1. 1 Curriculum Review and Development Sections 2, 5 and 7 TCPB 111

2. 2 WHAT IS CURRICULUM?  Curriculum = what we want students to learn – curriculum is everything that goes on at a school.  However, Curriculum refers to a written outline of what students will be taught and may also refer to all the classes offered by a school or to an overall program Curriculum refers to a written outline of what students will be taught and may also refer to all the classes offered by a school or to an overall program

3. 3  Curriculum & teaching decisions should focus on what students need to know and on planning effective ways to teach them  Curriculum development involves:  Planning for content  Assessing learning

4. 4 CURRICULUM COHERENCE A coherent curriculum links all parts to the whole A coherent curriculum links all parts to the whole Course outlines & syllabus follow an organized scheme of scope and sequence Course outlines & syllabus follow an organized scheme of scope and sequence  Scope refers to what and how much students are expected to learn  Sequence involves the order in which curriculum and content are organized

5. 5 Student Perceptions  Do students perceive the coursework as coherent and meaningful?  If students see no clear purpose in their studies, they ask themselves, "Why are we doing this?"  Students must believe that what they are learning has value & that seemingly isolated facts & skills are coherent, meaningful & useful

6. 6 CURRICULUM PLANNING Content is developed & integrated into units of study Content is developed & integrated into units of study Curriculum planning is organized by: Curriculum planning is organized by: Establishing a structureEstablishing a structure Finding ways to implement curriculumFinding ways to implement curriculum Writing written curriculum goalsWriting written curriculum goals Monitoring curriculumMonitoring curriculum Align teaching, resources, and assessment proceduresAlign teaching, resources, and assessment procedures Assess quality & effectiveness of the curriculumAssess quality & effectiveness of the curriculum

7. 7 Curriculum Planning Approach, Rationale, Design & Procedure Approach – theoretical foundation for teachingApproach – theoretical foundation for teaching Rationale – Reason why a subject is important to learnRationale – Reason why a subject is important to learn Design – Definition of content and methodologyDesign – Definition of content and methodology Procedure - Methods, practices, and activities used in instruction (stop)Procedure - Methods, practices, and activities used in instruction (stop)

8. 8 Identifying Student Needs (Needs Analysis) Establish student level of competence currently Establish student level of competence currently Decide how they will use their learning in the future Decide how they will use their learning in the future

9. 9 Questions for Needs Analysis Are the goals and objectives rigorous? Are the goals and objectives rigorous? Are goals and objectives appropriate to the student level? Are goals and objectives appropriate to the student level? Are students expected to demonstrate basic or higher levels of recall knowledge? Are students expected to demonstrate basic or higher levels of recall knowledge? Can students finish school simply by completing a number of assignments and passing final examinations without demonstrating competence? Can students finish school simply by completing a number of assignments and passing final examinations without demonstrating competence? Do students have higher-order understanding and skills needed to apply complex principles and knowledge independently? Do students have higher-order understanding and skills needed to apply complex principles and knowledge independently?

10. 10 Developing Course Objectives Objectives specify what the learner should know and do after a period of learning Objectives specify what the learner should know and do after a period of learning a unit of work within a subject or to the subject as a whole a unit of work within a subject or to the subject as a whole Stated in a form that can be taught, observed, assessed, and evaluatedStated in a form that can be taught, observed, assessed, and evaluated

11. 11 Learning Outcomes & Performance Standards Learning outcomes specify what students are expected to learn and do. Learning outcomes specify what students are expected to learn and do. Performance standards specify how students demonstrate what they have learned Performance standards specify how students demonstrate what they have learned

12. 12 Curriculum Focus Curriculum should focus on student involvement in realistic, independent, and authentic activities that extend learning Curriculum should focus on student involvement in realistic, independent, and authentic activities that extend learning Ideally, moving to a new topic should be determined by student performance rather than by a time Ideally, moving to a new topic should be determined by student performance rather than by a time Time should be allocated according to the needs of students and complexity of task Time should be allocated according to the needs of students and complexity of task Assessment methods should require students to demonstrate full understanding of the essential content and concepts and can apply what they learned independently Assessment methods should require students to demonstrate full understanding of the essential content and concepts and can apply what they learned independently

13. 13 Developing the curriculum Learning objectives define results that the curriculum is designed to achieve Learning objectives define results that the curriculum is designed to achieve Need to select appropriate content and develop ways to achieve objectives Need to select appropriate content and develop ways to achieve objectives Process of selecting content for teaching is called syllabus design. Process of selecting content for teaching is called syllabus design. Syllabus represents a particular view of what students need to know.Syllabus represents a particular view of what students need to know. Often a syllabus specifies ways to deliver content.Often a syllabus specifies ways to deliver content.

