1.
KNOWLEDGE
AND
CURRICULUM
U N I T V I

2.
STUDENT CENTERED
CURRICULUM
Dr.C.Thanavathi
Assistant Professor of History,
V.O.C. College of Education,
Thoothukudi – 628 008.
Tamil Nadu.
9629256771
thanavathivoc@rediffmail.com
thanavathic@thanavathi-edu.in
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3.
• In this type of curriculum, the students are given more importance as
compared to the subjects or the role of the teachers.
• Learner-Centered Curriculum (LCC) is framed keeping in mind the
needs, skills, abilities and aptitudes of the learners.
• The aim of learner - centered curriculum is to ensure the overall
development of the learner or the student.
• Students influence the content, activities, materials and pace of learning.
• Learner in the center of the learning process.
• The teacher provides opportunities to learn independently.
• From one another and coaches them in the skills they need to do so
effectively.

4.
Overall, the experiences are divided into two types: direct and
indirect.These are given below.
(i) Direct Experiences:
The child learns directly when he actively participates in
teaching-learning situation. While organizing picnic, excursion, field
trips, completing assignment projects and working in laboratory, the
child learns.
(ii) Indirect Experiences:
Sometimes we learn from different sources. The sources may
be daily newspaper, magazine, textbook, radio, and T.V. programmes,
recorded audio and video cassettes and others. The child gets
knowledge indirectly. These are second-hand information but true.

5.
IMPORTANCE OF LEARNER CENTERED
CURRICULUM
• Learner-centered curriculum is framed according to the psychological bases of
education.
• The child gets direct experience.
• It creates a social environment.
• It develops social qualities like cooperation, sympathy, love, belongingness etc.,
• The education is providing according to the needs and necessities of the child.
• The child comes in direct contact in life situations.
• Experiences are generated out of curiosity.
• It develops group loyalties and team spirit.
• It helps to solve the social problem of life.
• Therefore, modern educationists and curriculum planners give importance to learner
- centeredness in education and curricular programmes.

6.
A LEARNER CENTERED CURRICULUM IS
DEVELOPED IN THE FOLLOWING SEVEN STAGES
1. Identifying the learners (Several typesof Learner)
2. Specifying learning objectives (learner needs)
3. Identifying the models available (Tyler, Hilda taba, saylor and
Alexander)
4. Specifying the theory, methods and principles appropriate for
successful learning.
5. Designing the curriculum architecture (Modules and courses)
6. Configuring the curriculum (Select appropriate content-implement)
7. Providing learner services (implemented-continually review)

7.
1. Identifying the learners:
• The foremost step in developing a learner- centred curriculum is to
identify who the learners are.
• There are several types of learners for whom the curriculum may
need to be developed.
• In addition, the characteristics of the learners also need to be
identified.
• It must be known what the learners need to learn, what their
expectations are and what the best way in which they learn is.

8.
2. Specifying learning objectives:
• Once the learners have been identified their learning objectives
need to be identified.
• The specification of learning objectives enables the curriculum to
be designed and developed to meet the learning needs.

9.
3. Identifying the models available:
• The next step is to identify and evaluate the curriculum models
available.
• There are several learning models available that can be used to
develop a curriculum that meets the objectives of the learners.
• An assessment of these models helps to bring out the strengths
and weaknesses of the various models and helps the developers to
select the best and most optimal model.

10.
4. Specifying the theory, methods and principles appropriate
for successful learning:
• It is then required to specify theories, methods and principles that
help in defining the curricular approach that will be used.
• There are a large number of learning theories and models that can
be used to develop the curriculum to meet the learning objectives
of the varied learners.

11.
5. Designing the curriculum architecture:
• The curriculum architecture describes the style, the methods of
design, the basic construction, key components and
underlying philosophies that make up the curriculum.
• The curriculum architecture describes the modules and the
courses that make up the curriculum.
• It is also important that the curriculum architecture be supported
by the facilities, processes, procedures and policies of the
institution for which the curriculum is being framed.

