approach in curriculum development. The approach is known as curriculum approach.

4. Approaches to curriculum development ……… Curriculum approach can be defined as a design or pattern of organization used in making decisions about the various aspects of curriculum development and transaction. The curriculum approach is thus a plan that the teachers follow in providing learning activities (or experiences) to the students in school. The pattern or design of the curriculum, to a large extent, determines the nature of the outcomes that will be achieved after transacting the curriculum.

5. Major approaches to curriculum development There are several approaches through which curriculum can be designed and organized: Subject-centered approach Environmentalist approach (incorporating local concerns) Behaviourist approach Competency-based approach (including ‘minimum levels of learning’) Learner-centered approach, and Constructivist approach

6. Major approaches to curriculum development … The choice of a particular approach to the curriculum development indicates the bases of decisions about the types of experiences to be included in the educational programme . the role of teachers, students and other agencies in the process of curriculum planning.

7. Major approaches to curriculum development … the choice of method for determining the selection and organisation of learning experiences provided by the school. the factors influencing the selection of objectives. The use of subject matter or content.

8. Subject-centered Approach

9. Subject-centered approach The subject-centered approach is one of the most widely used methods for organising educational experiences. In this approach the subject matter becomes the basis around which learning experiences are organised and the mastery of subject matter becomes the basis for attainment of educational objectives.

10. Content in Subject-centered Curriculum This type of curriculum lays greater emphasis on the subjects rather than on the children. Students are expected to gain mastery of subject matters. The chief responsibility of the curriculum planners is to determine the subjects to be offered by the school and the body of knowledge to be covered within each subject.

11. Content in Subject-centered Curriculum. The subjects may be divided into areas like English, Hindi, Mathematics, Science, Social Studies and so on. These subjects are prescribed for the students without much regard to their actual interest or point of view.

12. The curriculum is organised around content units and the sequence of teaching follows the logic of the subject matter. Knowledge and skills are taught sequentially over time and students have to remember these for the purpose of examination. Content in Subject-centered Curriculum.

13. The Teacher The teacher in a subject-centered curriculum is seen as a scholar who will be using a variety of teaching strategies to share his/her knowledge, so that the students gain knowledge and be able to build upon it in an organized manner.

14. The Environment The environment in which the subject-centered curriculum takes place, is the traditional school classroom where discipline is maintained and students are often expected to remain seated at their desks. There is a clear academic focus and stress is laid only on intellectual development. This type of curriculum ignores altogether the personal and social development of child.

15. The Students The students have to gain mastery over the content knowledge. They have to mug up the information given by the teachers and produce it during the examination. Most of the time , the students remain passive listeners during the teaching learning process.

16. Assessment Assessment within a subject-centered curriculum takes the form of formal examinations.

17. Subject-centered Curriculum Design Subject to be taught (Content) Topic areas within the subject to be covered Determination of objectives Deciding upon learning experiences related to mastering the content Organizing the experiences Evaluating the extent of mastery of what was taught Identification of accompanying intellectual discipline Important generalization

18. Advantages and Disadvantages of Subject-centered Curriculum

19. Environmentalist Approach (incorporating local concerns)

20. Environmentalist Approach (incorporating local concerns) Education for sustainability is another approach that influences the transformation of school curricula. Unfortunately, because of the current emphasis on content standards and testing, education for sustainability is often marginalized. Sustainability concerns should be put at the center of education because the environmental problems that we are currently facing is one of the greatest unknowns and we only hear about it when certain disasters occur.

21. Environmentalist Approach (incorporating local concerns)… Curriculum planners should consider environmental approach to develop the curriculum for the survival of humanity. Teachers must educate young generation to slow down fast paced consumeristic ways of life by changing life style and becoming more self-sufficient such as growing gardens, riding bicycles, and not buying all the latest gadgets.

