The curriculum should be designby teachers based

on student and depends the background of the student or students/particular society and oriented
education then provide opportunity for students to learn with ability to
understand(comprehension).

At the classroom level, our ecological analysis highlighted a productive

synergy between common place writing pedagogy strategies and assessment
for learning practices as part of teacher orchestration of an ensemble of
interdependent routines, tools, and activities. Diversity, redundancy, and local
adaptations of resources to provide multiple pathways and opportunities—
social and material and digital—emerged as important in fostering peer
assessment and ICT use in support of writing achievement. Importantly, these
practices were made explicit and taken up across the school and in the parent
community because of whole staff involvement in the project. The wider policy
context allowed for and supported teachers developing more effective
pedagogy to impact student learning outcomes. We propose that an ecological
orientation offers the field a productive insight into the contextual dynamics
of AfL as classroom practice that is connected to the wider community and
that has long-term value for developing student independence and learning
outcomes.
 Ecological approach to classroom management, which is a holistic approach with a goal of helping students learn
and regulate their behavior. It's holistic because it doesn't focus on just one area, like teaching strategies, but tries to
address the entire learning experience of students. Student can remember that it addresses the whole learning
experience by remembering how the words 'holistic' and 'whole' are similar.

Learner-Centered Curriculum Design

In contrast, learner-centered curriculum design takes each individual's needs, interests, and
goals into consideration. In other words, it acknowledges that students are not uniform and
adjust to those student needs. Learner-centered curriculum design is meant to empower
learners and allow them to shape their education through choices.

Instructional plans in a learner-centered curriculum are differentiated, giving students the

opportunity to choose assignments, learning experiences or activities. This can motivate
students and help them stay engaged in the material that they are learning. 

The drawback to this form of curriculum design is that it is labor-intensive. Developing

differentiated instruction puts pressure on the teacher to create instruction and/or find
materials that are conducive to each student's learning needs. Teachers may not have the time
or may lack the experience or skills to create such a plan. Learner-centered curriculum design
also requires that teachers balance student wants and interests with student needs and
required outcomes, which is not an easy balance to obtain.

