There are four key factors in organizing curriculum: planning, implementation, assessment, and using feedback from assessment. Planning involves creating goals, selecting materials, and designing lesson plans. Implementation means teaching the planned lessons using different strategies. Assessment gathers information on student and teacher performance to evaluate success. Feedback from assessment is used to improve the curriculum.

1. FOUR KEY FACTORS
IN ORGANIZING
CURRICULUM

2. Planning
•Plans are like road maps
•Move learners forward toward important goals---
improve quality of their lives
• Goals derived from input factors
•Curriculum selection
•Select portions of other available curricula
•Add new material
•Rework portions
•Shape new, up-to-date curriculum
Chapter 3: Chamberlain & Cummings, 2003

3. •Involves multiple levels
• Block plans for entire year, long-term program, or
conference
• Unit plan for respective topics within block plan
• Daily lesson, session, or workshop plan
•Plans
• Concepts
•Generalizations
• Objectives
• Learning experiences
• Resources
• Assessment techniques Chapter 3: Chamberlain & Cummings,
2003
Planning

4. Implemention
•Begins when written plans are complete
•Ready to teach!
• Utilizing a variety of teaching strategies and
learner involvement—critical for effective
implementation
•Conducting learning experiences and teaching
methods requires specific teaching skills—
Chapters 5 & 8
Chapter 3: Chamberlain & Cummings,
2003

5. Assessment
•Gather of information to determine
• Teacher success
• Learner success
• Curriculum material success
•Process involves honest appraisal of both
strengths and weaknesses of
• Program
• Progress as an educator
• Product—learners’ knowledge
Chapter 3: Chamberlain & Cummings,
2003

6. Assessment Sources
•Testing procedures
•Informal non-testing
• Conversations/input from
• Advisory board members
• Parents/guardians
• Administrators
• Supervisors
• Former students
• Current learners
• Employers
• Business leaders
• Other educators
Chapter 3: Chamberlain & Cummings,
2003

7. Using Feedback
•Once feedback is
received…determination of what went well
and what needs improvement is next
•Information discovered goes back into the
curriculum development process
•Educating is a process of continual change
Chapter 3: Chamberlain & Cummings,
2003

8. Planning Goals
the best ways for teachers to look
objectively at what needs to be taught over
the course of a semester or year, then
organize an effective way to get from
beginning to end.
Schools use curriculum plans to set
overarching goals and basic requirements
that teachers must follow to ensure at least
some degree of uniformity.

9. Several factors affect all curriculum
It requires
selecting learning goals,
designing knowledge delivery models:
and
creating assessment methods for
individual and group progress.

10. Four key factors in organizing curriculum
Politics
Economics
Technology
Diversity

11. • Funding
• hiring personnel,
• building and
maintaining
facilities
• equipment.

12. All aspects of curriculum depend on
local, state and national political
standards. From defining goals,
interpreting curricular materials to
approving examination systems, politics
affects curriculum organization.

13. Economics influences curriculum organization.
educating employees for promotions that bring better returns
in profits.
Nations financing education expect an economic return from
educated students contributing to the country's economy with
global competition abilities in technical fields.
Curriculum content influences learner goals, standards for
academic achievement with an underlying influence of the
nation's economy.

14. Learning centers and classrooms increasingly
provide computers as requisite interaction for
studies among students.
Technological multimedia use influences
educational goals and learning experiences
among students.
Undergraduate and graduate degrees in
computer technology increases in popularity.

15. Curriculum affect from diversity opens learning opportunities.
Social diversity including
• religion,
• culture and
• social groupings
these characteristics influence the types of topics and
methods for teaching information.
Developing relevant curriculum takes into account society's
expectations, accommodating group traditions and
promoting equality.