fheuuje

1. PROCESS OF CURRICULUM
DEVELOPMENT
4/20/2016 1
ZEMEN M

2. What is Curriculum Development?
Curriculum is developed at Macro and Micro
level; Curriculum development is a planning of
learning opportunities. Intended to bring about
certain desired changes in the learners and the
assessment of the extent to which these
changes have taken Place. (Nicholls 1972)
4/20/2016 2
ZEMEN M

3.  Curriculum development is a long-term activity,
which involves politicians, government authorities,
practitioners, textbook writers, supervisors, school
directors and teachers this can be seen as follows.
 Curriculum development is defined as planned
purposeful progressive and systematic process in order
to create positive improvements in educational system.
 The policy makers decide on the general educational
aims.
 The concerned government offices, development
institutions and individuals involved in planning and
writing objectives and materials. There will be tryout
and field-testing by teachers and planners.
 Teachers and authorities involve in implementation and
carrying out quality control for further revision and
modifications.
4/20/2016 3
ZEMEN M

4. Essential Curriculum Development Steps Needing Emphasis
1. Needs assessment: with out conducting need assessment
curriculum could be developed, but the appropriate needs
of the target audience may not be met.
2. Involving the learners: the target audience and volunteers
(or staff) who will be the implementers of the curriculum
must be involved (i.e., they participate as full members of
the curriculum development team).
3. Recruiting and training volunteer facilitators:
competent and skilled curriculum implementers are critical
(the printed word cannot teach experiential group process,
it doesn't provide feedback).
4. Evaluating and reporting the impact of the curriculum: is critical
for securing human and financial support from key policy decision
makers and for assessing whether the curriculum has achieved the
4/20/2016 4
ZEMEN M

5. What is curriculum planning?
Curriculum Planning is the translation of the
educational aims into specific curricular activity
& Materials.
It involves:-
writing educational objectives
selecting contents and learning experiences
organizing the contents and learning
experiences with the required materials and
setting and
Evaluation as tools for feedback purposes to
make educational decisions (Pratt: 1980:5)
4/20/2016 5
ZEMEN M

6. What is Curriculum Design?
Curriculum design can be seen as an effort made to
arrange the sequence of activities in the planning
process. More specifically it can be seen as follows:
Curriculum design is a deliberate process of
formulating, planning and selecting the elements,
techniques and procedures that constitute the
planning process. It is a blue print, which sets the
strategies for the Implementation of those things. It
is a structural arrangement. (Nicholls, 1972)
4/20/2016 6
ZEMEN M

7. Sources of design
Science
Society
Knowledge
The Learner
Key dimensions of design
 Scope or range
Sequence
Continuity
Integration or combination
Articulation or expression
Balance
4/20/2016 7
ZEMEN M

8. What are the Practical Stages involved in Curriculum
Development?
The development of a curriculum is a process
that requires a relatively long time. According
Lewy (1979), the stages include:
The determination of the general aim of
education
The Curriculum planning process
Preliminary or beginning tryout stage
Implementation
Quality control
4/20/2016 8
ZEMEN M

9. Models of Curriculum Development
M0del of curriculum is a format for curriculum
design developed to meet unique needs ,context
and purposes .A set of beliefs about curriculum
and working including underling assumption.
Technical(major steps can be identified managed
and the curriculum development has high degree
of objectivity logic and rational, involves key
decision points.
Tyler
Taba
Hunk ins
Nontechnical (Holistic)curriculum development
is subjective personal preference transactional
dynamic process.
Deliberation
4/20/2016 9
ZEMEN M

10. 1. Tyler model
 has four basic questions
1. What is the purpose of the education?
2. What educational experiences will attain the purposes?
3. How can these experiences be effectively organized?
4. How can we determine when the purposes are met?
 define the purpose-identify objectives
relate educational experiences
organize educational experiences
evaluate purpose for program effectiveness
(curriculum objectives obtain from three source 1)the
student 2)the society 3)subject matter. More
concentrat on students matter.
4/20/2016 10
ZEMEN M

11. 4/20/2016 ZEMEN M 11
Educational objectives are the statements of those
changes in behavior as a result of specific teaching-
learning activity or specific teacher-learner activity
yLearning experience is defined as deliberately planed experiences in selected
situations where students actively participate interact and which results in desirable
changes of behavior in the student.
In nursing education, selection of learning experience is concerned with the
decision about the content of subject matter and clinical, community and laboratory
practice.
Thus selection of learning situations together with corresponding learning activities
will comprise the learning experience
Organization of learning experiences:
Organization of learning experiences has to be done carefully, systematically and
sequentially
Evaluation of the curriculum:
It involves an assessment of the philosophy, goals, course content, course
objective, methods of teaching and course evaluation methods.