Models of curriculum

. 1. MODELS OF CURRICULUM Mrutyunjaya Mishra Lecturer, H.I

. 2. The Word: Curriculum • Latin: Running course • Scotland 1603: Carriage way, road • United States
1906: Course of study • United States, 1940: Plan for learning (study)
. 3. What is curriculum? Curriculum is a design PLAN for learning that requires the purposeful and proactive
organization, sequencing, and management of the interactions among the teacher, the students, and the
content knowledge we want students to acquire.
. 4. Some of the components of a comprehensiveSome of the components of a comprehensive curriculum
unitcurriculum unit • Content • Assessment • Introduction/Closure • Teaching Strategies • Learning
Activities  Grouping and Pacing  Products  Resources  Extension Activities  Differentiation
. 5. Characteristics of Exemplary Curriculum • Powerful knowledge goals, representative or generative
topics, and big ideas • Advance organizers that clarify prior knowledge, future activities, and expectations •
Motivating introductory experiences • Challenging and active learning activities • Authentic resources and
products • Aligned assessment strategies and growth criteria, feedback, debriefing, transfer and extension
opportunities, interaction, and support • Interest-based applications and extensions • Modifications that
attend to powerful student differences
. 6. What is a curriculum model?What is a curriculum model? A model is a format for curriculum design
developed to meet unique needs, contexts, and/or purposes. In order to address these goals, curriculum
developers design, reconfigure, or rearrange one or more key curriculum components.
. 7. The Framework Underlying All Curriculum ModelsContent Assessment Intro Teaching Learning
Products Resources Grouping Extensions Modifications KEY CURRICULUM COMPONENTS
. 8. Reasons and Rationale for aReasons and Rationale for a Curriculum Model Based onCurriculum Model
Based on Student DifferencesStudent Differences • Why should we differentiate our curriculum? • What
kinds of student differences should we address? • How will we develop or revise curriculum to address
these differences? • What should we expect from differentiation?
. 9. The Tyler Model • One of the best known curriculum models is The Tyler Model introduced in 1949 by
Ralph Tyler in his classic book Basic Principles of Curriculum and Instruction in which he asked 4
questions: 1. What educational purposes should the school seek to attain? 2. What educational
experiences can be provided that are likely to attain these purposes? 3. How can these educational
experiences be effectively organised? 4. How can we determine whether these purposes are being
attained?
. 10. The Taba Model • Another approach to curriculum development was proposed by Hilda Taba in her
book Curriculum Development: Theory and Practice published in 1962. • She argued that there was a
definite order in creating a curriculum. She believed that teachers, who teach the curriculum, should
participate in developing it which led to the model being called the grass-roots approach. • She noted 7
major steps to her grass-roots model in which teachers would have major input. She was of the opinion
that the Tyler model was more of an administrative model.
. 11. The Taba Model • Diagnosis of need: The teacher who is also the curriculum designer starts the
process by identifying the needs of students for whom the curriculum is planned. For example, the majority
of students are unable to think critically. • Formulation of objectives: After the teacher has identified needs
that require attention, he or she specifies objectives to be accomplished.
. 12. The Taba Model • Selection of content: The objectives selected or created suggest the subject matter
or content of the curriculum. Not only should objectives and content match, but also the validity and
significance of the content chosen needs to be determined. i.e. the relevancy and significance of content. •
Organisation of content: A teacher cannot just select content, but must organise it in some type of
sequence, taking into consideration the maturity of learners, their academic achievement, and their
interests. • Selection of learning experiences: Content must be presented to students and students must be
engaged with the content. At this point, the teacher selects instructional methods that will involve the
students with the content.
. 13. The Taba Model • Organisation of learning activities: Just as content must be sequenced and
organised, so must the learning activities. Often, the sequence of the learning activities is determined by
the content. But the teacher needs to keep in mind the particular students whom he or she will be teaching.
• Evaluation and means of evaluation: The curriculum planner must determine just what objectives have
been accomplished. Evaluation procedures need to be designed to evaluate learning outcomes.
. 14. The Saylor and Alexander Model • Galen Saylor and William Alexander (1974) viewed curriculum
development as consisting of four steps. According to them, curriculum is “a plan for providing sets of
learning opportunities to achieve broad educational goals and related specific objectives for an identifiable
population served by a single school centre”
. 15. The Saylor and Alexander Model • Goals, Objectives and Domains: The model indicates that
curriculum planners begin by specifying the major educational goals and specific objectives they wish to
accomplish. Each major goal represents a curriculum domain and they advocate 4 major goals or domains:
personal development, human relations, continued learning skills and specialisation. The goals, objectives
and domains are selected after careful consideration of several external variables such as findings from
educational research, accreditation standards, views of community groups and others.
. 16. The Saylor and Alexander Model • Curriculum Designing: Once the goals, objectives and domains
