Curriculum Development and

Instruction
Course Code: 0838

Assignment #1

Submitted to: Muhammad Sabil

Submitted by: Zanjbeela Maryam
Student ID: CE620363
Submission Date: 26 August, 2021

ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD

Question 1:
Discuss the efforts of curriculum development in Pakistan.
Solution:
Curriculum Development refers to the total process of designing, implementing, and evaluating a
curriculum. It includes decisions about who will be involved in curriculum construction and the
procedures to be used. Curriculum development includes the process of curriculum construction.
Incorporating issues of global significance include environment change, degradation, population
control, gender issues, and international understanding and cooperation. Fostering respect for,
prevention of cultural tradition, indigenous values, and ways of life. Fostering is the moral values
through Islamic principles and ethics among pupils.
Following are the steps involved in curriculum development in Pakistan.
1. The Curriculum wing requests the provincial centers to prepare a draft curriculum for each
subject taught in various classes up to class XII. Provincial curriculum committees prepare
curriculum plans.
2. The draft is sent to the curriculum wing. The national committee of curriculum scrutinized
the drafts in light of the comments. The committee submits its recommendation to the
ministry approval. The curriculum schemes duly approved are passed, on the provincial
textbook.
Nine types of curriculum adaptation:
1. Quantity:
Adapt the number of items that the learner’s expected to learn or the number of activities student
will complete before assessment for mastery. Add more practice activities or worksheets.
2. Time:
Adapt the time allotted and allowed for learning, task completion, or testing.
3. Level of support:
Increase the amount of personal assistance to keep the student on task or to reinforce or prompt
use of specific skills, enhance adult student’s relationship, use physical space and environmental
structure.
4. Input:
Adapt the way instruction is delivered to the learner.
5. Difficulty:
Adapt the skill level, problem type or the learner may approach the work.
6. Output:
Adapt who the student can respond to instruction.
7. Participation:
Adapt the extent to which the learner is actively involved in the task.
8. Alternate goals:
Adapt the goals or outcome expectation while using some materials, when routinely utilized, this
is only for a student with moderate to severe disabilities.
9. Substitute curriculum:
Provide different instruction and materials to meet learner individual’s goals. When routinely
utilized, this is only for students with moderate to serve disabilities.
The curricula development is based on the following broad areas of concern: -
i) To incorporate changes at the national and global level, to prepare our children for
further job market within the existing economic climate, and to provide the human
resources necessary to ensure sustainable national development.
 ii) To foster moral values through Islamic principles and ethics among pupils.
iii) To promote democratic values and respect for and appreciation of cultural diversity
that characterizes Pakistani society and the broader global society.
Before introducing any reform, the intentions of the Federal Government are conveyed to the
Provincial Governments and their opinion, in respect of both academic and administrative aspects,
is sought. In the case of curriculum, reform is agreed to be undertaken by the Minister of Education,
Curriculum Wing, as a first step, review the prevalent scheme of studies to bring it at par with
National Education Policy. It is followed by determining objects, level-wise, and subject-wise
based on both the cognitive level of development of the child and the requirement of the subject
for its program development. On receipt of their opinion a National Curriculum Development
Committee (NCDC) comprising highly qualified, experienced, and competent professionals,
drawn from the four provinces, review intentions of the Federal Government and take the
following steps: -
(i) Design, in collaboration, with Provincial Curriculum Bureaus initial draft of the
curriculum in the fight of need assessment/survey and send the drafts to National Board
of Curriculum and Textbooks (NBCT) for finalization.
(ii) NBCT finalized a unified draft curriculum in light of the drafts received from the
NCDC.
(iii) The unified draft is circulated throughout the country for comments. Comments are
invited from educational institutions, and users/stake-holder parents, communities, etc.
(iv) The National Curriculum Development Select Committee a subset of NCDC reviews
and updates the unified draft in the light of the feedback, and recommends approving
the draft as National Curriculum.
