1. Curriculum Development part 1 Design SummerCourse IV Academic Year 2005 – 2006 Tuesday, July 12, 2005 10:15 am Linda Z. Nieman, Ph.D.

2. Objectives By the end of this session fellows will be able to: write Educational Goals. write Instructional Objectives. identify verbs that facilitate the measurement of learning objectives.

3. Stages in Designing Curriculum System Level Course Level Lesson Level System Level

4. Stages in Designing Curriculum System Level 1.Analysis of needs 2.Analysis of resources and constraints 3.Determination of scope and sequence of curriculum and courses

5. Needs Assessment: A systematic process for determining goals, identifying discrepancies between goals and the status quo and establishing priorities for action. Normative: an individual or group has less than some established standard e.g., the need to see a certain number of new patients. Anticipated: needs having to do with projected demands e.g., the need to change the undergraduate medical education curriculum because of an increasing need for generalists. Felt: e.g. The need to change based upon a particular perception. Comparative: Needs having to do with one institution having something while another does not.

6. Stages in Designing Curriculum Course Level 4.Determination of objectives 5.Determination of course structure and sequence

7. Stages in Designing Curriculum Lesson Level 6.Definition of performance objectives 7.Preparing lesson plans or modules 8.Developing selected materials 9.Assessing student performance (performance measures)

8. Stages in Designing Curriculum System Level 10.Teacher preparation 11.Formative evaluation 12.Field testing, revision 13.Summative evaluation 14.Installation and diffusion

9. Writing Educational Goals and Objectives What’s an Educational Goal? An educational goal is a general statement of knowledge, skills or attitudes to be exhibited by the learner in the real world at the end of a training program. A goal describes “real-world” performance. Educational goals are not written in precise, observable behavior.

10. What’s an Educational Goal? They describe the overall learning outcome in nonspecific terms, they provide a global perspective of what students will learn.

11. Examples of Educational goals to perform a thorough medical and psychosocial history to recognize the presenting symptoms of appendicitis to articulate the pros and cons of a career in Family Medicine to differentiate between important and/or unimportant information to be recorded in a patient’s medical record

12. Curriculum Design Objectives Goal statements are the heart of your curriculum. They communicate the “boundaries.” All subsequent objectives, methods and evaluation procedures are directed toward achieving the goals.

13. How do I write educational goals? understoodbelieved teachers learners desirable attainable. To be successfully implemented they must be understood AND believed both by teachers AND learners to be desirable AND attainable. objectives must be specific Goals can be expressed in vague terms objectives must be specific.

14. How do I write educational goals? Think of what you want your learners to do “in the real world” with the knowledge and skills they will acquire during instruction. Try imagining a learner in a situation in which they would commonly use the knowledge and skills. You might consult with others to compare real life experiences.

15. How do I write educational goals? Write brief general statements that describe this real-world performance. State the goals in terms of learner outcomes.

16. Checklist for educational goals Describes overall curriculum outcomes. Stated in terms of learner outcomes. Realistically attainable during the curriculum. Stated in terms of learner knowledge, behavior and attitudes. Describes real world behaviors to be used by the learner.

17. Example: Major Topic: Occupational Hazards in the Emergency Room Goal #1: to demonstrate knowledge of common risks/exposures in the ER Goal #2: to demonstrate acute management techniques of work-related injuries/illnesses Goal #3: to demonstrate knowledge of safety programs/procedures Goal #4: to identify resources/references pertinent to occupational medicine

18. Develop Instructional Units An instructional unit is the basic building block of any educational program. A major topic defines the parameters of an instructional unit. The curricular goals that are identified for each major topic delineate the real world performance associated with that major topic.

19. Each unit is composed of: Educational goals Educational objectives Instructional strategies Evaluation strategies

20. What’s an Educational Objective? Educational objectives are statements that describe in precise measurable terms what learners will be able to do at the end of an instructional sequence. An educational objective must also represent an accomplishment which advances the learner toward the corresponding goal.