have been established, planners move into the process of designing the curriculum. Here decision is made
on the appropriate learning opportunities for each domain and how and when these opportunities will be
provided. Will the curriculum be designed along the lines of academic disciplines, or according to student
needs and interests or along themes? These are some of the questions that need to be answered at this
stage of the development process.
. 17. The Saylor and Alexander Model • Curriculum Implementation: After the designs have been created
the next step is implementation of the designs by teachers. Based on the design of the curriculum plan
teachers would specify instructional objectives and then select relevant teaching methods and strategies to
achieve the desired learning outcomes among students in the classroom
. 18. The Saylor and Alexander Model • Evaluation: Finally, curriculum planner and teachers engage in
evaluation. The model proposed that evaluation should be comprehensive using a variety of evaluation
techniques. Evaluation should involve the total educational programme of the school and the curriculum
plan, the effectiveness of instruction and the achievement of students. Through the evaluation process,
curriculum planner and developers can determine whether or nor the goals of the school and the objectives
of instruction have been met.
. 19. Curriculum Models for CWSN
. 20. The Developmental Approach • This model proposes that development of typical and atypical children
progresses in a predictable sequence and that this sequence should be taught to students with disabilities.
. 21. Weaknesses • First, time can be wasted working on skills which may never be mastered. • Second, not
all behaviors in the sequence are necessary for independent functioning nor are they age appropriate as
the child grows well beyond the age that development skills are typically mastered. • Finally, the child is
viewed as "developmentally young". • Consequently, the activities and materials used for intervention
continue to be less than age appropriate which leads to negative perceptions and low expectations for
children with severe disabilities.
. 22. The Functional Approach • The philosophy of this approach is that students with severe disabilities
need to acquire age appropriate and functional skills (i.e., skills necessary for functioning independently).
. 23. Advantage & weakness • It reflects higher expectations for students with severe disabilities and
promotes opportunities to acquire age- appropriate skills. • That there are not established criteria for
determining what is functional and relevant for an individual student.
. 24. The Ecological Approach • The ecological approach reflects characteristics of both the individual
student and the environments in which his or her participation is desired. • The planning team using the
ecological approach to curriculum development devises an individual curriculum which addresses the
skills, activities, and environments most relevant to the student. • The curriculum content is ever changing
as the needs of the student change.
. 25. Advantages • It promotes teaching skills that are age-appropriate and relevant to the student's daily
life, while it respects the need to teach skills in order of progressive refinement and complexity (Rainforth,
et al., 1992). • It encourages the use of adaptations that accommodate the disability or simplify task
demands. • The ecological approach also tends to unify team member efforts because the environments
and activities that are identified as priorities for each student provide a natural context for integrating
related services.
. 26. Subject/Teacher Centered Design • The subject centered curriculum is based on subject. All
knowledge is transferred to student through the subjects. • Subject matter taught should reflect basic areas
that are essentials and agreed upon content for learner attainment.
. 27. Objectives of subject centered curriculum • To transfer cultural heritage • To represent knowledge • To
impart information
. 28. Drawbacks of subject centered curriculum • Ignores interest of students • No process of insight or
thinking • Rote memory • Neglects social problems and demands • Passive learning
. 29. Learner Centered Curriculum • In learner centered curriculum there is a link between courses and
children psychology. It is according to the interest and tendency of children. It facilitate the mind of children
because it fulfills their psychological and mental requirements.
. 30. Learner Centered Curriculum • A learner centered curriculum is “a process that brings together
cognitive, emotional, and environmental influences and  experiences for acquiring, enhancing, or
making changes in learner’s knowledge, skills, values, and world views”.
. 31. Learner Centered Curriculum • In 18th century “Rolso” highlight the importance of individual needs and
interest of students. • After “Rolso”, it was “Pestalozzi” and “John Davi” who further enhanced the
excellence of the concept.
. 32. Learner Centered Curriculum • To know about the interest of student and to fulfill their needs was
developed as the central part of the course by John Davi. • More and more practical activities included so
that children become able to take part with their own choice.
. 33. Teachers Centered V/S Learner-Centered Curriculum Teacher-Centered Learner-Centered • Focus is
on instructor • Focus is on both students and instructor • Instructor talks; students listen • Instructor models;
students interact with instructor and one another • Students work alone • Students work in pairs, in groups,
or alone depending on the purpose of the activity • Instructor monitors and corrects every student utterance
• Students talk without constant instructor monitoring • Instructor chooses topics • Students have some
choice of topics • Instructor answers student’s questions about language • Students answer each other’s
