crarting the curriculum

Crafting the Crafting the CurriculumCurriculum

Chapter 2Chapter 2Module 3Module 3

The Teacher as a The Teacher as a Curriculum DesignerCurriculum Designer

IntroductionIntroductionAs a teacher, one has to be a curriculum As a teacher, one has to be a curriculum designer, curriculum implementor, and a designer, curriculum implementor, and a curriculum evaluator. These threefold functions curriculum evaluator. These threefold functions are embedded in the teaching profession. Every are embedded in the teaching profession. Every single day, a teacher plans, implements, and single day, a teacher plans, implements, and evaluates the curriculum in the school. Hence it evaluates the curriculum in the school. Hence it would be of great help to know how school would be of great help to know how school curricula are being made or crafted. curricula are being made or crafted.

Crafting a curriculum is like writing a Crafting a curriculum is like writing a lesson plan. It is like making lesson plan. It is like making something with the different something with the different components, and putting them components, and putting them together in a creative way. It is a task together in a creative way. It is a task that all teachers should know and that all teachers should know and understand, or better still, to know understand, or better still, to know how to craft one.how to craft one.

A curriculum as a planned sequence of A curriculum as a planned sequence of learning experiences should be at the learning experiences should be at the heart and mind of every teacher.heart and mind of every teacher.Every teacher as a curricularist should Every teacher as a curricularist should be involved in designing a curriculum.be involved in designing a curriculum.Designing a curriculum is a very Designing a curriculum is a very challenging task. challenging task.

10 AXIOMS OF CURRICULUM CHANGE

(Oliva,2003)

• Change is inevitable, necessary, and desirable

• Change as a product of its time• Concurrent change• Change in people• Change is a cooperative endeavor

• Change involves a decision making process

• Change is a continuous process• Change is a comprehensive process• Change in systematic development• Change starts from existence

INEVITABILITY OF CHANGE

Axiom 1:

Change is inevitable and necessary, for it is through change that life forms grow and develop

• Human institutions, like human being themselves, grow and develop in proportion to their ability to respond to chance and to adapt to changing conditions

• Society constantly encounter problems to which they must respond or perish

Major changes in the society:- changing values and cultural diversity- changing values and morality- family- macro electronics revolutions- changing world of work- equal rights- crime and violence- global interdependence-Parkay, et.al 2004

Change in the form of responses to contemporary problems must be foremost in the minds of every educator.

Who are the 21st Century Learners?

• As large in number as Baby BoomersAs large in number as Baby Boomers

• Consumers- $150 billion annuallyConsumers- $150 billion annually

• Digital Media Users – 6 ½ hrs daily Digital Media Users – 6 ½ hrs daily

(Exposed to 8 ½ hours)(Exposed to 8 ½ hours)

• Multi-taskers: online - phone - printMulti-taskers: online - phone - print

• Hyper-Communicators -socially & civicallyHyper-Communicators -socially & civically

• Gamers-interactive learningGamers-interactive learning

Who are the 21st Century Learners?

• Risk-TakersRisk-Takers

• Pursuers of ongoing educationPursuers of ongoing education

• Futurists & OptimisticFuturists & Optimistic

• IQ is up by 17 points between 1947-IQ is up by 17 points between 1947-

2001 with most gains post 19722001 with most gains post 1972

Time-based Outcome-based

Fragmented curriculum

Integrated and interdisciplinary curriculum

Focus: memorization of discrete facts

Focus: What students know, can do and are like after all the details are forgotten

Lessons focus on the lower level of Bloom’s Taxonomy

Learning is designed on upper levels of Bloom’s and the updated Bloom’s Digital Taxonomy

Diversity in students is ignored

Curriculum and instruction address student diversity

Literacy in the 3R’s – Reading, Writing and Math

Multiple literacy of the 21st Century- aligned to living and working in a globalized new millennium

Textbook-drivenLimited access to information and knowledge

Research-driven infinite access to materials/ sources (information and knowledge multiple)

Passive learning Active learning

Learners work in isolation

Learners work collaboratively with classmates and others around the world-the global classroom

Teacher-centered-teacher is center of attention and provider of information

Learner-centered – teacher is facilitator/coach

Low expectations High expectations- “if it isn’t good, it isn’t done.”

