components of curriculum

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ASSIGNMENT
TOPIC: -
ASPECTS OF CURRICULUM
NAME: - MAHNOOR ANJUM
Roll number: - BSF 1905403
SEMESTER: - 3RD
SUBJECT: - CURRICULUM ADAPTATION
DATE: - 25-APRIL-2021
SUBMITTED TO: - MAAM SHAHEEN PASHA
SUBMITTED BY: - MAHNOOR ANJUM
DEPARTMENT: - B.Ed (Hons) Special
Education
DIVISION OF EDUCATION
UNIVERSITY OF EDUCATION,TOWNSHIPCAMPUS, LAHORE.

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IMPORTANCE OF CLARITY AND ORGANIZATION: -
When faculty design courses that are well-organized, write a syllabus and assignment
instructions in language students understand, and explain course content clearly, students
interpret these behaviors as indicators of faculty interest in the academic success of their
students and faculty intention to teach well. When students believe that an instructor is
invested in their learning, they may engage in more effective study behaviors and increase
their efforts to learn.
Making sure that your course is well organized can help your students to improve
their performance, and it may increase their opinion of you as well. Sometimes in this sea of
information we lose sight of the fact that there is another way to sharpen teaching and
strengthen the educational impact of our institutions improving the clarity and organization of
our classes. Although this may not sound as transformative or exciting as some of the
pedagogies and high impact practices described above, it turns out to be very important for
student learning, and it can pay dividends regardless of whether it is applied with these
innovative pedagogies and practices or used on its own.
The four components of the curriculum are: -
1. Curriculum Aims, Goals and Objectives
2. Curriculum Content or Subject Matter
3. Curriculum Experience
4. Curriculum Evaluation
The four components of the curriculum are essential. These are interrelated to each other.
Each of these has a connection to one another.
Aims, goals, and objectives can be simplified as “what is to be done”, the subject
matter/content: what subject matter is to be included, the learning experience” what
instructional strategies, resources and activities will be employed, and the evaluation
approaches, while curriculum evaluation is “what methods and instruments will be used to
assess the results of the curriculum.
The curriculum aims, goals and objectives spell out what is to be done. It tries to capture
what goals are to be achieved, the vision, the philosophy, the mission statement and
objectives. Further, it clearly defines the purpose and what the curriculum is to be acted upon
and try what to drive at.

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In the same manner, curriculum has a content. In here, it contains information to be learned in
school. It is an element or a medium through which the objectives are accomplished.
A primordial concern of formal education is primarily to transmit organized knowledge in
distilled form to a new generation of young learners.
The traditional sources of what is taught and learned in school is precisely the foundation of
knowledge, therefore, the sciences and humanities provide the basis of selecting the content
of school learning.
In organizing the learning contents, balance, articulation, sequence, integration, and
continuity form a sound content.
For the third component, the curriculum experience, instructional strategies and methods are
the core of the curriculum. These instructional strategies and methods will put into action the
goals and use of the content in order to produce an outcome. These would convert the written
curriculum to instruction. Moreover, mastery is the function of the teacher direction and
student activity with the teacher supervision. For the fourth component, the curriculum
evaluation is an element of an effective curriculum. It identifies the quality, effectiveness of
the program, process and product of the curriculum. The components of a curriculum are
distinct but interrelated to each other. These four components should be always present in a
curriculum. For example, in a curriculum, evaluation is also important so one could assess
whether the objectives and aims have been meet or if not, he could employ another strategy
which will really work out. A teaching method comprises the principles and methods used
by teachers to enable student learning. These strategies are determined partly on subject
matter to be taught and partly by the nature of the learner. For a particular teaching method to
be appropriate and efficient it has to be in relation with the characteristic of the learner and
the type of learning it is supposed to bring about. Suggestions are there to design and
selection of teaching methods must take into account not only the nature of the subject matter
but also how students learn. In today's school the trend is that it encourages much creativity.
It is a known fact that human advancement comes through reasoning. This reasoning and
original thought enhances creativity. The approaches for teaching can be broadly classified
into teacher centered and student centered. In a teacher-centered approach to learning,
teachers are the main authority figure in this model. Students are viewed as "empty vessels"
whose primary role is to passively receive information (via lectures and direct instruction)
with an end goal of testing and assessment. It is the primary role of teachers to
pass knowledge and information onto their students. In this model, teaching and assessment

