ALLAMA IQBAL

OPEN
UNIVERSITY

STUDENT NAME
Memona jabbar
STUDENT ID
. 0000730353
LEVEL B. ED
SEMESTER Autumn 2024
COUSE CODE
8624
ASSIGNMENT NO. 01
 ASSIGNMENT QUESTIONS

QUESTION NUMBER 01:

Discuss the Pre and Post Eighteenth Amendments to education reforms. Write a
detailed note on the Board of Intermediate and Secondary Education in detail.
(20)

QUESTION NUMBER 02:

Write a detailed note on the following:

1. Principles of curriculum development secondary level

2. 2. System of Evaluation in Pakistan secondary level (20)

QUESTION NUMBER 03:

Explain the functions of the Federal Directorate of Education. Highlight the

process of curriculum development in Pakistan at the secondary level. (20)
QUESTION NUMBER 04:

Describe the scope and aims of secondary education in Pakistan. Give some
recommendations to improve the scheme of studies for skill-based education at
the secondary level. (20)

QUESTION NUMBER 05:

Highlight the need to cater 21st-century skills in classroom instructions at the

secondary level in public sector schools. (20)
 QUESTION NUMBER 01

Discuss the Pre and Post Eighteenth Amendments to education

reforms. Write a detailed note on the Board of Intermediate and
Secondary Education in detail.

Answer:

The Secondary Education Commission is also known as the Mudaliar

Commission. The commission was appointed on 23rd September 1952 and was
one of the most important events that have taken place in the field of the
Indian education system.
The commission was appointed under the chairmanship of Dr. Lakshman Swami
Mudaliar and A.N Basu Chancellor and Vice-Chancellor of Madras University
and the principal of the central institute of Education, Delhi acted as member
Secretary of the commission.
Aims and Terms of Reference of Secondary Education Commission
To enquire into and report on the present position of secondary education in India,
in all its aspects.
 To Suggest measures for its re-organization and improvement with
particular reference to
 The aim, organization, and content of secondary education
 Its relationship to primary task and higher educationInter-relationship of
the secondary school of different types and
 Other allied problems so that a sound and reasonable uniform system of
secondary education suited to our needs and resources may be provided for
the whole country
Analysis of Problems
 1. The commission analyzed the various problems facing the secondary
education commission and suggested suitable remedies for them
2. It diagnosed the main defects of the prevention system of secondary
education
3. To remedy these deep-rooted defects, the commission suggested a radical
re-oriented and re-modelling of the existing system
Major Recommendation of the Secondary Education Commission

The major recommendation of the Secondary education commission or Mudaliar

Commission (1952-53) are-

1. To produce ideal citizens

The commission has realized that no nation can progress without national feelings
along with social feelings. Therefore, it has been laid down that the purpose of
education should be to produce ideal citizens who inspire by strong national and
social feelings are prepared to shoulder their responsibilities and duties, and can
easily offer any sacrifice for the sake of the nation. Such citizens should have co-
operated feelings directed toward universal brotherhood, which describes the
national spirit.

2. To develop the capacity for Earning Money

The commission is of the view that after having received secondary

education one should able to earn enough money for maintaining himself, for the
developing this capacity vocational subjects should be introduced into the
curriculum
3. Quality of Leadership

Secondary education should develop the quality of leadership in students. This

quality is very necessary for the sake of democracy and for the development of
the country as a whole.

4. To develop Human Virtues

Man is a social animal so he should have the spirit of cooperation, discipline,

humility, love, kindness, and the feelings of brotherhood. The curriculum should
be developed to have such subjects which may inculcate these virtues in students.