12.
6. Configuring the curriculum:
• This involves selecting the appropriate content that supports the
learner needs.
• Curriculum configuration involves planning the implementation of
the curriculum to meet the learning outcomes and meet the needs
of the learners.

13.
7. Providing learner services:
• This is the phase in which the curriculum is actually implemented
and meets the needs of the learners.
• It is also required to continually review the services or the
curriculum to ensure that the dynamic needs of the learners are
always met.

14.
THE LEARNER OR STUDENT-CENTERED
CURRICULUM IS BASED AND DEVELOPED ON
THE BASIS OF THE FOLLOWING PRINCIPLES:
i. Freedom to develop naturally
ii. The teacher is the guide
iii. Interest is the motive of the students
iv. Scientific study of development (that it meets the abilities,
skills ,attitudes and aptitudes of the learners.
v. Cooperation between home and school (beyond the
classroom – All types of environment)

15.
i. Freedom to develop naturally:
• This principle states that the curriculum must be developed and
designed in a manner that enables the overall development of the
students.
• The curriculum in fact must include all such components and skills
that are integral to the growth of the learners.

16.
ii. The teacher is the guide:
• This principle lays emphasis on the fact that the teacher acts as a
guide for the students.
• The role of the teacher is not that of lecturing the students and
directing their learning and knowledge but to support the students
to develop knowledge on their own and thereby learn in an
effective manner.

17.
iii. Interest is the motive of the students:
• According to this principle of learner-centred curriculum, • students
learn if the curriculum is of interest to them.
• In other words, if the students and learners are interested in the
content of the curriculum, they will be motivated to learn in an
effective manner.
• On the other hand, if the course content does not rouse the
interest of the learners or the students, they will deem the
curriculum useless and will not learn and therefore will not achieve
their learning outcomes.

18.
iv. Scientific study of development:
• This principle states that the learner-oriented curriculum must be
developed after the scientific study of the development needs of
the learners.
• The curriculum must be framed so that it meets the abilities, skills,
attitudes and aptitudes of the learners.

19.
v. Cooperation between home and school:
• According to this principle of learner-oriented curriculum, learning
is not limited to the school and must take place beyond the
classroom and the school setting.
• The learner-oriented curriculum is such that it supports and
facilitates learning in all types of environments thereby enabling the
students to learn more in an effective manner.

20.
THE FOLLOWING ARE THE MAIN CHARACTERISTICS OF
LEARNER-CENTERED CURRICULUM:
• The learner-centered curriculum is the most natural approach to curriculum development
wherein the focus is on the learner or the students.
• The learner-centred curriculum is based and developed on the basis of the needs and
interests of the learners.
• The learner-centred curriculum facilitates the growth and development of a child in a natural
manner.
• The learner-centred curriculum emphasizes the fact that the role of a teacher is not that of a
task master but that of a guide and supporter of the students.
• Student-centred curriculum includes special activities, exploratory tasks and other
learning experiences to facilitate the learning of the students.
• The learner-centred curriculum involves the active participation of the students in planning
and evaluating their learning needs the learner-centred curriculum involves teachers
who act as guides and facilitators to help students learn.

21.
THE LEARNER-CENTRIC TEACHERS
HAVE THE FOLLOWING ROLES TO PLAY:
• Learner-centered teachers engage the students in a lot of practical and engaging activities so that the
students can learn in an effective manner.
• Learner-centered teachers teach students how to think, solve problems, evaluate evidence, analyse
arguments and generate hypotheses.
• They do not assume that students pick up these skills on their own, automatically.
• Learner-centered teachers emphasize that students reflect on what they learn and how they learn.
• The learner-centered teachers also encourage the students to take responsibility of what they learn and how they
learn it.
• Learner-centered teachers allow students to take control of their learning.
• These teachers motivate the students to learn in an effective manner by allowing them to decide what to learn
and how to learn.
• Learner-centered teachers encourage collaboration in classrooms.
• Such teachers allow students to interact with other students so that they can develop their own knowledge.
• These teachers do not deliver lectures to help students acquire knowledge but emphasize on collective and
collaborative learning.
• Teacher as Coach-focus on student learning and their awareness.
• Responsibilities –come from the teacher to the students to create learning environment.