questions, using instructor as an information resource • Classroom is quite • Classroom is often noisy and
busy • Instructor evaluates student learning • Students evaluate their own learning; instructor also
evaluates
. 34. Activity Based Curriculum • Active Learning is, in short, anything that students do in a classroom other
than merely passively listening to an instructor's lecture. • This includes everything from listening practices
which help the students to absorb what they hear, to short writing exercises in which students react to
lecture material, to complex group exercises in which students apply course material to "real life" situations
and/or to new problems.
. 35. Activity Based Curriculum • According to Tanner and Tanner, “Activity curriculum is an attempt to treat
learning as an active process. Activity curriculum discards the boundaries and the curriculum was centered
largely on areas of child interest. The objective of curriculum was child growth through experience.” •
According to Beans, “The major premise of activity movements was that learner ought to be active rather
than passive participants in learning”.
. 36. Components of good active learning • Activities should have: A definite beginning and ending A
clear purpose or objective Contain complete and understandable directions A feedback mechanism
Include a description of the technology or tool being used in the exercise.
. 37. Integrated Curriculum • Integrated curriculum refers to a non- compartmentalized approach, e.g. • In
general science learning, as opposed to separate subjects such as – Physics, – Chemistry and – Biology
. 38. Integrated Curriculum • Integrated curriculum is a learning theory describing a movement toward
integrated lessons helping students makes connections across curriculum. • The approach should be
viewed as a tool that can help educate students and engage them in the learning process. It is not an end
itself.
. 39. Integrated Curriculum • “Integrated curriculum is basically adding another element to existing materials
or activities. What usually ends up happening is the child adds that element to their play or exploration.
And that stimulates more curiosity and possibilities, which exercises their thinking skills.”
. 40. Integrated Curriculum • According to Beane, 1995, “Educators seem especially interested in the
development and use of curriculum integration as a means of increasing student interest and student
knowledge”
. 41. Integrated Curriculum • Whenever possible, teacher work to integrate many subject areas under a
common theme when teaching. • For example, the second grade unit about insects in science may include
reading “Going To Be A Butterfly” for reading, and graphing students’ favorite insects for math. Instead of
seeing learning as separate subjects unrelated to each other, children gain a deeper understanding of
overall knowledge and how it all relates.
. 42. Integrated Curriculum • Teachers of different subjects within an existing curriculum can determine
collectively the extent to which other domains are addressed already in their teaching and learning
programs (for example, Thinking, ICT, Interpersonal Learning, etc. within English, or History, etc.)
. 43. Core Curriculum • ‘Core’ refers to the ‘heart’ of experiences every learner must go through. Or •
Fundamental knowledge that all students are required to learn in school. • A core curriculum is a
curriculum, or course of study, which is deemed central and usually made mandatory for all students of a
school or school system.
. 44. Core Curriculum • This is not an independent type of curriculum. It refers to the area of study, courses
or subjects that students must understand in order to be recognized as educated in the area. • The learner
has no option but to study the prescribed course or subjects.
. 45. Educators defines • “A core curriculum is a predetermined body of skills, knowledge, and abilities is
taught to all students”. • As in mathematics(in Arithmetic), all pupils need to acquire proficiency in addition,
subtraction, multiplication, and division. • It contains core or exact precise subject matter, usable in society.
. 46. Hidden Curriculum • The messages of hidden curriculum may support or contradict each other as well
as the written curriculum. • For example, while school social studies curriculum typically emphasizes and
even celebrates democratic political systems and principles, such as one person-one vote, majority rule
and minority rights, separation of church and state, equality before the law, and due process, these
principles are not always practiced in public school classrooms and corridors.
. 47. Collateral Curriculum • The collateral curriculum is designed intentionally to afford students the
opportunity to learn empowering concepts, principles, and ideas peripheral or outside the subject being
taught. • Though the teacher intends learning outcomes for the collateral curriculum, the knowledge is not
specified in the instructional objectives nor is it assessed. In this sense, the collateral curriculum is a
planned hidden curriculum.
. 48. Null Curriculum • The null curriculum is that which is not taught in schools. • Eisner (1994) suggests
that what curriculum designers and/or teachers choose to leave out of the curriculum— the null curriculum
—sends a covert message about what is to be valued (p. 96-97).
. 49. Null Curriculum • “What children don’t learn is as important as what they do learn. What the curriculum
neglects is as important as what it teaches” (Eisner). • “Curriculum design has become more an issue of
deciding what you won’t teach as well as what you will teach. You cannot do it all. As a designer, you must
choose the essential” (Jacobs, 1997, p. 27).
. 50. Spiral curriculum • Bruner (1960) wrote, “A curriculum as it develops should revisit this basic ideas
repeatedly, building upon them until the student has grasped the full formal apparatus that goes with them”
(p. 13).