INFORMATION COMMUNICATION UNIVERSITY. MASTER OF EDUCATION CURRICULUM DEVELOPMENT ASSIGNMENT 1 GROUP PROJECT 2017 GROUP 2 PRESENTATION

PRESENTED BY SN NAME SIN email 1 2 3 ISITEKETO JONATHAN 1611167302 Isiteketo.jonathan@hotmail.com 2 MWIYA INONGE RITA 1701172664 inongerita56@gmail.com 3 CHOONGO KALINDA SYLVIA 1611220872 transitionzambia@gmail.com

CURRICULUM ADAPTATION AND ADOPTION COVERAGE. Curriculum adaptation Methods of adapting the curriculum Teacher, student and physical factors

Definition of key terms Curriculum: the whole of the learner’s experience, both formal and informal that happens in real situations Adaptation: is a modification to the delivery of instructional methods and intended goals of student performance that does not change the content but does slightly change the conceptual difficulty of the curriculum. (Hall & Ge Vue, 2004)

Curriculum adaptation The term curriculum adaptation is an on going dynamic process that modifies the prescribed programme of study to meet the learning requirements of students. It is used both at the classroom level and in the entire education system. The need to adapt the curriculum in today’s classrooms is widespread and involves careful teacher decision making.

Importance of curriculum adaptation It is an important form of professional development. builds understanding of key features of learning and teaching. Improves student learning. To achieve equal learning opportunities for learners with divergent learning abilities.

Types of curriculum adaptation Quantity: adapt the number of items that the learner is expected to learn. E.g. reduce the number of social studies terms a learner must learn at any one time. Add more practical activities. Input: adapt the way instruction is delivered to the learner.e.g use different visual aids and provide hands-on activities. Participation: adapt the extent to which a learner is actively involved in the task. e.g ask a learner to lead a group activity.

METHODS OF ADAPTING THE CURRICULUM The Individual Program Plan (IPP): it is a written agreement by a panel of educators. It gives them the right and responsibility to adapt the curriculum to meet the student’s individual needs. In this method, the teacher coordinates inputs from the stakeholders such as parents. These people play a valuable role in providing relevant, up-to-date information on their child’s general development and community activities.

Overlapping Curricula/Overlapping Instruction: Overlapping curricula is a modification to curriculum done to incorporate specific individual goals and expectations for students with diverse needs (Ha nushek, 2009). This approach enables diverse students to be involved in general education curriculum activities and promotes the idea of participation. One of the ways to overlap the curriculum is to design the methods of instruction for special needs students differently from those for general education students. Practicing overlapping curricula sometimes requires teachers to creatively design and provide shared educational activities, such as cooperative learning and peer-mediated interventions. In such shared activities, the educational goals and expectations for the students with diverse needs overlap with those for general education students.

Learner input: here learners suggest some areas of the curriculum they feel should be modified to suit their needs and interests(). Time: adapt the time allocated for learning a task.e.g completion of a test. Difficulty: adapt the skill level, problem type, or the rules on how the learner may approach the work.e.g. allow the use of a calculator to solve a mathematical problem.

Advantages of curriculum adaptation Necessitates changes in educational environments. Correlates to prevailing situations. Gives learners equal opportunities to access education Helps learners to take part in the learning process.

Factors to consider in curriculum adaptation and adoption Teachers: need to be equipped with relevant knowledge and skills to deliver the curriculum. Should have a positive attitude Should simplify the curriculum to the levels learners are able to understand. design sequences of instruction.

Students: their aspirations should be taken into consideration. e Students: their aspirations should be taken into consideration.e.g a child who wants to become a pilot. Their unique needs and challenges faced. Physiological differences.eg disabilities in Physical education lessons.

Traditional values (social factors): language, cultural values. Physical features: the environment. e.g. taking advantage of a school near a river to teach water transport. Infrastructure: eg. Availability of Classrooms, laboratories and other resources. Traditional values (social factors): language, cultural values.

REFERENCES Hall, T., Vue, G., Koga, N. and Silva, S. (2004). Curriculum Modification. Wakefield, MA: National Center on Accessing the General Curriculum. Ha nushek. (2009). Improving Student’s motivation and interests. Journal of the scholarship of teaching and learning. Vol 8, (1). Thank You!