22. The Content in the Environmentalist Curriculum The environmentalist approach reflects characteristics of both, the individual student and the environment in which his or her participation is desired. The planning team using the environmentalist approach to curriculum development, devises an individual curriculum which addresses the skills, activities, and environment most relevant to the student. The curriculum content is ever changing as the needs of the student change. The Content in the Environmentalist Curriculum

23. The Content in the Environmentalist Curriculum … T he basic premises of environmentalist approach of curriculum development include giving students knowledge of ecology, ecological systems, encouraging appreciation of the natural beauty, awareness of ecological issues, understanding of environmentally significant events, rainforest destruction, ozone depletion, toxic waste and endangered species. It also includes issues of social concern.

24. Criteria for environment based curriculum the development of cross-subject learning model; the inclusion and development of materials and environmental problems that exist in the surrounding community; the development of learning based environment methods and culture; the development of curricular activities for the improvement and awareness of students about the environment

25. The Teacher in the Environmentalist Curriculum The teachers are expected to use transformative energies, untapped life forces, and laboratory potentials capable of aiding others, in the reconstruction of society to a more peaceful, harmonious, and beautiful world for all creatures. It is the responsibility of the teachers to convince and change the prevalent mentality that individualism and pursuit of self-interest are superior than socially and environment friendly mindsets.

26. The Students in the Environmentalist Curriculum The students need to get outside the classroom , learn to see, hear and feel the beauty of the natural world, fall in love with forests, streams, and fields. Environmentalist approach of curriculum emphasizes s tudents experience in the outdoors as the path to becoming more environmentally aware and believe that the only way changes can be made, is, if there is a real connection between the student and the outdoors.

27. The Students in the Environmentalist Curriculum.. There are many opportunities that give students access to programmes that connect them with natural environment as well as social and economic environment. The idea is that the joy of learning about living creatures and plant life will also teach them a lot about themselves and especially about the relationships needed to live more sustainably.

28. Learning Space in the Environmentalist Curriculum Environment approach to curriculum development attempts to get students and educators in-tune with the community and its environment. This is an approach that attempts to make learning more relevant to students by getting them involved in their own communities, partnering with other adults and organizations.

29. Learning Space in the Environmentalist Curriculum…. The most important aspect is that it helps students care deeply about identifying and solving real world problems. The real world is the optimal learning environment . If this type of instruction is added to the curriculum, students' knowledge of the living world would increase substantially.

30. Evaluation in the Environmentalist Curriculum…. The evaluation involves dialogue, collaborative investigation and many other project and practical work.

31. Advantages It advocates teaching strategies that are age-appropriate and relevant to the student's daily life. It promotes learning of skills in order of progressive refinement and complexity. It encourages the use of adaptations that simplify task demands. Curricular content decisions are based on students’ needs, preferences and goals. The environmentalist approach also tends to unify team efforts because the activities that are identified for students provide a natural context for integration.

32. Disadvantages The environmentalist approach usually determines the activities or skills rather than the concepts that deserve instructional attention. The effect of this can be that students learn to perform skills in one environment, using one set of materials, but are not able to generalize the skills to novel environments and novel materials. Lack of regard for developmental information can result in the teaching of skills that are too sophisticated for students' cognitive abilities. A student taught from an environmentalist approach might learn to perform a variety of tasks related to environment, but might not learn the language skill, socialization skill and other representational skills that would enhance general functioning.

33. Conclusion The real focus of education should be to develop citizens who can combat with the consequences of ecological imbalance and protect, nurture and care the mother earth for the survival of human being. We are all a part of the same problem and together we can rebuild sustainable life styles that preserve the earth's resources on which all life depends.

34. Conclusion….. “We bring our hearts and minds to the protection of the places that we love by encouraging democratic and sustainable ways of life, and we encourage you, as prospective and practicing teachers to do the same.”   ( Martusewicz , et. al., 2011, p. 19)

35. Behaviorist Approach to Curriculum Development

36. Description of the Approach The behavioural approach is the oldest approach of curriculum development. This approach was started with the idea of Frederick W. Taylor , a mechanical engineer. The aim was to achieve efficiency. The approach is logical and prescriptive in nature. It relies on technical and scientific principles and includes step-by-step strategies for formulating curriculum.

