THE NATURALISTIC

PROCESS OF CURRICULUM
PLANNING
Presentation by :
KALAISELVAM S/O SUBRAMANIAM
MPP181089
 Adapting the Naturalistic Model For
Elementary Grades
• The main focus on language, social studies, and science.
• Teaching in self-contained classrooms
• Decides to plan together a unit on communication
• The steps they would take are as follows :

Develop Quality Develop the

Develop the Develop the
learning learning
knowledge base unit test
Experiences scenarios
Develop the knowledge base
• Reviewing their abilities and checking with previous teachers to
determine what was taught in earlier grades about
communication in general.
• Discuss their own expertise and background in their field.
• Reviewing the research on the cognitive development and
communication interests.
• Need to take what is available, checking especially on
instructional materials.
Develop Quality learning Experiences
• Brainstorm the quality learning experiences they need
• As with the career unit, begin with an activity with learning
materials, or with an objective.

Develop the unit test

• Cooperates in developing the end of unit test, assessing all the
learning they consider important.
Develop the learning scenarios

• As with the career unit, the

teachers systematize and
package their work in a
learning scenario.
 Step 1: Identify your target audience and analyze
their needs
• have to know, connect to, and empathize with your learners, so you can
create relevant, engaging, and effective scenarios.
• Ask the following questions to learn about your audience:

1. Who are the learners?

2. What do your learners expect from the course? Will they take your course
to learn a new skill, or do they want to refresh their memories? Those who
want a recap would appreciate scenarios that pan out quickly rather than
those long drawn-out ones where they are expected to participate and make
decisions.
 Step 2: Identify learning needs and outcomes

• Learning outcomes are the goals of your course.

• These are the objectives (one or more) that your course sets out to achieve.

Step 3: Choose a situation for the scenario

• Prioritize critical or challenging situations.

• Choose non-routine tasks that do not crop up at the classroom frequently,
so learners do not have the chance to exercise their knowledge.
Step 4: Choose the apt scenario structure
• Skill-Based Scenario: In this scenario, the learner is expected to demonstrate skills and
knowledge he has already acquired.
• Problem-Based Scenario: This type of scenario is ideal for situations where learners have to
integrate their theoretical and practical knowledge to investigate a problem. Decision-making,
logical reasoning, and critical analyses are integral components of these scenarios.
• Issue-Based Scenario: In this type of a scenario, learners get to take a stand on issues, usually
with humanitarian perspectives, and explore these to understand how these affect decision-
making in professional spheres.
• Speculative Scenario: In this scenario, learners have to predict the outcome of an event in the
future based on their knowledge and deductions.
• Gaming Scenario: As is evident from the moniker, these scenarios involve the use of games as
learning tools.
The Naturalistic Model Summarized
• Based on characterized by several features that set it off from the
technological model.
• It more responsive to the political realities of curriculum making.
• It tends to be a “ top-down” process, moving from the larger unit to
the smaller lesson.
• It seems to be more in accord with the way teachers actually plan
and gives equal weight to objectives, activities, and materials,
rather than giving primary attention to objectives.
The Technological model summarized
• The students must be successful in employing objectives,
outcomes, and technological advances to facilitate processing of
information in meaningful ways.

• Based on researcher Conrad Wesley Snyder ( 2004 ), he states

that there six objectives for understanding that can also serve as
criteria for lesson development using technology.
1 Explanation : Knowledgeable and justified accounts of events, actions and ideas

2 Interpretation : Narratives and translations that provide meaning

3 Application : Using knowledge effectively in new situations and diverse contexts

4 Perspective : Critical and insightful points of view

5 Empathy : Identification with another person’s feelings and worldview

6 Self-knowledge : Wisdom to know one’s ignorance and one’s patterns of thought and action
Inverse Design Process
• Can be a valuable tool in the ongoing battle to determine what needs to be taught
and what is actually taught.
• There have 3 steps :

1. Identify the desired results in terms of understandings and

questions

2. Determine the acceptable evidence to meet the

standards specified in the desired results

3. Plan learning experiences and instruction

Develop Distance- Learning Courses as an
Alternative

• Help isolated teachers

• Related communications technologies, along with political,
social and economic changes in our society.
• Use to many tools- iTV ( face-to-face )
• E-learning
• Web based tools and blog
Develop Technology as a Classroom
Learning Scenario
1. Answer the “what” and “why” - what to study and why need
to study ?
2. Learn the “How” - how to operate the computer materials and
how to use ?
3. Determine “where” - where will you publish your course
materials ?
4. Distribute your web address - how will your students find your
site ? Posting address ( URL ) in the classroom, on class
handouts and on a specialized website.
Use Alternatives to Identify Learning Activities
A Three- Dimensional Assessment Matrix
1. Teachers productivity station
2. Instructional presentation and student productivity
3. student- centered learning classroom
*best practices, professional development possibilities, required
conditions, technology resources and estimated costs.
Acceptable Use Policy
• Anacceptable use policy will assist in the protection of
both the students and the teachers when integrating
technology into curriculum.

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