Curriculum development

1. Unit 3: Foundations of Curriculum
Course (541): Curriculum Development
* Objective Setting: Levels and source of objective settings
* Objective Writing I: Objective of Cognitive Domain
* Objective Writing II: Objective of Psychomotor Domain
* Objective Writing III: Objective of Affective Domain
Credit Hours: 3
5th , 6th & 7th Week out of 16 Weeks
Course Instructor: Faraz Ahmed
B.Ed. 1.5 (1), 2.5 (1), 4 Years (V)

2. Want big impact?
USE BIG IMAGE
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Course Description
The course of curriculum development has been designed specially
according to the needs and challenges faced in the field of
education. The basic purpose of the course is to give awareness to
the students about the process of curriculum designing and its
importance for the provision of quality education. The course also
attempts to develop the deep understanding among the students for
the national, social and religious ideology that has to be preserved
through the process of curriculum development. Thus the main
focus of the course is to train the students to practice their positive
role in the field of education for the development of qualitative
curriculum content. That is why a special attempt has been made to
discuss the importance, forms, uses, issues and challenges of the
procedure of curriculum development in Pakistan specially and in
all around the world generally. We hope that our students will be
able to provide their best potentialities in the field for the
improvement of the system through the qualitative text book
formation.

3. Course Objectives
Upon completion of this course, student will be able to:
• 1. Create positive and engaging environments that promote respect for the diversity of
learners.
• 2. Use instructional strategies and educational technologies appropriately to support
and enhance teaching and learning.
• 3. Establishes a clear philosophy and set of overarching goals that guide the entire
program and the decisions that affect each aspect of the program;
• 4. Outlines a basic framework for what to do, how to do it, when to do it and how to know
if it has been achieved;
• 5. Provides a means for its own ongoing revision and improvement
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4. Assessment Instrument with Weights
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5. Video
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6. What is Bloom’s Taxonomy?
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Bloom’s Taxonomy is a classification of the different outcomes and skills that educators set
for their students (learning outcomes). The taxonomy was proposed in 1956 by Benjamin
Bloom, an educational psychologist at the University of Chicago. Bloom's Taxonomy
comprises three learning domains: the cognitive, affective, and psychomotor, and assigns
to each of these domains a hierarchy that corresponds to different levels of learning.
The cognitive domain is focused on intellectual skills such as critical thinking,
problem solving, and creating a knowledge base. It was the first domain created by the
original group of Bloom’s researchers. The cognitive hierarchy extends from simple
memorization designed to build the knowledge of learners, to creating something new
based on previously-learned information. In this domain, learners are expected to progress
in a linear manner, beginning at "remember" and ending at "create.

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Remembering: Retrieving, cognizing, and recalling relevant knowledge from long‐term memory.
Understanding: Constructing meaning from oral, written, and graphic messages through
interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
Applying: Carrying out or using a procedure for executing, or implementing.
Analyzing: Breaking material into constituent parts, determining how the parts relate to one
another and to an overall structure or purpose through differentiating, organizing, and attributing.
Evaluating: Making judgments based on criteria and standards through checking and critiquing.
Creating: Putting elements together to form a coherent or functional whole; reorganizing
elements into a new pattern or structure through generating, planning, or producing.

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11. The Cognitive Domain: LOTS
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Knowledge Level: 1
 Objective: Define the term "root" and list its main functions.
 Bloom's Taxonomy Verb: Define
 Example: Given a definition of a root and a list of functions, the student will be able to define what a root is and
list at least three of its main functions.
Comprehension Level: 2
 Objective: Summarize the process of water absorption by plant roots.
 Bloom's Taxonomy Verb: Summarize
 Example: After studying the process of water absorption by plant roots, the student will be able to summarize
the main steps involved in this process.

12. The Cognitive Domain: LOTS & HOTS
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Application Level: 3
 Objective: Demonstrate how to plant a seedling properly, emphasizing the importance of root placement.
 Bloom's Taxonomy Verb: Demonstrate
 Example: Given a seedling and gardening tools, the student will be able to demonstrate how to plant the
seedling properly in soil, ensuring that the roots are positioned correctly for optimal growth.
Analysis Level: 4
 Objective: Analyze the adaptations of roots in desert plants compared to those in rainforest plants.
 Bloom's Taxonomy Verb: Analyze
 Example: Using research materials, the student will analyze and compare the root adaptations of desert plants (e.g.,
cacti) and rainforest plants (e.g., epiphytes), identifying at least three adaptations for each environment.

13. The Cognitive Domain: HOTS
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Evaluation Level: 5
 Objective: Evaluate the effectiveness of different types of fertilizers on root growth in plants.
 Bloom's Taxonomy Verb: Evaluate
 Example: After conducting an experiment on the effects of different fertilizers on plant growth, the student will
evaluate and compare the effectiveness of organic and synthetic fertilizers on root growth, providing evidence-based
conclusions.
Creation Level: 6
 Objective: Design an experiment to investigate the effect of light intensity on root development in seedlings.
 Bloom's Taxonomy Verb: Design
 Example: Given materials and guidelines, the student will design an experiment to test how varying light intensities
affect the growth and development of plant roots in seedlings, including a hypothesis, materials list, and experimental
procedure.

14. Activity: Read the Passage and Make Objectives
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The Water Cycle
The water cycle is like a big recycling system for water on Earth. It all begins when
the sun heats up water from rivers, lakes, and oceans. This heat makes the water
turn into something called water vapor, which is like an invisible gas. When the
water vapor rises up into the sky, it cools down and becomes tiny water droplets,
making clouds. This process is called condensation.
When the clouds get heavy, they let go of the water droplets, and it falls back to
Earth as rain, snow, or hail. This is called precipitation. Then, the water from the
rain, snow, or hail runs off into rivers, lakes, and oceans, where it starts the cycle
all over again. Understanding the water cycle helps us know how water keeps
moving around the Earth, which is super important for all living things.

15. Activity: Solution
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1. Knowledge Level: Define the term "water cycle" in your own words.
2. Comprehension Level: Summarize the process of the water cycle using simple language.
3. Application Level: Draw a simple diagram illustrating the stages of the water cycle
described in the paragraph.
4. Analysis Level: Explain why condensation is an important part of the water cycle.
5. Evaluation Level: Evaluate the significance of the water cycle for living organisms on
Earth.
6. Creation Level: Design a simple experiment to demonstrate one stage of the water
cycle.

16. Affective Domain
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17. Affective Domain
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18. Affective Domain
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19. Affective Domain: Verbs
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20. Psychomotor Domain
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21. Psychomotor Domain
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22. Psychomotor Domain
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23. Questions!
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