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Unit Three: The Curriculum Development Process

The document discusses the curriculum development process, which involves 4 main stages: planning, design, implementation, and evaluation. It outlines the key steps in curriculum development, including conducting a needs assessment, stating the philosophy and rationale, specifying outcomes, and designing and implementing the curriculum. The document also defines aims, goals, objectives, and the different domains of learning (cognitive, affective, psychomotor).

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Ricardo Sage2 Harris
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102 views

Unit Three: The Curriculum Development Process

The document discusses the curriculum development process, which involves 4 main stages: planning, design, implementation, and evaluation. It outlines the key steps in curriculum development, including conducting a needs assessment, stating the philosophy and rationale, specifying outcomes, and designing and implementing the curriculum. The document also defines aims, goals, objectives, and the different domains of learning (cognitive, affective, psychomotor).

Uploaded by

Ricardo Sage2 Harris
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Unit Three: The Curriculum

Development Process

Ms. Janet Brown


Steps in Programme / Course
Development

Curriculum Development Process entails four


major stages:

1. Curriculum planning.
2. Curriculum design.
3. Curriculum implementation.
4. Curriculum evaluation.
Steps in Programme / Course
Development

1. Conducting needs assessment.


2. Stating of philosophy [discussed in week 1 & 2].
3. Stating rationale [discussed in the previous weeks].
4. Specifying curriculum outcomes.
5. Design the elements [section 3 of assignment].
6. Implementing the developed curriculum [using the
curriculum – TBC in week 11].
7. Evaluating the curriculum [TBC in week 12 – CIPP
model].
Needs Assessment

1. Conducting needs assessment:


* School related data.
* Community related data.
* Subject matter.
Reasons for conducting a Needs
Assessment.

 Determine needs of target group.


 Ascertain human and non-human resources needed.
 Determine characteristics of students.
 Cost effectiveness/feasibility.
 Cost effectiveness/feasibility.
 Determine needs of employers.
 Employment opportunities for graduates.
 Sustainability.
 Determine relevance of curriculum.
Role of Philosophy

2. Stating of philosophy:

* Determine purpose of education.


* Clarify objectives.
* Define roles.
* Guide the selection of teaching strategies.
* Guide the selection of assessement strategies.
* Influence selection of learning experiences.
Rationale

3. Stating Rationale:

* Fundamental reasons; the basis.


* An exposition of principles or reasons.

The course rationale is a brief statement that


explains the purpose of the course and how its place
in either the school or your department’s curriculum.
Curriculum Outcomes

4. Specifying curriculum outcomes:

These are stated as

Aims – very broad purposes of a total educational


experience.

Goals – Broad and unmeasurable. Provide a basis for


general and specific objectives.
Aims & Objectives
 Aims are just general statements briefly outlining the
content of the training being offered.

 Well written objectives are much more specific and


should clarify the aims in more detail. They should
state what the trainee should be able to do.

 Well written aims and objectives will help to provide


a sound basis for identifying the content of a course
or training programme. They also will assist you in
assessing whether or not the training has been
successful.
Aims & Objectives

 Aims and objectives are often used loosely (and


sometimes incorrectly) although they are very
different.
 Other words are also used such as goals, purposes
(rather like aims) and learning outcomes (similar to
objectives). The terminology has become a
minefield, but there is no need to get too bogged
down in fine differences and drawn into educational
theory.
Aims & Objectives

Aims:
 An aim is a general statement of intent. It describes
the direction in which the learner will go in terms of
what they might learn or what the teacher/training
will do.

Objectives:
 An objective is a more specific statement about what
the learner should or will be able to do after the
training experience.
Aims & Objectives

Aims and objectives play an important part in planning:

 A curriculum.
 A training programme.
 A course.
 A short training.
Aims

 Its aim is to introduce doctors to basic educational


techniques in order to better equip them in their day
to day teaching or supervisory role.

 The aim gives you a general indication of what you


might learn and how you might benefit from a
course. However, it does not give you any details, or
a means of assessing whether your learning has
been successful. Objectives are used for this
purpose.
Objectives

The objectives tell you what you should be able to do after the
course, e.g. on completion of this programme the learner will:

 Be able to identify key principles of adult teaching and learning.

 Be able to apply educational techniques learned to everyday


teaching and supervision

 Have identified their own strengths and weaknesses in teaching


and supervision.
Objectives

Good objectives use doing words, like:


 List  Interpret.
 Identify  Give examples of.
 Describe  Illustrate.
 Compare
At higher levels of complexity you might use:
 List  Justify.
 Identify  Devise.
 Describe  Plan.
 Compare
Objectives

Avoid words or phrases like “understand, know, be


familiar with” – after all how can you tell the trainee
knows, understands etc.

