| CURRICULUM DEVELOPMENT |
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Unit– 1: Introduction:
Defining various images of curriculum
Elements of curriculum: Objectives, content, teaching methods and evaluation
Basic components of curriculum and instruction, and their inter-relationship
Role of school leaders and teachers in curriculum development
Role of IT in curriculum development
Unit – 2: Foundations of Curriculum:
Philosophical foundations
Historical foundations
Psychological foundations
Socio-cultural foundations
Economic foundations
Unit – 3: Curriculum Goals, Aims and Objective:
Taxonomies of educational objectives
Cognitive domain
Affective domain
Psychomotor domain
Unit – 4: Curriculum Theory and Practice: Various models:
Objective Model
Process model
Integration vs. differentiated curriculum
Teacher vs. student centered curriculum
Top down vs. bottom up curriculum
Contemporary issues and trends
Unit – 5: Curriculum Development Process
Curriculum development: Basic concepts
Steps in Curriculum development process
Selection and organization of curriculum content: Definition and principles
Procedures of curriculum development: Judgmental, experimental, analytical and consensual
Curriculum change and innovation
Curriculum development process in Pakistan
Curriculum at various levels (national, international , state, local )
Unit – 6: Curriculum Reforms in Pakistan
Curriculum reforms in the light of national educational policies
Review of curriculum change process in Pakistan
Issues of curriculum change
: Introduction:
Defining various images of curriculum
Elements of curriculum: Objectives, content, teaching methods and evaluation
Basic components of curriculum and instruction, and their inter-relationship
Role of school leaders and teachers in curriculum development
Role of IT in curriculum development
DEFINITION OF CURRICULUM
Curriculum
. All the courses of study offered by an educational institution.
http://www.answers.com/topic/curriculum
A series of planned instruction that is coordinated and articulated in a manner designed to result in the achievement by students of specific knowledge and skills and the application of this knowledge.
http://www.smasd.org/pssa/html/currdevl/res1-d.htm
3: Curriculum is all planned learnings for which the school is responsible. 'Planned learnings' can be long written documents specifying content,
ELEMENT OF CURRICULUM
OJECTIVE
CONTENT
TEACHING METHOD
EVALUATION
1: GOAL AND OJECTIVE:
List of the learning outcomes expected from participation in the curriculum. This section includes a discussion of how the curriculum supports national, state, and local standards.
2: SUBJECT MATTER:
Designation of what area of content, facts, arena of endeavor, that the curriculum deals with. (This is a further elaboration of the "topic" description in the Aim.)
3:TEACHING METHOD:
Describes the activities the learners are going to engage in, and the sequence of those activities. Also describes what the TEACHER is to do in order to facilitate those activities. (This is like the traditional "lesson plan" except for a curriculum it may include more than one lesson.)
4:EVALUATION:
Includes plan for assessing learning and evaluating the curriculum as a whole. May include description of a model project, sample exam questions, or other elements of assessment. Also should include plan for evaluating the curriculum as a whole, including feedback from learners.
http://cuip.uchicago.edu/wit/2000/curriculum/homeroommodules/curriculumTerms/elements.htm
BASIC COMPONENT OF CURRICULUM
Reason for Staff Philosophy –
The idea of an underlying philosophy and what it can accomplish should not be underestimated. Consider our education system today. It exists precisely because of our forefathers’ vision and belief that everyone is entitled to an education. Because visions and thoughts of those in control eventually “pass on” to the underlying subjects, it is essential that these visions and thoughts be written down clearly and be exposed openly to the community. If we believe that all students can learn under a given set of conditions, let us make an appropriate statement saying so. Perhaps our philosophy will include the infusion of technology. If it does, the community can be assured that the required software and computer lab time will be allotted for. Thus the philosophy from “above” sets the stage for learning. (At this time, one can go into more detail regarding bulleted items on slide 1a. If available, pass out an example of a philosophy statement from another project.)
Reason for Student Philosophy - The primary target for any curriculum is the student. His/her stage for learning must also be set. This may be accomplished by helping him/her to … (read items slide 1b).
Curriculum Alignment –
One of the primary purposes of a Curriculum Committee is to align the curriculum: to ensure that what is written (be it lesson plan, textbook, hand-out, test, …) is taught, and what is taught, tested.
