Educ-10

Elements & Curriculum Development and Evaluation with Emphasis on Trainers Methodology II

“COMPONENTS OF CURRICULUM DESIGNING”

Topic Presented by:

Group-5

Learning Objectives:

- Understand and compare traditional and progressive perspectives on curriculum, identifying their implications for
educational practice.

- Appreciate the importance of aligning educational goals with instructional strategies and assessment methods to
enhance student learning.

- Demonstrate the ability to select and apply appropriate instructional methods and materials to create engaging
learning experiences for students.

Topic Presentation:

What is Curriculum?

- Came from the word "Curere" which means To run a course.

- Based on the Traditional POV, it is a body of subject matter; on the other hand it is the total learning experience
based on a Progressive POV.

Curriculum designing

- Is the planning period when instructors organize their instructional units for their course.
- It involves planning activities readings, lessons, and assessments that achieve educational goals.
- It can be segmented into three forms. These include:
I. Subject-Centered Design
II. Learner-Centered Design
III. Problem-Centered Design

CURRICULUM DESIGN DEFINED:

 Curriculum design is the intentional planning and organization of the learning experiences offered to students. It
involves defining the aims, goals, and objectives of what students should learn, selecting the subject matter they
will encounter, determining engaging learning experiences, and establishing effective evaluation approaches.
The overall goal is to create a meaningful and productive learning journey that equips students with the
knowledge, skills, and attitudes they need to succeed.

Here are some key aspects of curriculum design:

 Purposeful: It's not just about covering content, but about achieving specific learning outcomes aligned with
educational goals.
 Comprehensive: It encompasses all aspects of the learning experience, from content and activities to
assessments and feedback.
 Dynamic: It adapts to the needs of learners and evolves based on evaluation and feedback.
 Contextual: It considers the specific needs of the student population, the learning environment, and societal
needs.

Think of curriculum design as the blueprint for learning. It's a framework that ensures students are exposed to relevant
content, engage in active learning, and have opportunities to demonstrate their understanding and growth.

Curriculum design involves different approaches to structuring learning experiences for students. Here are some of the
most common:

By Focus:

 Subject-centered design: This traditional approach organizes learning around specific subjects like math,
science, or literature. The focus is on transmitting knowledge and developing subject-specific skills.
 Learner-centered design: This approach prioritizes the needs, interests, and learning styles of individual
students. Activities and content are tailored to their unique strengths and needs, fostering personalized learning
and self-directedness.
 Problem-centered design: This approach focuses on equipping students with skills to solve real-world problems.
Learning revolves around tackling specific challenges, engaging in critical thinking, and collaborating to find
solutions.
By Structure:

 Discipline-based design: This approach organizes learning around academic disciplines such as history,
economics, or psychology. It emphasizes understanding the structure and core concepts within each discipline.
 Thematic design: This approach organizes learning around interdisciplinary themes that cut across subject areas,
encouraging connections and deeper understanding. Examples include climate change, global citizenship, or
technological advancements.
 Activity-based design: This approach focuses on hands-on, experiential learning activities. Students learn by
doing, engaging in projects, experiments, simulations, and real-world applications.

Other notable designs:

 Core curriculum design: This defines a set of essential subjects or skills all students must master. It often forms
the foundation for further learning and ensures equity in knowledge and skill acquisition.
 National curriculum design: This represents a standardized curriculum framework implemented across a nation.
It aims to ensure consistency and quality in education but may raise concerns about local adaptability.

Remember: These are not mutually exclusive categories. In practice, educators often combine elements from different
design types to create effective and well-rounded learning experiences for their students. Choosing the right approach
depends on various factors, such as the learners' age, subject matter, educational goals, and desired learning outcomes.

When designing a curriculum, there are several important factors to consider:

1. Learner Characteristics:

 Age and developmental stage: Consider the cognitive, emotional, and social development of your target
audience. What are their interests, needs, and prior knowledge?
 Learning styles: How do your students learn best? Some may prefer hands-on activities, while others thrive in
more traditional lecture settings. Incorporate diverse learning styles to cater to individual needs.
 Cultural background and experiences: Be mindful of your students' diverse backgrounds and experiences. Ensure
the curriculum is inclusive and avoids cultural biases.

2. Learning Goals and Objectives:

 What do you want your students to know, understand, and be able to do by the end of the curriculum? Clearly
define specific, measurable, achievable, relevant, and time-bound (SMART) learning objectives.
 Align your curriculum with broader educational goals and standards.

3. Subject Matter:

 Select content that is relevant, engaging, and age-appropriate.

 Ensure the content is accurate, up-to-date, and reflects diverse perspectives.
 Organize content logically and coherently, allowing for progression and building upon prior knowledge.

4. Learning Activities and Experiences:

 Plan diverse and engaging activities that align with your learning objectives and address different learning styles.
 Incorporate opportunities for active learning, collaboration, critical thinking, and problem-solving.
 Use technology effectively to enhance learning and engagement.
 5. Assessment and Evaluation:
 Develop clear and meaningful assessments that measure students' achievement of learning objectives.
 Use a variety of assessment methods, including summative and formative assessments.
 Provide feedback to students to help them understand their strengths and areas for improvement.

6. Resources and Environment

 Consider the resources available to you, including materials, technology, and space.
 Create a safe and supportive learning environment that fosters exploration, collaboration, and respect.
 Seek out additional resources and partnerships when needed.