22.
CLASSROOM:
• • The focus is on both student and the teacher.
• • The teacher as a role model.
• • Students interact with the teacher and one another.
• • Students work in pairs, in groups, or alone depending on the purpose
of the activity
• • Teacher provides feedback/correction when questions arise.
• • The student evaluate their own learning
• • Student s answer each other’s questions, using the teacher as an
information resource.

23.
ENVIRONMENT:
• • Low student-teacher ratio
• • Multi age grouping with a focus on the peer modeling and reinforcement.
• • Students have the same teacher for 3 years allowing for long-term , trusting
relationship.
• • Child is free to move about room, interacting with anyone.
• • Everything is introduced experientially with manipulative.
• • Environment is maintained by children with a focus on personal responsibility
and prosocial skills.

24.
• Child-Centered Design
• Experience-Centered Design
• Activity-Centered Design
• Romantic (Radical)-Centered Design
• Humanistic-Centered Design
LEARNER CENTERED DESIGNS

25.
CHILD CENTERED DESIGN
• Students must be active in their learning environments.
• Design based on students lives, needs, interest.
• Belief: effective learning did not require strict discipline, child’s innate tendency
to become engaged with interested knowledge.
• Organized around human impulses: to socialize, to construct, inquire,
experiment, express/create.
• It is anchored on the needs and interests of the child.
• The learner is not considered as a passive individual but as one who engages
with his/her environment. One learns by doing, Learners interact with the
teachers and the environment.
• John Dewey, Rouseau, Pestallozi and Froebel.

26.
EXPERIENCE-CENTERED DESIGN
(EXPERIMENT CENTERED DESIGN)
• “learning is a social activity”.
• A curriculum that is not pre-planned, done “on the spot”.
• Why?: child’s needs and interests cannot be anticipated.
• Students design their own learning, construct & revise their knowledge through direst participation and
active observation
• Teachers design potential experiences for students to consider
• Search for starting points, interest – linked to formalized knowledge.
• Experiences of the learners become the starting point of the curriculum.
• Thus the school environment is left open and free.
• Learners are made to choose from various activities that the teacher provides.
• The learners are empowered to shape their own learning from the different opportunities given by the
teacher.

27.
• Also known as Experiential curriculum
• Learns through direct experiences from life situations.
• Helps to understand easily and acquires lasting knowledge, values and
attitudes.
• Ability to know the nature and problems of the real world and face them
effectively.
• Activities like learning by doing undertaking practical work properly getting
involved in social service and beautifying the school campus, taking part in field
trips and other co-curricular activities with enthusiasm are the curricular
activities that helps to understand the real world.

28.
• Kothari Commission recommendation:
• Work experience should be necessary part of the curriculum at all level of
education.
• Experience centered curriculum is not interested in knowledge alone, it makes
students to get involved to skill development also.
• John Dewey who laid the foundation for the project method learning says:
• When a child return s from school should not tell its mother that I learned
this or that (or was taught this or that) today; but should say today I had these
new experiences. If it describes that way, I will consider it as good learning.

29.
STUDENT CENTERED
CURRICULUM
Dr.C.Thanavathi
Assistant Professor of History,
V.O.C. College of Education,
Thoothukudi – 628 008.
Tamil Nadu.
9629256771
thanavathivoc@rediffmail.com
thanavathic@thanavathi-edu.in
Slide Share
https://www.slideshare.net/thna1581981
You Tube
https://www.youtube.com/channel/
UCBgkpBQJce45xPba7uSohxA
Linktree
https://linktr.ee/thanavathi
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