Curriculum Cycle –
The three items above (curriculum, instruction, assessment) are better expressed as a cycle. The curriculum dictates what is taught (instruction); at the same time, it dictates what is to be assessed. After an assessment, we check our instruction: Did it address the required items in the curriculum? Was it sufficient or does it need improvement? As we instruct, we must follow what is laid out in the curriculum and direct it towards the ending assessment tool.
Curriculum Style
(Slide is self explanatory. Could give examples of each type. Examples of backload: NYS Regents Courses, College Board AP Courses, etc.)
5. Constraints of Environment
Social conditions that may affect decisions: high/low concentration of new immigrants or specific ethnic groups. Economic conditions that may affect decisions: high/low concentration of welfare families, types of local businesses and/ or industry, etc. Geographic location may also come under consideration. To a certain degree we cannot change these conditions.
Learning Styles - Since the end-all target is the student, his/ her learning style must be addressed.
Objectives –
As daily objectives are developed, we need to keep in mind…(read slide).
Assessment
is used to …(read slide).
Standards Alignment –
Curriculum must be aligned with national, state, and local standards.
Need for Strong Facilitator –
For a successful program, …(read slide).
http://www.eduref.org/Virtual/Lessons/Vocational_Education/Instructional_Issues/VCI0200.html
Standards for School Leaders in curriculum development
STANDARD 1
Maximizes student learning by working with staff to translate knowledge of learning theory and human development and relevant school data into successful curricular programs, instructional practices, and assessment strategies.
KNOWLEDGE
understands theories of learning
understands the developmental stages of children and adolescents
understands curriculum theory and its relevance to the organization of curricular programs
understands the principles of effective instruction and models of teaching
understands the national standards of appropriate professional organizations (e.g., mathematics teachers, history teachers)
understands qualitative and quantitative strategies for monitoring student performance
understands the principles of adult learning
understands the dimensions of effective professional development
understands relevant models of supervision
understands the sources of and how to access relevant data at the school and classroom levels
understands behavioral management strategies and conditions necessary to create constructive, non-punitive learning environments
DISPOSITION
is committed to excellence
is committed to high expectations of self and others
feels a strong personal affinity toward and commitment to issues of learning and teaching · believes that decisions should be made in the best interest of children
believes that all children want to succeed, can learn, and will demonstrate high levels of performance
honors the role of the teacher
is dedicated to the belief in life-long learning for self, students, and teachers
is committed to collegial relationships among teachers
is committed to parental involvement in student learning
PERFORMANCE
sets, communicates, and monitors high expectations for faculty and staff
nurtures the development of a shared school vision and mission
demonstrates a knowledge of learning theory
demonstrates sensitivity toward developmental levels
learns how students are doing
promotes the active involvement of all students
encourages risk-taking and is receptive to change
promotes divergent thinking
promotes an attitude of inquiry
encourages teachers to maintain their own visions
actively participates in professional development as a learner and as a teacher
models life-long learning
organizes and conducts staff development
acts as a resource for teachers
provides teachers with research that helps shape and improve
acknowledges and rewards continuous development of teachers
implements effective assessment procedures
identifies and uses data relevant to the school
conveys appropriate data in a useful fashion and timely manner
explains and uses student assessment data to develop the school plan and to help staff shape the instructional and curricular program
encourages the use of varied approaches to assessment
organizes the staff to facilitate learning
facilitates the development of an instructional program appropriate to the needs and developmental levels of the students
monitors the implementation of instructional practices
promotes the development of a safe, orderly climate for learning
secures resources and materials to implement the instructional program
collects and analyzes data on teacher performance on a regular basis
provides meaningful feedback to teachers
uses staff evaluation information for the improvement of instruction
employs technology to enhance the educational program
STANDARD 2
Applies human relations and interpersonal skills to foster a climate of continuous learning and improvement.
