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Curriculum (individualized instruction)
Presented to :
Mam Mumtaz Akhtar
Presented by:
Umm-e-Rubab
Individualizing the Curriculum
Individualized curriculum
Why individualized curriculum program
Differentiated instruction
Differentiated instructional beliefs
Types of previous individualized programs
Current adoptive approaches
9 factors of adoptive curricula
Explanation of current approaches
Conclusion
Individualized curriculum involves
promoting student choice, curriculum
integration, differentiated learning, and
self-assessment that engage students
deeply in learning.
(Brown, 2002).
Educators continue to search for curricula
that respond to individual differences
among students in the classroom so to
cope up with individual differences they
focus on individualized curriculum.
Differentiated instruction is an approach
applied to teaching and learning that gives
students multiple options for taking
information and making sense of ideas”
(Hall, Strangman, & Meyer, 2011)
Students who are the same age differ in their
readiness, interests, styles of learning,
experiences, and life circumstances.
Students will learn best when supportive adults
push them to work without assistance.
Students will learn best when they can make a
connection between the curriculum and their
interests and life experiences
(Passman,
2009).
Providing Elective Courses
Curriculum Tracking
Offering “mini-courses”
Open classrooms
Self-paced instruction
An important aspect of any adaptive approach
is that it relates to curriculum standards and
that it is simple to use them into academic
situations with well-organized plans and
congruent unit objectives .
(March & Peters, 2002).
Greater attention to problem solving.
Focus by staff on most important parts of
curriculum.
Alignment of expected outcomes.
Connections between different subject
areas .
Inclusion of a variety of methods (inquiry,
guided discussion, action research).
Authentic performance assessments.
Multiple opportunities for teachers to
collaborate.
High quality materials.
Consistency in preparation of student for
next grade.
Adaptive Learning Environments
Model
Cooperative Learning Models
Learning-Styles Models
Mastery Learning Models
Computer-Based Models
It is an attempt to combine the direct
instruction with open education
system that is found to be more
effective.
ALEM attempts to restructure the
school environment rather than to
alter the instructional system.
Cooperative learning methods provide
teachers with effective ways to response
to diverse students by promoting
academic achievement and cross-cultural
understanding.
“Even the slowest and more reluctant reader
can learn to read well when taught according to
their individual learning styles”
(Mariacarbo,2003)
According to this model learners differ in their
styles of learning, those styles are assessed
and that knowledge of styles help both learner
and teacher.
MLM includes the following six steps:
Clearly specified learning objectives
Short and valid assessment procedures
Specific mastery standards
Sequence of learning procedure
Provision of feedback
Provision of extra time and help on errors.
We can say that the important ingredient
for creating successful curriculum reform
include a culturally and linguistically
responsive staff as well as thoughtfully
planned and developmentally appropriate
curriculum that is likely to promote
positive outcomes for all children.
Curriculum (individualized instruction)

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Curriculum (individualized instruction)

  • 2. Presented to : Mam Mumtaz Akhtar Presented by: Umm-e-Rubab
  • 4. Individualized curriculum Why individualized curriculum program Differentiated instruction Differentiated instructional beliefs Types of previous individualized programs Current adoptive approaches 9 factors of adoptive curricula Explanation of current approaches Conclusion
  • 5. Individualized curriculum involves promoting student choice, curriculum integration, differentiated learning, and self-assessment that engage students deeply in learning. (Brown, 2002).
  • 6. Educators continue to search for curricula that respond to individual differences among students in the classroom so to cope up with individual differences they focus on individualized curriculum.
  • 7. Differentiated instruction is an approach applied to teaching and learning that gives students multiple options for taking information and making sense of ideas” (Hall, Strangman, & Meyer, 2011)
  • 8. Students who are the same age differ in their readiness, interests, styles of learning, experiences, and life circumstances. Students will learn best when supportive adults push them to work without assistance. Students will learn best when they can make a connection between the curriculum and their interests and life experiences (Passman, 2009).
  • 9. Providing Elective Courses Curriculum Tracking Offering “mini-courses” Open classrooms Self-paced instruction
  • 10. An important aspect of any adaptive approach is that it relates to curriculum standards and that it is simple to use them into academic situations with well-organized plans and congruent unit objectives . (March & Peters, 2002).
  • 11. Greater attention to problem solving. Focus by staff on most important parts of curriculum. Alignment of expected outcomes. Connections between different subject areas . Inclusion of a variety of methods (inquiry, guided discussion, action research).
  • 12. Authentic performance assessments. Multiple opportunities for teachers to collaborate. High quality materials. Consistency in preparation of student for next grade.
  • 13. Adaptive Learning Environments Model Cooperative Learning Models Learning-Styles Models Mastery Learning Models Computer-Based Models
  • 14. It is an attempt to combine the direct instruction with open education system that is found to be more effective. ALEM attempts to restructure the school environment rather than to alter the instructional system.
  • 15. Cooperative learning methods provide teachers with effective ways to response to diverse students by promoting academic achievement and cross-cultural understanding.
  • 16. “Even the slowest and more reluctant reader can learn to read well when taught according to their individual learning styles” (Mariacarbo,2003) According to this model learners differ in their styles of learning, those styles are assessed and that knowledge of styles help both learner and teacher.
  • 17. MLM includes the following six steps: Clearly specified learning objectives Short and valid assessment procedures Specific mastery standards Sequence of learning procedure Provision of feedback Provision of extra time and help on errors.
  • 18. We can say that the important ingredient for creating successful curriculum reform include a culturally and linguistically responsive staff as well as thoughtfully planned and developmentally appropriate curriculum that is likely to promote positive outcomes for all children.