5. Duration of Secondary education

Recommended that secondary-level education should be for children between 11

to 17 years of age. It has divided this seven years of education into two parts (i)
Junior High School stage for 3 years and (ii) High School for 4 years

Best online courses

6. Secondary Education reforms and changes

The commission has suggested the following changes in the secondary school
curriculum

To open Multi-purpose schools according to the varying interest and needs

of students.
The multi-purpose school should be open near the industrial institute. The
students of these two types of institutions should learn from each other.
Agriculture should be made a compulsory subject for the school in the
village.
 In big cities, Technical areas should be established on the demand of the
local public
Home science should be made compulsory for girls and another subject
should be common for both boys and girls.
7. Medium of instruction

The Mother tongue or the state language should be made the medium of
instruction in this connection the commission expresses the following ideas-

 The students should be taught at least two languages at the junior high
school stage
 The commission has also suggested that at the secondary stage, students
should learn at least three languages the national language, the mother
tongue or the regional language, and the foreign language
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8. Curriculum of Secondary Education

 The commission has emphasized the necessity of re-organizing the

secondary school curriculum in order that the aims of education may be
realized. In this connection, the commission wants that:

 The curriculum should be recognized according to the interest of the

students.
 It should be determined for meeting the social aspirations
 It should ve re-organized keeping in view the demands of the times and
those of the countries.
 It should be organized in such a way that the student’s time and leisure may
not be wasted.
The Subject of Lower Secondary Education

In lower secondary education subjects should be mathematics, general science,

language, social studies, physical education, art, handicraft, and music

Subjects for secondary education

In secondary education, subjects should be Humanities, Science, Agriculture,

Fine arts, Industrial Subjects, Commercial subjects, and Home Science.

Selection of textbook

The Mudaliar Commission recommended that the textbook should be selected on

the basis of its merits and utility. For this purpose, the commission has
recommended the appointment of a High power committee that will select books
for all the classes.

The standard of production, printing, and paper used and pictures and illustrations
incorporated and suitable content will be the basis of selection.

In the opinion of the commission, the following person will constitute the High
power committee for the selection of textbooks:-

 A high court judge

 A principal of some government educational institute
 A member of the public service commission
 A vice chancellor of a university
 Two eminent educationalists and the Director of Education of the state
 The commission further suggested that the textbook was once chosen
should not be changed soon
Character formation

Character formation is an important aim of secondary education. This is useful

not only for the individual but also for the nation. Therefore, raising the character
of the nation, the character of the students should be well-formed.

Health Education

All the students should be medically examined at least twice a year. They should
be given the knowledge of basic Hygiene, Cleanliness, and other health-related
knowledge.

Method of Teaching

The teaching in secondary and higher secondary education emphasis should be

shifted from verbalism and memorization to learning through purposeful,
concrete, realistic situations and for this purpose, the principle of activity method
and project method should be used in school.

The methods should provide opportunities for students to learn actively and apply
mechanically the knowledge acquired in the classroom.

Examination System

The commission has made the following recommendation;-

 The number of external examinations should be reduced by introducing

objective tests.
 School records should be maintained indicating the progress of each pupil
from time to time.
 QUESTION NUMBER 02

Write a detailed note on the following:

1. Principles of curriculum development secondary level
2. 2. System of Evaluation in Pakistan secondary level
Answer:
1. Principles of curriculum development secondary level
Answer:
The Cardinal Principles of Secondary Education were issued in 1918 by the
Commission on the Reorganization of Secondary Education. The focus of this
commission was to form objectives for secondary education. It was decided that
segmented subjects and their subject matter were a way to achieve the decided
goals but that they were not the one and only way.

The commission was also instrumental in starting a standard of forming goals

before reforming schools. Changes were needed because of increased enrollment
in secondary schools. A new focus that would take into account individual
differences, goals, attitudes, and abilities was adopted. The concept of democracy
was decided on as the guide of education in America. Work on the Cardinal
Principles was started in 1915 and finished in 1918. The seven Cardinal Principles
of Secondary Education are as follows:

1. Health
A secondary school should encourage good health habits, give health instruction,
and provide physical activities. Good health should be taken into account when
schools and communities are planning activities for youth. The general public
should be educated on the importance of good health. Teachers should be
examples for good health and schools should furnish good equipment and safe
buildings.

2. Command of Fundamental Processes

Fundamental Processes are writing, reading, oral and written expression, and
math. It was decided that these basics should be applied to newer material instead
of using the older ways of doing things.

