The Curriculum:
In order for a curriculum to be suitable for a particular group of students, the teacher must interpret the formal curriculum document and have a complete understanding of the requirements, expectations, learner outcomes, scope of content knowledge and skills that learners need to acquire. Of course this requires that the teacher is not only fully competent in terms of content knowledge but understands the underlying philosophy of the given curriculum …show more content…
This includes their cultural, socio-economic and educational backgrounds. All three aspects of the learner plays a role in the type of learning activities that a teacher may choose to use. For example, for a class with many Inuit students,conducting an engineering design challenge focused on designing an airplane that flies the furthest might be a bit problematic in that there are likely some who have never flown in a plane before and so have no understanding of the concept of lift and air flow. Therefore, some pre-activity discussion will be required with such a …show more content…
It has been shown that people have difference preferences and success with different methods of learning. Some research has shown that there are four different modes that describe how students learn: visual, auditory, kinaesthetic and tactile (Prashnig, 2006). So the teacher may decide to include more hands-on activities that are best suited for those students who benefit more from kinaesthetic or tactile learning. Finally, in terms of the student component of the three way relationship, the teacher needs to determine the types of supports that the activities and lessons will contain that assist the special needs students in the group. This could include larger type handouts for those with visual disabilities or modified assignments for those with learning