So, the following are the steps involved in Curriculum Development in Pakistan.
a. Curriculum Wing requests the Provincial Centers to prepare a draft curriculum for each
subject taught in various classes up to Class XII.
b. Provincial Centers call in a Committee of Experts, Teachers, and Subject Specialists on
each subject.
c. Provincial Curriculum Committees prepare curriculum plans.
d. The draft plan is sent to the Curriculum Wing.
e. Curriculum Wing circulates the drafts to the selected teachers, subject specialists in
schools, colleges, and other agencies concerned and invites their comments.
f. The comments are reviewed in the Curriculum Wing.
g. The National Committee of Curriculum scrutinizes the drafts in the light of the comments.
h. The Committee submits its recommendations to the Ministry of Education, i.e. Secretary
of Education accords necessary approval.
i. The curriculum schemes duly approved are passed, on the Provincial Textbook Boards for
the preparation of textbooks.
Composition of Curriculum Committees
The committees are constituted by obtaining nominations of suitable persons from the Boards of
Intermediate and Secondary Education, the Provincial Education Departments, the Textbook
Boards and other research organizations such as the Institutes of Education and Research at
Lahore, Hyderabad, Peshawar, Dera Ismail Khan; Departments of Education, Baluchistan.
University Quetta, Bahauddin Zakariya University Multan and Islamia University Bahawalpur:
and the Faculty of Education, Allama Iqbal Open University Islamabad. These arrangements
ensure the involvement of experts in the process of Curriculum Development. The Composition
of the Committees at the Provincial and Federal level is given below:
Provincial
a. Representatives of the Provincial Curriculum Centers.
b. Supervisors.
c. Teachers.
d. Subject Specialists from the Schools, Colleges, Universities and other search Organizations
e. Representatives of the Textbook Boards.
f. Representatives of the Boards of Intermediate and Secondary Education
Federal
In addition to the above-mentioned members, the following are given representation:
a. Representative of the Curriculum Wing Ministry of Education.
b. Foreign Experts/Consultants/Advisers from UNESCO.
c. Community leaders and Parents.
Problems and Prospects of Curriculum In Pakistan
Educators can bring about changes effectively if a climate of understanding and encouragement
prevails in the community. Therefore, some time and effort must be extended to keep the
community aware of the changing conditions and needs perceived by educators. As curriculum
revision in Pakistan is attempted on ad hoc basis and is never based on adequate research,
experimentation, and formative evaluation, the discussion about the failure or success of
curriculum implementation will be based on the theoretical framework already discussed. We are
unable to achieve the educational goals for the following reasons:
Lack of In-service Training
If teachers are to be mobilized in support of curriculum change, both initial and in-service teacher
education must convince them of their crucial role in promoting innovation. This provision should
take a variety of forms, offering both on-the-job training and more general courses outside schools.
Economic Problems
Whenever there is a change in curriculum it needs financial support. New teaching materials are
required. Teachers are needed to be provided with in-service training and equipped with new
teaching materials. Textbooks are to be revised to fulfill, the changing needs of society. Supportive
personnel is required to assist the teachers in the effective implementation of new curriculum
designs. Despite all these requirements, inadequate funds are allocated for the implementation of
new curricula.
Lack of Commitment to National Philosophy
When Pakistan came into being it was emphasized that our educational system will be reshaped
according to the teachings of Islam. But soon after the death of Quaid-i-Azam, this motto was set
aside. We have no clear-cut educational philosophy. A workable educational policy is always
based on a philosophy. Due to a lack of national philosophy, we are unable to derive consistent
educational objectives.
Lack of Sequence
There is little coordination among the committees working for curriculum development at various
stages. When a student completes his studies at a particular stage and enters the next stage, he finds
himself helpless. The concepts being taught at this stage are quite strange. He does not have the
background for this particular situation.
Lack of Teaching Materials
Many of the educational programs fail due to a lack of teaching materials. The semester system
was introduced in the institutions of higher education. It faced many problems due to lack of
textbooks and other teaching mates ugh teachers too, take a little interest but the major factor for
its failure stage of instructional materials.

Question 2:
Explain the factors that influence curriculum.
Solution:
Curriculum development is influenced by several factors. by several factors. Several factors affect
all curriculum development in meeting the needs of 21st-century learners in meeting the needs of
21st-century learners in both organized academic settings and both organized academic settings
and corporation learning centers. Factors affecting corporation learning centers. Factors affecting
curriculum development include government rules, which in turn brings other factors into the rules,
which in turn brings other factors into the process. Valid curriculum development requires a
process. Valid curriculum development requires awareness of the diversity of the target
community socially, financially and community socially, financially, and psychologically.