Such words may suffice for a broad objective for a


training year, but will require further clarification
through unit objectives.
Goals

A career goal is a general statement of intent.

 A long-range career goal is a goal that


incorporates all the information that you have
gathered through Self-discovery and Investigation
but may take several years of training and/or
education to accomplish.  An example of long-range
career goals can include starting your own private
counselling practice, or becoming a graphic art
director for a large advertising agency.
Goals

 A short-term career goal can be defined as a


stepping stone needed to prepare you for your long-
term goal.  An example of short-term career goals
can include getting certified as a private counsellor,
or getting a Bachelor of Arts degree in Graphic
Design.
Goals

 Goals are about setting realistic, easily achievable


steps in place towards fulfilling something that you
want.
 It is unrealistic to turn your goals into pipe dreams
and this will only put you off target. It is unfortunate,
but pipe dreams rarely come to any kind of realization,
but this is just the way it is!
 The routine of step-by-step goal setting is far more
predictable, and the outcome more easily measurable.
Goals

 Setting goals and achieving them is the method in


which we work towards a specific need, wish or
requirement. It is a simple concept. However, it is
not always so simple to get anyone to actually do
this.
 Goal setting, contrary what you might believe
actually works very well with human nature.
Aim & Goal (example)

Aim:
 To train a Jamaican workforce to international
standards thereby contributing to improve
competitiveness, enterprise growth, and
employment creation in order to promote the
prosperity of individuals, enterprise and the nation.

Goal:
 To demonstrate an understanding of the use of basic
tools and equipment in the laboratory by adhering to
specific standards.
Objective (example)

General Objective:
 To treat hair appropriately by knowing the structure
of hair and the different stages of the hair cycle
through the use of documents, diagrams and
demonstrations, in order to achieve customer
satisfaction.
Objective (cont’d)

Specific Objective
 To identify accurately the layers of the hair through
the use of diagrams and reading materials, in order
to determine the texture, porosity, elasticity, density,
and the condition of hair scalp.
 To select the appropriate product for hair based its
structure and the different stages of the hair cycle
by reading documents, demonstrations, in order to
offer the best hair care service.
Domains of Learning

Objectives can be written for any type of learning. A


common way to categorise learning is by the
domain in which it occurs.
1. Cognitive – objectives relating to the cognitive domain are
concerned with knowledge & thinking.
2. Affective - relates to feelings, attitudes, emotions, and
values of the student.
3. Psychomotor - concerned with the learning of motor
skills, sensory perception, responding and the development
of complex skills in written, verbal and manual forms.
The Cognitive Domain (Bloom)
Taxonomy Definitions
Categories
1. Knowledge Remembering previously learned
information.
2. Comprehension Grasping the meaning of materials.

3. Application Ability to apply learned


information in new situations and
settings.
4. Analysis Ability to break down information
into basic components and describe
the relationships of those parts .
Ability to put separate
5. Synthesis parts of knowledge
together to form new
patterns or wholes.

Ability to make
6. Evaluation judgments based on
knowledge or given
criteria.

Domains of Learning
Affective Domain (Krathwohl)
Categories Definitions
1. Receiving (attending) Willing to give attention
to an event or activity.
Awareness that a thing
exists.
2. Responding Active participation on
the part of the learner.
3. Valuing Attaching worth or value
to a particular object,
event or behaviour.
4. Organizing Bringing together
different values, solving
conflicts between them
and the building of an
internally consistent
value system.
5. Characterization by Consistently acts in
a value or value accordance with values
complex the student accepts and
incorporates this
behaviour as a part of
his/her personality.

Domains of Learning
Psychomotor Domain
1. Perception This is concerned with
the use of the sense
organs to obtain cues that
guide motor activity.
2. Set This refers to readiness to
take a particular type of
action.
3. Guided response Concerned with the early
stages in learning a
complex skill.
4. Mechanism Concerned with
performance acts where
the learned responses
have become habitual.
5. Complex overt Skillful performance of
response motor acts that involve
complex movement
patterns.
6. Adaptation Modification of
movement patterns to fit
special requirements/to
meet a problem situation.
7. Origination The ability to create new
movement patterns to fit
a particular situation or
specific problem.
Learning outcomes at this
level emphasize
creativity based upon
highly developed skills.
Sources of Objectives

 Philosophy of education.
 Psychology of learning.
 Subject matter.
 Society.

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