37. Description of the Approach….. Its objectives and purposes are definitive and established. The entire framework is based on a blueprint or a well organized plan, where goals and objectives are specified. Contents and activities are also arranged to match with the learning objectives. The learning outcomes are evaluated in terms of goals and objectives set at the beginning.

38. Description of the Approach….. In education, behavioural approach begins with educational plans that start with the setting of goals or objectives. These are considered as important ingredients in curriculum implementation and for evaluating the learning outcomes in terms of change in behaviour . The change in behaviour indicates the measure of the accomplishments.

39. Description of the Approach….. Opponents of Taylor’s method have described his system as ‘machine theory’. But , according to Taylor, productivity can be meticulously staged in a controlled environment and manipulated to expand the results or outcomes .

40. Teacher in Behaviouristic Approach The teacher applies various methods like contracts, consequences, reinforcement, extinction and behaviour modification in order to promote desirable behaviour of the students and discourage undesirable behaviour .

41. Steps in Behaviour Modification Specification of a desired behaviour . e.g. increasing student participation in class discussions. Development of a positive, nurturing environment (by removing negative stimuli from the learning environment). Identification and use of appropriate reinforcers (intrinsic and extrinsic rewards).

42. Steps in Behaviour Modification….. The teacher continues to provide reinforcement until the student learn the desired behaviour i.e. participation in class discussions. After that, the teacher reduces the frequency of rewards. Evaluation and assessment of the effectiveness of the learned behaviour .

43. Students in Behaviouristic Approach Within the behaviourist view of curriculum, the ‘teacher’ is the dominant person in the classroom and takes complete control. The learners do not have any opportunity for reflection within the learning process, they are simply told what is right or wrong .

44. Students in Behaviouristic Approach….. The conceptualization of learning using this approach could be considered superficial as the focus is on external changes in behaviour i.e. not interested in the internal processes of learning leading to behaviour change and has no place for the emotions involved in the process.  However, incorporating behaviourism into the classroom allowed educators to assist their students in excelling both academically and personally . 

45. Learning Environment in Behaviouristic Approach….. Knowledge in behaviourist -influenced classroom is conceived by residing with the teacher or within selected texts and pupils are rewarded for correct answers or behaviours .

46. Evaluation in Behaviouristic Approach Evaluation of learning comes from the teacher who decides what is right or wrong. The approach aims to study behaviour that is observable and directly measurable. This is done because thoughts and opinions are operationalised , so that it is possible to analyse and compare behaviours .

47. Evaluation in Behaviouristic Approach On the other hand, there is much emphasis on nurture as it focuses on how the environment affects and shapes behaviour . This means that the role of nature is ignored, as behaviourists usually ignore that genetic-make up could have an impact on the way in which we behave. Many internal factors govern behaviour , one example of this is the role of motivation and emotion are not taken into account in the behaviourist approach.

48. Advantages Human personality can be successfully manipulated through behaviourist approach. Phobias or fears can be removed using this approach. It is easy to put into practice. It uses small steps to shape the behaviour . It doesn't require a specialist to implement it - anyone can use the approach. The results can be measured and demonstrate progress. It is suitable for any age and ability.

49. Disadvantages A response or behaviour is not always dependent upon a specific known stimulus. Sometimes, it is dependent upon the environmental consequences. Thus, all behaviour cannot be modified by providing stimulus alone. Other things have also to be considered. Behaviourism tends to be superficial or shallow in explaining behaviour and learning. It only considers what is observable and measurable. It emphasizes the importance of schedules in the process of reinforcement of behaviour .

50. Conclusion Behaviourist approach of curriculum development is rewarding for both students and teachers. Behavioural change occurs for a reason. Students work for things that bring them positive feelings, and approval from people they admire. They generally avoid behaviours those are associated with unpleasant experiences. The entire rationale of behaviourist approach is that most behaviour is learned. If behaviours can be learned, then they can also be unlearned or relearned.

