“CURRICULUM DESIGN AND DEVELOPMENT”

• Amina Jabeen Bsf2004092

• Sundas Farooq Bsf2004079
• Munaza Ishtiaq Bsf2004113
• Haroon Akram Bsf2004
• Usama Arshad Bsf2004000
 “SELECTING AND IMPLEMENTING STRATEGIES FOR
INSTRUCTION”

• Strategy.
• Deciding on instructional strategy.
• 5 major sources of Strategies.
• Traditional Methods of Instruction.
• Styles of Teaching.
• Styles of Learning.
• Selecting the Teaching Methods.
• Organization and Implementation of
Instruction.
“TRADITIONAL METHODS OF
INSTRUCTIONS”

• Amina Jabeen
• Bsf2004092
STRATEGY :
• Encompasses the Methods, Procedures, and techniques the teacher uses to present the subject
matter to the students and be bring about desired outcomes.
• Among the common instructional strategies are:
• Lectures.
• Small group discussions.
• Independent study.
• Library research.
• Mediated instruction.
• Repetitivd drill.
• Laboratory work.
DECIDING ON INSTRUCTIONAL STRATEGIES.
• The teacher must decide how many days he or she will devote to the topic, whether to use any or all of
the approaches considered, which approach to use first and how to put the selected approaches
together.

SOURCES OF STRATEGIES.
instructional Strategies are divided from a number of sources
• The objectives.
• The subject matter.
• The pupil.
• The community.
• The teacher.
 TRADITIONAL METHODS OF INSTRUCTIONS.
• The Lecture Method:
• Method of Exposition.
• The lecture is a pedagogical method where by the teacher formally delivers a carefully planned
expository address on some particular topic or problem.
• It can be used:
• To motivate.
• To clarify.
• To review.
• To expand contents.
ADVENTAGES:
1. The spoken word is frequently far more effective than the printed one.
2. Lectures gives the teacher an opportunity to come in immediate contact with pupils.
3. Lectures save times.
4. Good lectures stimulate brighter pupils.
LIMITATIONS:
1. The lecture lessons the opportunity for the pupil to learn by doing as ready-made
material is presented to the pupils.
2. The lecture does not guarantee the the pupils will understand the contents.
3. The average high school student may not have sufficient attention span to attend
closely to a full forty minute lecture.
4. Most high school teachers are not good lecturers.
THE ASSIGNMENT METHOD:

• Method is generally advocated for teaching different subjects to pupils in the higher classes.
• The syllabus is split up into significant units or topics, each unit or topic in its turn, is subdivided into
learning assignments for pupils.

Types of Assignments:
1. Preparatory assignments.
2. The study assignment.
3. The revisional assignment.
4. The remedial assignments.
5. common assignments.
6. Small group assignments
7. individual Assignments.
PROJECT METHOD:
• A project has been defines as
A significant, practical unit of activity having educational value and aimed at one or more definite
goals of understanding involves investigation and solution of problems and frequently the use and
manipulation of physical materials, planned and carried to completion by pupils and teachers.
Aims of Projected Work:
• Involvement.
• Skills for independent work.
• Skills for group work.
• Skills for Effective communication.
• Knowledge.
• Personal development.
Characteristics of Project Method:

• They involve the solution of a problem.

• They involve initiative by the students or groups of students and necessitate a
variety of educational activities.
• They commonly result in the end product.
• Teaching staff are involved in an advisory ran.
 “SELECTING THE
TEACHING
METHOD”

• Sundas Farooq
• Bsf2004079
• TEACHING METHOD:
• A teaching method refers to the set of step by step procedures
used by the teacher in guiding the learners to achieve learning
objectives.
• In other words, as applied to classroom setting, a teaching
method is a series of related and progressive acts performed
by the teacher and the learners to accomplish the general and
specific objectives of the lesson.
Strategies for Selecting Teaching method:
Different authors have presented several criteria for this purpose.

Hudgins (1971):
suggested aims, goals and objectives; foundation commitments; content; and students’
experiences as appropriate criteria.

Brown (1992)
argued for philosophical criteria, psychological criteria, technological criteria, criteria from
pressure groups and practicality as a criterion in the procedure for selecting teaching method
Following are the considerations that one should keep in mind while selecting a method of
teaching.