12. Tyler model
Frist step
• Determining the objectives the
school or class. what do the
students need to do in order to
be successful?
• THIRD STEP
• Organize the experiences. The
point is that the teacher needs to
determine a logical order of
experience s for the student.
• Four step; Evaluation of the
objectives now the teacher asses
the students a ability to write
essay. Essay with out assistant.
Second step
• Developing experience that
help the student to achieve
the first step. E.g. if the
student need to meet the
objective of writing an essay
. The learning experience
might be ademonistrstion
by the teacher of writing an
essay. Then the student try
writing essay.
4/20/2016 12
ZEMEN M

13. 2. Taba model
Gives emphasis for teacher Participation(a refined of Tyler
model).
Has seven Steps
A. Diagnosis of needs
B. Formulation of objectives
C. Selection of content
D. Organization of content
E. Selection of learning experiences
F. Organization of learning activities
G. Evaluation and means of evaluation
what to evaluate & ways and means of evaluation
(this model is that give emphasis to teachers in curriculum
and it is developed from specific to general of objectives.
There are three added steps to that of tyler model A,C and D
4/20/2016 13
ZEMEN M

14. 3. Hunkins’ Decision-Making Model
A. Curriculum conceptualization and legitimization or
justification
built on society’s value, beliefs &knowledge bases
B. Diagnosis
 generate goals, objectives, expected learning out
comes
C. Content selection
 criteria of content selection (economy, significance,
validity interest, learner ability, feasibility)unique for
this model is that allows the ability to formulate ideas
and substantiate them by taking the norms ,values
and culture of our society into account in its design.
4/20/2016 14
ZEMEN M

15. D. Experience selection & material selection
methods, strategies, activities, incentives, materials
nature of educational environment
E. Implementation
assess curriculum not students
modify where necessary
Full implementation
F. Evaluation
 supervision function
 collect data for decision
G. Maintenance
 monitor & maintain curriculum
4/20/2016 15
ZEMEN M

16. 4. Deliberation Model
Considers the interrelatedness of reality
means and ends affect each other
Proceeds from problems to proposals to solutions
Occurs within cultural contexts
4/20/2016 16
ZEMEN M

17. Other models of curriculum development
a) The Objective Model
This model has the following characteristic features:
It offers a systematic analysis of the teaching
learning process by showing the interacting factors,
which are defined as aims and objectives, contents,
methods of teaching and evaluation.
 It facilitates communication.
4/20/2016 17
ZEMEN M

18. It attempts to combine knowledge external to the
learner (content) and knowledge of how content is
mastered (method).
It makes objectives fundamental to a curriculum
testing process, which could be impossible without
them.
The model helps for accurate method of evaluation.
End determines the means.
No curriculum can ever be good enough but it
needs continual effort to improve it.
4/20/2016 18
ZEMEN M

19. b) The process Model and its Nature
The process Model of curriculum planning came as
alternative model recently.
 It was articulated in opposition to the objective
model.
 It is setting certain content that ultimately lead to
any result which may not be the same in all
institutions.
The process is an open mind and evaluation is done
based on institutional resources
4/20/2016 19
ZEMEN M

20.  Means determines the end.
The Process model of curriculum planning claims that:
End results should be open- You don't expect the same
result among students;
The educational achievements are accepted depending
on the conditions where the instructional process took
place.
Self assessment, reflection, project, and continuous
evaluation are integral part of education.
The individual is helped to develop skills go out and
explore the world.
4/20/2016 20
ZEMEN M

21. c) Situational Analysis Model
Emphasizes on the concrete or the actual life
situation of the society
It demands considering the economic, social,
political, cultural, environmental etc.
The curriculum needs to reflect and be based on
the activities, problems, and future aspirations of
the society.
4/20/2016 21
ZEMEN M

22.  Planning the Curriculum
Step 1: Making Needs Assessment / Situational
Analysis/ Diagnosis of Needs
The first step in the curriculum development
process is to clearly state the issue that prompted
the initiation of a curriculum development effort.
4/20/2016 22
ZEMEN M