3. Worthy Home Membership

This principle “calls for the development of those qualities that make the
individual a worthy member of a family, both contributing to and deriving benefit
from that membership” (Raubinger, Rowe, Piper, West, 108). This principle
should be taught through literature, music, social studies, and art. Co-ed schools
should show good relationships between males and females. When trying to
instill this principle in children the future as well as the present should be taken
into account.

4. Vocation

The objective of this principle is that the student gets to know him or herself and
a variety of careers so that the student can choose the most suitable career. The
student should then develop an understanding of the relationship between the
vocation and the community in which one lives and works. Those who are
successful in a vocation should be the ones to teach the students in either the
school or workplace.

5. Civic Education
The goal of civic education is to develop an awareness and concern for one’s own
community. A student should gain knowledge of social organizations and a
commitment to civic morality. Diversity and cooperation should be paramount.
Democratic organization of the school and classroom as well as group problem
solving are the methods that this principle should be taught through.

6. Worthy Use of Leisure

The idea behind this principle is that education should give the student the skills
to enrich his/her body, mind, spirit and personality in his/her leisure. The school
should also provide appropriate recreation. This principle should be taught in all
subjects but primarily in music, art, literature, drama, social issues, and science.

7. Ethical Character

This principle involves instilling in the student the notion of personal

responsibility and initiative. Appropriate teaching methods and school
organization are the primary examples that should be used.

Naming these seven objectives does not “imply that the process of education can
be divided into separated fields” (Raubinger, Rowe, Piper, West, 106). Therefore
all of the seven principles are interrelated. In order for these principles to be
successful the student must have a willingness to follow these and an ethical
character that will allow this learning to take place.

Reference

Raubinger, Rowe, Piper, West. The Development of Secondary Education. New

York: Macmillan, 1969.

2 System of Evaluation in Pakistan secondary level

Answer:
Student final evaluation is administered in order to give students certificates. This
kind of evaluation is conducted nationally in order to assess the quality of
education in order to develop and improve the high school.

The evaluation of curriculum implementation is conducted to assess the relevance

between school curriculum and the basis, function, and objectives (of the school
as well as the national education), and the students’ ability, and the demand for
societal changes.

Evaluation of teachers and other educational professionals is conducted to assess

their professional capability and competence. The result of this evaluation is used
for the following purposes:

 Establishment and development of teachers and other educational

professionals.
 Improvement of curriculum and management of teacher educational
program and other educational profession program.

The evaluation of secondary school as a whole unit is conducted to assess the

management of educational activities. This kind of evaluation includes
institutional aspects, curriculum, students, teachers and other educational
professionals, facilities and infrastructure, administration, and conditions of the
school in general. Evaluation findings will be used to improve the schools and
determine accreditation level.

The evaluators are teachers, school principals, supervisors, and other educational
professionals. Teachers are obliged to assess students’ learning activities and
progress as well as curriculum implementation under their authority and
responsibility. School principals are obliged to assess and guide the curriculum
implementation, teachers and other educational professionals, and utilization of
the facilities and infrastructure under their authority and responsibility.
Supervisors are obliged to assess and guide educational provision in secondary
schools under their authority and responsibility. Other educational professionals
are obliged to assess implementation of activities under their individual
responsibilities. Secondary education caretakers are obliged to assess and guide
all educational activities under their responsibility.

Accreditation of Secondary School

Accreditation is an assessment of secondary schools administered by the

government as well as the community to determine the level of the schools. A
number of criteria are used to classify schools into certain levels.

The assessment to determine accreditation is conducted by a body appointed by

the Minister of Education and Culture. This body consists of the components of
the Government and the community.

