1. Curriculum Development and Concept Organization
“The whole art of teaching is…the art of awakening the natural curiosity of…minds.”
--Anatole France
Chapter 3: Chamberlain & Cummings, 2003

2. Curriculum Development Process
Gathering Data from Input Factors
Learner
Subject Matter Trends
Available Resources
Societal Trends
Community Characteristics
Educational Psychology
Relevant Philosophies
Chapter 3: Chamberlain & Cummings, 2003

3. Drawing Implications
Reflect, carefully analyze information gathered through various sources of data
Based on analysis, make teaching decisions for specific situation
“If…then…” mode of thinking
Examples:
If I know that most of my learners are from economically disadvantaged homes, then I need to limit my expectations regarding money spent for projects
On-going process
Chapter 3: Chamberlain & Cummings, 2003

4. Planning Plans are like road maps Curriculum selection
Move learners forward toward important goals---improve quality of their lives
Goals derived from input factors
Curriculum selection
Select portions of other available curricula
Add new material
Rework portions
Shape new, up-to-date curriculum
Chapter 3: Chamberlain & Cummings, 2003

5. Planning Involves multiple levels Plans
Block plans for entire year, long-term program, or conference
Unit plan for respective topics within block plan
Daily lesson, session, or workshop plan
Plans
Concepts
Generalizations
Objectives
Learning experiences
Resources
Assessment techniques
Chapter 3: Chamberlain & Cummings, 2003

6. Implementing Plan Begins when written plans are complete
Ready to teach!
Utilizing a variety of teaching strategies and learner involvement—critical for effective implementation
Conducting learning experiences and teaching methods requires specific teaching skills—Chapters 5 & 8
Chapter 3: Chamberlain & Cummings, 2003

7. Assessment Gather of information to determine
Teacher success
Learner success
Curriculum material success
Process involves honest appraisal of both strengths and weaknesses of
Program
Progress as an educator
Product—learners’ knowledge
Chapter 3: Chamberlain & Cummings, 2003

8. Assessment Sources Testing procedures Informal non-testing
Conversations/input from
Advisory board members
Parents/guardians
Administrators
Supervisors
Former students
Current learners
Employers
Business leaders
Other educators
Chapter 3: Chamberlain & Cummings, 2003

9. Using Feedback
Once feedback is received…determination of what went well and what needs improvement is next
Information discovered goes back into the curriculum development process
Educating is a process of continual change
Chapter 3: Chamberlain & Cummings, 2003

10. Selecting and Organizing Content
Planning curriculum similar to guided tour
Various options of how to reach destination (broad program goals)
Planning itinerary in advance aids in avoidance of confusion—saves time
Broadest level involves selecting, structuring subject matter to be taught to reach broad program goals
Learning becomes development of a series of connections among concepts that hold real meaning and relevance for learner
Chapter 3: Chamberlain & Cummings, 2003

11. Concepts Defined and Characterized
Concept is a key idea, topic, or main thought
What a person thinks about a particular subject or topic
Core and abstract meanings that an individual attaches to something
Core of meanings is enmeshed in feelings and emotions that a person associates with it…words or symbols used to communicate ideas or concepts
Chapter 3: Chamberlain & Cummings, 2003

12. Determining Concepts to Teach
Using Input Data
Focus on learners to determine which ideas, concepts should be taught
Local and State Mandates and Competencies
State of Idaho Curriculum Resources
National Program Standards
National Standards of FCS
Chapter 3: Chamberlain & Cummings, 2003

13. Developing Conceptual Outlines
Conceptual Outline product resulting from organization of selected concepts into logical system
Developed for
Entire curriculum
Specific course
Workshop
Conference
Unit of study
presentation
First: main or key topics identified
Second: Sub-concepts under main concepts
“Scope” used to denote what subject matter topics are to be covered
Concepts organized in a sequence
Concepts often build upon each other
Chapter 3: Chamberlain & Cummings, 2003