23. An issue statement should indicate:
who is affected or involved,
the scope of the problem (issue) to be addressed by
the curriculum, and
The consequences
Need assessment should at least describe the
rationale, problems, logics, facts, and figures related
with health (socio-economical) issues that would
influence the student for the need of a specific
program.
4/20/2016 23
ZEMEN M

24. An educational need is a discrepancy between an
existing set of circumstances and some desired set of
circumstances. These discrepancies can be described in
terms of knowledge, attitude, and performance.
According to Pratt (1980) the sources of data include:
Politically influential individuals and pressure groups;
Students, teachers;
Academic specialists;
Employers, graduates and drop outs;
Public representatives, community agencies, interest
groups, frontier/leading thinkers, social experts
(sociologists, psychologists, and anthropologists)
Instruments/tools/employed
4/20/2016 24
ZEMEN M

25. Step 2. Form curriculum development team
Step 3. The selection of curriculum experiences
(Contents and Learning experiences)
Contents: - are elements of a subject matter, which
help the learner in the acquisition of knowledge,
the development of skills, habits., attitudes, values,
etc (Wheeler 1967). Contents help the individual to
achieve the required changes.
4/20/2016 25
ZEMEN M

26. Criteria for the Selection of Contents:
The Validity of subject matter; - achieve the
objectives
The Significance of subject matter; - Essential one
Appropriate balance of scope & depth; -coverage
Appropriateness to public needs and interests;
The durability of the subject matter (test of survival)
Logical relationship of the subject matter content to
maintain ideas & basic concepts;
Learn-ability of the subject matter;
Possibility of the subject matter to interact with or
attract data from other subjects.
4/20/2016 26
ZEMEN M

27.  Learning Experiences (Activities and methods)
• Are opportunities that help students to achieve the
desired behavioral changes.
Criteria for Selection of teaching Methods include:
• Objectives
• Nature of Content
• Learners learning style
• Facilities at hand
• Teacher's personality (education and training)
4/20/2016 27
ZEMEN M

28. Criteria for Selection of teaching Activities include:
• Practice simulation or actual
• Correspond with content
• Feasibility (resource, time, abilities to handle)
• Appropriateness to level of students
4/20/2016 28
ZEMEN M

29. Step 4. The organization of the curriculum (Contents
and learning experience)
Curriculum organization and function
Curriculum organization
Is a systematic arrangement of objectives, contents,
learning experiences and materials in a unifies and
consolidated manner.
 It is a process of putting contents and learning
experiences together to form some kind of coherent
program units, courses, and programs (Tyler, 1949).
4/20/2016 29
ZEMEN M

30. Curriculum Organization is based on four principles
Continuity - One learning experience should
reinforce another; vertical recurrence of concepts,
ideas skill
Sequence - Order of contents and courses; what
must come first and what must follow and why?
How will you organize what you Teach
Start from simple to complex
Concentric Circle approach
Chronological approach- time of event;
Prerequisite approach;
Scope - Coverage
Integration within and between subjects
4/20/2016 30
ZEMEN M

31. Step 5 Curriculum Evaluation
Evaluation is the process of collecting data on a
programme to determine its value or worth with
the aim of deciding whether to adopt, reject, or
revise the programme
The public want to know whether the curriculum
implemented has achieved its aims and
objectives
Teachers want to know whether what they are
doing in the classroom is effective
The developer or planner wants to know how to
improve the curriculum product
4/20/2016 31
ZEMEN M

32. • Models of Curriculum Evaluation
A The Consensus Model
This model consists of
1. The traditional curriculum evaluation (which gives
emphasis to the effectiveness of academic
disciplines) PRODECT).
2. The technologist curriculum evaluation (which
gives emphasis to the question how curriculum
offerings can be improved). PROCES)
4/20/2016 32
ZEMEN M

33. 4/20/2016 ZEMEN M 33
In curriculum evaluation the five Ms are often used;
Men: whether curriculum has been organized and implemented properly by the faculty
members & other personnel.
Materials: evaluation of text books, literature and the like used for the development &
implementation of curriculum
Money: whether money for the curriculum development is utilized properly.
Methods: whether teaching-learning methods which are planned in the curriculum are
appropriate.
Minutes: whether adequate time is given for theory and practical in each course
Principles of curriculum evaluation:
Evaluation of curriculum should consist of finding out to what extent the objective are
being achieved.
Objectives for evaluation should be in terms of behavior to be measured and in terms of
content through which the behavior is to operate.
Techniques and methods used in evaluation should be on the basis of specific behaviors
expected and measured.
Satisfactory evaluation program should include a variety of evaluation tools or instruments.
The decision on whether the student has had adequate experience in a given area should be
in terms of excellence of performance and not in terms of time spent.
.