14. 14 Declarative and Procedural Knowledge Objectives often focus on declarative knowledge, or factual information Objectives often focus on declarative knowledge, or factual information When students know declarative information, they know what. For example, in a science class, a student define “voltage”, explains what “joules” areWhen students know declarative information, they know what. For example, in a science class, a student define “voltage”, explains what “joules” are Curriculum should also focus on procedural knowledge, which is knowing how Curriculum should also focus on procedural knowledge, which is knowing how Procedural knowledge include objectives on knowing how to use the knowledge of physics independently in new situationsProcedural knowledge include objectives on knowing how to use the knowledge of physics independently in new situations Declarative knowledge comes before procedural knowledge Declarative knowledge comes before procedural knowledge

15. 15 Phases of Knowledge (1) Constructing meaning (1) Constructing meaning (2) Processing and organizing information (2) Processing and organizing information (3) Storing knowledge for active retrieval (3) Storing knowledge for active retrieval The primary factor for constructing meaning is using prior knowledge to interpret what is being learned The primary factor for constructing meaning is using prior knowledge to interpret what is being learned “ Constructing” means using prior knowledge and is a vital component of learning “ Constructing” means using prior knowledge and is a vital component of learning Before students are introduced to new content and applications, they need to access prior knowledge and use that knowledge as a guide to understanding Before students are introduced to new content and applications, they need to access prior knowledge and use that knowledge as a guide to understanding

16. 16 Curriculum Guidelines Emphasis on students showing their depth of knowledge not only covering content Emphasis on students showing their depth of knowledge not only covering content Applying knowledge to solve problems Applying knowledge to solve problems Sequencing and coordination of learning Sequencing and coordination of learning Clear statement of objectives and how they relate to educational goals Clear statement of objectives and how they relate to educational goals Integration of knowledge within each subject and with other related subjects Integration of knowledge within each subject and with other related subjects

17. 17 Establishing Methodology Methodology = procedures used to teach content in a class Methodology = procedures used to teach content in a class Based on current understanding and theory about teaching and learningBased on current understanding and theory about teaching and learning Accountable in terms of the objectives it is designed to attainAccountable in terms of the objectives it is designed to attain Classroom activities, assignments, & assessment procedures should be seen as means toward an end, not as goals in themselves Classroom activities, assignments, & assessment procedures should be seen as means toward an end, not as goals in themselves Students may be unclear about how class procedures relate to goals and objectives.Students may be unclear about how class procedures relate to goals and objectives. Students may see completion of assignments and tests as the significant goal and a final grade becomes the objectiveStudents may see completion of assignments and tests as the significant goal and a final grade becomes the objective

18. 18 Curriculum Revision A curricular program is successful only to the extent that the objectives are valid and the instructional methods are effective A curricular program is successful only to the extent that the objectives are valid and the instructional methods are effective Curriculum evaluation is concerned with student performance and with the processes of learning Curriculum evaluation is concerned with student performance and with the processes of learning Curriculum review considers: Curriculum review considers: If sufficient time and resources are providedIf sufficient time and resources are provided If goals and objectives are relevant and attainable,If goals and objectives are relevant and attainable, If student performance meets the standards of the learning objectives and is a result of instructionIf student performance meets the standards of the learning objectives and is a result of instruction

19. 19 Guidelines for Curriculum Revision Review goals to ensure they are up to date Review goals to ensure they are up to date Update the knowledge base and teaching materials. If extensive changes have been made, new resources can be adopted and assessment procedures modified Update the knowledge base and teaching materials. If extensive changes have been made, new resources can be adopted and assessment procedures modified Review and revise the scope and sequence of each course of study Review and revise the scope and sequence of each course of study Determine whether entries should be dropped, placed at different levels, or added Determine whether entries should be dropped, placed at different levels, or added Submit drafts of the revision to teachers for review and comments Submit drafts of the revision to teachers for review and comments

20. 20 Approach Approach = Teacher’s beliefs on how students learn and how content should be taughtApproach = Teacher’s beliefs on how students learn and how content should be taught Classes will be taught differently by different teachers depending on their approach to teaching and learningClasses will be taught differently by different teachers depending on their approach to teaching and learning If a teacher believes that students learn best through listening to and taking notes, then her approach to teaching will rest strongly on talkingIf a teacher believes that students learn best through listening to and taking notes, then her approach to teaching will rest strongly on talking Teachers who believe that small group discussion is more effective will approach teaching differentlyTeachers who believe that small group discussion is more effective will approach teaching differently