KNOWLEDGE
understands theories of human relations
knowledge of leadership theories and styles
understands motivational theories and strategies
knowledge of effective communication strategies and skills (listening, speaking, writing, non-verbal)
knowledge of human relations skills (conflict resolution, group processes, decision making, team building, delegation, consensus building, providing feedback)
DISPOSITION
values the thoughts, feelings, efforts, and ideas of others
values diversity
is committed to democratic leadership and shared decision making
is willing to compromise
is willing to take risks/values risk taking among others
values group or team approach
believes that others are personally and professionally motivated toward ensuring the well-being of students
is willing to learn from others
is willing to share power
PERFORMANCE
recognizes and is sensitive to individual differences
demonstrates an interest in others
is considerate of others
establishes credibility
maintains accessibility and visibility
creates healthy dissatisfaction with the status quo
invites risk taking
promotes enthusiasm
creates a win-win environment
monitors staff morale
provides support
recognizes accomplishments
seeks opportunities to share power--empowers others
plans and organizes to involve community, parents, teachers, and students in decisions
actively involves others in the decision-making processes
ensures that there is equitable access to the decision-making process
models facilitator role in shared decision making
fosters open communication
uses effective organizational skills
models team building
uses effective oral and written communication
employs effective problem solving and conflict resolution strategies
demonstrates effective decision-making skills
conducts effective meetings
STANDARD 3
Facilitates the development and maintenance of organizational and managerial systems consistent with the vision and mission of the school community.
KNOWLEDGE
is knowledgeable of theories and strategies of organizational management
is knowledgeable of goal setting and strategic planning
is knowledgeable of personnel management
is knowledgeable of fiscal management
is knowledgeable of time management
is knowledgeable of physical resource management
is knowledgeable of emerging societal and educational trends and issues
is knowledgeable of (or knowledge of how to access) appropriate regulatory frameworks
is willing to make tough decisions about resources based on the school goals and mission
is willing to accept responsibility for the overall organization
DISPOSITION
is inclined to focus on the "big picture"
values the role of all school systems in contributing to the success of the school
is committed to a systems approach to organizational development, decision making, and change
believes that all aspects of the organization and the role of the management of the school exist for the education of the students
is committed to letting the needs of students, the mission of the school, and powerful conceptions of learning and teaching shape organizational structures and managerial systems
values the team concept
believes in shared decision making
is committed to delegating responsibility
PERFORMANCE
manages change
ensures that all personnel understand their roles in the organization
creates conditions that motivate
empowers others by delegating responsibility
develops strategic plans and organizational structures to support the implementation of the school mission
brings the various systems of the school into a cohesive plan that supports the school mission
employs resources to optimize their impact on the school mission
works closely with managers of important systems within the school (e.g., custodial area) and the school system (e.g., special education office)develops a comprehensive plan for and monitors and assesses the impact of organizational systems on the mission of the school
monitors personnel responsible for all systems
eliminates unnecessary system functions
manages one's own time in a way that demonstrates commitment to the school mission
provides timely and useful data on organizational systems to supervisors and members of the school team
meets deadlines in carrying out responsibilities
manages facilities that project an image of pride to students, families, and the community
maintains accurate financial records
demonstrates consistency and fairness in fiscal and budgetary procedures
ensures that needed technological support is in place
ensures the availability of support services for students (e.g., health services, co-curricular activities)
processes paperwork effectively and quickly--does not become enmeshed in paper work nor allows it to detract energy from achieving the school mission
STANDARD 4
Exhibits team building skills in the development of ownership among all stakeholders in the school community.
KNOWLEDGE
understands the inter-connectedness of school and community
knows the community power structure and the community culture
knows the network of social service agencies available in the community
knows key stakeholders and what they can contribute
understands public and media relations
knows team and coalition building skills
DISPOSITION
holds an expanded view of the school that includes the external community
is committed to the realization of community ownership of the school
values the worth of all people
values the opinions of others
believes that others are trustworthy
believes that everyone has talents and strengths that he/she can contribute to the common good
is sensitive to the needs and interests of others
believes in self and inherent worth--self confident
is open to new ideas
is willing to share power, ownership, and credit
values team concept
is willing to learn from others
PERFORMANCE
analyzes and interprets the larger community in which the school is nested
studies and incorporates community values, standards, and culture into school decisions
utilizes the community as a resource for learning
helps the school participate in community development and community affairs
is highly visible in the external school community and is accessible to parents and other community members
maintains open channels of communication and communicates with all segments of the external school community
communicates effectively with the media
develops and implements strategies to involve parents and other community members in the life of the school
solicits input from stakeholders
uses knowledge, competencies, and experiences of stakeholders in the service of school goals
makes stakeholders feel important to the organization
recognizes and rewards contributions from stakeholders
helps others see the results of their input and work
promotes ownership
clarifies the agendas and responsibilities of stakeholders
establishes parameters for stakeholders
builds partnerships and coalitions with key community groups and agencies
demonstrates the range of skills needed for team building and coalition building
demonstrates persistence in keeping groups focused and active in their commitment to the school
builds trust among community partners and between the school and its partners
promotes the development of leadership within the team
uses coaching techniques to help team members achieve their goals
coordinates resources of various partners to help the school achieve its mission
sorts out and helps individuals and groups address their objectives while achieving common goals
STANDARD 5
Models and promotes ethics and integrity in professional and personal activities.