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are viewed as two separate entities. Student learning is measured through objectively scored
tests and assessments.
LECTURING: -
The lecture method is just one of several teaching methods, though in schools it's usually
considered the primary one. The lecture method is convenient for the institution and cost-
efficient, especially with larger classroom sizes. This is why lecturing is the standard for
most college courses, when there can be several hundred students in the classroom at once;
lecturing lets professors address the most people at once, in the most general manner, while
still conveying the information that they feel is most important, according to the lesson plan.
While the lecture method gives the instructor or teacher chances to expose students to
unpublished or not readily available material, the students plays a passive role which may
hinder learning. While this method facilitates large-class communication, the lecturer must
make constant and conscious effort to become aware of student problems and engage the
students to give verbal feedback. It can be used to arouse interest in a subject provided the
instructor has effective writing and speaking skills.
DEMPONSTRATING: -
Demonstrating, which is also called the coaching style or the Lecture-cum-
Demonstration method is the process of teaching through examples or experiments.The
framework mixes the instructional strategies of information imparting and showing how.For
example, a science teacher may teach an idea by performing an experiment for students. A
demonstration may be used to prove a fact through a combination of visual evidence and
associated reasoning.
Demonstrations are similar to written storytelling and examples in that they allow students to
personally relate to the presented information. Memorization of a list of facts is a detached
and impersonal experience, whereas the same information, conveyed through demonstration,
becomes personally relatable. Demonstrations help to raise student interest and reinforce
memory retention because they provide connections between facts and real-world
applications of those facts. Lectures, on the other hand, are often geared more towards factual
presentation than connective learning.
One of the advantages of the demonstration method involves the capability to include
different formats and instruction materials to make the learning process engaging. This leads

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to the activation of several of the learners' senses, creating more opportunities for learning.
The approach is also beneficial on the part of the teacher because it is adaptable to both group
and individual teaching. While demonstration teaching, however, can be effective in teaching
Math, Science, and Art, it can prove ineffective in a classroom setting that calls for the
accommodation of the learners' individual needs
COLLABORATION: -
Collaboration allows student to actively participate in the learning process by talking with
each other and listening to others opinions. Collaboration establishes a personal connection
between students and the topic of study and it helps students think in a less personally biased
way. Group projects and discussions are examples of this teaching method. Teachers may
employ collaboration to assess student's abilities to work as a team, leadership skills, or
presentation abilities.
Collaborative discussions can take a variety of forms, such as fishbowl discussions. After
some preparation and with clearly defined roles, a discussion may constitute most of a lesson,
with the teacher only giving short feedback at the end or in the following lesson.
Some examples of collaborative learning tips and strategies for teachers are; to build trust,
establish group interactions, keeps in mind the critics, include different types of learning, use
real-world problems, consider assessment, create a pre-test and post-test, use different
strategies, help students use inquiry and use technology for easier learning.
CLASSROOM DISCUSSION: -
The most common type of collaborative method of teaching in a class is classroom
discussion. It is also a democratic way of handling a class, where each student is given equal
opportunity to interact and put forth their views. A discussion taking place in a classroom can
be either facilitated by a teacher or by a student. A discussion could also follow a
presentation or a demonstration. Class discussions can enhance student understanding, add
context to academic content, broaden student perspectives, highlight opposing viewpoints,
reinforce knowledge, build confidence, and support community in learning. The opportunities
for meaningful and engaging in-class discussion may vary widely, depending on the subject
matter and format of the course. Motivations for holding planned classroom discussion,
however, remain consistent. An effective classroom discussion can be achieved by probing
more questions among the students, paraphrasing the information received, using questions to