51. Competency-based approach (including ‘minimum levels of learning’)

52. Competency-based approach to curriculum development Every curriculum, as it attempts to modify the cognitive as well as non-cognitive domains of development of the learner, lays down specific educational objectives and the corresponding learning outcomes expected on the part of the learners. Usually, these are defined with reference to targets of educational achievement, enabling the learner to fully realize their inherent potential and engage in socially useful life.

53. Competency-based approach to curriculum development….. However, the criticism labeled against the existing curriculum and the corresponding learning outcomes is that they are only designed to prepare students for future examinations. Consequently, there is an overload of contents and information that would have very little relevance to the life or needs of a majority of students.

54. Competency-based approach to curriculum development….. The syllabus load often compels the teacher to ignore the pace of learning of the whole class. The teachers find themselves forced to ignore the strugglers or considerations for experimentation, exploration, observation or activity-based learning. The conventional textbook and lecture method of teaching, being the quickest way to complete the syllabus, becomes the best option available, forcing upon the students a joyless rote memorization, and in many cases, a reliance on help from outside the school.

55. Competency-based approach to curriculum development This builds the disadvantage for those who have no support for learning at home or outside the school, no proper textbooks and learning aids, and who consequently have a complete dependence on schools for mastering their syllabus. It creates scope for repetitions or dropping out. Even many of those who manage to complete, despite these problems, attain incomplete mastery of the basic skills.

56. Competency-based approach to curriculum development The concept of competency (i.e. mastery over the skills) is a pillar of curriculum development and a driving force behind the process of change. It is defined as the development of complex capacities that enable students to think and act in various fields of activity. It consists of achieving knowledge in action, the result of a sound knowledge base that can be put into practice and used to explain what is happening .

57. Competency-based approach to curriculum development In a competency-based curriculum, exit profiles specify the levels of situations that learners must be able to handle competently by the end of their education. Depending on the type of education, these levels of situations are identified either on the basis of real-life or work-related situations or on the internal logic of the discipline in question.

58. How to design a competency based curriculum? BACKWARDS

59. Designing Steps Identify the minimum level of learning, the ideal graduate should have after completion of the course. Each level should be reflected in at least one competency. Review overall curriculum goals to make sure the minimum level of learning is within the parameters. Develop a set of sub-competencies for each competency and match with course goals/ objectives. Choose appropriate teaching and assessment method for different level of learners.

60. Designing Steps…… Step 4 is the most critical stage but offers a real opportunity to review and update the Curriculum by considering following questions: How can information be presented in a meaningful and effective way? What activities/ exercises can the student perform to demonstrate competency?

61. Designing Steps…… What level of performance is considered acceptable? Are the methods of assessment appropriate to distinguish competent from less competent students? What is your remediation plan for students who do not demonstrate competency?

62. Teacher in Competency-based Curriculum It is important for teachers to understand that their interaction with learners help to shape the development of the learner’s thinking, approach and confidence. In competency-based education and assessment, it is critical for teachers to provide feedback that is formative, timely, mastery-focused and competency-based.

63. Teacher in Competency-based Curriculum..….. So, the teachers should learn to enhance skills related to assessing learner’s competency using detailed scoring rubrics as well as develop abilities to clearly differentiate and explain assessment deviations to learners in a way that helps learners understand how to use the feedback to improve. This will have a significant, positive and exponentially powerful impact on the overall learning, teaching and education processes.

64. Teacher in Competency-based Curriculum…… Therefore, a teacher in a competency-based educational environment needs basic foundation knowledge and skills about the course; skill development around how to support learners toward greater levels of critical thinking with a keen understanding of their level of demonstrated competency;

65. Teacher in Competency-based Curriculum…… approaches teacher can use to enhance learner’s mastery of competencies; and development of skills for using competency-based assessment to facilitate learner success.

66. Students in Competency-based Curriculum Competency-based curriculum allows students to progress as they demonstrate mastery of academic content, regardless of time, place, or pace of learning. It provides students with personalized learning opportunities.

67. Students in Competency-based Curriculum… Competency-based strategies include online and blended learning, dual enrollment and early college high schools. This type of learning leads to better student engagement because the content is relevant to each student and tailored to their unique needs. It also leads to better student outcomes because the pace of learning is customized to each student.