Social Factor
Society has its expectations about the aims and objectives that should be aims and objectives that
should be considered when designing the curriculum. It also has a perception of the product. It
also has a perception of what the product of the school system should look like. It is of the school
system should look like. It is, therefore, necessary for curriculum designers to take into account
these societal considerations. Subjects which has gender education and political economy have
proved difficult to the political economy have proved difficult to include in the curriculum because
of the resistance from some religious groups.
Political Factor
Politics affect curriculum development in numerous ways. How politics influences curriculum
design and development starts with funding. Both private and public educational institutions rely
on funding for hiring personnel, building and maintaining facilities and equipment. All aspects of
the curriculum depending on local, state, and national political standards. Politics affect curriculum
development from defining goals, interpreting curricular materials to approve examination
systems.
Economic Factor
Economics influences curriculum development. The curriculum developed for in-house training
in corporations focuses on educating employees for promotions that bring better returns in profits.
Nations financing education expect an economic return from educated students contributing to the
country's economy with global competition abilities in technical fields. Nations financing
education expect an economic return from educated students contributing to the country's economy
with global competition abilities in technical fields.
Technological Factor
Technology-driven curriculum development is the norm of the 21st century. The computer
technology of the 21st century influences curriculum development at every level of learning.
Learning centers and classrooms increasingly provide computers as requisite interaction for studies
among students. Technological multimedia use influences educational goals and learning
experiences among students. Undergraduate and graduate degrees in computer technology
increases in popularity. Curriculum development affects from diversity opens learning
opportunities. Social diversity including religion, culture, and social groupings affects curriculum
development because these characteristics influence the types of topics and methods for teaching
information. Developing a relevant curriculum takes into account society's expectations,
accommodating group traditions, and promoting equality.
Environmental Factor
Environment issues affect curriculum development. World awareness and action toward reversing
and ending pollution continue affecting curriculum development. Typical elementary classrooms
teach recycling and healthy environmental practices. Higher education in the sciences offers
environmentally-focused degrees. e.g. Environmental degree, biotechnology, etc.
Child Psychology
Many students with a master's or Ph.D. degree in developmental psychology work in educational
settings as school psychologists, which makes sense when considering the emphasis placed on the
formative years. However, there are several developmental psychology concentrations available
on which students can focus:
• Developmental Studies for Educators
• Aging
• Infancy, Childhood or Adolescence
• Lifespan Development
• Biological Bases of Development
The developmental psychology curriculum examines the changes in personality, cognitive ability,
and behavior throughout the lifespan. Therefore, in addition to preparing themselves for a
rewarding career, students enrolled in developmental psychology curricula will also learn and
understand more about themselves as they study the scientific conclusions made by experts in the
field.
Factors affecting curriculum development in Pakistan:
As curriculum revision in Pakistan is attempted ad hoc basis and is never based on adequate
research, experimentation, and formative evaluation, the discussion about the failure or success of
curriculum implementation will be based on the theoretical framework already discussed. As for
desirable outcomes we have not been successful to achieve thus the implementation of curriculum
design in Pakistan seems to be a failure.
• Teachers are reluctant to accept the change
• Lack of in-service training
• Political interference
• Economic problems
• Inadequate evaluation
• Lack of commitment of national philosophy
• Disapproval of the society
• Lack of sequence
• The curriculum is more urbanized
• Lack of the teaching materials
Question 3:
Discuss the instructional strategies that are appropriate for achieving objectives in different
domains.
Solution:
An instructional strategy is a technique used by educators plus learning and development
professionals to instruct and teach students and train workers. It typically reflects the opposite of
traditional teaching and training which focuses on transmissivity, rote memorization techniques
which are ineffective. Modern training models of instructional design seek to be engaging and
effective at embedding and retaining knowledge. Examples include microlearning and spaced
repetition. The use of the term "Instructional strategies" is by no means accidental. An instructional
strategy is conceptualized here, as including both (a) the teaching activities of the teacher, and (b)
the learning experiences of the pupil. Too often in the designs for curricula have either ignored or
given short shrift to, both of these important aspects of a curriculum process.