Assessment & Evaluation in Secondary Education

1. Assessment items and question banks in school subjects for Classes IX-XII
will be developed by the end of the year for monitoring the teaching-
learning process and the achievement of the child. This will ensure uniform
quality and standards.
2. Autonomy will be given to the Examination Boards and Research and
Development (R&D) Cells will be established in each Board to improve
the system.
3. Mechanism shall be developed to integrate internal and external
assessment and evaluation. Extensive in-service training programs for
teachers shall be conducted in assessment techniques.
4. Internal assessment shall be properly moderated. Moderated marks/grades
for internal assessment shall be reported separately either on the certificate
or as a part of a composite assessment.
5. Gradual resort to improved testing instruments for Classes IX and X and
XI & XII to prevent and minimize unfair means. For this purpose- the
present structure of examination papers will be reviewed. The share of
standardized test items will be gradually increased.
6. The present system of objective questions, which are not objective in any
sense, shall be gradually discontinued and replaced by a more scientific
method.
7. A uniform schedule for holding the Board examinations and announcing
the results and admissions etc shall be adopted.
 QUESTION NUMBER 03

Explain the functions of the Federal Directorate of Education.

Highlight the process of curriculum development in Pakistan at the
secondary level.

Answer:

The Federal Directorate of Education (FDE) plays a pivotal role in shaping and
managing the educational framework in Pakistan. As a central body, the FDE
oversees the administration, implementation, and improvement of educational
policies, particularly in federal areas. Below are the core functions and
responsibilities of the FDE:

1. Policy Implementation

The FDE ensures that the educational policies devised by the Ministry of
Education are effectively implemented in schools and colleges under its
jurisdiction. This includes policies on curriculum standards, teacher training, and
student assessment.

2. Management of Educational Institutions

The FDE directly manages and supervises federal government schools and
colleges, ensuring their compliance with national educational standards. It is
responsible for staffing, infrastructure development, and resource allocation.
3. Teacher Training and Development

To enhance the quality of education, the FDE organizes professional development

programs for teachers. These programs focus on modern pedagogical techniques,
classroom management, and subject-specific skills.

4. Student Assessment and Evaluation

The directorate establishes guidelines for student assessment, including internal

and external examinations, to ensure consistency and fairness in evaluation
processes.

5. Monitoring and Quality Assurance

The FDE regularly monitors the performance of schools and colleges, ensuring
that educational institutions maintain high standards. This includes inspecting
teaching methodologies, learning outcomes, and administrative processes.

6. Curriculum Implementation

Although the development of the curriculum is managed by the National

Curriculum Council (NCC), the FDE plays a crucial role in implementing the
curriculum in federal schools. It ensures that the prescribed syllabus aligns with
national standards and caters to students’ diverse needs.

7. Promoting Co-Curricular Activities

The FDE encourages co-curricular activities, such as debates, sports, and cultural
programs, to foster holistic development in students. These activities complement
academic learning and contribute to personal growth.
8. Policy Feedback and Recommendations

Based on its ground-level observations, the FDE provides feedback and

recommendations to the Ministry of Education to refine policies and address
challenges in the education system.

Curriculum Development in Pakistan at the Secondary Level

The curriculum development process in Pakistan is a systematic and collaborative

effort aimed at ensuring the relevance and quality of education at the secondary
level. It involves multiple stakeholders, including policymakers, subject experts,
and educators. The following sections highlight the key stages and components
of curriculum development in Pakistan:

1. Formulation of Educational Objectives

The curriculum development process begins with defining the educational

objectives. These objectives are aligned with the national education policy,
focusing on developing students’ intellectual, social, and moral competencies.

2. Needs Assessment

A thorough needs assessment is conducted to identify gaps in the existing

curriculum and emerging educational requirements. This includes analyzing
global trends, local socio-economic conditions, and feedback from educators and
students.

3. Development of Curriculum Framework

The National Curriculum Council (NCC) develops a curriculum framework that

outlines the structure, content, and objectives of each subject. The framework
ensures uniformity across the country while allowing for regional adaptations.
4. Subject-Specific Committees

Subject-specific committees comprising experts, teachers, and academics are

formed to design the syllabus for each subject. These committees ensure that the
content is age-appropriate, culturally relevant, and aligned with modern
educational standards.

