Curriculum

Design and Development

NYIT EDIN 607 Instructor: E Huggler

Components
Of
Curriculum Development
Perspective Audience: Presented By:
High School Faculty Carol DellaPenta
July 13, 2001
1. Philosophy
a. Staff

 Necessary to create proper learning

environment
 Provides guidance by setting expectations
 Respect diversity in
• teaching styles
• learning styles
 Realize all change takes time and
collaboration with colleagues
1. Philosophy
b. Student

 Believe in yourself
 Accept responsibility
• Be present
• Be prepared (book, pencils, HW, etc.)
 Realize making and correcting
mistakes are part of progress
 Maintain a positive attitude
2. Curriculum Alignment
The following are interdependent:

 Written: any piece of paper that a

teacher would follow

 Taught: basic work being done in a

district

 Tested: all tests cumulative k-12

 3. Curriculum Cycle
Curriculum

Instruction Assessment
4. Curriculum Style
 Frontload: Curriculum Test
curriculum developed first;
tests adapted to curriculum

 Backload: Curriculum Test

tests developed first;
curriculum adapted to tests
5. Considerations
a. Constraints of Environment

 Social conditions

 Economic conditions

 Cannot change this

5. Considerations
b. Learning Styles

 Audio: learn by hearing

 Visual: learn by seeing

 Kinesthetic: learn by doing

6. Objectives

 Express goals in terms of student

outcomes
 Define daily goals and state how
students will accomplish them (e.g.
group work, individual work, discussion panels, using
graphing calculators, software, etc.)
 Integrate real world applications
7. Assessment

 To Measure
• assigning numerical values

 To Evaluate
• observations to determine
• strengths, weaknesses; progress, no progress –
of programs, curriculum, student outcomes, etc.
8. Standards Alignment

 National

 State

 Local
9. Need for Strong Facilitator

 To orchestrate and administer a

curriculum requires strong,
committed leadership