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develop critical thinking with questions like "Can we take this one step further?;" "What
solutions do you think might solve this problem?;" "How does this relate to what we have
learned about..?;" "What are the differences between ... ?;" "How does this relate to your own
experience?;" "What do you think causes .... ?;" "What are the implications of .... ?
It is clear from "the impact of teaching strategies on learning strategies in first-year higher
education cannot be overlooked nor over interpreted, due to the importance of students'
personality and academic motivation which also partly explain why students learn the way
they do" .
DEBRIEFING: -
The term "debriefing" refers to conversational sessions that revolve around the sharing and
examining of information after a specific event has taken place. Depending on the situation,
debriefing can serve a variety of purposes. It takes into consideration the experiences and
facilitates reflection and feedback. Debriefing may involve feedback to the students or among
the students, but this is not the intent. The intent is to allow the students to "thaw" and to
judge their experience and progress toward change or transformation. The intent is to help
them come to terms with their experience. This process involves a cognizance of cycle that
students may have to be guided to completely debrief. Teachers should not be overly critical
of relapses in behaviour. Once the experience is completely integrated, the students will exit
this cycle and get on with the next. Debriefing is a daily exercise in most professions. It
might be in psychology, healthcare, politics or business. This is also accepted as an everyday
necessity.
CLASSROOM ACTION RESEARCH: -
Classroom Action Research is a method of finding out what works best in your own
classroom so that you can improve student learning. We know a great deal about
good teaching in general (e.g. McKeachie, 1999; Chickering and Gamson, 1987; Weimer,
1996), but every teaching situation is unique in terms of content, level, student skills and
learning styles, teacher skills and teaching styles, and many other factors. To maximize
student learning, a teacher must find out what works best in a particular situation
each teaching and research method, model and family is essential to the practice of
technology studies. Teachers have their strengths and weaknesses, and adopt particular
models to complement strengths and contradict weaknesses. Here, the teacher is well aware
of the type of knowledge to be constructed. At other times, teachers equip their students with

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a research method to challenge them to construct new meanings and knowledge. In schools,
the research methods are simplified, allowing the students to access the methods at their own
levels
EVALUATION : -
The structured interpretation and giving of meaning to predicted or actual impacts of
proposals or results. It looks at original objectives, and at what is either predicted or what was
accomplished and how it was accomplished. So evaluation can be formative, that is taking
place during the development of a concept or proposal, project or organization, with the
intention of improving the value or effectiveness of the proposal, project, or organisation. It
can also be summative, drawing lessons from a completed action or project or an organisation
at a later point in time or circumstance.
Evaluation is inherently a theoretically informed approach (whether explicitly or not), and
consequently any particular definition of evaluation would have been tailored to its context –
the theory, needs, purpose, and methodology of the evaluation process itself. Having said
this, evaluation has been defined as:
 A systematic, rigorous, and meticulous application of scientific methods to assess the
design, implementation, improvement, or outcomes of a program. It is a resource-
intensive process, frequently requiring resources, such as, evaluate expertise, labor, time,
and a sizable budget
 "The critical assessment, in as objective a manner as possible, of the degree to which a
service or its component parts fulfills stated goals" (St Leger and Wordsworth-Bell). The
focus of this definition is on attaining objective knowledge, and scientifically or
quantitatively measuring predetermined and external concepts.
 "A study designed to assist some audience to assess an object's merit and worth". In this
definition the focus is on facts as well as value laden judgments of the programs
outcomes and worth.
The developer or planner wants to know how to improve the curriculum product. The public
want to know whether the curriculum implemented has achieved its aims and objectives
Teachers want to know whether what they are doing in the classroom is effective.
The Tyler Model The Tyler Model, developed by Ralph Tyler in the 1940’s, is the
quintessential prototype of curriculum development in the scientific approach. One could

