National Curriculum Design


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This presentation highlights the importance of curriculum design, structure of unite and provides a reminder of the curriculum development process after designing...THE WAY FORWARD - piloting, implementing, monitoring, evaluation,

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National Curriculum Design

  1. 1. Dr. Cynthia Crump From Theory To Practice
  2. 2. The philosophy of the Department of Education WHAT ARE THE GUIDING TENETS?
  3. 3. Tyler’s model – focus questions  What educational purposes should the [school curriculum] seek to attain?  What educational experiences can be provided?  How can these educational experiences be effectively organized?  How can we determine whether these purposes are attained?
  4. 4. Design  Proposed organization of the curriculum, guided by instructions – influenced by the hope to solve a problem; meet a need; attend to an issue;  Depends on the purpose of the organization  Translating the needs into a course …
  5. 5. The planned curriculum design will attempt to provide the learning experiences necessary to achieve the goals and objectives, and honor the philosophy of the Department of Education.
  6. 6. The main aim is to ensure a high degree of alignment between the planned, taught, and experienced curriculum, ultimately improving students’ achievement, motivation, interests and dispositions
  7. 7. Alignment: Analysing The learners’ Experience • Presented • Planned • Explicit FORMAL • Values • expectations HIDDEN • Actual learning EXPERIENCED
  8. 8. Design • - subjects; disciplinesAcademic • - performance tasks; processesTechnical • – problem solvingIntellectual • – real world situations; projectsSocial • learner-centered; needs and interestsIndividual ent/curriclum/cu3lk12.htm
  10. 10. Content & Methods  Each subject area has:  a stated rationale to show its importance in the national curriculum and the competencies students will achieve after exposure to the courses of study (National Curriculum Policy Framework).  standards, goals and learning outcomes to guide the development of specific objectives and the content.  Other resource materials in addition to text books and curriculums from other islands and countries.  Tyler, Taba, The backward design approach posited by Wiggins and McTigue (2006) could guide the development of units in identifying  objectives,  planning learning experiences/strategies  instruction  assessment  Topics, concept mapping, writing appropriate specific objectives to match standards and learning outcomes
  11. 11. Content & Methods INTRODUCTORY SECTION END SECTION  the purpose or rationale,  guidelines,  resources,  themes, and  strands  a glossary of important terms,  sample lesson plans,  important links, and  Rubrics  A curriculum evaluation form
  12. 12. Units  The units could will comprise the following components:  Focus questions  Unit title and theme  Duration of unit  Attainment targets / Learning outcomes /General objectives  Specific objectives  Key concepts  Suggested activities – teacher and students  Assessment
  13. 13. Experiential Learning  Experiential philosophy would result in a “plan for deciding upon subject-matter, upon methods of instruction and discipline, and upon material, equipment and social organization…” (Dewey, 1997, p. 28).
  14. 14. Do ReflectApply Experiential Learning Model 1 EXPERIENCE the activity; perform, do it 2 SHARE the results, reactions, and observations publicly 3 PROCESS by discussing, locking at the experience; analyze, reflect 4 GENERALIZE to connect the experience to real world examples 5 APPLY what was learned to a similar or different situation; practice Source: Jamison (2006). Experiential learning is one philosophical perspective that forms the foundation of the national curriculum. Rogers
  15. 15. Assessment  Assessment could will include:  traditional and performance-based assessment:  research projects,  science process skills,  communicative skills,  citizenship skills,  problem solving skills,  service learning skills, and  life skills.
  16. 16. The Way Forward  Draft National curriculum framework  Curriculum Review /development guided by goals, vision, mission, principles, learning targets, learning outcomes  Curriculum core group  Varied Stakeholders prepare draft  Review / develop / adjusting  Core group edits  Stakeholder group further review  Share with principals  Invite ALL grade level teachers to have input for further adjustments  Wide scale Professional Development Training (PDT)  Pilot implementation (HOW)  Revise  Implementation [include continuous school-based PDT]
  17. 17. Implementation  Putting into practice the officially prescribed courses of study, syllabuses and subjects  Helping the learner acquire knowledge or experience  Continuous Professional Development  What factors influence?  How do we deal with the factors ?
  18. 18. Implementation involves delivering, monitoring, and evaluating, and adjusting the curriculum while stakeholders find out what is going on in the classrooms.  The processes  delivery of the materials,  staff or professional development, and  Support and management strategies.
  19. 19. Monitoring Plan [who what when]  Monitoring, mentoring, and coaching (on-site) will heighten the effectiveness of the planning and course delivery and advise adjustments/changes to the curriculums  Major tools:  The evaluation form  observation schedules / appraisal forms  Day in a School (Dias) Monitoring and Support Program  Any other suggestions ?
  20. 20. Evaluation  Process of  describing and judging an educational program or subject;  Comparing a student’s performance with behaviourally stated objectives;  Defining, obtaining and using relevant information for decision-making process  INTERNAL and EXTERNAL
  21. 21. Evaluation and Review  Review is closely linked to the implementation and will support further adjustments and improvements.  The formative and summative evaluation should ensure quality data to find out to what extent we are accomplishing the intended outcomes, and if we can make it better.  Data for review will be a result of test scores, research, (survey, case study, experiment) results, focus group exchange and textbook evaluations
  22. 22. Which Model? Tyler CIPP Scriven  Format for curriculum evaluation Four main questions Context, Input, Process, Product Formative & Summative
  23. 23. Textbooks and Technology  integral support materials for the curriculums.  Important considerations  Stakeholder complaints related to  appropriateness,  user friendliness,  match with standards, and  durability
  24. 24. Textbooks  Daniels (2006) encouraged curriculum planners to view complaints as possible tools for improvement.  More appropriate texts to complement the curriculums and more adequately meet the needs including the reading level of the students are important at this time (Hubizs, 2003).  the curriculum team will continue to work closely with  educators and  agents of publishing companies
  25. 25. curriculum development process Planning /designing Writing / DevelopmentImplementation Evaluation and Review foundations learner characteristics needs teams modules assessment learning training monitoring Evaluation strategy review units objectives Tyler adjust modules
  26. 26. References Gredler, M. (2004). Learning and instruction: Theory into practice. (5th ed.). Upper Saddle River, NJ: Prentice Hall. Daniels, S. (2006). Oklahoma School district goes over the top. Quality Progress, 39(5), 51-59. Dewey, J. (1997). Experience and education. (1st ed.). New York: Touchstone. (Original work published in 1938). El Sawi, G. (1996). Curriculum development guide. Population Education for Non-Formal Education Programs of Out-of-School Rural Youth. Retrieved February 02, 2010, from Hubisz, J. (2003). Middle School texts don’t make the grade. Retrieved February 28, 2010, from Jamison, K. (2002). Experiential learning model. Adapted from National 4-H curriculum Handbook, 1992. Retrieved on February 20, 2010 from Meyer, M. H., & Bushney, M. J. (2009). Towards a multi-stakeholder-driven model for excellence in higher education curriculum development. SAJHE 22(6), 1229-1240. National Curriculum Policy Framework (2009). Curriculum Development Unit. Ministry of Education, Antigua & Barbuda. Wiggins, G., & McTigue, J. (2006). Understanding by design. (2nd ed.). New Jersey, Pearson.
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