34. B. The Humanistic and Social Reconstruction Model-
• Human interactions are given more emphasis
than the learning outcomes;
• Mainly used with curriculum that is out of the
main stream
• Often associated with artistic evaluations and
multicultural projections;
4/20/2016 34
ZEMEN M

35. Components needed for curriculum
development in a department
1. Background of the Department (not exceeding
one page)
–Development history of the department
–Type, number and evolution of programs
and activities
–Rationale for curriculum review process
(short and general)
4/20/2016 35
ZEMEN M

36. 2. Department's Goals and Objectives
2.1 Goals
Department goals are statements that show the
focus of activity or actual destinations, which are to
be achieved in a given period.
They need to drown from the University mission
statements, which are derived from the national
aims of education.
4/20/2016 36
ZEMEN M

37. The department goals should:
Reflect the mission of the university regarding
teaching, training, research and community
service;
Be general in their nature and they are written in
every short and precise language;
Indicate the overall end product of the department;
Indicate essential function of the department;
Depicts (show) what the department stands for.
4/20/2016 37
ZEMEN M

38. 2.2 Objectives of the Department
Are all intentions the department wants to achieve.
It has more detailed objectives reflecting all
programs and activities of the department.
They should be written in general or specific forms.
They need to reflect the department's program(s).
4/20/2016 38
ZEMEN M

39. 3. Programs of the Department
List all programs-including research programs,
degree programs undergraduate and graduate,
diploma programs, minor programs, service course
programs, etc
4. Curriculum/Curricula of program(s)
each program must have a distinct curriculum.
4/20/2016 39
ZEMEN M

40. 4.1 Rationale of the Curriculum
Justifications for designing the present curriculum‘
Review results of different bodies in the University
Observed needs of society, learner, market, etc,
Stakeholders needs and responses, identified
strengths and weakness of the old curriculum.
Survey results if available.
4/20/2016 40
ZEMEN M

41. 4.2, Graduate profile- (expressed in behavioral and
observable forms)
These reflect competencies and behaviors that the
graduates need to show after the completion of the
educational or training program.
The behavioral changes need to include:
a) Execution of tasks, duties, activities,
responsibilities etc, in his/her field with skill,
efficiency and effectiveness;
b) Skills in applying knowledge in the solution of
problems in different circumstances;
4/20/2016 41
ZEMEN M

42. c) Socially acceptable behaviors, beliefs, attitudes and
value systems;
In writing the graduate profile, questions such as:
What can our graduates accomplish in their area of
specialization in their Workplace?
What kind of discipline, sense of responsibility and
social behavior are expected to show?
What level and quality of intellectual capabilities
can they display'?
4/20/2016 42
ZEMEN M

43. To get answers to these questions, the department
must explore, examine, consult and assess the
various sources to draw the profile.
The exploration, consultation, etc, need to focus on.
–The required skilled manpower needs of the
society in the area of specialization, the
available market for the skilled manpower in the
specific field;
4/20/2016 43
ZEMEN M

44. –The views of previous graduates about their
training for that field;
–The possibilities and opportunities available for
creating new jobs in the field;
–The views of the employers (stakeholders) as
their vision of such a person in the job, market
–Employers' expectation with regard to personality
qualities, knowledge, behavior, skills and attitude,
etc,
4/20/2016 44
ZEMEN M

45. Case A, Graduate profile of a pre-service Teacher
Training Department
The Graduate will be able to:
• Plan a secondary school lesson;
• Evaluate a learning activity in a school;
• Conducts a lesson;
• Demonstrates a model of good behavior;
4/20/2016 45
ZEMEN M

46. Case B. Graduate Profile of Bachelor of Science
Program in Biology
The Graduate will be able to
Identifies biological materials;
Systematically collects and categorizes biological
materials;
Culture, prepares media and identifies microbial
organisms;
Operates basic equipments used in biological
research; designs and executes biological
experiments;
4/20/2016 46
ZEMEN M

47. Assists and participates in biological research;
Writes scientific reports;
Handles environmental conservation problems;
Provides professional service and leadership in the
discipline;
Possesses the necessary background knowledge to
pursue further advanced study in biology.
4/20/2016 47
ZEMEN M