21. 21 Guiding Principles for Developing an Approach to Teaching Teachers have a responsibility to clarify and justify their approach to teaching and learning. Teachers have a responsibility to clarify and justify their approach to teaching and learning. Guiding principles are necessary to any subject regardless of whether the teacher prefers lecturing, discussion, or a combination of both Guiding principles are necessary to any subject regardless of whether the teacher prefers lecturing, discussion, or a combination of both The need for prior knowledgeThe need for prior knowledge Moving from the general to the specificMoving from the general to the specific Relating and organizing informationRelating and organizing information

22. 22 Principles Underlying an Approach to Teaching The ability to learn something new depends on what is already known. Learning anything about math, music, or history depends on the learner’s prior knowledge The ability to learn something new depends on what is already known. Learning anything about math, music, or history depends on the learner’s prior knowledge The best way to learn a subject is to begin with its general principles, then study an ample number of facts and concepts with diverse examples that illustrate those principles. The best way to learn a subject is to begin with its general principles, then study an ample number of facts and concepts with diverse examples that illustrate those principles. Example: In biological science, students should understand the dynamics of plant and animal relationships before they learn what a niche is and understand different types of niches found in natureExample: In biological science, students should understand the dynamics of plant and animal relationships before they learn what a niche is and understand different types of niches found in nature General knowledge is the best organizer for deep understanding. The most effective way to introduce a new topic is to start with a summary. After students gain a broad context, they can mentally fit the various parts that follow into that whole and make sense of them. General knowledge is the best organizer for deep understanding. The most effective way to introduce a new topic is to start with a summary. After students gain a broad context, they can mentally fit the various parts that follow into that whole and make sense of them.

23. 23 These guidelines suggest that the dispute between the learning of content and deep understanding as an “either – or” proposition is irrelevant. These guidelines suggest that the dispute between the learning of content and deep understanding as an “either – or” proposition is irrelevant. Deep understanding is not possible without broad knowledge of content.Deep understanding is not possible without broad knowledge of content. However, accumulating facts that add little to a student's understanding and independent thinking wastes timeHowever, accumulating facts that add little to a student's understanding and independent thinking wastes time

24. 24 Rationale A rationale is the reason WHY a student should learn the topic or subject area A rationale is the reason WHY a student should learn the topic or subject area Both teachers and students need an understanding of the purpose and meaning of instruction Both teachers and students need an understanding of the purpose and meaning of instruction If students do know have a reason for learning, they will not learn If students do know have a reason for learning, they will not learn The rationale should be explicitly stated in a curriculum document The rationale should be explicitly stated in a curriculum document

25. 25 DESIGN In Design, using goals and objectives, the teacher: In Design, using goals and objectives, the teacher: defines and organizes the most appropriate content to the meet student needsdefines and organizes the most appropriate content to the meet student needs chooses or devises teaching materialschooses or devises teaching materials determines the roles of both the teacher and the students during instruction.determines the roles of both the teacher and the students during instruction.

26. 26 DESIGN Specifically, in defining and organizing content, the teacher: Specifically, in defining and organizing content, the teacher: Specifies the specific learning outcomes and performance standardsSpecifies the specific learning outcomes and performance standards Selects and organizes the subject matter contentSelects and organizes the subject matter content Designs a syllabus to be given to the studentsDesigns a syllabus to be given to the students Determines the format of instruction (lecture, discussion, demonstration, etc.)Determines the format of instruction (lecture, discussion, demonstration, etc.)

27. 27 DESIGN: ORGANIZING INSTRUCTION Teachers sometimes make the mistake of arranging their instruction to match a textbook’s organization. By doing this, the teacher has given responsibility and control for the class to an external source. Teachers sometimes make the mistake of arranging their instruction to match a textbook’s organization. By doing this, the teacher has given responsibility and control for the class to an external source. Teachers should determine first what they want their students to learn, then select the materials that will best meet their requirements.Teachers should determine first what they want their students to learn, then select the materials that will best meet their requirements. When choosing or creating teaching materials, the teacher needs to: When choosing or creating teaching materials, the teacher needs to: Think about the purpose, relevance, and adequacy of the materialsThink about the purpose, relevance, and adequacy of the materials Decide on the format of the materials (textbooks, handouts, journal articles, etc.)Decide on the format of the materials (textbooks, handouts, journal articles, etc.) Relate the materials to other sources of content (lectures, individual research, etc.)Relate the materials to other sources of content (lectures, individual research, etc.)