KNOWLEDGE
is knowledgeable of federal and state laws
is knowledgeable of due process
is knowledgeable of board policies and regulations
understands organizational chain of command and organizational expectations
understands community values
understands accepted professional standards and codes of ethics
DISPOSITION
is determined to stand on principles
believes in the principles of right and wrong
is committed to equity and fairness
is committed to the rights of others
is committed to truth and honesty
is willing to be a model for students and teachers
believes in being responsible and accountable
is willing to acknowledge one's own limitations and mistakes--including the willingness to accept constructive criticism
PERFORMANCE
demonstrates genuine concern and respect for parents, faculty/staff, and students
treats others with dignity and sensitivity
exhibits high moral standards
models principle-centered leadership
ensures that the important educational and moral values of the school community influence the decision-making process
does what he/she says he/she will do
demonstrates courage in decision making
applies policies and procedures in a fair (equitable) and impartial manner
performs duties in a non-arbitrary, non-manipulative, and non-capricious manner
avoids using position for personal gain
develops a written code of ethics for the school
promotes and supports ethical behavior throughout the school community and ensures that unethical behavior is dealt with
maintains confidentiality of information
adheres to laws, policies, and regulations
evaluates personnel with regard to actual performance rather than hearsay or feelings
shepherds and maintains public resources--acts in a fiscally responsible fashion
makes decisions on sound principles, values, data, policy, and law
supports collaborative agreements
makes ethics part of staff development activities
PROGRAM DEVELOPMENT PRINCIPLES
GROUNDING PRINCIPLES
The preparation program . . .
has a well-defined philosophical base that informs all aspects of the program
is based on the standards of the profession--emphasizing professional values, beliefs, and ethics
demonstrates program integrity and fidelity to defining values and viewpoints
has the commitment and support of the college and university and the practitioner community
promotes recognition of and commitment to service for children and youth
includes diverse perspectives
GENERAL DESIGN PRINCIPLES
The preparation program . . .
is anchored in learning and teaching
is grounded in the world of practice--problem-based, clinically-focused, field- based
is student-centered, emphasizing personalized learning and promoting individual development
emphasizes active learning
highlights collaborative learning and opportunities for students to learn from colleagues in the program and school administrators in the field
is a collaborative effort between the college/university and K-12 school districts
includes rigorous entry standards
integrates state-of-the-art technology throughout
emphasizes integrated, thematic instruction
has a sequential, developmental curriculum
connects knowledge, beliefs, and skills to effective leadership behavior
highlights ongoing, performance-based assessments of students--including periodic checkpoints, exit examinations, and follow-ups
maintains accountability through ongoing internal and external program assessments and program revisions
http://www.mde.k12.ms.us/public/standard.htm
ROLE OF ICT IN CURRICULUM
| Using ICT as a tool for learning enables students to: efficiently and effectively access digital information to assist with investigating issues, solving problems and decision making produce creative solutions to support learning and develop new understandings in areas of learning communicate, share and work collaboratively in local and global environments understand the legal, ethical and health and safety implications of using ICT and their responsibilities as users and developers develop new thinking and learning skills to support learning.