48. 4.3 Program requirements
1.3.1 Admission Requirements (if different from
general university requirements give justification)
1.3.2 Graduation Requirements
1.3.3 Degree Nomenclature (both in English and
Amharic)
4/20/2016 48
ZEMEN M

49. 4.4 Teaching Learning Methods and Materials (Major
Ones)
Strategies such as lecture, lab. field, tutorials, etc.
including delivery modes such as regular, distance,
continuing etc. and materials, such as texts,
libraries, laboratories, audiovisual materials,
computers and other IT facilities.
4/20/2016 49
ZEMEN M

50. 4.5 Resource Profile
–Human Resource staff profile (available staff) and
critical shortages
–Material-available buildings, library, other
facilities, etc. and critical needs (with
justification);
–Administrative structures including standing and
committees, such as examination committee,
curriculum committee, etc.
4/20/2016 50
ZEMEN M

51. 4.6 Quality Assurance-maintaining quality of
Program ;This should answer whether the program
is managed in a transparent way and whether
problems can easily be seen if and when they arise.
Program management monitoring systems (clear
areas of responsibility and accountability)
Curriculum evaluation guide that involves formative
and summative evaluations (such as internships,
externships, comprehensive exams, projects,
theses, etc.)
A mechanism of standardized course offerings, such
as course outlines, exam content, external audit,
such as external examiners, etc.
Staff Evaluation mechanisms
4/20/2016 51
ZEMEN M

52. 4.7. Selections and Sequencing of Courses
4.7.1 Selection -show change of courses (old and
new)
–Major courses
–Supportive
–General education courses
–Professional courses as applicable
4/20/2016 52
ZEMEN M

53. 4.7.2 Sequencing (course offerings)
Schedule of course in the whole program
Course numbering-note that course codes need to
be four letter-initials followed by three digit
numbers where the first digit represents YEAR and
the last digit represents SEMESTER (odd number is
for First Semester and even number for Second
Semester course).
The middle number (second digit could be used
pragmatically)
4/20/2016 53
ZEMEN M

54. 5. Course Development
A course is the main part of the curriculum of the
department program(s).
How do we develop the curriculum in general and
the courses in particular?
 The curriculum development process demands the
selection of models.
According to the Ethiopian education, the objective
model has been in use for decades.
The course development using the objective model
follows the following steps:
4/20/2016 54
ZEMEN M

55. 5.1 Course Description
It describes the nature of the course giving with
emphasis on major areas of the course.
Theoretical and practical skills the course provides
to the learner.
It is a summary like presentation of a course in one
paragraph reflecting the nature of the course
content, objectives and methods.
4/20/2016 55
ZEMEN M

56. 5.2 Course Objectives
Are statements which indicate the expected
learning outcomes in terms of cognitive
(knowledge, comprehension, application, analysis,
synthesis, and evaluation), skills (abilities in
manipulating mental and motor abilities) and values
(attitudes, habits, convictions, interests etc),
outcomes.
4/20/2016 56
ZEMEN M

57. Examples
After the course is completed, the
students/trainees/participants would be able to:
Know the basic steps in course design
Construct model courses for their departments
Appreciate the ways of handling training program
The objectives need to satisfy the required criteria
(feasibility, appropriateness, comprehensiveness,
etc.).
4/20/2016 57
ZEMEN M

58. 5.3 Course Content
Contents are the elements of a subject matter
(facts, main ideas, concepts, principles, laws and
theories, procedures, methods, activities, etc, that
help the students acquire the knowledge, form the
values and develop the skills.
 The selection of contents for a course requires
checking the contents for their validity, significance,
learn-ability, durability, contribution to societal
development, etc.
Example: The content areas could include:-
Basic steps in curriculum design
Construction of model courses
4/20/2016 58
ZEMEN M

59. Ways in handling course content:-
Which will be further broken down into subtitles.
Dividing the contents into units helps to keep the
sequence of the course content vertically.
It is here that the course designers need to consider
the integration, scope, and depth of the content.
Time should be determined.
4/20/2016 59
ZEMEN M

60. 5.4 Mode of Delivery/Presentation Strategy/ Method
of teaching/strategies
Are the ways or the means to present the contents
to the learner so as to achieve the desired/intended
objectives, are to be cited as a component of the
course.
They are to be selected by considering the
objectives, contents, the learners, the resources
and the teacher's personality (education and
training).
However, participatory methods that enhance
active learning are encouraged.
4/20/2016 60
ZEMEN M

