(TITLE) Unit VI.

Instructional Principles, Leadership in curriculum development and principles and

Conditions of learning and the curriculum
(NEXT SLIDE – INTRO.) Curriculum principles are the values a school believes will give both their children
and community the best chance of succeeding, and what they know to be right, given its context. You can think
of curriculum principles similar to those on which you live your life and base important decisions.
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I. INSTRUCTIONAL PRINCIPLES
(NEXT SLIDE) THE TYLER MODEL
by Ralph Tyler
4 basic principles:
1. Defining appropriate learning objectives.
2. Establishing useful learning experiences.
3. Organizing learning experiences to have a maximum cumulative effect.
4. Evaluating the curriculum and revising those aspects that did not prove to be effective.
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II. Leadership in curriculum development and principles
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Leadership - refers to the role you play in helping enable your school community to achieve your goals.
Curriculum - Refers to all the experiences that learners go through in a program of education.
Curriculum Leadership - Pushes you to exercise functions that enable the achievement of your goal to provide
quality education to your learners.
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The Role and Functions of a Curriculum Leader (Glatthorn 1997)
Curriculum leadership functions at the school level to:
 Develop the school’s vision of quality curriculum.
 Supplement the national or divisional educational goals.
 Develop the school’s own program of studies.
 Develop a learning-centered schedule.
 Determine the nature and extent of curriculum integration.
 Align the curriculum Monitor and assist in curriculum implementation

(DANNY’S PART)
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Curriculum leadership functions at the classroom level to:
 Develop yearly planning calendars for operationalizing the curriculum. - A curriculum calendar and lesson
plans ensure you are teaching all the necessary material throughout the year. Without these items, you may find
yourself behind in teaching all content. We suggest you start the process with a broader curriculum calendar and
then develop individual lesson plans. Building a curriculum calendar involves looking at the standards you need
to teach for the year, thinking through how curriculum many days it will take to teach each standard, and
mapping this out on a calendar. If this is your first time teaching a specific subject, you’ll want to consult with
someone who has experience in order to get a better idea of what this calendar looks like.
 Develop units of study - As they develop effective lesson plans, teachers will want to utilize unit plan designs.
These designs are geared toward helping teachers to organize and plan what will be done in the classroom in
order to help students achieve long-term goals that have been set for the class. Think of them as the in-between
step in breaking established year-long plans into the lesson plans teachers use to plan daily classroom
experiences. As teachers complete their year-long planning, specific themes will emerge which will in turn
become individual units.
 Enrich the curriculum and remediate learning - Enrichment is defined as learning that goes beyond and
extends the mastery curriculum. The mastery curriculum is the core curriculum that: is essential for all students,
best learned with structure, and will likely be tested. The school district will control the school’s curriculum.
 Evaluate the curriculum - The process of measuring and judging the extent to which the planned courses,
programmes, learning activities and opportunities as expressed in the formal curriculum actually produce the
expected results. If carried out effectively, this process can enable decisions to be made about improvements
and future progress.
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The Four Major Task of Curriculum Leadership
 Ensuring curriculum quality and applicability - In primary schools the foundation subjects must continue to
have a high degree of prominence. Subjects should be taught by experts, learning should be sequenced and
knowledge and skills carefully built over time. In secondary schools key stage 3 must be seen as a time where
pupils build on learning from their primary school and develop the skills and knowledge that will prepare them
for future learning and deeper thinking.
 Integrating and aligning the curriculum - Curriculum alignment is the process in which educators across all
levels formally evaluate a course or an educational program to address the changing needs of students and the
workforce. Teachers, educational advisers and program coordinators collaborate to develop the curriculum and
ensure there are no gaps that may impede academic progress. Research on curriculum alignment shows a strong
 correlation to student achievement. It also helps to modify courses and programs to better target student
postsecondary success and make better use of school resources. Curriculum alignment can also help reduce
remediation and help students earn postsecondary credentials faster.
Implementing the curriculum efficiently and effectively - Each subject can be broken down into a number of
modules. For example, perceptual training and motor co-ordination are essential modules in the subject of
Perceptual Motor Training. The teacher might need to translate these modules into concrete learning targets for
actual teaching in the classroom. It will be more beneficial to the children if these learning targets are defined in
terms of different types of outcome such as skills, behaviour, knowledge, attitudes, values and interests.
 Regularly evaluating, enriching, and updating the curriculum - Leadership refers to the role or process that
enables systems and individuals to achieve their goals. Curriculum refers to all the experiences that learners
have to go through in a program of education. Curriculum leadership therefore is the act of exercising functions
that enables the achievement of a school's goal of providing quality education. The definition of curriculum
leadership involves functions and goals. A curriculum leader has to take charge of making sure that the
curriculum goals are achieved. That ultimate goal is to maximize student learning by providing quality in the
content of learning.