Curriculum is irrelevant and meaningless to the students

Curriculum is connected to student’s interests, experiences, talents and the real world (community engagement)

Print is the primary vehicle of learning and assessing

Performances, projects and multiple forms of media are used for learning and assessment

Teacher as judge. No one else sees students work

Self, peer and other assessments (public audiences.. Authentic assessments)

Factory model, based upon the needs of employers for the industrial age of the 19th century

Global model, based upon the needs of a globalized, high-tech society

Goal- to master content knowledge (literature, history, science)

Goal – to learn skills and strategies (access, analyze, evaluate, create) to solve problems

Conceptual learning on individual basis

Project-based learning on team basis

• The society faces a plethora of contemporary problems, some of which threatens its existence.

Therefore, there is a need to embrace changes in the curriculum in order to respond to contemporary problems.

CURRICULUM AS A PRODUCT OF ITS TIME

Axiom 2:

The school curriculum not only reflects but also a product of its time. IT is corollary to the first.

Before the advent of television, computer works an other media curriculum was relatively slow, but now everything is instant.

Changes in the curriculum over period of time:

• Team teaching• Instructional television• Open-space education• Values clarification• Behavioral objectives• Computer literacy• Cooperative learning• Etc.

The curriculum is a product of its time

SOCIAL FORCESPHILOSOPHICAL PROCESSPSYCHOLOGICAL CONDITIONSACCUMULATING KNOWLEDGE

PSYCHOLOGY• Faculty of the muscles• Faculty Psychology• Behavioristic• Experimental• Gestalt• Perceptual

PHILOSOPHY

• Essentialism• Essentialism• Utilitarianism• Essentialism• Progressivism

SOCIAL

• Male chauvinism• Rich-poor dichotomy• Calvinist• Industrial revolution• Rise of the middle class• Westward thinking

• Immigration• Armed conflicts• Civil rights• Equal rights• Changes in family• Enviromental growth• Rapid change in tech• Change in family

• PWD• Economic Crisis• Population Growth• Global warming• Globalization

AIDS• International conflicts• Terrorism

ACCUMULATING KNOWLEDGE

• Discovery of vaccines• Computer• Laser• Multipurpose cell phone• Moon landings• Mars flight• Galileo probe• Cassini and Genesis mission

The pervasive educational groups and individuals has been responsible for the

adoption of curricular innovations in the history AND

IT CAUSED PERMANENT AND CONTINUING CHANGE

IN THE CURRICULUM

CONCURRENT CHANGESAxiom 3:

Curriculum changes made at an earlier period of time can exist concurrently with newer curriculum changes at a later period of time

• Curriculum changes starts and ends abruptly

• Changes co exist or sometimes overlap

– Because of this, curriculum and management change is very tasking and challenging

– The competing changes have almost mandated an eclecticism, especially in the public school

–People behind curriculum select the best response to the emerging changes in the society

• Write behavioural objective• CHANGES IN THE EDUCATION OF THE PHILIPPINES

When status qou no longer serves the needs of the learners…

…we should replace it…..

….to promote appropriate responses…

The re-emergence of the prior responses will be new responses, not old in the sense of being unchanging and unchangeable.

CHANGE IN PEOPLEAxiom 4:

Curriculum change results from change in people

–Stakeholders should be involved and committed to change

–Sadly, subbordiantes don’t work very well on the rules

There is a need to change the people

who must ultimately effect

the curriculum

To change the curriculum of the school is to change the factors interacting to shape the curriculum. In each instance this means bringing changes in people – in their desires, beliefs, attitudes, in their knowledge and skills.

(Meil, 1998)

The lack of enthusiasm usually affected the performance of the students

–Sadly, subbordiantes don’t work very well on the rules

–Unless the subordinates embrace this change and rules as theirs, then change will become meaningful and long lasting

And what we should not forget, everything spills out to the students…..

COOPERATIVE ENDEAVOR

Axiom 5:

Curriculum change is effected as a result of cooperative endeavor in the part of the groups.

Significant changes in the curriculum should be brought about as a result of group decision

Any change in the curriculum should involve all the stake holders. The students, teachers, administrators even the non certificated personnel.

Teachers and specialists are involved in the professional core.

The teachers work together under the direction of the school administrator as the overseer.

The administrator will take the bow for successes and will also take the barbs for efforts gone awry.

Any change made without the understanding and support of at least a core majority of educators will fail.

Not because of the changes themselves, but the way these changes came about.

DECISION MAKING PROCESS

Axiom 6:

Curriculum development is basically a decision-making process.

• Choices among discipline• Choices among competing

views• Choices for emphases• Choices of methods• Choices in organization

CURRICULUM

DECISION – MAKING

IS A

POLITICAL PROCESS

The administrator should have a political will

The teacher should have a political will

CONTINUOUS PROCESS

Axiom 7:

Curriculum changes is a never ending process.