61. 5.5 Resources required
The materials required in offering the course should
be listed. These include audio-visual materials,
computers, charts, graphs, maps, real objects, etc.
that facilitate learning.
4/20/2016 61
ZEMEN M

62. 5.6 Mode of Assessment /Evaluation
The different instruments that can be used for
assessment of the students` achievement will be
suggested.
Quizzes, tests, observation techniques, peer and
self-assessment mechanisms, portfolio evaluation,
procedure and product evaluation etc. can be listed.
This helps to assure quality of the training.
4/20/2016 62
ZEMEN M

63. 5.7 Reference Materials
All those reading materials (published and unpublished
useful to offer the course shall be listed.
Task
• Assume that your department is going to develop a
program for undergraduate level. Taking this into
account, develop a program that shows:
1. Introduction and Rationale
2. Department goals and objectives
2.1 Goals
2.2 Department objectives (at least 4 objectives)
3. Graduate Profile
4. Program of the department
4/20/2016 63
ZEMEN M

64. 5. Develop a course
Course description
Course objectives
Course Content
Mode of Presentation
Resources to be used
Mode of Assessment/evaluation
References
4/20/2016 64
ZEMEN M

65. Curriculum revision/changing the
curriculum
Curriculum revision means making the
curriculum different in some way, to give it a
new position or direction.
Before any changes can be initiated, a
complete analysis is required to the existing
curriculum to identify its strength and
weakness and areas of compatibility with the
new ideology.
4/20/2016 ZEMEN M 65

66. Approaches to curriculum revision:
 The three main approaches to the curriculum revision
are:
 Addition: new elements are added to the existing
curriculum.
 Deletion: some elements are deleted to modify the old
curriculum.
 Reorganization: nothing is added or deleted but only
restructuring of the existing curriculum is done.
 The basis for any major curriculum revision is
significantly to improve the existing curriculum.
4/20/2016 ZEMEN M 66

67. Stages of curriculum revision:
Stage1: If a curriculum development and evaluation
committee doesn’t exist, one should be formed to act as
coordinating group for implementing the planed
curriculum change.
Stage2: appraise the existing nursing and educational
practices which are representative of the currently
operating curriculum.
Study carefully the existing curriculum considering its
overall intentions and purpose, including the basic
values and beliefs which are currently part of the
institutes philosophy.
4/20/2016 ZEMEN M 67

68. Stage3: make a detailed study of the existing
curriculum content to see whether it is still
relevant and appropriate to meet a knowledge
base adequate for the changing role of the
professional nurse.
Stage4: this establishes criteria for decision about
what needs to go into the curriculum and what
needs to come out and how the curriculum
materials and methods might be changed.
Stage5: this involves the design and writing of the
new curriculum changes
4/20/2016 ZEMEN M 68

69. Summary
1.Thus curriculum is a runway for attaining the goal of
education.
2. Curriculum should have to incorporate various subjects to
bring holistic behavioral change in the learner
3. Curriculum should have to contain the following
component:
 Philosophy of the institution
 The statement of the objectives of educational program.
 Total duration of the educational program.
 Detailed course plan for each course
 Program evaluation
4/20/2016 ZEMEN M 69

70. 4. Sequence, continuity, correlation and
integration should be maintained while
organizing the curriculum.
5. An ideal curriculum should be neither too
flexible nor too rigid, an appreciable mount of
flexibility has to be maintained.
6. Curriculum development involves the
following steps:-
I. Diagnosis of needs/need assessment
4/20/2016 ZEMEN M 70

71. II. Formulation of learning objectives.
III. Selection of learning content.
IV. Organization of learning content.
V. Selection of learning experiences.
VI. Organization of learning activities.
VII. Evaluation and means of evaluation
4/20/2016 ZEMEN M 71

72. 7. Curriculum evaluation involves evaluation of men,
material, money, methods and minutes.
8. Curriculum revision means making the curriculum
different in some way, to give it a new position or
direction involving addition, deletion or reorganization.
9. Fundamental question of curriculum are:
What to teach?
 How to teach?
 When to teach?
 Where to teach?
4/20/2016 ZEMEN M 72

73. 10. Course outline planning: is a plan for
delivering a course for the learner.
11. Unit planning: a plan of only one unit of the
course.
12. Lesson planning: plan of one specific activity
4/20/2016 ZEMEN M 73