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almost dare to say that every certified teacher in America and maybe beyond has developed
curriculum either directly or indirectly using this model or one of the many variations. Tyler
did not intend for his contribution to curriculum to be a lockstep model for development.
Originally, he wrote down his ideas in a book Basic Principles of Curriculum and Instruction
for his students to give them an idea about principles for to making curriculum. The brilliance
of Tyler’s model is that it was one of the first models and it was and still is a highly simple
model consisting of four steps.
1. Determine the school’s purposes (aka objectives)
2. Identify educational experiences related to purpose
3. Organize the experiences
4. Evaluate the purposes Basic Principles of Curriculum and Instruction
Step one is determining the objectives of the school or class. In other words, what do the
students need to do in order to be successful? Each subject has natural objectives that are
indicators of mastery. All objectives need to be consistent with the philosophy of the school
and this is often neglected in curriculum development. For example, a school that is
developing an English curriculum may create an objective that students will write essays.
This would be one of many objectives within the curriculum.
Step two is developing learning experiences that help the students to achieve step one. For
example, if students need to meet the objective of writing an essay. The learning experience
might be a demonstration by the teacher of writing an essay. The students than might practice
writing essays. The experience (essay demonstration and writing) is consistent with the
objective (Student will write an essay).
Step three is organizing the experiences. Should the teacher demonstrate first or should the
students learn by writing immediately? Either way could work and preference is determined
by the philosophy of the teacher and the needs of the students. The point is that the teacher
needs to determine a logical order of experiences for the students. Lastly, step four is
evaluation of the objectives. Now the teacher assesses the students’ ability to write an essay.
There are many ways to do this. For example, the teacher could have the students write an
essay without assistance. If they can do this, it is evidence that the students have achieved the
objective of the lesson. There are variations on this model. However, the Tyler model is still
considered by many to be the strongest model for curriculum development.

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2. THE GRASS ROOT MODELS:
This Development model is the opposite of the first model. Curriculum development
initiatives and efforts, not from above but from below , namely the teachers or the school.
The first model of curriculum development, management systems used in education /
curriculum is centralized, while grass roots model will evolve in a decentralized education
system. Development or improvement can be related to a curriculum component, one or
several fields of study or the entire field of study and all components of the curriculum. When
conditions have allowed, in terms of the ability of teachers, facilities and materials costs
literature, curriculum development model of grass root seems to be better. This w as based on
the consideration that the teacher is the planner, executor, and also falsifies the teaching in
class. He is best know the needs of his class, therefore he was the most competent curriculum
for the class.
TABA -MODEL OF CURRICULUM DEVELOPMENT : -
The Taba Model was developed by Hilda Taba (1902 – 1967), an architect, a
curriculum theorist, a curriculum reformer, and a teacher educator. She was born in the small
village of Kooraste, Estonia. Taba believed that there has to be a definite order in creating a
curriculum. Hilda Taba is the developer of the Taba Model of learning. This model is used to
enhance the thinking skills of students. Hilda Taba believed that there must be a process for
evalutating student achievement of content after the content standards have been established
and implemented. The main concept of this approach to curriculum development is that
teachers must be involved in the development of the curriculum. She advocated that teachers
take an inductive approach to curriculum development which meant starting with the
specifics and building toward a general design, rather than the traditional deductive approach
(starts with the general design and work towards the specifics) which was rooted in Tyler's
model. Hilda Taba followed the grass-roots approach in developing curriculum. For her, it
should be the teachers who should design the curriculum rather than the higher authorities
(Oliva, 1992). More specifically stated, the Taba approach believes in allowing the
curriculum to be developed and/or authored by the users (teachers).
Under the Taba Model teachers are expected to begin each curriculum by creating specific
teaching-learning units and building to a general design. According to Khwaja, Akhtar, &
Mirza (n.d.), "the Taba model was an attempt to ensure that decisions about curriculum are
made on the basis of valid criteria and not whim or fancy." Her model of developing a