5. Content Development and Review

Once the syllabus is drafted, it undergoes rigorous review by experts to ensure

accuracy, coherence, and relevance. The content is also checked for inclusivity
and sensitivity to diverse perspectives.

6. Approval and Dissemination

The finalized curriculum is approved by the Ministry of Education and

disseminated to schools through textbooks and teacher guides. The FDE plays a
critical role in ensuring the timely delivery of these materials to federal schools.

7. Teacher Training for Curriculum Implementation

Effective curriculum implementation requires well-trained teachers. The FDE

and provincial education departments organize training programs to familiarize
teachers with the new curriculum and equip them with the necessary pedagogical
skills.

8. Monitoring and Evaluation

The curriculum’s effectiveness is monitored through regular feedback from

teachers, students, and parents. This feedback informs periodic revisions to
ensure the curriculum remains relevant and impactful.
Challenges in Curriculum Development

Despite the structured process, curriculum development in Pakistan faces several

challenges:

 Lack of Uniformity: Variations in curriculum implementation across

provinces create disparities in education quality.
 Resource Constraints: Insufficient funding and infrastructure hinder the
effective dissemination of the curriculum.
 Outdated Content: Some curriculum content fails to address modern
challenges and global advancements.
 Limited Teacher Involvement: Teachers, who are key stakeholders, are
often underrepresented in the curriculum development process.

Recommendations for Improvement

To enhance the curriculum development process at the secondary level, the

following steps are recommended:

 Inclusive Stakeholder Engagement: Involve a broader range of

stakeholders, including teachers, parents, and industry experts, in the
curriculum development process.
 Integration of Technology: Incorporate digital tools and resources to
make learning more engaging and accessible.
 Focus on 21st-Century Skills: Emphasize critical thinking, problem-
solving, and digital literacy in the curriculum.
 Periodic Revisions: Conduct regular reviews to ensure the curriculum
remains relevant to changing educational and societal needs.
 Enhanced Teacher Training: Provide continuous professional
development opportunities for teachers to effectively implement the
curriculum.
Conclusion

The Federal Directorate of Education and the curriculum development process

play crucial roles in shaping secondary education in Pakistan. By addressing
existing challenges and adopting innovative approaches, the education system
can better prepare students for the demands of the 21st century. A well-structured
curriculum, supported by effective implementation and evaluation mechanisms,
is essential for fostering academic excellence and holistic development in
students.
 QUESTION NUMBER 04

Describe the scope and aims of secondary education in Pakistan. Give some
recommendations to improve the scheme of studies for skill-based education
at the secondary level.

Answer:

Secondary education pertains to the peak of school education in Pakistan. It

serves as a gateway to higher secondary education, which works as a foundation
in addition to the secondary education years in professional education and career
development. This is far more important for a child than what is being presumed.
The article below discloses the importance of quality education in Pakistan.

Secondary Education Years in Pakistan

Secondary education represents the education block after middle education. In

Pakistan, till class eight (8), a student counts as a middle-level student. In classes
9 and 10, the student gets promoted to secondary education in Pakistan.

The secondary education level comprises two years, collectively known as

matriculation. These 9th and 10th years of school education are foundation years,
as the student opts for the subjects they want to pursue as a professional career in
their life. Therefore, these years are critical and often emphasised to score the
best to land the best institution.

Future Impact of Secondary Education

The secondary education years are the years of board examinations. Students
choose the majors as Biology, and Computer, with Chemistry, Physics, and
Mathematics to opt for medicine or engineering lines in their intermediate.

However, the board examination for classes ninth and tenth is taken separately.
These are arranged by the boards of intermediate and secondary education,
divided into several boards throughout the country.

A Gateway to Higher Secondary Education in Pakistan

Students prepare hard and fast to appear and score their best in these two classes’
board exams. The score decides their fate to land in the college of their choice in
the intermediate level of education. Every student has dreams of having a
successful career through a successful landing in the college of their dreams. It
passes through the years of secondary education.

Several intermediate colleges are offering educational services to students

nationwide. However, some institutions are ranked as the top institutions in their
line. Therefore, the majority of students try to land there. However, only cream
of students every year succeeds in landing at top-tier institutions.