The stakeholders should always have a room for improvement.

• Remember, when dealing with work, nothing is taken personally against you.

•How do we see feedbacks?

•Do we FIGHT or FLIGHT?

Stake holders should always have room for improvement

As the needs of learners change, as the society unfolds, as new knowledge appears, there should be change.

•Changes does not end in a temporary modification and newer implementation

There should be a continuous monitoring to assure that the program is on track and problem does not re-occur

COMPREHENSIVE PROCESS

Axiom 8:

Curriculum change is comprehensive process

Avoid

HIT or MISS

There is an importance in looking at the whole picture.

“Look at the whole forest and not only on the trees”

What does the macro curriculum is showing?

•For example sex education-who will be affected by it?

A good investment is needed in order to create the comprehensive change needed.

Systematic DevelopmentAxiom 9

Systematic curriculum development is more effective than trial and error

The set of procedures should be made systematically by following an established set of procedures.

Starting from existing curriculumAxiom 10

The curriculum planners starts from where the curriculum is, just as the teacher starts where the students are.

When we embrace change, then and only then success will take place.

One thing will remain the same….

CHANGE.

1. What is instruction2. What is curriculum

Elements or components of a curriculum design

I. BEHAVIORAL OBJECTIVES OR INTENDED LEARNING

OUTCOMES

---These are the reasons for undertaking the learning lesson from the student’s point of view.---This is what to be achieved after the discussion.

SMART

•Specific, Measurable, Attainable, Result oriented and Time bound.

• the outcomes must fit to the learning level of the students.

Learning outcomes include:

1. cognitive objectives (learning facts) 2. performance outcome (learning how to carry out procedure, calculation and process) 3. affective outcomes (developing attitudes and values)

II. CONTENT/ SUBJECT MATTER

• is the topic or the subject matter that will be covered.

• in selecting the content it is important to bear in mind the following:

1. it should be relevant to the outcomes of the curriculum. 2. should be appropriate to the level of the lesson or unit. 3. should be up to date and, if possible, should reflect current knowledge and concepts.

III. REFERENCES•It tells where the content or subject matter has been taken.

•It may be a book, a module, or any publication.

IV. TEACHING AND LEARNING METHODS

• these are the activities where the learners derives experiences to make them learn. (lectures, lab, classes, fieldwork, etc.)

• it should allow cooperation, competition, as well as individualism or independent learning among the students.

Three Basic Ways of Learning• There are three basic ways students can

interact with other as they learn.1. They can compete to see who is "best.

2. They can work individualistically on their own toward a goal without paying attention to other students.

Three Basic Ways of Learning

• 3. They can work cooperatively with a vested interest in each other's learning as well as their own.

The difference between three interaction patterns

1. Competitive situation is characterized by negative goal interdependence, where, when one person wins, the others lose.2. Individualistic learning situation, students are independent of one another and are working toward a set criteria where their success depends on their own performance in relation to an established criteria.

The difference between three interaction patterns.

3. Cooperative learning situation, interaction is characterized by positive goal interdependence with individual accountability.

The Study Suggest;1. Students achieve more in cooperative interaction than in competitive or individualistic interaction.

2. Students are more positive about school, subject areas, and teachers or professors when they are structured to work cooperatively.

The Study Suggest;3. Students are more positive about each other when they learn cooperatively than when they learn alone.4. Students are more effective interpersonally as a result of working cooperatively than when they work alone, competitively or individualistically.

STRUCTURING COOPERATIVE INTERACTION

• Select a lesson• Although almost any learning situation can

be adapted to be cooperative, competitive or individualistic, the teacher needs to select a place to start with cooperation.

Teachers make the following decisions:

1) Select the groups' size most appropriate for the lesson. 2) Assign the students to groups. For a variety of reasons, heterogeneous groups tend to be more powerful than extreme homogeneity. 3) Arrange the classroom.4) Provide the appropriate materials.

Teachers’ responsibilities

1. Explain the task and cooperative goal structure to the students.

– A clear and specific description of the task needs to be given coupled with an explanation of the group goal.

Teachers’ responsibilities

2. Monitor the groups as they work.– The teacher needs to monitor carefully how

well the groups are functioning; determine what skills are lacking.

Note• It is important to note that the cooperative

group does not take the place of instruction, but instead translates it and makes it useful. The teacher will still need to introduce new material and students will need to research and study so that they have something to share with their peers within the group.

Using Cooperative learning in class.

Conclusion

V. ASSESSMENT/ EVALUATION

•this is to know if learning occurs to the students.

•It has three domains.