68. Hierarchy in Competency-based Curriculum

69. Learning environment All students have areas of success and struggle. In a carefully designed learning environment where competency-based education is fully supported, students learn from their strengths, not their deficits. The potential for shaming is reduced, because each student is building from previous successes. Students can accelerate in subjects where they are more advanced, and get support or take more time in others.

70. Learning environment…… It is important to build a culture and environment where students and teachers know there will be publicly visible signs of progress such as dynamic grouping. Further, all classroom environments would benefit from supporting the practice of productive struggle for the students and the teachers.

71. Evaluation in Competency-based Curriculum Competency-based instruction is developed around stated objectives that can be observed and measured. Learning is measured according to how well the learner performs in relation to competencies (objectives).

72. Evaluation in Competency-based Curriculum….. It often necessitates more complex assessment, involving experiential learning assessment in field experience, demonstration in varying contexts, role play, etc. Competency based instruction measures what participants have learned as opposed to what instructors think they have taught.

73. Advantages The students understand the competencies they need to master to achieve their goals. They progress through learning processes without time constraints. Teachers explore diverse learning opportunities for the students.

74. Advantages Collaboration in learning activities with communities of peers and mentors. The students reflect on their own learning achievements. They can see what they’ve mastered, what they still need to accomplish, and where to improve.

75. Disadvantages Competencies within different contexts may require different bundles of skills, knowledge and attitudes. The challenge is to determine which competencies can be bundled together to provide the optimal grouping for performing tasks.

76. Disadvantages Another challenge is designing learning experiences that support students as they practice using and applying these competencies in different contexts. Continual refinement of defined competencies is necessary so that enhanced performance in a variety of contexts can be assessed.

77. Conclusion Competence as an organising principle of the curriculum is a way to bring real life back into the classroom. It is thus a move away from the idea that curriculum is mainly implemented by having students reproduce theoretical knowledge and memorise facts (the conventional knowledge-based approach).

78. Minimum Level of Learning Minimum levels of learning can be specified in a variety of ways. MLLs can be stated as expected learning outcomes defined as observable terminal behaviours . One may also go for a taxonomic analysis of learning objectives such as knowledge, comprehension, application, analysis, synthesis, evaluation and so on and accordingly indicate the expected learning outcomes. One can also state the MLLs in terms of learning competencies expected to be mastered by every child by the end of a particular class or stage of education. These different approaches for stating the MLLs are not mutually exclusive. Each competency can be further delineated in terms of sub-competencies while specifying the content inputs or while measures of learning.

79. Learner Centered Approach to Curriculum Development

80. Learner Centered Curriculum The Learner Centered Curriculum (LCC) defines a framework to guide the design, development and delivery of curriculum; the infrastructure that supports it; and the services that make it work.

81. Learner Centered C urriculum….. Learner Population; Learner Objectives; Learning Provider Models; Learning Theory and Methods; Curriculum Architecture; Curriculum Configurations; and Learner Support Services When employing the learner centered curriculum, the complexities of translating strategic position into effective curriculum are mapped across seven interlocking components:

82. Learner Population A deep understanding of the population to be served is required for effective curriculum design and delivery. For this reason, the very first question to be addressed is: Who are the learners? The answer flows from and can inform an entity’s strategic decisions.

83. Learner Population….. Several questions cascade to give deep meaning to this basic question. Who are the learners of the 21st century? What learner populations does the institution currently serve? Who could or should the institution be serving? And, so on.

84. Learner Population….. Understanding who the learners are is an essential and often overlooked component of shaping curriculum for a changing society. The foundation of a learner-centered approach is to fully understand learning demand as segmented by salient learner population characteristics.

85. Learner Population….. Once understood, academic planners can identify gaps between the learner population present in society, those the institution desires to serve, and those it currently serves.

86. Learner Population….. A learner-centered approach, guided by the Learner-Centered Curriculum Framework, is most fruitful when supported by open inquiry and discourse regarding the learner population found within an institution’s target market areas and those within the global learning marketplace.

