چکیده (انگلیسی):

The need to combine social constructivist activities with cognitive constructivist ones has emerged
which incorporates personalized learning approaches. Characteristics of education and
educational institutions of the third millennium indicate that flexibility, inclusiveness,
collaboration, authenticity, relevance and extended institutional boundaries are the leading
features of superior education. While educational goals have changed and expanded to
incorporate lifelong learning, global interaction, the attainment of meta -cognitive knowledge and
abilities, so did the role of both students and teachers (Felix, 2005). This study is about various
techniques used in curriculum development, teaching and assessment, one of which is the
negotiated curricula. How to integrate this phenomenon of the learning and teaching literature
into curriculum and its influence on students’ active learning is presented.