Dependency of Career Potential on Secondary Education

After landing at the higher secondary institution, the students again put in efforts
for another couple of years to clear out the foundation education in their chosen
career. The intermediate is further divided into FSC pre-medical, pre-
engineering, ICS, ICOM, and FA. Students chose their respective fields of
medicine, engineering, computers, commerce, or arts.

After clearing their higher secondary education, they get a chance to land a
professional institution to pursue their professional degree. There are quality-
oriented, top-tiered professional institutions for a variety of lines.
Strict meritocracy is being followed in admissions. Therefore, it becomes
essential for students to bag high scores to land their preferred line and college to
pursue the career of their dreams. In the university, undergraduate admissions are
made on the combined secondary and higher secondary education marks.

Before Secondary Education Comes Primary Education

However, to ensure that students have good scores in the secondary level of
education. It is crucial to have a robust and sturdy base at middle and primary
level education to support future education in all respects.

Students are taught various subjects in primary and middle classes. Yet, it is a
general observation that students need to be brighter in some schools and in some,
they do wonders. The difference arises due to the education policy of schools.

Therefore, good schooling is a vital element of a successful student. A school that

offers a rich syllabus and qualified and empathetic teachers with robust support
of the latest trends is the one ideal form of institution.

Quality School Education Providers- Step Schools

Step schools understand the needs of the 21st century. Likewise, being aware of
the level of competition, Step Schools prepare their students for the future.
Introducing students to the latest and demanded subjects of Robotics and Coding,
the school is committed to making students aware of their talents and interests
and helping them choose their desired careers after spending momentous time
with various subjects.

In addition, students are taught through the techniques of project-based

learning (PBL) programs at Step Schools. When all this is combined with
Science, Technology, Engineering, Arts and Mathematics (STEAM), students
become more experienced in all the major lines at the initial education stages.
Step Schools also provides technological aiding facilities for their students to
become more digitally capable and learned.

At secondary education levels, the students are provided with proper student
counselling services, especially to appear in national secondary board exams.

Conclusion

Secondary education is a base of a bright future for today’s students as they are
tomorrow’s professionals and leaders. Hence, providing quality secondary
education is essential, and without a robust foundation in primary and middle
education, students face deficiencies in future years.
 QUESTION NUMBER 05

Highlight the need to cater 21st-century skills in classroom

instructions at the secondary level in public sector schools.

Answer:

The 21st-century skills were developed because it is often thought that students
in this century need a wide variety of skills in addition to the academic standards
that have been adopted in many states. The 21st-century skills ideally work in
tandem with academic or content standards and can be taught in or out of school.
They also lend themselves well to an integrated curriculum, project-based
learning, and authentic learning experiences. For more details about the skills,
access the link above.

The Common Core State Standards (CCSS) and Partnership for 21st Century
Skills integrated the framework prepared by The Partnership for 21st Century
Skills. This plan advocated for the integration of core academic knowledge,
critical thinking, and social skills in teaching and learning to support students in
mastering the multi-dimensional abilities required in the 21st century.

These skills include the “New 3Rs“ (Relationships, Routines, and Resilience) of
core academic content mastery (Cantor, 2021) and the 4Cs of Critical Thinking,
Communication, Collaboration, and Creativity (Stauffer, 2021). By integrating
cognitive learning and skills into the curriculum, students can gain a deeper
understanding of the subject as well as ways to solve complex problems in the
real world.
The Partnership for 21st Century Skills prepared educational standards for the
next generation to present an appropriate strategy to apply them. The 21st-century
standards:

focus on 21st-century skills, content knowledge, and expertise

build understanding across and among core subject areas as well as 21st-century
interdisciplinary themes
emphasize deep understanding rather than shallow knowledge.
engage students with real-world data, tools, and experts they will encounter in
college, on the job, and in life
allow for multiple measures of mastery (Alismail & McGuire, 2015)

By adopting a 21st-century curriculum, there can be a blend of knowledge,

thinking, innovation skills, media, literacy, information, and communication
technology coupled with real-life experiences and authentic learning that are
integrated into the academic subjects (Lombardi, 2007). The central goal for
curriculum in the 21st century is a focus on the construction of knowledge that
encourages students to create information that has value for them and helps them
gain new skills.