3 DOMAINS 1. SELF- ASSESSMENT- through which students learn to monitor their own learning. 2. PEER- ASSESSMENT- students provide feedback on each other’s learning. 3. TEACHER- ASSESSMENT- the teacher prepares and administers tests and gives feedback on the students performance.

ASSESSMENT may be •Formative -providing feedback to help the student learn more.•Summative -expressing a judgement on the student’s achievement by reference to stated criteria. Usually involves the allocation of marks or grades.

Fundamental Components of the Curriculum/Course Designs

or Syllabus

DEVELOPING A CURRICULUM:STEP 1

Needs Assessment“A systematic process of gathering

information to determine what instructional solutions are needed to produce the desired learner outcomes”

Therefore we need to first define learner outcomes (ILOs)

ILOs = Intended Learning Outcomes

DOING A NEEDS ASSESSMENT

Why?•To determine To determine resources neededresources needed

•To exclude political To exclude political and non-and non-instructional issuesinstructional issues

•To announce the To announce the curriculumcurriculum

How? •Look in the literatureLook in the literature

•Ask the facultyAsk the faculty

•Ask graduates and Ask graduates and current learnerscurrent learners

•Ask expertsAsk experts

•Curriculum committeeCurriculum committee

•National guidelinesNational guidelines

CURRICULUM DESIGN:STEP 2

• RATIONAL STATEMNT

“A SHORT STATEMENT EXPRESSING THE PURPOSE AND INTENDED OUTCOMES OF THE PROGRAM”

May become part of the Mission Statement of the institution


• RATIONAL STATEMNT Example: Reproductive Health For Adolescents Course “Egyptian adolescents are lacking competent services and

information addressing their reproductive health needs.”This training program is intending to provide physician

service providers working in the field with the knowledge, skills and attitude needed to provide youth friendly RH services in the context of our cultural and economical status.


Determining Content• Select topics• Weight importance by percentage of curriculum• Consider time to be devoted to each topic• Need to know learner’s current level of

knowledge,attitudes and skills


For each major topic:

• Define goalsGoals are general

description of what the learner will achieve as a result of the curriculum or the major topic

An example of curricular goal for the topic HRT

• To define the menopause• To recognize common

menopausal problems• To appropriately

prescribe and manage HRT


Learning ObjectivesDescribe learner outcomes in measurable

behavioral terms that determine the appropriate evaluation tools. Include

• Audience• Behavior• Condition • Degree

S.M.A.R.T


Example of learning objectives for the topic HRTOverall Objective: ”To define the menopause”Learning Objective:By the end of the program the participant will:

1. Identify, correctly, all symptoms of menopause, when given a paper test.

2. Elicit at least 80% correct symptoms of menopause, when examining a real patient,3. List at least 3 of the common presentations

of menopause, when asked by a faculty.


INSTRUCTIONAL STARTEGIESAre the methods of delivering your curriculum.Examples include:

• Lectures.• Seminars and rounds with case

presentations.• Group discussion• Video demonstration.• Classroom role plays. Models.• Direct observed patient care.

INSTRUCTIONAL STRATEGIES.

• Should match the learning objectives.• Should be varied for each topic and goal.• For clinical learners,should include practice

with direct patient care.• should reflect evaluation methods to be

used(e.g. lectures predict paper tests)

Curriculum design:STEP 7

EVALUATION=Assessment and judgement Must include:1.learner evaluation.2.Program evaluation. Methods should reflect learning objectives,teaching

strategies and program goals.


Constructing the Instructional Unit• Put together the topics,goals and learning

objectives.• Match each to teaching strategies and

evaluation.• Assign times to the instructional unit.


Implementation List the tasks needed to offer the

curriculum. Delegate these tasks with time lines. Generate a timetable of completion. Develop the calendar. Prepare the syllabus. Train the faculty.


• What is the meaning of Syllabus?

Summary of the major components of a course. Summary of the major components of a course. It is important that a syllabus accurately describe It is important that a syllabus accurately describe the course content, goals and objectives. The the course content, goals and objectives. The syllabus should be given to participants in syllabus should be given to participants in advance of trainingadvance of training.

It also includes information's aboutIt also includes information's about course course duration ,location ,language of instructions ,number duration ,location ,language of instructions ,number of participants, teaching methodology and of participants, teaching methodology and evaluation techniques.evaluation techniques.


• Share the curriculum with others (presentation to groups)

• Be open to change and suggestion,be flexible.

• Gather resources(money,time)• Consider obstacles and solutions.• Celebrate!

crarting the curriculum

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