87. Learner Objectives A related set of questions originates from the second learner-centered question : What objectives do the learners seek? 

88. Learner Objectives….. Related questions include: What do the learners of the 21st century seek? What are their learning and credential objectives? How do objectives change in the course of a person’s life?

89. Learner Objectives….. Learners seek a vast array of learning objectives and these objectives vary over time and the course of one’s life. Knowledge of learner objectives is a prerequisite for understanding motivation and, therefore, should guide the sequencing of learning experiences.

90. Learner Objectives….. Learner objectives should be a fundamental design element for the overall structure and intent of a curriculum.

91. Learning Provider Models A third area of inquiry flows from asking: What learning provider models are available to the learners?

92. Learning Provider Models….. Consequent questions include: What options are open to 21st century learners? What curricular models, and assessment models are in play? What choices do various learners make and why? What evidence exists on the effectiveness of the various provider models?

93. Learning Provider Models….. The digital knowledge age is an age in which learning opportunities can be made available to learners anytime, anywhere. As a result, a complex network of learning resources and provider models is emerging to meet the demand for learning across multiple venues.

94. Learning Provider Models….. Models range from traditional collegiate models to open-term models, online, and a host of other variations.

95. Learning Provider Models….. Faculty, academic leaders, strategic planners, and curriculum designers are advised to fully explore, describe, and understand various provider models in order to adequately assess the emerging learning landscape.

96. Learning Provider Models….. Such an assessment builds understanding of emerging best practices as well as competitive environment for enrollment in higher education.

97. Learning Provider Models….. Furthermore, examining provider models and the learner population, builds deep insight into the learner-centered approach.

98. Learning Provider Models….. Strategic curricular decisions will emerge from a synthesis of an institution’s knowledge of the populations, objectives, and models present in today’s global learning space.

99. Learning Theory and Methods The fourth question revolves around the learning process. Indeed, the learning process is extremely important in learner-centered curriculum design. The most effective designs reflect a comprehensive integration of learning theory and methods appropriate to successful learning.

100. Learning Theory and Methods….. Therefore, the fourth learner-centered question within the Learner-Centered Curriculum Framework is: What learning theories and methods are appropriate for specific learners? 

101. Learning Theory and Methods….. Theory, methods and best teaching-learning practices provide the foundation upon which to build curricula, academic support systems, technology infrastructures and professional development strategies.

102. Learning Theory and Methods….. Examples of some popular theories include Andragogy by Malcom Knowles, Operant Conditioning by B. F. Skinner and teaching-learning methods such as active Learning, Personalized System of Instruction and Self-paced Tutorials.

103. Learning Theory and Methods….. Synthesizing effective curriculum requires the matching of theory and practice to learner population characteristics and objectives. The key is to systematically build the curriculum around sound theory and methods most appropriate for the learner population for whom the curriculum is designed .

104. Curriculum Architecture The fifth area of inquiry results from a complex, yet straightforward question: What is the existing curriculum architecture of the institution or educational entity? Does the architecture provide an alignment between the learner, the curriculum, and society?

105. Curriculum Architecture….. The architecture of a curriculum describes the style, method of design, basic construction, key components and underlying philosophies used to build the modules, courses and programmes that make up an institution’s curriculum.

106. Curriculum Architecture….. The architecture details the specific models used to design, develop, deliver and assess a curriculum across the entire institution and all of its entities. Thus, the architecture formalizes the curricular attributes, an institution is committed to support and develop.

107. Curriculum Architecture….. The architecture is also the wrapping together of the various disciplines and components of the curriculum into a comprehensive master plan. It represents the grand sum of the various components and approaches and serves to describe the academic capacities of the institution.

108. Curriculum Configuration The sixth learner-centered question is: What specific curriculum can be configured to meet the learning needs of the learner population, an institution has chosen or been charged to serve? Will the configurations achieve intended outcomes? How will that be assessed?