28. 28 DESIGN: ESTABLISHING ROLES The role of teacher and students must be established The role of teacher and students must be established This factor is directly related to the approach: This factor is directly related to the approach: In a lecture format, the role of the teacher is active while that of the students is generally passiveIn a lecture format, the role of the teacher is active while that of the students is generally passive In contrast, in a discussion format, the teacher is more passive while the students are active.In contrast, in a discussion format, the teacher is more passive while the students are active.

29. 29 DESIGN: ESTABLISHING ROLES Roles must be established in advance so that the class format can be efficiently planned and smoothly operated. Some factors include: Roles must be established in advance so that the class format can be efficiently planned and smoothly operated. Some factors include: The types and number of assignments and other assessment proceduresThe types and number of assignments and other assessment procedures The level of control that instructors and students have over class activitiesThe level of control that instructors and students have over class activities The view of the student as either a processor, a performer, and a problem solverThe view of the student as either a processor, a performer, and a problem solver The level at which the teacher determines the subject contentThe level at which the teacher determines the subject content The types of interactions permitted in class between the teacher and studentsThe types of interactions permitted in class between the teacher and students

30. 30 PROCEDURE Procedure refers to the methods, practices, and activities used in teaching. In other words, how is the class actually taught? Procedure refers to the methods, practices, and activities used in teaching. In other words, how is the class actually taught? The teacher reflects on the approach and design, and then determines the best instructional methodsThe teacher reflects on the approach and design, and then determines the best instructional methods For a teacher who believes lecturing is the best instructional approach, this component seems relatively simple: the teacher talks and the students listen and take notesFor a teacher who believes lecturing is the best instructional approach, this component seems relatively simple: the teacher talks and the students listen and take notes For teachers who prefer discussion or individual research projects, the practices become more complicated.For teachers who prefer discussion or individual research projects, the practices become more complicated.

31. 31 PROCEDURE Certain conditions need to be addressed, such as assessment procedures and the available resources of time, space, and equipment Certain conditions need to be addressed, such as assessment procedures and the available resources of time, space, and equipment For Example A teacher may initially prefer an interactive syllabus focusing on individual student research and small group discussion only to discover that the class runs for only ten weeks, equipment is unavailable, and two or three class meetings are lost to holidays. In this situation, the most effective method of presenting essential content may be a series of lectures and reading assignments.A teacher may initially prefer an interactive syllabus focusing on individual student research and small group discussion only to discover that the class runs for only ten weeks, equipment is unavailable, and two or three class meetings are lost to holidays. In this situation, the most effective method of presenting essential content may be a series of lectures and reading assignments.

32. 32 PROCEDURE Successful curriculum design and revision are dependent on the teacher’s attitude toward teaching. Successful curriculum design and revision are dependent on the teacher’s attitude toward teaching. It is crucial that the teacher is dedicated to the principle that all students have the opportunity to meet the learning outcomes and performance standards. It is crucial that the teacher is dedicated to the principle that all students have the opportunity to meet the learning outcomes and performance standards. Low expectations of student performance and indifference to teaching do not result in successful learning. Low expectations of student performance and indifference to teaching do not result in successful learning. However, improvement in teaching rarely occurs simply by telling teachers to work harder. It happens because the teachers themselves have concern and dedication while providing support to their students. However, improvement in teaching rarely occurs simply by telling teachers to work harder. It happens because the teachers themselves have concern and dedication while providing support to their students.

33. 33 Conclusion: Factors Associated with Effective Teaching High expectations of student achievement (students are more successful when teachers expect them to succeed than when they expect them to do poorly) High expectations of student achievement (students are more successful when teachers expect them to succeed than when they expect them to do poorly) Time on task (students learn more when they are given adequate time to learn) Time on task (students learn more when they are given adequate time to learn) Closeness of the content to assessment (students show better results when they are evaluated on what they have been taught) Closeness of the content to assessment (students show better results when they are evaluated on what they have been taught) A focus on the student needs (students perform better when teaching is based on their needs rather than the number of assignments) A focus on the student needs (students perform better when teaching is based on their needs rather than the number of assignments)

34. 34 Factors Associated with Effective Teaching Flexible instructional organization and management (students succeed more with innovative and creative instruction than with long lectures and routine assignments) Flexible instructional organization and management (students succeed more with innovative and creative instruction than with long lectures and routine assignments) Students are actively involved in learning (students who participate and interact in class perform better than those who passively listen to lectures and complete assignments ) Students are actively involved in learning (students who participate and interact in class perform better than those who passively listen to lectures and complete assignments )