Developing curriculum that is based in the real world also encourages student
participation and supports them in understanding the knowledge rooted in the
core subjects. Additionally, this will provide students with the opportunity to
develop civic, financial, environmental, and health literacies as well as global
awareness.

Curriculum that emphasizes the construction of knowledge and is rooted in the

core subjects is the starting point. The question becomes: how do we reach all the
learners with diverse needs?
The 21st-Century Teacher

To meet the needs of learners, teachers should possess additional skills, including
those of technology. Palmer (2015) describes 15 Characteristics of a 21st-Century
Teacher that include: a learner-centered classroom, students as learners, users,
and producers of digital content, and project-based learning.

Universal Design for Learning

Universal Design for Learning (UDL) re-conceptualizes curriculum design by

placing student diversity at the forefront and designing flexible and
accommodating curriculums to meet the needs of diverse students (Strangeman,
et. al, 2020). This is a relatively new approach to curriculum that is grounded in
the belief that each learner is unique and brings different strengths and areas of
weaknesses to the classroom (Rose and Meyer, 2002).

In classrooms today, students come from diverse backgrounds, cultures,

socioeconomic, and disability groups. Many traditional curriculums are designed
to meet the needs of a “typical” or “average” student. This can be a significant
disadvantage for students not in these categories and can lead to barriers that
make access and progress more difficult.

UDL is based on the same principles as universal design in architecture which

began as a movement to design structures with all users in mind and includes
features like ramps and elevators to make access easier (Connell, et al., 1997).
Not only does the design allow access for students with disabilities, but an
unexpected side effect of this process is that it provided accessibility for all
individuals, therefore, usability benefitted more people.
 The next step was to apply UDL to curriculum by considering the needs of all
students, beginning at the planning stage. By maximizing access to information,
it provided additional access to learning (Rose & Meyer, 2002).

Application of UDL during the Curriculum Design Process

Neuroscience has also contributed to the guidance of UDL in curriculum design.

Research in neuroscience includes three broad neural networks in the brain that
oversee three avenues of learning: UDL classifies these three avenues as
recognition, strategic, and affective networks (Cytowic, 1996; Luria, 1973; Rose
& Meyer, 2002). UDL stresses that these three abilities differ from student to
student. As a way to meet this challenge there are three UDL principles that guide
a flexible curriculum design process:

 to support recognition learning, provide multiple, flexible methods of

presentation,
 to support strategic learning, provide multiple, flexible methods of expression and
apprenticeship, and
 to support effective learning, provide multiple, flexible options for engagement
(Rose & Meyer, 2002).

The three principles can be included in the design of goals, the inclusion of
strategies and resources, flexible presentations and assessments. Using an
assessment as an example, curriculum designers can include a range of media,
formats, and response options so that the student’s knowledge and skills are
assessed and not their ability to cope with the format and presentation. This is
true for both formative and summative assessments.

Multimedia tools and peer reviews provide feedback to students that can improve
their work and increase team collaboration. Technology also has the advantage
of allowing students to gain information and knowledge as well as the
development of different literacies even if they are working by themselves. This
can encourage students to pursue individual passions for learning about specific
topics that support creative thinking and innovation skills.

21st-Century Students as Consumers of Information

According to Carol Ann Tomlinson, 21st-century schools must prepare students

to be wise consumers of information, and confident producers of knowledge. The
21st-century student populations are more heterogeneous than in the past, which
means schools need to become more responsive to diverse cultures, languages,
experiences, economics, and interests—and do this in ways that provide equity
of access to dynamic learning experiences to meet the needs of all learners.