7. Flexibility and Adaptability:

 Be ready to adapt your curriculum based on student needs, feedback, and ongoing evaluation.
 Stay updated on new developments in your field and incorporate relevant information into your curriculum.

8. Collaboration and Reflection:

 Collaborate with colleagues to share ideas and best practices.

 Reflect on your own teaching and the effectiveness of your curriculum.
 Continuously seek ways to improve your curriculum and create the best possible learning experience for your
students.
Remember: Creating an effective curriculum is an ongoing process that requires careful planning, reflection, and
adaptation. By considering all of these factors, you can design a curriculum that empowers your students to learn,
grow, and achieve their full potential.

COMPONENTS OF CURRICULUM DESIGNING

- There are four components of Curriculum Design;

I. Aims, Goals and Objectives

II. Subject Matter
III. Learning Experiences
IV. Evaluation Approaches

I. Aims, Goals and Objectives

- The curriculum Aims, Goals and Objectives spell-out what is to be done. It tries to capture what goals are to be
achieved, the vision, the philosophy, the mission statement and objectives.
- It clearly defines the purpose and what the curriculum is to be acted upon and try what to drive at.
- These are what the curriculum is trying to achieve. They are broad statements about what students should learn
and be able to do by the end of the course.

This is how Aims, Goals and Objectives works:

II. Subject Matter

- This contains information to be learned in school and is the medium through which the objectives are
accomplished.
- Is the content of the curriculum. It is what students will be learning about.
- The traditional sources of what is taught and learned in school is precisely the foundation of knowledge,
therefore the sciences and humanities provide the basis of selecting the content of school learning.

This is how Subject Matter works:

III. Learning Experiences

- Are the activities that students will do in order to learn the subject matter, they can include things like lectures,
discussions, group work, and independent study.
- The instructional strategies and methods are the core of the curriculum. These instructional strategies and
methods will put into action the goals and use of the content in order to produce an outcome.
- This would convert the written curriculum to instruction, and mastery is the function of the teacher direction
and student activity with the teachers of her vision.
- Learning experiences is the third instructional component of the curriculum, providing for the interaction
between teacher, student, and content.

IV. Evaluation Approaches

- Is how the curriculum is assessed. It is how we know whether or not students are learning what they are
supposed to learn.
- These identify the quality, effectiveness, and process and the product of the curriculum program. They mention
that to be effective, all curricula must have an element of evaluation.
- Curriculum evaluation refers to the formal evaluation of the quality, effectiveness, or value of the program,
process, and product of curriculum.
- The CIPP model is considered a decision-oriented model that systematically collects information about a
program to identify strengths and limitations in content or delivery to improve program effectiveness or plan for
the future of a program.
 The CIPP model is a framework used to systematically collect information
about a program to identify strengths and limitations in content or delivery. It
helps to improve program effectiveness or plan for the future of a program.

The CIPP model has four components:

Context Evaluation: This helps to identify the factors that may affect the
program, such as the needs of the community, the resources available, and
the goals of the program.

- (Objectives, Missions & Goals)

Input Evaluation: This helps to assess the quality of the program's inputs, such
as the curriculum, the instructors, and the materials.

- (Resources, Infrastructure, Curriculum & Content)

Process Evaluation: This helps to monitor the implementation of the program and to identify any problems that may
arise.

- (Teaching-Learning process, Co-Curricular Activities)

Product Evaluation: This helps to assess the outcomes of the program and to determine whether it is meeting its
goals.

- (Skills, Values, Attitudes & Results)

- The CIPP model can be used to improve the quality of curriculum design by providing feedback on the strengths and
weaknesses of the program. This feedback can be used to make changes to the curriculum, the instruction, or the
assessment.

In Conclusion:

Curriculum: From Planning to Evaluation

Curriculum in two perspectives: Traditionally seen as subject matter, while a progressive view considers it a holistic
learning experience.

Designing curriculum: Planning activities, readings, and assessments to achieve educational goals, with three types:
subject-centered, learner-centered, and problem-centered.

Key components:

Aims, goals, and objectives: Define the "what" and "why" of the curriculum.

Subject matter: Content students learn, selected from the foundation of knowledge in various disciplines.

Learning experiences: Activities like lectures, discussions, and group work for students to engage with the content.

Evaluation approaches: Assess the effectiveness of the curriculum using the CIPP model (Context, Input, Process,
Product).

- This framework ensures comprehensive evaluation, leading to improvements in curriculum, instruction, and
assessment.

To summarize...

- Curriculum is a dynamic tool to facilitate meaningful learning experiences, encompassing content, goals,
activities, and assessments, all meticulously planned and evaluated for its effectiveness in student
development.

References:

- https://youtu.be/-y2VTMEx61s
- fliphtml5.com/xjacd/alfl/basic/101-150
- www.slideshare.net/kateycast/curriculum-development-35332997
- www.slideshare.net/sabeetalohana/cd-assignment-1111
- poorvucenter.yale.edu/CIPP
- https://www.youtube.com/watch?v=ZcC8CGjg14s&pp=ygUgY29tcG9uZW50cyBvZiBjdXJyaWN1bHVtIGRlc2lnbiA
%3D
- https://www.youtube.com/watch?v=SdM-i1ZY3cA&pp=ygUgY29tcG9uZW50cyBvZiBjdXJyaWN1bHVtIGRlc2lnbiA
%3D