By

Mrs. Nabila Chauhdry

Educational Psychologist
 Curriculum

“All the learning planned or guided by school,

whether carried out in groups or individually,
inside or outside school”.
 Types of Curriculum
Type Description
Formal / overt It may refer to a curriculum document,
texts, films, and supportive teaching
materials that are overtly chosen to
support the intentional instructional
agenda of a school.
Covert / informal / That which is implied by the very
hidden structure and nature of schools, much of
what revolves around daily or established
routines.
Societal curriculummassive, ongoing, informal curriculum of
family, peer groups, neighborhoods,
churches organizations, occupations,
mass, media and other socializing forces
that "educate" all of us throughout our
lives.
 Curriculum
Modification

modification is a more extreme

alteration to the curriculum than that
of an enhancement. Modifications
involve combinations of altered
content knowledge, conceptual
difficulty, educational goals, and
instructional method
Collaboration & Co-teaching
One teach & one assist
Station teaching
Parallel teaching
Alternative teaching
Team teaching
 Strategies for
curriculum Adaptation
Type Description
Size Variation in the number of items/tasks expected from a
learner at any given time
Time Different timeframes can be applied in class for the
completion of tasks, learning and assessment
Difficulty Adapt the degree of difficulty of a task, problem or
assessment type
Input Ensure that teaching is not always through the same
modality (sense), make optimal use of the learner’s
stronger modalities
Output When planning out put, use learner’s strongest
modality as far as possible
Level of Assistance given to learner will vary
support
 Strategies for
curriculum adaptation
Type Description
Participation The level of participation of learner s in class
activities will vary
Alternate While working with the same material, the
outcomes expected from different learners may
be adapted
Substitute Individual learners might have different learning
curriculum goals. Some learners might need transitional
plans built into their educational plan, to be able
to function independently
b
b
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Number of Sums

Number of lines to be written

Length of Passage to be read

Time required to learn something

Time required to do class work

Time to reproduce something

Extra time if help is not available at home

Add a simpler step / extra step

Provide written instructions as well

Simplify rules

Break task in small & easy to understand steps

Provide prompts and feed back

Multisensory approach

Visual Learning Support material

Tactile material

Visual instructions
Tape Recorded Answers

Braille (Perkins) typewriters

Graphs and tables

Composed papers
Instruction provided in groups

One to one teaching

Constant hands on help by teacher

Help by learning support staff

While working with same material, different
out comes are expected from different
students
Instructional Adaptations
Teaching pre-skills
Selecting & Sequencing Examples
Rate of introducing of new skills
Direct instruction & practice
Activating background knowledge
Anticipation guides
Advance organizers
Modeling examples, synonyms & definition
Concept map
Instructional Adaptations
Oral instruction
Questioning
Providing feedback
 Teaching in an
inclusive classroom
 Every lesson has a definite aim for all students
 Includes a variety of teacher techniques aimed at reaching students
at all levels
 Considers student learning styles in presentation of lesson
 Involves all students in the lesson through the use of questioning
aimed at different levels of thinking (Bloom's Taxonomy)
 Allows for students’ adjusted expectations
 Provides choice in the method students will use to demonstrate their
understanding of the concepts
 Accepts that different methods are of equal value
 Evaluates students based on their individual differences