1. The Learners’ Profile:

In choosing a method of teaching, a teacher must take into account the age, prior knowledge,
style of learning and the nature of learners i.e. example the slow learners or fast learners. If the
number of slow learners in the class is higher than that of fast learners it will force a teacher to
use such a method that is easier for the slow learners to understand the lesson or subject mater

2. Class Size :
Our courses or classes will vary in size and the numbers in a particular teaching session will
change from very small to very large. Quite clearly class size plays an important part in
selecting a method because some are unsuitable when the group is excessively large or
small. For example, discussion method may be effective for a small group but not for too large a
group
3. The Learning Objectives
The specification of learning objectives is important in selecting an appropriate teaching
method, for these serve as targets for our teaching. In our schools, we are mainly concerned with
knowledge or the cognitive domain for which brainstorming, discussion, lecture method etc. are
suitable, while demonstration, project etc. will serve better for practical skills.
4. Local Constraints
One should also consider any local constraints when selecting a method. The two most important
factors are the time and facilities available, including resource materials and textbooks. Quite
clearly if an essential requirement for a particular method is not available
For example.
A piece of equipment for a demonstration, then that method cannot be used. Similarly, if there
was insufficient time to undertake a field trip, then some other method such as a video recording
would have to be used.
5. Autonomy of Student
• The degree of student autonomy is increasingly featuring in the selection of methods but this tends to
be the case in more developed countries, where students often are more independent and have a
wider choice in how they study university courses. In Africa, perhaps, this should not concern us too
much at present but it is something to bear in mind for the future, particularly if we wish to become
more learner-oriented.
6. Lecturers’ Preferences and Dislikes
• This is mentioned because there is evidence that lecturers’ likes and dislikes, together with their
experience, have a bearing on the method they use. This is partly related to their philosophy, style
and value system but also to their past experiences and their confidence in using new and often less
controllable methods. Here we are not going to deal with this in depth but only wish to indicate that
there is a need for the dissemination of new information to lecturers, together with periodic updating
workshops on teaching methods.
7. Examination Set Up:
• This also limits the method to be applied in teaching a subject. For example the teachers always look
for the examinations format and teach the students in a way that make them becoming able to
answer such examination that are facing them.
“LEARNING STYLES”

• Munaza Ishtiaq
• Bsf2004113
“LEARNING STYLES”

• This term is defined as approach hoe the learner understand or process the
provided information.
• The way a learner graps the information is known as their learning styles.
• The learning styles (modalities) were described by Nail.D.Fleming and
Coleen E.Mills in 1992 and they named as VARK.
“TYPES OF
LEARNING STYLES”

• Visual.
• Auditory.
• Physical/Kinesthetic.
• Mathematical/logical.
• Social/interpersonal.
• Solitary/intrapersonal.
• Visual learning styles :
• Visual learning styles in which a learner need to see information in order to process it .
• Visual learner can utilize graphs, charts,maps,diagrams and other forms of visual stimulation
to effectively interpret information.
• Strategy:
• Use visual aids.
• Provide visual analogies and metaphors.
• Substitute words for colours and pictures.
• Ask the students to write down explanations and take notes because this entails looking at
your presentation or visualising what you’re presenting.
• Colour or emphasises key points in notebook.
• Use storytelling to help with visualisation.
• Colour-code and organise any materials you provide as this helps organise things in their
minds.
• Get students to visualise using phrases, such as, “Picture this”, “Let’s see what you would do.”
• Auditory learning styles:
• Auditory learning style in which a person learns through listening .an auditory learner
depends on earning and speaking as a main way of learning.

• Strategies for teaching aural learners:

• Encourage your students to participate in discussions.
• If reading is required suggest audio books if appropriate.
• Suggest for them to listen to music as they go over material.
• Allow recordings of your training sessions or make your lessons accessible via online course
platforms - this is also helpful for other learning types.
• Get students to pair up and explain concepts to each other.
• Suggest rereading their notes back to themselves when they get home.
• Use mnemonic devices and rhyming.
• Kinesthetic learning:
• Kinesthetic or tactile learning is a learning style in which learning takes place by the students carrying out physical
activities rather than listening to a lecture or watching demonstrations.

• Strategies for teaching physical and tactile learners:

• Use physical exercises and provide hands-on experiences
• Include activities where they use a pen and paper to map out their thoughts and problem-solve because writing is
a physical exercise.
• Find a venue that provides these learners with large spaces so they can write and draw.
• Encourage them to draw diagrams, graphs and maps.
• Get them to interact with physical objects or solve puzzles.
• Provide real life examples, such as, case studies.
• Ask them to teach other class members some of the lesson content.
• When you are asking them to visualise, explain the sensations that would be felt, such as, “The wind was forcibly
hitting against the left side of my body.”
• Logical / Mathematical Learning Style:
• Logical mathematical learning style refers to one’s ability to analyze cause and effect relationships,
reason, solve problems, learn using numbers and abstract visual information.

• Strategies for teaching logical learners:

• Provide the class with problem-solving tasks.
• Challenge them to work things out for themselves.
• Ask them to interpret abstract visual information.
• Include critical thinking exercises.
• Provide statistics and facts.
• Ask them to suggest conclusions after providing them with evidence.
• Social /Interpretation Learning style:
• Social learning style, which involves engaging in the learning process through groups and
interacting with others.
• Social learners are typically strong at both verbal and nonverbal communication.