Taba1962. p.417) noted this key problem almost 35 years agowhen she commenced that very often
curriculum pattern has asked teachers to achieve objectives without outlining the instructional
techniques necessary to implement these objectives.
Taba's (1962. p.442) awareness of this problem resulted in her suggestion that the normal
curriculum sequence should be inverted so that the process would begin with the planning of
teaching-learning units by teachers in conjunction with curriculum specialists and subject matter
specialists, in the belief that the emergent model would be more likely to influence classroom
practice than current guides which stop short of any guidance for converting the rather sketchy
schemes into instructional practices. It seems reasonable to suggest that Taba's criticism is equally
applicable to many contemporary curriculum guides.
Instructional strategies are the different methods and plan that instructors use to teach students in
their courses. There are several different types of instructional strategies, each with its unique
strengths and weaknesses. Prior Knowledge Activation, for example, encourages students to
connect the information they already possess and relate it to the new material they are trying to
learn.
We can observe the function of a teacher from two different aspects – from the aspect of a
traditional, classical school and the modern school, i.e. the school of the future. In a traditional
school, the teacher was the mediator between the teaching content and the students.
The modern approach to teaching is reflected in the fact that students are no longer passive listeners
sitting on benches, but active participants in the learning process. The teacher is now just a
moderator who guides the student.
Teaching strategies include teaching methods and procedures specific to certain educational areas.
Differentiated instructional strategies are often used in the modern classroom.
The question arises, how do teachers deal with the above-mentioned task? Very often practitioners
become somewhat defensive and tend to select or at least, concentrate on these objectives
(primarily cognitive) with which they feel confident and which tend to be relatively compatible
with a strategy of teaching.
Teaching strategies used by teachers are given below as five different points of view.
In the first point of view, the teacher places the major emphasis on systematically developing the
thinking capacities of his pupils. He concentrates on the acquisition, understanding, and use of
ideas and concepts, rather than facts alone, in a carefully structured effort to expand the ability of
his pupils to handle information. His approach is based on the sequence of learning activities in an
attempt to establish sound basic concepts before leading the class to gradually more complexed,
higher levels of thinking through the judicious use of questioning techniques.
Finally, the controlled development of thinking skills is the key. Teacher's careful planning,
systematic presentation, and controlled discussion lead the pupils to develop a solid foundation of
thinking abilities, which they can later develop creative abilities. Once they have a firm foundation
they are in a good position to cope with the academic tasks of school and, indeed, better able to
cope with life in general.
The second view about strategy places the major emphasis on social interaction as the teacher
attempts to develop in the classroom a social system based on democratic processes. Here in this
second strategy, the group interaction is the key. The teacher makes sure that every pupil gets
involved. Teachers develop interpersonal warmth and respect for negotiated rules. Their pupils
develop independence as learners, and genuine respect for one another.
The third view about teaching strategies places major emphasis on the maximization of the unique
development of each pupil. However, effective self-development is the key. The teacher accepts
all of his pupil for what they are, and give each one of them a feeling of belonging. As his pupils
are free to choose their activities, they apply themselves vigorously to tasks that are meaningful to
them. The learning is more effective in that way. This responsibility for their learning and
evaluation leads to better self-control, greater self-awareness, and eventually, to a self-confident,
fully functioning human being.
The fourth point of view places major emphasis on the deliberate arrangement and total control of
the environment to produce a wide range of pre-selected learning effects. Hence, the key is
effective management. The teacher lets the pupils know exactly what is required for them. He pays
little attention to undesired behavior, but he makes sure that he consistently rewards good
performance. His attention to detail in all aspects of the instructional process leaves little to chance.
The teacher tries to guarantee success for all his pupils in both academic and social behaviors.
The fifth strategy places major emphasis on the acquisition of knowledge. The teacher acts as a
transmitter of knowledge. He communicates knowledge directly rather than requiring his pupils to
discover things for themselves. He tends to command the classroom by narrating and
demonstrating and controls pupil participation by making extensive use of questioning, continually
assessing answers to redirect his approach.
