Curriculum Design Crayons2


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Curriculum Design Crayons2

  2. 2. Objective <ul><li>After completing this session, the participant will be able to: </li></ul><ul><li>I dentify the components of each phase of the curriculum ( instructional) design process. </li></ul>
  3. 3. T raining Cycle Goals and Objectives Course Design, Content Analysis Materials Preparation Implementation Evaluation Needs Assessment
  4. 4. WHAT IS… A CURRICULUM? <ul><li>A course of study </li></ul><ul><li>A document describing the steps of the curriculum </li></ul><ul><li>A program of study resulting in new skills and competencies for learners </li></ul><ul><li>An educational intervention </li></ul>
  5. 5. What is the meaning of the term “Curriculum” <ul><li>Many definitions. </li></ul><ul><li>A curriculum might consist of a set of ideas,concepts,and skills relating to what must be learned. </li></ul><ul><li>A curriculum includes a set of goals,objectives, and topics with developed content. </li></ul>
  6. 6. DEVELOPING A CURRICULUM: STEP 1 <ul><li>Needs Assessment </li></ul><ul><li>“ A systematic process of gathering information to determine what instructional solutions are needed to produce the desired learner outcomes” </li></ul><ul><li>Therefore we need to first define </li></ul><ul><li>learner outcomes (ILOs) </li></ul>ILOs = Intended Learning Outcomes
  7. 7. DOING A NEEDS ASSESSMENT <ul><li>Why? </li></ul><ul><li>To determine resources needed </li></ul><ul><li>To exclude political and non-instructional issues </li></ul><ul><li>To announce the curriculum </li></ul><ul><li>How? </li></ul><ul><li>Look in the literature </li></ul><ul><li>Ask the faculty </li></ul><ul><li>Ask graduates and current learners </li></ul><ul><li>Ask experts </li></ul><ul><li>Curriculum committee </li></ul><ul><li>National guidelines </li></ul>
  8. 8. CURRICULUM DESIGN: STEP 2 <ul><li>RATIONAL STATEMNT </li></ul><ul><li>“ A SHORT STATEMENT EXPRESSING THE PURPOSE AND INTENDED OUTCOMES OF THE PROGRAM” </li></ul><ul><li>May become part of the Mission Statement of the institution </li></ul>
  9. 9. CURRICULUM DESIGN: STEP 2 <ul><li>RATIONAL STATEMNT </li></ul><ul><li>Example: Reproductive Health For Adolescents Course </li></ul><ul><li>“ Egyptian adolescents are lacking competent services and information addressing their reproductive health needs.” </li></ul><ul><li>This training program is intending to provide physician service providers working in the field with the knowledge, skills and attitude needed to provide youth friendly RH services in the context of our cultural and economical status. </li></ul>
  10. 10. CURRICULUM DESIGN: STEP 3 <ul><li>Determining Content </li></ul><ul><li>Select topics </li></ul><ul><li>Weight importance by percentage of curriculum </li></ul><ul><li>Consider time to be devoted to each topic </li></ul><ul><li>Need to know learner’s current level of knowledge,attitudes and skills </li></ul>
  11. 11. CURRICULUM DESIGN: STEP 4 <ul><li>For each major topic: </li></ul><ul><li>Define goals </li></ul><ul><li>Goals are general description of what the learner will achieve as a result of the curriculum or the major topic </li></ul><ul><li>An example of curricular goal for the topic HRT </li></ul><ul><li>To define the menopause </li></ul><ul><li>To recognize common menopausal problems </li></ul><ul><li>To appropriately prescribe and manage HRT </li></ul>