Current research suggests that the best vision of a 21st-century classroom is

centered on the learners, knowledge, assessment, instruction, and the classroom
community (National Research Council, 2000). Technology, when used
effectively, can support teachers and students in a variety of ways, including
curriculum planning, differentiated learning opportunities, assessment
development and meeting the needs of a diverse student population.

There is agreement among educators and the public that we must establish certain
“core skills” that should be included in this framework (Binkley, et al, 2012). The
challenge is that there is no single framework for what is included in the list of
skills. The Partnership for 21st Century Skills framework (Dede, 2010) has two
categories of skill groups. The first is “perennial” skills, or those retained from
the 20th century, but are still valuable in the 21st century.

These skills include communication, creativity, and critical thinking. The second
category is “contextual skills,” or those unique to the 21st century that includes
the ability to manage large quantities of digital information and data that are
important for decision-making.
It seems that the needs of the 21st-century classroom are different than they were
in the past. One key difference is that teachers are facilitators of learning, and it
is their responsibility to have a curriculum that supports students in developing
skills for an academic program and eventually the workplace. Another key
difference is the emphasis on a project-based curriculum that encourages higher-
order thinking skills, effective communication, and technology skills. One
common thread has become the need for successful collaboration as a part of
student learning. To accomplish these things, it is important to move beyond the
skills of the 20th century and master those of the 21st century. The 21st Century
Skill: Rethinking How Students Learn discusses some strategies for doing just
that.

“Teaching Up” and the 21st-Century Teacher

Another plan that is designed to maximize learning for all students in mixed-
ability classrooms is “Teaching Up” which has been developed by Tomlinson and
Javious (2012). In developing differentiated or responsive instruction, teachers
begin by planning with a specific group of students in mind. They may also
choose to plan from the academic standards using grade-level expectations and
differentiate “up” or “down” from that point.

Other teachers may want to begin by developing learning experiences that focus
on the essentials for students who have more difficulty with particular content to
help clarify the essentials and to differentiate from that beginning position.
“Teaching up” requires that the teachers begin by developing tasks that are a
challenge for high performing learners, and then to differentiate or scaffold
learning in ways that support a broad range of students in working with
“advanced” levels of knowledge, understandings, and skills. “Teaching up” is
rooted in six key principles as shown in Figure 13.2 (Tomlinson, 2015).
Developing Inclusive Practices in Literacy

Classrooms now more than ever need to reflect the diverse cultures present as
they provide a range of perspectives and experiences that can help shape the
minds of all the students in mainstream classes. Previously, if there were students
needing special attention, they were provided assistance outside the classroom;
however, the focus now is to have the teacher meet the needs of all learners within
the classroom, leading to the birth of inclusive classrooms. Therefore, the onus
of developing culturally responsive classrooms falls on the shoulders of all
classroom teachers. However, many teachers grew up without much exposure to
cultural diversity and do not see the potential of all students nor the many issues
and challenges that some students face (Sleeter, 2008).

We go over some of the main innovative approaches that educators have

forged over the last few years and that every 21st century teacher should be
acquainted with.

Flipped Classroom. ...

Project-Based Learning. ...
Cooperative Learning. ...
Gamification. ...
Problem-Based Learning. ...
Design Thinking. ...
Thinking-Based Learning.
How to Implement 21st Century Skills in Class
1. Make the experience personal. Our learners are our inspiration and our
starting point. ...
2. Provide authentic content. ...
3. Opt for relevant and/or entertaining topics. ...
4. Get into ‘low-prep for you, higher-level thinking for them’ mode. ...
 5. Give feedback. ...
6. Reflect. ...
7. Enjoy the journey!
For students to succeed in the modern world, 21st century learning necessitates
several key qualities like cooperation, critical thinking, digital literacy, and
problem-solving. The stakeholders must adapt to the new reality where online
learning is an essential component of the educational process

To overcome these challenges and improve the quality of education, schools

can evaluate the following factors:

1. Maintained infrastructure. ...

2. Pedagogy skills. ...
3. Quality of teachers. ...
4. Extra-curricular activities. ...
5. Proper implementation of a government initiative. ...
6. Assessment and evaluation tools. ...
7. Community building.