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Curriculum development cycle
The document outlines an eight-step curriculum development cycle aimed at enhancing school education and student learning. Key steps include needs assessment, goal and objective writing, content selection, organization of content, selection of learning experiences, adaptation to teaching situations, and curriculum evaluation. The process is designed to continuously refresh and improve the curriculum based on prior evaluations, ensuring it meets the needs of all students, including those in special education.
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Curriculum development cycle
- 1. The curriculum development cycle Eightsteps to better schools and better learning
- 3. Let’s examine whathappens in each step of the curriculum development/revision cycle. This cycle is a dynamic system that helps each school re-vitalize and replenish what is taught to its students.
- 4. Needs Assessment For onechild in special education, this would include his test scores For a campus, this might include achievement test data, attendance, graduation, college- going rate, and others 0 10 20 30 40 50 60 70 80 90 1stQtr 3rdQtr SAT-9 Otis- Lennon Gradua tion Colleg e comp.
- 5. Types of assessments Normativesuch as Achievement tests IQ tests, group and individual Learning styles inventories Adaptive behavior Criterion-referenced such as Brigance for individual testing Woodcock-Johnson can be interpreted as criterion-related Individual or analytical reading inventories
- 6. Don’t forget thequalitative information. For either one child or for a school, interest inventories can tell a lot, as can opinion polls.
- 7. Writing Goals (second step) Goalsdo not have to be behavioral, but should be translatable into behavioral language Need enough goals to point the way
- 8. Writing objectives (3rd) Objectivesare more detailed Audience, behavior, conditions, degree In cognitive, affective, and psychomotor domains Assessments should be written from objectives
- 9. Selecting content (4th) ForMRs, keep in mind the mental age of the person or persons being written for. Chronological ages are deceiving. For special ed., keep it very utilitarian. The content must be useful . . . These will remember, at the most, one-half of what normal persons would. Build on students’ past experiences.
- 10. Organization of content(5) Logical sequencing of content always helps. But for LDs, and most MRs, it is absolutely essential. Build in some repetition Provide for loop-backs for students to re- visit things that they may have forgotten Spiral curriculum is one very effective plan
- 11. Selection of learning experiences Learningexperiences do not stand alone-- they must relate to objectives Fun! Interesting! Multi-sensory Use technology as often as possible
- 12. Adaptation to teaching situation Forcampuses or districts, this seventh section is where teachers make adjustments to make the new curriculum their own and in their own ways in their classrooms. For special education, this is where the related services sometimes come in; special transportation, special technology, nurse care, counseling on demand, wheelchairs, medical assistance.
- 13. Evaluation of curricula 0 0.2 0.4 0.6 0.8 1 1stQtr 3rdQtr K1 K2 K3 A1 P1 Formany years, this was the step never taken Check to see how many students reached each objective For special education, it’s the end-of-year meeting
- 14. The evaluation atthe end of one curriculum cycle feeds right into the needs assessment of the next. In this way, the curriculum of the school--or for one child--is perpetually replenished and revitalized.