CHAPTER 4:

INSTRUCTIONAL CONSIDERATIONS
IN CURRICULUM DEVELOPMENT

PREPARED BY:

NURUL IZZAH
SITI NUR AINAA
 Instructional
Considerations in
Curriculum Development
 Curriculum Planning Process
 Context of Schooling
 Instructional Variables
 Planning Considerations
 Planning for Classroom Instructions
•Instruction in school is always a subset of curriculum
planning.

•The substance, methodology and assessment of classroom

can
. be only understood by the purpose of curriculum.

•The classroom teacher is always be the final filter in

curriculum work.

•Teachers, too as curriculum developers must exercise their

ability to influence classroom learning to the best of their
professional knowledge.
Phase 1
a. Review curriculum plans
b. State and Select Objectives
c. Organize content by time

 Firstly., the teacher need to understand the nature of teaching task.

 This includes an identification of teaching objectives and students
outcomes in curriculum.
 This will including content outlines, textbooks and guides. Teacher
should request and study these aids prior to teaching so that they can
determine the overall objective of the curriculum.
Phase 2
a. Asses student ability
b. Determine relevance to students
c. Reform objectives if necessary

• In second phase teachers should seek whatever information is

available,
To determine who they are teaching.

• An early determination should be made on students ability such as :

Knowledge ,skills,background,intelligence or maturation.
Phase 3
a. Consider possible methodology
b. Review existing knowledge base

• In this phase,the teacher is fully into design work and operating of an

“if –then” – “If the task is t teach this material but my students are
poor readers, then I must …..

• The possibilities for applied methodology are many .Figure 4.2

page 113 presents eighteen common methods that may be
appropriate for accomplishing curricular task.
Eighteen Common Methods Used by Teachers

13. Lecture
1.Comparative 7.Drill 14. Manipulative &
Analysis 8.Experimentation Tactile Activity.
2.Conference 9.Field Experience 15.Modelling &
3.Demonstration 10.Field Trip Imitation
4.Dianogsis 11.Group Work 16.Problem Solving
5.Direct Observation 12.Laboratory 17.Programmed
6.Discussion Experience Instruction
18.Computer Assisted
Phase 4
a. Implement instructional strategies
b. Make corrections as appropriate

• Teacher is actually delivering instruction in classroom under live

conditions.
• As the teacher deliver the lesson, all of the planning pays off in a
predictable set of events.

• Adjustment of variables such as ;

 time (too much or too little)
 Materials and equipment
 Students’ behaviour
 And some others variables found in any classroom.
 Phase 5

a. Select assessment devices

b. Collect evidence of students growth

• Feedback is very importance from a curriculum perspective since most

curricula are sequential learning and often dependent on previous learning.
Phase 6
a. Judge success of strategies
b. Make planning adjustment
c. Match outcomes to expectations

• Finally, each teacher as a curriculum worker will be judge of his /her

own teaching.

• In this phase, teacher compares expectation of the curriculum with

the result of the teaching.
 CONTEXT OF SCHOOLING

>
> Social
Social Influences
Influences
>
> Readiness
Readiness
>
> Compensary
Compensary Programs
Programs
>
> Parents
Parents &
& Guardians
Guardians
>
> Classroom
Classroom
>
> Organizing
Organizing for
for learning
learning
>
> Management
Management &
& Discipline
Discipline
>
> Retention
Retention
>
> Testing
Testing &
& Evaluation
Evaluation
Social Influences
• School is a social experiences, the
higher social economic status of
student (SES),the greater his/her
educational achievement.
• “Advantage” children perform in
different way than do “disadvantage”
children.
Readiness
• Closely related to social & economic is
the readiness of students to benefit
from schooling.
• How student perceive their social
environtment,peer acceptance,
motivation and
attribution of academic success.
Compensatory Programs
• This programs compensate to seek
remedy deficiencies in a disadvantage
student’s background
by providing specific curricula
designed to make up what is lacking.
Parents & Guardian
• Some researchers believe that parents
and the home have at least as much
influence on student learning and
behavior as
teacher and school.
• There are six type of at-home behavior
have been suggested as important for
student success at school.
 Six types at-home behavior
Task Structure -Children participating in
activities at home.

Authority
Authority Structure
Structure –Home
–Home responsibilities,
responsibilities,
participation and decision
making.

Reward
Reward Structure
Structure -- Parents
Parents recognize
recognize students
students
growth and advancement.

Grouping - Parents influence peer

relations.
relations.

Standard - Clear and realistic

expectation for behavior.

Time Structure - Parents insist on time

management for schoolwork
Classrooms
• It has been estimated that students
spend about seven hours in school
per day.
• The physical setting of classroom
affects the psychology, emotion and
physiology of learning.
Organizing for Learning
• Organizing factors influence
classroom instruction such as ;
1.management and discipline
2. Retention
3.Testing and Evaluation of Students.

• Physical space, seating pattern, light

colour,noise and temperature all
combine to orient the child to
learning experience.
Discipline Retention
Can be define as • Process of having a student repeat an
“method used by teacher to bring about educational course
student conduct orderly enough for
productive learning”
Testing and Evaluation
• Several variables of discipline include : • School spend a great deal of time
 Commitment assessing students by testing and
 Teacher expectation sorting them to graded
performances.
 Rules
• For examples, students take
 Principles Involvement competency exam in most states to
demonstrate progress through a
prescribe curriculum before they can
go into college.

• Most school tests are threaded as

norm –reference in that
they are used to compare students
progress against of other students.
 Instructional Variables

 A large number of instructional
variables related to student learning have
been studied. Each of the variables is ,of
course influenced by the purpose of
teaching act.