109. Curriculum Configuration….. A particular curriculum configuration is drawn from an institution’s available architectural options. The configuration constructs a specific curriculum from all the elements of the architecture for a specific population seeking specific objectives using specific teaching, learning, and assessment methods.

110. Curriculum Configuration….. Across an institution, a wide variety of curriculum configurations are deployed. Deploying a curriculum involves selecting the appropriate pieces from the architecture to construct and support a specific programme to a specific population.

111. Curriculum Configuration….. If the existing architecture does not support a particular curriculum configuration, then the essential components must be added as part of the build out.

112. Curriculum Configuration….. The configured curriculum is deployed with specific content-delivery options, targeting a specific set of outcomes, using a specific model and assessment strategy.

113. Learner Support Services The seventh area of inquiry addresses the design and delivery of the array of services required by learners to meet their objectives. What support services are necessary to enable specific learner population to successfully complete the curriculum and meet their objectives? 

114. Learner Support Services….. Services are as important within a learner-centered curriculum as is the design and configuration of learning experiences. The curriculum alone is insufficient to deliver effective and efficient learning.

115. Learner Support Services….. Advising, counseling, and assessment are among the most important processes to be integrated into curriculum design. Too often they are added on, rather than built in, to the curriculum model.

116. Learner Support Services….. Other services are required to be sure, learners are available to access the curriculum and learn. For example, assessment and placement, advising, counseling, financial aid, are extremely important to the process of creating learner success.

117. Learner Support Services….. As each learner population is understood, services must be fused to curriculum design so that pathways can be efficiently navigated and successfully completed.

118. Role of the Teacher in Learner- centred Curriculum The teacher creates an environment that: fosters students learning; accommodates different learning styles.

119. Role of the Teacher in Learner- centred Curriculum….. Explicitly aligns objectives, teaching methods and assessment consistently. Utilizes multiple teaching techniques appropriate for student learning goals.

120. Role of the Teacher in Learner- centred Curriculum….. Designs activities in which students interact with the material, the teacher and each other. Motivates students to learn intrinsically.

121. Pedagogy in Learner- centred Curriculum Teachers who adhere to learner-centered classrooms are influenced strongly by constructivism. Constructivism holds that prior knowledge forms the foundation by which new learning occurs.

122. Pedagogy in Learner- centred Curriculum….. Because people and their experiences are different, they arrive at school with varying levels of proficiency. A student is challenged according to his or her individual zone of proximal development.

123. Pedagogy in Learner- centred Curriculum….. The difference between a student's actual developmental level and his or her potential is the zone of proximal development (ZPD). Good instruction matches each child's ZPD.

124. Role of the Learner in Learner- centred Curriculum The learners take the responsibility for learning. They learn from and with each other.

125. Learner- centred Classrooms Learner-centered classrooms focus primarily on individual students' learning. The teacher's role is to facilitate growth by utilizing the interests and unique needs of students as a guide for meaningful instruction. Student-centered classrooms are characterized by free-for-all.

126. Learner- centred Classrooms These classrooms are goal-based. Students' learning is judged by whether they achieve predetermined, developmentally-oriented objectives. In essence, everyone can learn by mastering the material.

127. Assessment in Learner- centred Curriculum Assessment is integrated within the learning process. Teachers give formative feedback for the purposes of fostering improvement.

128. Assessment in Learner- centred Curriculum Students have multiple opportunities to assess themselves and their peers. Students can learn from their mistakes and then demonstrate mastery.

129. Constructivist Approach to Curriculum Development

130. Constructivism Constructivists believe that learners construct their own reality or at least interpret it based upon their perceptions of experiences. So an individual's knowledge is a function of one's prior experiences, mental structures, and beliefs that are used to interpret objects and events.

131. Constructivism….. What someone knows is grounded in perception of the physical and social experiences which are comprehended by the mind.

132. Constructivism….. Constructivism is basically a theory based on observation and scientific study about how people learn. It says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences.

133. Constructivism….. When we encounter something new, we have to reconcile it with our previous ideas and experiences, maybe changing what we believe, or maybe discarding the new information as irrelevant. In any case, we are active creators of our own knowledge.