The concise presentation of a well-prepared sequence of information followed by the question and
answer interplay during which the pupils reproduce the content of the lesson is perhaps the most
prominent feature of his approach.
Anyhow all five teaching strategies can be used to achieve the objectives.
Instructional Strategy Example #1 – Micro-learning
Micro-learning is the practice of breaking complex information down into easily digestible, bite-
sized chunks. With human short-term memory only able to hold a maximum of three to five pieces
of new information before it is overwritten or pushed out, there’s a far greater likelihood of
knowledge passing to long-term memory if only a few, highly-targeted, topics are focused on.
Instructional Strategy Example #2 – Interactivity
When learning doesn’t feel like learning, it’s at its most effective. It needs to be more than simply
answering multiple-choice questions in an eLearning course but creating such interactivity is a
simple instructional strategy thanks to templates: you just add your questions and answers.
Instructional Strategies Example #3 – Leaderboards
A step up from gamification is leaderboards. Instructional strategies that employ these can see
great success with both high-performing learners incentivized to perform better and straggling
learners slightly pressured to do likewise. When this is spread across groups, rather than
individuals, peer pressure can also help make learning more effective.
Instructional Strategies Example #4 – Mobile Learning
With mobile phones nearing ubiquity and with younger generations rarely out of their device’s
presence, it makes sense to distribute training via smartphones. Courses can be distributed
(globally) via the cloud which means they can always be kept up to date.
Instructional Strategy Example #5 – Prizing instructional strategies
Offering real-world prizes to learners is a great incentive to engage with courseware. Whether it’s
rewarding the best performer(s) or the fastest performer(s), engagement and effectiveness will
increase. Note that it’s often more effective to offer many small rewards (shopping or coffee
vouchers for instance) rather than the opportunity to win one larger prize.

Question 4:
Write short note on:
a. Subject centered curriculum
Solution:
In this type, as the title indicates, the curriculum is organized in terms of subjects. The subject-
based organization of curriculum is traditional and a large number of schools follow this pattern.
The curriculum includes different branches of knowledge, known as subjects like history,
language, mathematics, etc. Subjects are included by the level of various stages. For instance,
economics, psychology, and sociology are introduced at the secondary and senior secondary stages
of schooling. The contents of the subjects are also included under the level of understanding at
various stages.
Following assumptions are made while organizing the subject-based curriculum.
1. It is believed that the school has a major role in transmitting cultural heritage from one
generation to another through the medium of various subjects.
2. The child's cognitive functioning patterns follow the adult's functioning.
3. It is envisaged that various disciplines or subjects would allow the accommodation of the
expansion of knowledge.
4. Each subject has an internal order and it can be presented in a sequence.
5. The authoritarian and rigid presentation of subjects is superior to a democratic approach.
6. The vast amount of knowledge in the world can be grouped into various subjects.
7. Subjects can be presented in suitable units or branches.
Historically, the curriculum was first conceived in terms of subject matter materials, and even
today many people view it textbooks that are used in schools.
It has dominated Pakistani education. It has represented the mastery over certain types of
knowledge and skills, as the main objective of the educational program at school. As a result, the
teacher has focused his effort and attention on making students learn the items in subjects and
courses of study according to fixed syllabi, in a rigid set pattern, to enable them to pass
examinations. The pupil was given knowledge and skills which would help him to become a
mature and successful adult according to the criteria of adults. The pupil is prepared to live in the
future as foreseen by the teacher and the parents. The present needs of the child or growing youth
are hardly kept in mind.
Characteristics
A subject-based curriculum is based on learning the details of a subject. Usually, there is a
predetermined list of standardized knowledge that all students are meant to acquire before the end
of the course. This will then be examined in timed conditions to see if students have met the
minimum required standards. If they fail to meet this standard they will either repeat the course or
have to drop out of the institution.
There is a lot of focus on teacher instruction through lectures and questions, answers, and teacher-
student discussions.
The overall goal of this kind of curriculum is to teach students information that they will use later,
either in study or in their adult lives.
Progress is measured by how much of a subject a student has learned. Each subject has its own
rules and internal logic and is taught according to these. There is limited effort to make cross-
curricular links between subjects.