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Exhibiting curriculum leadership means that the principal have to be vigilant in overseeing the many
instructional activities in one's school so that educational goals will be achieved. This implies that
curriculum leadership is also a component of instructional leadership. - Curriculum development plays a
significant role in teaching and learning. Most educators will admit that planning is an essential part of their
profession. If curriculum development drives the work of teacher teams, then schools must create time for
teachers to collaborate, engage in conflict and provide a process for reflection and revision. Curriculum
development should be a priority in schools, rather than something that is handed to teachers as a top-down
product. When teachers collaborate to develop the curriculum, they will have co-workers who support them
when they come to a fork in the road in instruction. Curriculum leadership is important to the success of a
school district and these ten truths can help a leader develop multiple leaders. Curriculum leadership is about
empowering those around you to be successful.

III. Conditions of learning and the curriculum

Conditions of Learning (Robert Gagne)
This theory stipulates that there are several different types or levels of learning. The significance of these
classifications is that each different type requires different types of instruction. Gagne identifies five major
categories of learning: verbal information, intellectual skills, cognitive strategies, motor skills and attitudes.
Different internal and external conditions are necessary for each type of learning. For example, for cognitive
strategies to be learned, there must be a chance to practice developing new solutions to problems; to learn
attitudes, the learner must be exposed to a credible role model or persuasive arguments.
Gagne suggests that learning tasks for intellectual skills can be organized in a hierarchy according to
complexity: stimulus recognition, response generation, procedure following, use of terminology,
discriminations, concept formation, rule application, and problem solving. The primary significance of the
hierarchy is to identify prerequisites that should be completed to facilitate learning at each level. Prerequisites
are identified by doing a task analysis of a learning/training task. Learning hierarchies provide a basis for the
sequencing of instruction.

Gagne’s Conditions of Learning (1985)

Robert Gagne describes conditions of learning as a means through which individuals and groups acquire
relevant skills to be accepted in society. Learning is a direct result of human behaviour which is influenced by
the environment and the individual thinking process of learners.
There are nine levels
1. Gaining attention (reception) - Start the learning process by gaining the attention of your audience. It starts
the learning process when the learner is being receptive to the information received. This may be achieved by
calling names of learners during the discussion to completely focus attention on learners.
2. Informing learners of the objective (expectancy) - Next, learners must know what they are about to learn and
why. At the start of the lecture, they should be aware of what they will have learned by the end of the session,
its benefit to them and the organisation. For instance, explaining to learners why they will learn what they will
learn and how to apply the concept to your practice. This makes them more receptive to learning.
3. Stimulating recall of prior learning (retrieval) - Matching the concept with what learners have learned
previously. Prior experiences can be used to solve new problems and resolve matters easily. This may also take
the form of a simple Q/A session to establish a link between specific material knowledge.
4. Presenting the stimulus (selective perception) - Presenting new information in an effective manner using
more examples, use of timelines, diagrams, concept maps and student discussions. Try using different media
and styles such as visual cues and verbal instructions to suit people with different learning styles.
5. Providing learning guidance (semantic encoding) - Helping your team learn and retain most of the
information by providing alternative approaches to illustrate the information you are trying to convey to the
learner. Examples include; case studies and graphics. Giving time for discussion and answering queries with
relevant additional materials.
6. Eliciting performance (responding) - Now is the time to see if learners can demonstrate their knowledge with
what was taught to them. Give them a brief test after each task/ unit to see if they can apply it to their learning
before moving forward.
7. Providing feedback (reinforcement) - After a clear demonstration of knowledge from the learners’ end, it's
time to give feedback to them and guide them on the points they missed. Your feedback and tips will help them
improve. Discuss their results, be professional with comments and give them guidelines to work on. This is a
healthy exercise if conducted properly.
8. Assessing performance (retrieval) - When learners have had a good opportunity to practice and refine their
learning it is time to assess their learning with a test at the end of the course or any other measurement tool such
as a case study or seminar to show learners have learned the material or skill effectively. This test shall be
completed without any assistance or coaching.
9. Enhancing retention and transfer (generalization). - At this stage, learners show the transfer of knowledge
through the application of skills and knowledge. They should then be provided with real-life examples to apply
the acquired knowledge.

Gagne’s conditions of learning have its own pros and cons. People who have learning issues may respond better
to this regime that is clearly very systematic where learners are provided with resources and a blueprint for
learning. It can also be adjusted to suit their needs. However, it also requires a great deal of assistance overall
where critical thinking and instructions can’t be avoided. This practice may restrict learners’ imagination and
exploration instinct. But overall, these 9 steps are nine events of instruction, systematically designed as
foundation blocks of learning in modern classrooms. To understand more about how to manage and maintain a
classroom check out our Implementing Inclusive Practices in Classroom CPD.

References:
https://www.issuelab.org/resources/11627/11627.pdf?
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https://www.researchgate.net/publication/
356748847_Understanding_the_Principles_of_Curriculum_and_Instructional_Strategies

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