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curriculum consisted of seven main steps and over the years, these seven steps have formed
the basis for Hilda Taba's
Strengths of using the Taba Model in the classroom:
 Gifted students begin thinking of a concept, then dive deeper into that concept
 Focuses on open-ended questions rather than right/wrong questions
 The open-endedness requires more abstract thinking, a benefit to our gifted students
 The questions and answers lend themselves to rich classroom discussion
 Easy to assess student learning Limitations of using the Taba Model in the classroom:
 Can be difficult for non-gifted students to grasp
 Difficult for heterogeneous classrooms
 Works well for fiction and non-fiction, may be difficult to easily use in all subjects
3. DEDUCTIVE MODEL OF CURRICULUM-- OLIVA
THE OLIVA MODEL
• The Oliva Model is a deductive model that offers a faculty a process for the complete
development of a school’s curriculum.
• Oliva recognized the needs of students in particular communities are not always the same
as the general needs of students throughout our society.
In the Oliva Model a faculty can fashion a plan:
• For the curriculum of an area and design ways in which it will be carried out through
instruction
• To develop schoolwide interdisciplinary programs that cut across areas of specialization
such as career education, guidance, and class activities.
• For a faculty to focus on the curricular components of the model to make programmatic
decisions.
• To allow a faculty to concentrate on the instructional components.

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LEARNING RESOURCES REQUIRED TO DELIVER THE
CURRICULUM
Teachers, Technical and Administrative staff - there should be sufficient staff to deliver and
support the delivery and assessment of the course. Staff should be appropriately skilled (in
pedagogical as w ell as technical areas) and qualified and should be aw are not only of their
own areas of the course but also of the course as a whole in order that they can contextualise
the learners' learning experiences.
• Equipment including IT and AV equipment, models and simulators, laboratory and clinical
equipment, white boards, flip charts. • Finances - the course will require adequate funding to
sustain its activities .
• Books, Journals and Multimedia Resources - lists of core textbooks for each part of the
course and other resources including reference texts should be identified by teachers and
purchased for use by learners. These should be supported by other resources such as journals
(printed and online) and multimedia packages. The library will be the main support structure
for these resources but additional resources may also be delivered through an Intranet or via
departmental 'libraries'.
• Teaching rooms, office space, social and study space there should be adequate provision to
accommodate learners at all stages of the course as well as social and study space for students
to spend time outside the classroom. There should also be sufficient space for teachers to
prepare teaching and meet with students.
• Requirements for supervision and delivery of clinical teaching/placements in courses for
health professionals, these areas of the course usually comprise a large part of the curriculum.
Clinical teaching is often delivered by health professionals working in practice rather than
linked to the educational institution and it is important to ensure that such staff are supported
and trained to deliver the course. Other requirements which need to be considered include
travel and accommodation arrangements for learners and teachers. Implementing the
Curriculum There is no real clear dividing line between curriculum development and
implementation. Once the curriculum has been developed and tested, and revised as
necessary, the curriculum is ready for implementation. It is important that those involved
with implementing the course (usually teachers and examiners) as well as students, interpret
the curriculum correctly, because the written word is not always interpreted in the same way
by different people. Ideally, the processes of development and implementation should be
seamless and involve many of the same teachers and other staff as well as student