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| ICT Links within the Syllabus Development and Resources directorate | |
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Unit –2: Curriculum Theory and Practice: Various models:
Objective Model
Process model
Integration vs. differentiated curriculum
Teacher vs. student centered curriculum
Top down vs. bottom up curriculum
Contemporary issues and trends
Curriculum theory and practice
The organization of schooling and further education has long been associated with the idea of a curriculum. But what actually is curriculum, and how might it be conceptualized? We explore curriculum theory and practice and its relation to informal education.
contents: introduction | curriculum as transmission | curriculum as product | curriculum as process | curriculum as praxis | curriculum and context | curriculum and informal education | further reading | links | how to cite this article
1: OBJECTIVE MODLE
| Curriculum Models |
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| Key References: Bloom, B (1971): Handbook of formative and summative evaluation of student learning. New York McGraw-Hill Davies, I (1975) Writing general objectives and writing specific objectives. In Curriculum Design (1975) edited by Golby, M et al Open University Books Curriculum content: - Content is usually selected on a vocational basis and is concerned with what the learner 'needs to know' in order to carry out certain tasks in the workplace. Learning Outcomes (Ends): - Learning outcomes are specified in terms of what the learners will be capable of doing at the end of the course of instruction. Objectives are written with increasing levels of specificity (Davies 1975) and by so doing broad aims and goals are 'operationalised'. Key concepts, criteria and procedures are also specified. Learning Activities (Means to Ends): - By employing hierarchies of objectives, notably Bloom's Taxonomy (Bloom 1956), learning activities can be designed to match the appropriate objectives. e.g. comprehending, applying, analysing and so on, starting with lower order objectives and moving to increasing levels of complexity. It is up to the teacher to devise learning outcomes together with appropriate learning activities for the students. For this reason the Objectives model is often associated with an authoritarian view of learning which is instrumental and concerned with techniques. Bloom's Taxonomy
- This model of curriculum would claim to lend itself to an objective model of assessment where learning outcomes having been clearly specified can be easily tested. The failure of students to achieve a given set of objectives is seen as the responsibility of the curriculum planner and the teacher. In its purest form, the curriculum is first put through a testing process with a sample of 'typical' students. Modifications are then made to the objectives and to the teaching methods as a result of this process of feedback. In some extreme examples of the Objectives model, notably the Keller Plan, students work at their own pace and are required to achieve 'mastery' of one set of objectives before they move on to the next. Main Application: - The Objectives model is usually associated with curriculum design in the field of vocational training. It has been pointed out elsewhere that the 'reproductive' end of the Skills Schema is often associated with the 'knowledge, comprehension and application' which are essential prerequisites for higher order problem solving activities. It follows, therefore, that a careful analysis of existing curricula in higher education will often reveal 'training' elements that would benefit from the careful planning required to implement the objectives model. |
Assessment: http://www.ssdd.bcu.ac.uk/crumpton/curriculum-design/key-concept-map/obj-based-proc-model.htm
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| Curriculum content Content is selected to exemplify the key concepts, criteria and procedures which best represent the structure of a body of knowledge. It is assumed that within knowledge there are number of distinct types of rational judgments. For example: 'a moral judgement is not validated in the same way as a mathematical theorem, nor a historical explanation in the same way as a theological proposition'. Hirst (1975) has suggested that all knowledge and understanding is located in a number of domains and has proposed mathematics, physical sciences, knowledge of persons, literature, the fine arts, religion and philosophy as all having distinctive 'ways of thinking'. Learning Outcomes (Ends) Specifying key concepts, criteria and procedures as learning outcomes would distort the curriculum. This is because they are problematic within a subject. They should therefore become the focus of speculation not the object of mastery. The purpose of the curriculum is to help the learner to think like and see the world as does a historian, a mathematician, an industrial designer etc; etc. ' In studying a body of socially prescribed knowledge the student is concerned with the 'predatory pursuit of truth'. The curriculum is never deliberately vocational and the 'truth' may not be of any practical use at all. Learning Activities (Means to Ends) It is up to the teacher to devise learning activities for the students, but these should be worthwhile processes in themselves rather than means towards specific learning objectives. These activities will have a wide range of worthwhile cognitive content (unlike games) and they should be designed to illuminate the kinds of rational thinking and judgement that are peculiar to a particular body of knowledge or discipline. Assessment The subject based process model of curriculum cannot be directed towards an examination without loss of quality. In assessment of the students' work the teacher is an appraiser or critic not a marker. Assessment is about the teaching of self assessment. Main Application There is implicit acceptance of the Stenhouse model in the design of many humanities courses, although most would not accept the abolition of formal examinations in their patterns of assessment. References Hirst, P (1975) The nature and structure of curriculum objectives. In Curriculum Design (1975) edited by Golby, M et al Open University Books |
http://www.ssdd.bcu.ac.uk/crumpton/curriculum-design/key-concept-map/subj-based-proc-model.htm