These are some of the best-evidence areas ;

a) Ability grouping
b) Teacher Expectation
c) Use of Praise
d) Questions
e) Memory and Attention
f) Attribution
g) Self Concept
h) Gender Bias
i) Small Learning Groups
j) Learning /Teaching Styles
 PLANNING CONSIDERATIONS
 Education is a tool for learning.

 General indicators to be
considered in developing
instructional experiences:

Provide experience that are

rich and varied and design for
culturally diverse students.
Flexible organized to achieve
the school objectives.
Use resources that are
appropriate to learners needs.
Includes appropriate teaching
strategies to carry out learning
objectives.
 Instructional Skill Areas

 Pedagogy is the principles and

practice of teaching.

 The pedagogy knowledge allows Adapt subject matter, coordinating

content with concepts, skills,
Teacher to:
attitudes at a desired level, and
Set up classroom for instruction, using media and methods
establish routine, and organize effectively.
student groups of a variety learning
activities and purposes.
Encourage active learning through
interactive teaching.
Conduct lessons in an efficient
manner, asking appropriate
questions, establishing an effective
pace, avoiding disciplinary
problems, and managing
misbehavior.
 Selection of Instructional
Experiences

 Curriculum planners must

realize that the classroom
teacher must ultimately carry
out the instructional program
and must have some flexibility
in selecting curriculum
experiences.
 Providing Balance in
Relevancy of Subject
the Instructional
Matter
Program

 Within a school program, all  Content should be relevant and

learning experience can be significant.
categorize under the following:
 Content must be in tune with
The personal development of the social and cultural realities
the individual. of times.

Skills for continued learning.  The curriculum planner must be

aware of all the changes taking
Education for social place in the world.
competence.
 Educating a Diverse
Population

 
Cultural Diversity Cultural Pluralism

Teachers must acknowledge the Recommendations:

changing composition of the
public school student body in
selecting curriculum experiences.
Examine text materials.
Develop new curricula for all
levels of
schooling.
Provide opportunities to learn
variety of ethnic groups and cultural.
Include the study of concepts from
the humanistic and behavioral
sciences.
Organize curricula around universal
human concerns.
 Examine rules, norms, and
Recommendations:
procedures of students and
staff.
Broaden the kinds of inquiry used
in school.
Institute a system of shared
Create school environments that governance in the schools.
radiate cultural diversity.

Maximize the school as a Organize time, space,

multicultural setting. personnel, and resources.

Institute staffing patterns.

Recognize and utilize
bilingualism. Design pre-service and in-
service programs.
 PLANNING FOR CLASSROOM INSTRUCTION

 Teachers must possess a way of

thinking about learning to be
effective instructors.

 Teachers need to consider few

things in order to prepare to teach:
Objectives for each course.
To know the backgrounds and
needs of students.
Teaching patterns that elicits the
student response.
Arrangements of content- uses
curriculum form to ‘color’
instruction.
 5 Learning Designs
(Color Instruction) :-

1. Learning is organized as a linear

series of knowledge in which the
student masters in a sequential order.

2. A set or ideas or concepts serve as the

big organizers.

3. ‘Themes’ approach- content is

organized to support a series of
interlocking ideas.

4. Content is presented by ‘chunks’ rather

than series.

5. Concepts, content, and skills from two

or more subject areas are intertwined
around life problems or student
interest areas.
 The Lesson Plan

 Serves the teacher and others by

summarizing major concerns
and projecting teacher activities.

 Lesson Plan format:

1. The unit of study

2. Instructional objectives
3. Rationale
4. Content
5. Materials and media
6. Evaluation processes
 Choosing
Instructional Strategies
3. Teaching students how
1. Linking new to learn.
information to prior
knowledge. 4. Making learning
purposeful.
2. Restructuring the student
background. 5. Organizing knowledge.
 Selecting Methods
and Media

Some Methods

1. Active question and

answer 5. Guest speakers

2. Films 6. Debates

3. Movies 7. Small group discussions

4. Video tapes
 Making Instructional
Choices

 Teacher regularly make choices

in planning and teaching which
affect the curriculum
experienced by the learners.
Examples: grouping

discipline

testing
 ANALYZING INSTRUCTIONAL PERFORMANCE

 Classroom teacher is a part of

curriculum.
 In the 13 category system developed
 Observational system represents an by John Hough, teacher statements
effective means for providing are classified as either indirect or
objective empirical data describing direct.
specific teacher and student
variables.
Example: classification gives central
attention to the amount of freedom
 There are several manageable that a teacher gives to the student.
observational system for teachers to
do self assessment.
Example: interaction analysis which
is designed to assess verbal
dimension of teacher and pupil.
 Verbal Patterns of Teachers
in the Classroom
 4 classroom patterns that
particularly affect pupil learning are
thrown into relief when verbal
patterns are identified and revealed
by these techniques:

1) Excessive teacher talk.

2) Recitation.

3) Teacher acceptance of student

ideas.

4) Flexibility or inflexibility.
 Classroom Questions

 Most of the questions asked by

teachers required little thinking
on students.

 Teachers should be provided

with systematic training in the
use of questions.
 Nonverbal
Communication in the
Classroom

Facial expressions Vocal tones

Bodily movements
 Classroom Management

 The need for better classroom

management.
 Examples:-
 There are a number of
techniques. 1. Group altering

 Jacob Kounin: developed a
system that deals with
transitions from one unit to
another.
2. Stimulus boundedness
3. Overlappingness
4. Dangle

5. ‘With-itness’
 CONCLUSION

“ Instruction is a subset of curriculum, so

planners must be concerned with teacher
behavior in the classroom”
THANK YOU