134. Constructivism….. The constructivist perspective owes its mature form to Piaget’s ideas (1973) on psychological development of children. Vygotsky’s (1978) ideas also contribute a lot to social constructivism.

135. Constructivism….. Vygotsky (1978) argues that children construct their conceptual understanding, drawing on the concepts presented by adults and their own experiences in the daily life.

136. Constructivism….. Viewed from Vygotsky’s perspective, Goodson (1990) states, knowledge is not simply communicated by the teacher, but it is something constructed in the process of social interaction.

137. Constructivism….. Thus, the knowledge constructed as the outcome of such a process is an original one, rather than being a totality of personal understanding of each individual involved in the interaction.

138. Assumptions of Constructivism Knowledge is constructed from experience. Learning is a personal interpretation of the world. Learning is an active process in which meaning is developed on the basis of experience.

139. Assumptions of Constructivism….. Conceptual growth comes from the negotiation of meaning, the sharing of multiple perspectives and the changing of our internal representations through collaborative learning.

140. Assumptions of Constructivism….. L earning should be situated in realistic settings; testing should be integrated with the task and not a separate activity.

141. Constructivist Learning Environment Constructivist learning environment is learner-centered, which is mainly based on problem-solving and hands on activities that require active engagement of cognitive processes. Constructivist education enables students to create new knowledge, going far beyond the mere acquiring of knowledge.

142. Constructivist Learning Environment….. In its weak applications, they end up with lower thinking skills with the help of the teacher who considerably lifts the burden of learning off the students. In fact, the teacher and the students both play role in the implementation of constructivism. Specifically, students must wrestle with the responsibility that comes from being truly in charge of one’s own learning.

143. Constructivist Learning Environment….. Brooks and Brooks (1999) synthesize five principles to guide teachers in implementing constructivist ideas in classroom settings. Teachers should pose problems of emerging relevance to students.

144. Constructivist Learning Environment….. Learning should be structured around primary concepts rather than disparate facts. Teachers should seek and value students’ points of view. Curriculum should be adapted to address students’ suppositions.

145. Constructivist Learning Environment….. Student learning should be assessed in the context of teaching. Assessment should be authentic. As all of these principles are pursued, the classroom learning environment takes on a constructivist orientation.

146. Constructivist Learning Environment….. Wilson (1996) proposes a definition for constructivist learning environment - "A place where learners may work together and support each other as they use a variety of tools and information resources in their guided pursuit of learning goals and problem-solving activities".

147. Role of the Instructor Instructors have to adapt to the role of facilitators and not teachers. Whereas a teacher gives a instructive lecture that covers the subject matter, a facilitator helps the learner to get to his or her own understanding of the content.

148. Role of the Instructor….. In the former scenario the learner plays a passive role and in the latter scenario the learner plays an active role in the learning process. The emphasis thus turns away from the instructor and the content, towards the learner.

149. Role of the Instructor….. This dramatic change of role implies that a facilitator needs to display a totally different set of skills than that of a teacher. A teacher tells, a facilitator asks; a teacher lectures from the front, a facilitator supports from the back.

150. Role of the Instructor….. A teacher gives answers according to a set curriculum, a facilitator provides guidelines and creates the environment for the learner to arrive at his or her own conclusions; a teacher mostly gives a monologue, a facilitator is in continuous dialogue with the learners.

151. Role of the Instructor….. A facilitator should also be able to adapt the learning experience 'in mid-air' by taking the initiative to steer the learning experience to where the learners want to create value.

152. Role of the Instructor….. While it is advocated to give the learner ownership of the problem and solution process, it is not the case that any activity or any solution is adequate. The critical goal is to support the learner in becoming an effective thinker. This can be achieved by assuming multiple roles, such as consultant and coach.

153. Role of the Instructor….. A few strategies for cooperative learning include Reciprocal Questioning: students work together to ask questions and answer.

154. Role of the Instructor….. Jigsaw Classroom: students become experts on one part of a group project and teach it to the others in their group. Structured Controversies: Students work together to research a particular controversy.