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representatives. This will help to ensure ownership of the new course and more effective
implementation. Pre Testing and Piloting Before starting to fully implement the curriculum it
is preferable to try to Pre-Test or Pilot some or the w hole of the curriculum that has been
developed. The main objective of pre testing and piloting is to try out the draft curriculum in
a small number of training situations and in the context in which the curriculum will be used.
This helps to highlight to the curriculum developers whether the curriculum is understandable
and relevant to the users and whether it works in practice. Based on these findings, the
curriculum can be modified as appropriate to meet the needs of the potential students.
Sometimes there is the opportunity to Field Test the developed course to a larger number of
users under real ‘field’ conditions. Pre testing and piloting can help to create the most
appropriate course as often the paper curriculum does not work as expected in practice
because of unforeseen situations or responses by students or teachers. For example, if
introducing new teaching or learning methods or new topics into a curricula, it is easy to
underestimate the amount of preparation and sometimes additional training w hich might be
required of teachers. Tools and mechanisms must be developed to ensure a systematic
evaluation of the testing or piloting process. Monitoring and Evaluating the Curriculum
Monitoring can be defined as a continuous or periodic check and overseeing by those
responsible for the course at every level. It should focus attention on processes and
performance w ith the objective of drawing attention to particular features that may require
corrective action. It includes putting activities in place to ensure that input deliveries, w ork
plans, expected output and other actions are proceeding according to plans. Monitoring
should enable curriculum planners to detect serious setbacks or bottlenecks of the
implementation process that may cause the programme not to achieve expected learning
outcomes.
Hilda Taba created a multi-purpose teaching model that utilizes the use of multiple processes:
listing, grouping, labeling, regrouping, and synthesizing. Taba is an inductive (teacher)
approach. Taba is a belief that teachers are aware of the students needs hence they should be
the one to develop the curriculum. The main idea of this model is that the students are at the
forefront to the curriculum.

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PROS:
The Taba model encourages higher-order thinking skills in the classroom. It allows students
to start with a concept and dig deeper into that particular concept.
The focus is on open-ended questions versus a right/wrong answer. The open-endedness of
the questions require more abstract thinking from the students, challenging them more and
more. Through this type of questioning, classroom discussions become more relevant and
assessing student learning becomes easier.
CONS:
The Taba model is not an easy instructional method to grasp, making it more of a challenge
to students of all backgrounds.
This method of teaching is harder to use across the curriculum. Although easier to use in
Language Arts with Literary and Informational Text, extra support and research may be
required to use in subjects such as Math.
Education plays a vital role in shaping successful people. It gives us the opportunity to
become a productive member of a civilized society by acquiring all the necessary skills. We
learn how to meet challenges and overcome obstacles. We learn how to become an integrated
personality and maintain the perpetuation of our culture. People learn basic norms, rules,
regulations, and values of society through education. Moreover, high quality education
enables us to lead a successful life, enhances our intelligence, skills, knowledge, and brings
positive changes in our life.
Education lays the foundation stone for our future. An illiterate person can find it very
difficult to cope with some aspects of life. Education expands our vision and creates
awareness. It helps us develop a disciplined life and provides us with better earning
opportunities. It enables us to know the world beyond our own surroundings. Education is
also a prerequisite of the prosperity and modernization of any country.
Modern education is liberal, open, and exoteric. It is the premise of progress, in every family
and in every society. It teaches people to reason. It is based on the humanism, freedom,
equality, democracy, and human rights. The content of education keeps pace with the needs
of modern society and is a mirror of its goals, values, and priorities. The present industrial
society has opened up a plenty of occupations which require people with specialized skills
and knowledge. So, education is a necessary means of eradicating the unemployment
problem. It is able to reduce poverty in a number of ways. But we have to remember that

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there is a great need for the growth of the vocational education so that every person could
pursue a fulfilling career that ensures a satisfied life.
CONCLUSION: -
Education is definitely important in one`s life. A gift of knowledge can bring us to
the top of our dreams. It leads us to the right path and gives us a chance to have a wonderful
life. Education makes people capable of doing new interesting things that can go a long way
to improving human living conditions and standards. Our whole life is the process of learning
and gaining new useful knowledge. We should always remember that getting a good
education is imperative in today`s society as it is a foundation of our successful future. Our
education is really worth investment. Only if you believe and work hard you can achieve
anything.
REFRENCES:- WIKI PEDIA
Tylor wiki
Tada wiki