2.1 As educators, it is important to consider a variety of factors when designing a curriculum that meets
the needs of diverse learners. In UNIT 1, we explored some of the key factors that influence curriculum
design. Identify and discuss factors that influence curriculum design, taking into account the needs of
diverse learners.
INCLUDE REFERENCES
There are several factors that influence curriculum design, especially when considering the needs of diverse learners. Some of these factors include:
1. Student diversity: Diversity among students in terms of cultural backgrounds, learning styles, abilities, and interests must be taken into account when designing a curriculum. Differentiated instruction strategies can be used to cater to the various needs of diverse learners (Tomlinson, 2017).
2. Learning objectives: The objectives of the curriculum should be clear and aligned with the needs and abilities of the students. It is essential to consider the learning goals and outcomes that are appropriate for a diverse group of learners (Wiggins & McTighe, 2005).
3. Teaching strategies: Teachers need to employ a variety of teaching strategies to accommodate diverse learners. This may include using technology, hands-on activities, collaborative learning, and project-based learning to engage students with different learning preferences (Gardner, 1993).
4. Assessment: Assessment methods should be varied and flexible to allow for different ways of demonstrating knowledge and understanding. Formative assessments can be used to track student progress and provide feedback that is tailored to individual needs (Black & Wiliam, 1998).
5. Resources and materials: It is important to have a diverse range of resources and materials available to support diverse learners. These may include culturally relevant texts, multimedia resources, adaptive technologies, and supplementary materials to address different learning styles and abilities (, 2000).
By considering these factors and incorporating strategies that cater to the needs of diverse learners, educators can design a curriculum that is inclusive and accessible to all students.
References:
Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.
Gardner, H. (1993). Multiple intelligences: The theory in practice. Basic Books.
, G. (2000). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms. ASCD.
Wiggins, G., & McTighe, J. (2005). Understanding by design. ASCD.