  12. 12. CURRICULUM DESIGN: STEP 5 <ul><li>Learning Objectives </li></ul><ul><li>Describe learner outcomes in measurable behavioral terms that determine the appropriate evaluation tools. Include </li></ul><ul><ul><ul><li>A udience </li></ul></ul></ul><ul><ul><ul><li>B ehavior </li></ul></ul></ul><ul><ul><ul><li>C ondition </li></ul></ul></ul><ul><ul><ul><li>D egree </li></ul></ul></ul>S.M.A.R.T
  13. 13. CURRICULUM DESIGN: STEP 5 <ul><li>Example of learning objectives for the topic HRT </li></ul><ul><li>Overall Objective: ” To define the menopause” </li></ul><ul><li>Learning Objective: </li></ul><ul><li>By the end of the program the participant will: </li></ul><ul><li>1. Identify, correctly, all symptoms of menopause, when given a paper test. </li></ul><ul><li>2. Elicit at least 80% correct symptoms of menopause, when examining a real patient, </li></ul><ul><li>3. List at least 3 of the common presentations of menopause, when asked by a faculty . </li></ul>
  14. 14. CURRICULUM DESIGN:STEP 6 <ul><li>INSTRUCTIONAL STARTEGIES </li></ul><ul><li>Are the methods of delivering your curriculum. </li></ul><ul><li>Examples include: </li></ul><ul><ul><ul><li>Lectures. </li></ul></ul></ul><ul><ul><ul><li>Seminars and rounds with case presentations. </li></ul></ul></ul><ul><ul><ul><li>Group discussion </li></ul></ul></ul><ul><ul><ul><li>Video demonstration. </li></ul></ul></ul><ul><ul><ul><li>Classroom role plays. Models. </li></ul></ul></ul><ul><ul><ul><li>Direct observed patient care. </li></ul></ul></ul>
  15. 15. INSTRUCTIONAL STRATEGIES. <ul><li>Should match the learning objectives. </li></ul><ul><li>Should be varied for each topic and goal. </li></ul><ul><li>For clinical learners,should include practice with direct patient care. </li></ul><ul><li>should reflect evaluation methods to be used(e.g. lectures predict paper tests) </li></ul>
  16. 16. Curriculum design: STEP 7 <ul><li>EVALUATION </li></ul><ul><li>=Assessment and judgement </li></ul><ul><li>Must include: </li></ul><ul><li>1.learner evaluation. </li></ul><ul><li>2.Program evaluation. </li></ul><ul><li>Methods should reflect learning objectives,teaching strategies and program goals. </li></ul>
  17. 17. CURRICULUM DESIGN: STEP 8 <ul><li>Constructing the Instructional Unit </li></ul><ul><li>Put together the topics,goals and learning objectives. </li></ul><ul><li>Match each to teaching strategies and evaluation. </li></ul><ul><li>Assign times to the instructional unit. </li></ul>
  18. 18. CURRICULUM DESIGN: STEP 9 <ul><li>Implementation </li></ul><ul><ul><li>List the tasks needed to offer the curriculum. </li></ul></ul><ul><ul><li>Delegate these tasks with time lines. </li></ul></ul><ul><ul><li>Generate a timetable of completion. </li></ul></ul><ul><ul><li>Develop the calendar. </li></ul></ul><ul><ul><li>Prepare the syllabus. </li></ul></ul><ul><ul><li>Train the faculty. </li></ul></ul>
  19. 19. CURRICULUM DESIGN: STEP 9 <ul><li>What is the meaning of Syllabus? </li></ul>Summary of the major components of a course. It is important that a syllabus accurately describe the course content, goals and objectives. The syllabus should be given to participants in advance of training . It also includes information's about course duration ,location ,language of instructions ,number of participants, teaching methodology and evaluation techniques.
  20. 20. CURRICULUM DESIGN: STEP 10 <ul><li>Share the curriculum with others (presentation to groups) </li></ul><ul><li>Be open to change and suggestion,be flexible. </li></ul><ul><li>Gather resources(money,time) </li></ul><ul><li>Consider obstacles and solutions. </li></ul><ul><li>Celebrate! </li></ul>
  21. 21. Thank You For Good Listening