Example
An example of a subject-centered curriculum is the spiral curriculum. The spiral curriculum is
organized around the material to be taught, with less emphasis on the discipline structure itself,
and more emphasis on the concepts and ideas. It is based around the structure of knowledge, rather
than focusing on the detailed information itself.
A spiral curriculum takes the emphasis away from learning specific topics or pieces of information
within a certain time limit. Instead, it aims to expose students to a wide variety of ideas over and
over again. A spiral curriculum, by moving in a circular pattern from topic to topic, aims to catch
students when they first become ready to comprehend a concept. At the same time, a spiral
curriculum works to continuously reinforce the fundamentals of this concept, to ingrain these
fundamentals in the students’ knowledge base, and to prevent losing students who aren’t ready for
the new lesson.
With this technique, students repeat working on the same skill, but concepts gradually increase in
difficulty. This is referred to as spirals. What it means in practice is that each of the core topics of
a particular subject is emphasized throughout the school year and repeated in all of the higher
years, but with added complexities. Instead of covering the skill of “division” in the first semester
of a math class, for example, the simple division may be seen in the first semester, and again in
the second semester, but with added double figures.
Advantages
A subject-based curriculum is a logical way of subdividing the scheme of learning that students
will have to follow.
It is easily standardized and helps students to move between institutions and to progress from
primary school to secondary school without too many problems.
The subject-based curriculum also allows students to recognize their skills and weaknesses making
them feel more in charge of their learning journey.
• Students like it, they are used to it and it fits their idea of what school should be.
• What students learn, they learn well.
• This approach is efficient in a field in which resources for staff development are scant.
Disadvantages
The main drawback of subject-centered curriculum design is that it is not student-centered. It is
knowledge-focused, rather than skills-focused and some argue that it does not adequately prepare
students for adult working life.
• Teachers wouldn’t be able to innovate their teaching style to help students learn creatively.
• Students simply memorize what they need to know to pass a test, instead of learning it.
• Teachers are teaching the students to think inside the box to pass the exams.
 b. Core curriculum
Solution:
The term Care curriculum is sometimes, simply called the 'Core'. The terminology applied to core
type courses includes general education, basic education, basic studies, social living, and unified
studies. With such diverse names, it is expected that there would be video variation in the programs
represented.
To develop the feeling of national and social solidarity in students, especially in a country like
Pakistan with so many languages, is one of the most important functions of the school. Acquisition
of this value would require that the student be made conscious of such elements as his social duties.
For achieving this social and emotional integration, a core curriculum is proposed.
There are three aspects of the rationale underlying the core curriculum. They are discussed below.
i) It was John Dewey's philosophy of experimentalist which gave the core theory of
curriculum. Three concepts that John Dewey upheld and have had a significant
influence upon the development of core curriculum ideas. The concepts are
a. The focus of learning upon fundamental human activities,
b. earning viewed as the continuous reconstruction of experience, and
c. problem-solving as an important part of learning.
ii) Basic democratic values and the dynamic changes in political and social ideas in the
western world have contributed towards the nature of core proposals.
iii) Acceptance of cognitive theories of learning has given an increased recognition of the
role of cognition in human learning. The development of core programs has been
influenced by cognitive theories of learning with an emphasis on objectives, problem-
solving, and reflective thinking.
There are certain elements of the Core Concept. These elements include:
• It is the general education aspect of all teaching, regardless of the social status or vocational
choice of the student. All students can benefit from it.
• The core pattern is problem-centered. There 'can, of course, be many kinds of problems but
the aim here is to focus on the common problems of learners.
• The process of learning is important. It is assumed that in preparation for living in a
democratic society, the learner should get first-hand experiences in the fundamental
processes of democratic living.
• There is cooperative preplanning by teachers. They pool their ideas to develop resource
units. There is also daily teacher-pupil planning in the classroom.
• The emphasis in the core is on the total growth of the pupil, social, intellectual, physical,
emotional, and spiritual. Each learning experience aims at total growth.
• The core pattern is flexible. The utilization of learners' ideas allows for adjustments within
the broad framework of the unit under consideration.
• A long block of time, say two or three periods at a stretch is desirable for proper functioning
according to the core pattern.
• The core pattern is oriented towards guidance and counseling. There is a focus on the
problems of the learner, for which guidance is needed.