21. An Objective must be: Measurable Understandable Attainable within the curriculum time frame

22. Example The second-year resident will be able to Identify fractures by x-ray Demonstrate correct casting techniques on a partner using fiberglass or plaster, given 5 simulated common athletic fractures, according to the principles of casting in “Athletic Training and Sports Medicine,” with no errors.

23. A – B – C – D’s The A – B – C – D’s of writing instructional objectives An instructional objective can be thought of as a specific statement of the post-instruction test audience behavior conditions degree A well written objective includes the audience for whom the objective is intended, the observed and/or recorded behavior, the conditions of the observed behavior, and the degree to which a behavior must be performed

24. Provide examples of audiences audiences behaviors behaviors conditions conditions degrees/criteria degrees/criteria

25. How to write instructional objectives understoodbelieved teachers learners desirable attainable. To be successfully implemented they must be understood AND believed both by teachers AND learners to be desirable AND attainable. objectives must be specific Goals can be expressed in vague terms objectives must be specific.

26. Use action verbs from the learner’s perspective. Avoid using ambiguous verbs such as learn and know, and verbs that express the teacher’s view, such as inform or teach. Appropriate verbs: apply – associate – describe diagnose – integrate

27. Process for writing objectives Keeping the learner in mind: 1. Identify the audience. Particularly in cases where a goal extends over several years of an educational process.

28. Process for writing objectives Keeping the learner in mind: 2. Consider the skills or other actions the learner must be able to perform in order to attain the goal. List these and be specific.

29. Process for writing objectives Keeping the learner in mind: 3. Consider what knowledge learners must acquire in order to attain the goal. Again list these and be specific.

30. Process for writing objectives Keeping the learner in mind: audiencebehaviors conditionsdegrees. 4. Consider how you would test the learners so you would know they have achieved what you want them to achieve. You should describe the test audience, the test behaviors the test conditions and the test degrees. A – B – C – D

31. The essence of the objective is the behavior.

32. Checklist for instructional objectives Related to a goal. Answers the question, “What will learners be able to do at the end of the curriculum?” Stated in precise, observable, measurable terms. Realistically attainable during the curriculum.

33. Useful verbs in developing Instructional objectives Verbs that communicate knowledge 1. Information – citeidentifyquoterelatewrite countindicatereadrepeattell definelistreciteselect trace describenamerecitestate

34. Useful verbs in developing Instructional objectives Verbs that communicate knowledge 2.Comprehension – associate describeexplain locate classifydifferentiate expresspredict compare distinguishinterpolatereport compute estimateinterpretreview

35. Useful verbs in developing instructional objectives Verbs that communicate knowledge 3. Application – applyemploylocaterelate sketch calculateexamineoperatereport solve completeillustrateorder restatetranslate demonstrateinterpret use predictschedule

36. Useful verbs in developing instructional objectives Verbs that communicate knowledge 4. Analysis – analyzedebatedistinguish inventory appraisedetectexperiment question contractdiagraminfer separate criticizedifferentiateinspect summarize

37. Useful verbs in developing instructional objectives Verbs that communicate knowledge 5. Synthesis – arrangeconstructformulateorganize assemble creategeneralizeplan collectdesignintegrateprepare composedetectmanageprescribe produceproposespecify

38. Useful verbs in developing instructional objectives Verbs that communicate knowledge 6. Evaluation – appraisedeterminejudge recommend assessestimatemeasurerevise chooseevaluaterankscore critiquegraderateselecttest

39. Useful verbs in developing instructional objectives Verbs that impart skills diagnoseintegrate measurepercuss empathizeinternalizepalpateproject holdmassagepassvisualize

40. Useful verbs in developing instructional objectives Verbs that convey attitudes acquire exemplify realize reflect

41. Useful verbs in developing instructional objectives Verbs to avoid appreciate believe have faith in know learn understand

42. Curriculum Development part 2 Design In part 2 we will cover... Developing Instructional Strategies... Developing Evaluation Strategies... Developing Instructional Strategies.

43. Curriculum Development part 1 Design Educational content provided by Linda Z. Nieman, Ph.D. F. Marconi Monteiro, Ed.D. Bob Kizlik, Ed.D.