• Strategies for teaching social learners:

•
• Be inquisitive and ask them what they think about a concept/topic/idea.
• Ask them to bounce ideas off of each other and compare their ideas with others’.
• Allow them to discuss and share stories.
• Include group work.
• Engage in a role-play.
• Solitary/ Interpersonal Learning style:
• Social learning style, which involves engaging in the learning process through groups and interacting with
others. Social learners are typically strong at both verbal and nonverbal communication.

• An intrapersonal learner is exactly the opposite of a social learner who prefers to work in groups.
• Strategies for teaching solitary learners:
• Ask questions so you know what they’re thinking and how they’re feeling.
• Provide individual problem-solving exercises.
• Explain why the lesson material is important as solitary learners are often
interested in outcomes.
• Along with this, give the class ways to track their progress.
• Suggest links between what they have previously learned/should know and new
concepts.
“ORGANIZATION AND
IMPLEMENTATION OF
INSTRUCTION”

“Usama Arshad”
Bsf200400
 “CURRICULUM ORGANIZATION OF
INSTRUCTION”
• Curriculum Organizations are creative, innovative ways to package content that is
independent of course design and can be applied to any course design chosen,
whether they be integrated, discipline specific, or customized.
• According to Ralph Tyler, important changes in human behaviour are not
produced over the night. No single learning experience has a very profound
influence upon the learner.
• Criteria for Effective Curriculum Organization:
• There are three major criteria to be met in building an effectively organized group
of learning experiences.
1) Continuity.
2) Sequence.
3) Integration.
• Continuity:
• This refers to the vertical reiteration of major curriculum elements.
• Continuity is a major factor in effective vertical organization of curricular content.For Example, If the
objective in science is to develop a meaningful concept of energy, it is important that this concept be
dealt with repeatedly in various parts of science course.

• Sequence:
• Sequence as a criterion emphasizes the importance of having each successive experience built upon the
preceding one, but goes more broadly and deeply into matters involved. For example, Sequential
development of concept energy in natural sciences would require that each successive treatment of
energy would help the meaning of term “energy”. Sequence emphasizes not duplication but higher
levels of treatment with each successive learning experience.

• Integration:
• This refers to the horizontal relationships of curriculum experiences.
• The organization of these experiences should be such that they help the student increasingly to get a
unified view and to unify his behaviour in relation to the elements being dealt with.
• Implementation of the Instructions:
• For the Implementation of instructions, we will follow the Roger’s (2003)
model of Implementation of Instructions.
• Roger’s Implementation Instruction Model follows five steps.
• Knowledge
• Persuasion
• Decision
• Use
• Confirmation.
Knowledge:
• In Knowledge stage, the designer should aware of the design to be implemented, and determines if a
need for implementing the design is actually present.

• The designer should prepare material that is useful to decision-makers about why they should use the
instruction.

• This could take the form of an information sheet, or be more sophisticated like a full marketing
campaign.

• It can also be directed to the students themselves, or others who might be the primary adopter of the
design who will then introduce it to students.

Persuasion:
• The persuasion stage occurs when the adopter begins to decide if they find the new design acceptable.
• During this process, the adopter “actively seeks information about the new idea, decides what messages
he or she regards as credible, and decides how he or she interprets the information that is received”.

• It is through this process that an adopter begins to decide if the design will be accepted.
• Decision Stage:

• The decision stage includes the adopter actively participating in tests that will assist them in
determining if the design will be adopted or rejected.
• It is important to note that this process can justifiably lead to either of these results: adoption
or rejection.
• If the design is adopted, it is evidence that it is seen as a solution to the problem or issue the
adopter initially defined.
• If the design is rejected, it can be classified as either active or passive rejection.
• Use:
• The next stage in this model is the actual usage of the new design.
• Using a new product is generally not a one-time endeavor. New design usage is generally considered a
long-term process.

• While the definition of “long-term” can be ambiguous and is heavily determined by the context, it is
important to know the use of a new innovation within instructional design is usually not simply “plug and
play.”

• There is generally a period of continued education and professional development associated with the
adoption.

• The instructional designer might provide getting started materials so people begin using the materials
successfully, or technical support to make sure problems can be solved as soon as they are apparent.
• They might have to train the person leading the instruction, or at the very least show students how to use
all of the features found in the instruction.
Confirmation:

• Confirmation occurs as the adopter evaluates the decision to adopt and implement the design.
• Are they satisfied with what they chose? During this stage it is possible that the design will be
subsequently discontinued.

• The evaluation can be based on many measures: learner performance, ease of use, satisfaction, cost to
maintain, etc.
• If discontinuance occurs, it is often a result of some kind of dissonance, or the gap adopters experience
between what they expected to happen and what actually happened.
• It is important, then, for continued use of the design, that the instructional designer seeks methods to
reduce or eliminate dissonance.