• Another goal that is stressed in guidance is self-evaluation.
Merits
• Common learning provides to all learners
 • Common learning is expected essential for the learners to function effectively
in the society
• These common learning vary according to different experts
• It emphasizes that all students would experience a set of common and essential
learning that were necessary for learners to function effectively in society.
Demerits
• Selection of content may difficult
• Often it does not provide essential material
• Assessment may also affect the performance of student

Question 5:
Multiple text systems may enhance the quality of education. Support the statement.
Solution:
If we want students to be able to engage in thoughtful conversations and write fluently about a
topic, reading one text on that topic isn't enough. When students read multiple texts on a topic,
their understanding of that topic expands, and they can use the knowledge they develop reading
the first text to help them comprehend a second and third. What's more, readers can begin to think
critically about what's being shared in each of those texts because they've read multiple texts.
Engaging all students in a themed study or unit is a challenge that teachers can resolve by using
materials that match students’ independent or instructional reading levels (Robb 1994, 2000).
When students face textbooks that are above their reading levels, teachers can help them access
the required information by filling their classrooms with multiple texts that vary in readability
level. Multiple texts improve students’ application of reading–thinking strategies, build
confidence, and develop the motivation to learn. Through the use of multiple texts, all students
have the opportunity to learn new information and make meaningful contributions to discussions.
Moreover, varied texts provide multiple perspectives that help students rethink events and issues
that impact everyone and deepen their knowledge of literary genres.
Traditionally, reading multiple informational texts on the same topic has been reserved for writing
research reports, a big production that may occur only a few times a year. Although doing major
research projects is grand, reading multiple texts on the same topic a few times a year isn't enough
practice for students to master the skills required to synthesize information from multiple sources.
Another flaw in many research assignments is that students are often asked to locate their sources
with little guidance. I remember talking with two 5th grade girls who were excited to be
researching hedgehogs. When I asked them to tell me about their research, one exclaimed, "We
read a WHOLE book about hedgehogs!" When I asked them to tell me what they were going to
write in their report, they paused. Then the other proclaimed, "We're going to write about the whole
book on hedgehogs!"
When students are left to their own devices to locate sources and then read and think across those
sources, what happens? Some students can figure out how to synthesize information and select the
best parts. But many tend to take notes on everything or just copy excerpts into their final papers.
Some get overwhelmed and shut down.
A typical mix of students in middle school classes often includes a group reading 2 to 4 years
below grade level, some who read on grade level, and several who read above grade level.
Engaging all students in a themed study or unit is a challenge that teachers can resolve by using
materials that match students’ independent or instructional reading levels (Robb 1994, 2000). So,
when students face textbooks that are above their reading levels, teachers can help them access the
required information by filling their classrooms with multiple texts that vary in readability level,
allowing every learner to read and participate.
Whether your unit is outer space, the Holocaust, or a literary genre, you can include a wide range
of materials: informational picture and chapter books; biographies and photographic essays; and
Internet, newspaper, and magazine articles. The use of multiple texts can help all your students
become a part of the same community of readers. Finding the texts, though, can take time.
Whether it's part of a larger unit of study or a short series of lessons, there are many benefits to
reading multiple texts on a topic. The layers of knowledge students develop when they read
multiple texts can help them contribute productively to real conversations—the kind that leads to
deeper understanding and innovative thinking. Writing becomes easier because students have the
depth of knowledge to draw from when considering what they want to express.
There's a bigger point, though. In one classroom where I collaborated, the teacher and students
were engaged in a conversation about the trapped whale texts discussed earlier. Questions started
to surface about the event. Suddenly a student shouted out, "Ms. Ballew—We need to find another
article!" The other students immediately agreed. After months of reading multiple texts on each
topic they studied, these students had developed a sense of agency. They knew how to become
informed and answer their questions.
Multiple texts enable teachers to offer students books they can read, improve students’ application
of reading-thinking strategies, build confidence, and develop the motivation to learn. By using
multiple texts, all students have the opportunity to learn new information and make meaningful
contributions to discussions. Moreover, varied texts provide multiple perspectives that help
students rethink events and issues that impact everyone and deepen their knowledge of literary
genres.