CURRICULUM DEVELOPMENT

AND

COURSE DESIGN
 ELEMENTS OF CURRICULUM
4. Learning Experience
How does learning takes place?
through the active behavior of the learner
Example
Interested and attentive student &
Uninterested and Un attentive student
What are learning experiences?

LE doesmean
not content of the course

LE doesmean
not activities performed by teacher
 ELEMENTS OF CURRICULUM
4. Learning Experience
LE- involves interaction of:
 Student & his environment –
 implies that student is an active participant;
 some features of environment attract his attention, & it
is to these (features) he reacts.
Definition
 The interaction b/w learner & external conditions in
environment to which one (learner) can react. or
A situation which you create inside the classroom, which
provide opportunities for the students to interact with either
material, with subject or any other material
 ELEMENTS OF CURRICULUM
4. Learning Experience
In this environment focus will be made on
Desired Skill
Desired content

How to provide learning environment so that our intended

objectives , desired skill and content should be achieved?

Is it possible to plan a set no of objectives and a set no of

experiences for a class room. why?

Is it possible to plan a single learning experience for a single

objective?
 ELEMENTS OF CURRICULUM
4. Learning Experiences Cont(d)
What are the general principles for selection of LE?

1. Opportunity to practice

2. Satisfying

3. Desired reactions & range of possibility

4. Multiplicity of LEs

5. LE & multiplicity of outcomes

 ELEMENTS OF CURRICULUM
4. Learning Experiences Cont(d)
Principle – 1 Opportunity to Practice
 Student must be given ample opportunities to
practice the kind of behaviour implied by the
objective.
 the objective against this will be to do reading or
observation etc
Example 1:
 to seek ‘Skill in problem solving’
 ELEMENTS OF CURRICULUM
4. Learning Experiences Cont(d)
Principle – 1 Opportunity to Practice
 How many student have low and high height in our
classroom?
 Student will
 observe, measure and count
 student will learn
 how to measure height?
 How to make groups
 How to decide up to how much height students are tall or
short
 ELEMENTS OF CURRICULUM
4. Learning Experiences Cont(d)
Principle – 1 Opportunity to Practice
Example 2:
 ‘Develop interest in reading a wide variety of books’
 (not possible until you provide them books and until

they read)
Teacher role
 give chance to students to do activity himself
 which type of problem is to be given to students
 how much time for the activity
 whether to be conducted in group or independently
 small group and different responsibility for each student
like measuring, time noting, notes, class demo etc
 ELEMENTS OF CURRICULUM
4. Learning Experiences Cont(d)
Principle - 2 Satisfying for Students
 LE must enable students to gain satisfaction while
learning desired behaviour, as per objectives
Example: To develop Problem solving skill in health’
must be satisfying for students.
Heath habit
How many types of diseases are there?
which types of diseases occurred due to weather change
when and how many student remain absent and due to
what disease
what are the causes of that diseases
 ELEMENTS OF CURRICULUM
4. Learning Experiences Cont(d)
Principle - 2 Satisfying for Students
What is teachers’ role?
 Teacher is to possess adequate knowledge of:
• Student’s interests & needs
• Human satisfaction to judge whether or not given LEs is
likely to prove satisfying for students.
Be able to check whether student is satisfied or not
 ELEMENTS OF CURRICULUM
4. Learning Experiences Cont(d)
Principle – 3 Desired Reactions & Range of Possibilities
 “Teacher must begin where the student is”
 The reactions Desired in LE are within the range of
possibility for students involved.
 LE should be appropriate to the student’s:
• present attainments
• predispositions
Teacher’s role to have sufficient knowledge of students
existing:
• attainments
• background & mental sets are such that desired
behaviour is possible for them
 LEARNING EXPERIENCES
Principle - 4 Multiplicity of Learning Experiences
Many LEs – to attain one objective
• Experiences that meet the criteria for effective
learning - can be used for the achievement of desired
objectives.
• Many Learning Experiences can be used to attain
particular objective
 Opportunity for the teacher o wide range of creative
planning for the purpose of teaching in actual classroom.
 What is in it for the school?
A school may develop a wide range of experiences to attain
the same objectives, by making most of interests of:
• students
• teachers/staff
 LEARNING EXPERIENCES
Principle - 5 LE & Multiplicity of Outcomes
Same LE usually brings about several outcomes.
Example
“Student develops the ability to solve problem related to health”
Problem solving – health issue
 What a student is learning from this experience?

 • learn about health field

 • develop attitude towards public health procedures 
 • develop interest in health field  
 So, one LE likely to attain more than one learning objective.
INSTRUCTIONAL METHODOLOGIES
& RESOURCES
 A variety of methods breaks the monotony and
holds the learners' interest

 Determine opportunities to use different methods

and resources, combined appropriately,
depending on the topic to be taught

 Select methods and learning experiences that

give opportunities to practice the behaviour
implied in the learning objective
INSTRUCTIONAL METHODOLOGIES
AND RESOURCES
 Use less teacher centered and more learner
centered methodologies

 Ensure that the instructional media will help to

achieve the objectives and facilitate the
learning of new content
 INSTRUCTIONAL METHODOLOGIES
AND RESOURCES
Curriculum planner should suggest appropriate method
of teaching

 Project
 Problem solving
 Lecture
 Discussions
 Role-plays
 Case studies
 Brainstorming
 EVALUATING OF THE COURSE IN
ACHIEVING THE OBJECTIVES
 Evaluation is necessary for
 effectiveness
 success or failure
 It provide a base for change in curriculum
 It help planner to decide whether a programme is to
be retain, modify or throw it out.
 It help in deciding
 Planning objectives
 Planning procedure
 Implementing procedure
 Outcomes
 EVALUATING OF THE COURSE IN
ACHIEVING THE OBJECTIVES
 Evaluation must appraise the behaviour of the
learners at an early stage and other appraisals at
later points to identify changes that may be
occurring.

 Without knowing what the learners were like at the

beginning it is not possible to tell how far changes
have taken place
 EVALUATING THE EFFECTIVENESS
OF THE COURSE IN ACHIEVING THE
OBJECTIVES
 The most commonly used methods of evaluation
include
 tests
 attitude scales
 data gathering instruments such as interviews and
observation schedules and practical.
 These methods should be used either singly or in
combination.
 The method that is used must be appropriate to the
objective that is being evaluated.
References:

Curriculum Development
Aqeela Zahoor
Majeed Book Depot

Curriculum and Instruction

Code: 6503
Department of Teacher Education
Allama Iqbal Open University, Islamabad