14. Steps in Developing Conceptual Outline
Brainstorm to generate list of all possible concepts
Base list of input factors and accompanying implications drawn in relation to the learners present
Consider time frame
Eliminate concepts seen as least important…add others proposed by colleagues or learners
Take concepts remaining; organize into logical sequence of concepts
Chapter 3: Chamberlain & Cummings, 2003

15. Principles of Curriculum Organization
Use outline format
State concepts clearly and concisely
List sub-concepts below related concept
Provide detail
Work from what learners already know, introduce new material at appropriate pace and learning level
Present simple concepts first
Present concrete before abstract concepts
Take advantage of opportunities to repeat concepts in various aspects of curriculum
Reassess, adjust conceptual outline as needed
Chapter 3: Chamberlain & Cummings, 2003

16. Creating Block Plans
Blocking out of conceptual outline by weeks, days, hours
Indicates which concepts will be covered in specific periods of time
Concepts from outline designated into time frames is a block plan
Amount of time devoted to various concepts and sub-concepts
Can begin with calendar, day planner format, blocking out number of hours, days or weeks
Unit plan is a plan where additional components are added to block plan to give more detail
Lesson plan more detailed and includes even more information:
Enabling objectives, content notes needed by educator when presenting material, key questions to be discussed, specific activities, assignments
Chapter 3: Chamberlain & Cummings, 2003

17. Generalizations
Unify various aspects of a subject by showing relationships among concepts
Statement expressing a complete thought and underlying truth
Element of universality
Applied to wide number of situations worldwide
Basic principles and understanding that describe/explain phenomena
Chapter 3: Chamberlain & Cummings, 2003

18. Levels of Generalizations
First Level
Simple statement of fact, definition, description, analogy, identification, or classification
Second Level
Shows relationships among ideas or makes comparisons
Includes more ideas then first level, involves greater depth and scope of subject matter
Third Level
Explains, justifies, interprets, or predicts
Remote in time and space
Chapter 3: Chamberlain & Cummings, 2003

19. Examples Level 1: Milk is a food
Level 2: Your health is affected by the food you eat
Level 3: Your body size is partially determined by the kinds and quantity of food you consume
1st…expresses universal truth, 2nd…shows relationship between health and food intake, 3rd…makes subtle prediction
Chapter 3: Chamberlain & Cummings, 2003

20. Formulating Generalizations
Expresses one idea—inappropriate to use colon or semicolon
Limited to twenty words
Value judgments inappropriate
The following phrases should not be used:
It is vital that…
It is important to remember…
One must…
A person should…
This ought to be done so that…
Chapter 3: Chamberlain & Cummings, 2003

21. Helpful Phrases Is affected by Is dependent on Is limited by
Is promoted by
Is related to
Is the result of
Is a product of
Is an integral part of
Is influenced by
Results in
requires
Is subject to
May be associated with
May be developed by
May be enhanced by
May be identified by
May be necessary for
May be modified by
Constitutes a pattern for
Contributes to
Leads to
Establishes
Chapter 3: Chamberlain & Cummings, 2003

22. Questions to Ask Learners
What have you learned from the lesson today?
How can our discussion be summarized in a few sentences?
What are the main ideas we have been talking about?
How are the main ideas we discussed related?
How does today’s discussion relate to what we studied yesterday?
How can these ideas be applied to new or different situations that you face or might face in the future?
Chapter 3: Chamberlain & Cummings, 2003

23. Continuing the Planning Process
1. Curriculum Concepts identified and developed into conceptual framework
2. Generalizations formulated which include major concepts
3. Development of behavioral objectives indicating expected achievement
Learning experiences are planned to enable learners to meet established objectives
Evaluation of learner achievement ongoing
Chapter 3: Chamberlain & Cummings, 2003

24. Steps in Curriculum Development Process
Drawing Implications
Planning
Implementing the Plan
Assessing
Gathering Data from Input Factors
Learners
Subject-Matter Trends
Resources
Societal Trends
Community Characteristics
Educational Psychology
Philosophies
Chapter 3: Chamberlain & Cummings, 2003
Using Feedback