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1. Selection of Educational Needs This is the first and most important step . Before designing any curriculum, it is necessary to identify what learners actually need to learn. These needs help in deciding the aims, objectives, and content of education. Types of Needs:               1.   Felt Needs: These are the needs directly felt or expressed by students, teachers, or the community through surveys, interviews, or field studies. (Example: Students need computer literacy in today’s world.)               2.  Observed Needs: These are identified by experts or obtained from secondary sources such as research reports, examination results, or statistical data. (Example: Low reading levels observed in a school suggest a need for a reading   improvement program.)               3.  Real Needs: These are the final priority needs , determined after compari...

1. Child-Centered Curriculum Focuses on the needs, interests, and abilities of the child. The teacher acts as a guide, and learning happens through activities and experiences that the child enjoys. Example: Learning through play, storytelling, or exploration. 2. Subject-Centered Curriculum Organized around specific subjects like science, geography, or mathematics. The main goal is to develop knowledge, habits, and skills related to each subject. Learning is often textbook-based and structured. 3. Activity-Based Curriculum Emphasizes learning by doing through activities, experiments, and projects. Encourages creativity and hands-on learning rather than rote memorization. Example: Science experiments, role-play, and craft work. 4. Experience-Centered Curriculum Learning is based on the experiences of the students. The focus is on real-life situations and practical knowledge. Encourages reflection and critical thinking. 5. Core Curriculum Includes essential subjects that are necessary for...

STEP 1 – Selection of the Problem This is the starting point of action research. In education, the teacher identifies a problem or issue that affects students’ learning or classroom performance. Examples: Students are not able to read fluently. Many students do not complete their homework. The class participation is low. The problem should be practical, specific, and something the teacher can work on directly. STEP 2 – Defining the Problem Once the problem is selected, it must be clearly defined so that it is easy to understand and study. In this step, the teacher writes down exactly what the problem is , who is affected , and how it appears . Example: “Many students in Class 1 are unable to read small English words correctly during reading sessions.” This makes the problem clear and measurable. STEP 3 – Delimiting the Problem Here, the teacher sets limits or boundaries for the problem to make it manageable. This means focusing only on a particular group, class, ...