This presentation highlights the importance of curriculum design, structure of unite and provides a reminder of the curriculum development process after designing...THE WAY FORWARD - piloting, implementing, monitoring, evaluation,

1. Dr. Cynthia Crump
From Theory To Practice

2. The philosophy
of the
Department of
Education
WHAT
ARE THE
GUIDING
TENETS?

3. Tyler’s model – focus questions
 What educational purposes should the
[school curriculum] seek to attain?
 What educational experiences can be
provided?
 How can these educational experiences be
effectively organized?
 How can we determine whether these
purposes are attained?

4. Design
 Proposed organization of the curriculum, guided by
instructions – influenced by the hope to solve a
problem; meet a need; attend to an issue;
 Depends on the purpose of the organization
 Translating the needs into a course …

5. The planned curriculum design
will attempt to provide the
learning experiences necessary
to achieve the goals and
objectives, and honor the
philosophy of the Department
of Education.

6. The main aim is to ensure a high
degree of alignment between the
planned, taught, and experienced
curriculum, ultimately improving
students’ achievement,
motivation, interests and
dispositions

7. Alignment: Analysing The learners’
Experience
• Presented
• Planned
• Explicit
FORMAL
• Values
• expectations
HIDDEN
• Actual
learning
EXPERIENCED

8. Design • - subjects; disciplinesAcademic
• - performance tasks; processesTechnical
• – problem solvingIntellectual
• – real world situations; projectsSocial
• learner-centered; needs and interestsIndividual
http://www.ncrel.org/sdrs/areas/issues/cont
ent/curriclum/cu3lk12.htm

9. QUESTIONS For Consideration
 WHAT ORDER?
 HOW MUCH?
 WHICH/WHAT?
WIDTH/BREADTH
RELEVANCE
COHERENCE
CONSISTENCY

10. Content & Methods
 Each subject area has:
 a stated rationale to show its importance in the national curriculum and the
competencies students will achieve after exposure to the courses of study
(National Curriculum Policy Framework).
 standards, goals and learning outcomes to guide the development of specific
objectives and the content.
 Other resource materials in addition to text books and curriculums from other
islands and countries.
 Tyler, Taba, The backward design approach posited by Wiggins and McTigue
(2006) could guide the development of units in identifying
 objectives,
 planning learning experiences/strategies
 instruction
 assessment
 Topics, concept mapping, writing appropriate specific objectives to match
standards and learning outcomes

11. Content & Methods
INTRODUCTORY SECTION END SECTION
 the purpose or rationale,
 guidelines,
 resources,
 themes, and
 strands
 a glossary of important terms,
 sample lesson plans,
 important links, and
 Rubrics
 A curriculum evaluation form

12. Units
 The units could will comprise the following
components:
 Focus questions
 Unit title and theme
 Duration of unit
 Attainment targets / Learning outcomes /General
objectives
 Specific objectives
 Key concepts
 Suggested activities – teacher and students
 Assessment

13. Experiential Learning
 Experiential philosophy would result in a “plan for
deciding upon subject-matter, upon methods of
instruction and discipline, and upon material,
equipment and social organization…” (Dewey, 1997, p.
28).

14. Do
ReflectApply
Experiential Learning Model
1
EXPERIENCE
the activity;
perform, do it
2
SHARE
the results,
reactions, and
observations
publicly
3
PROCESS
by discussing,
locking at the
experience;
analyze, reflect
4
GENERALIZE
to connect the
experience to
real world
examples
5
APPLY
what was learned
to a similar or
different situation;
practice
Source: Jamison (2006).
Experiential learning is one
philosophical perspective
that forms the foundation
of
the national curriculum.
Rogers

15. Assessment
 Assessment could will include:
 traditional and performance-based assessment:
 research projects,
 science process skills,
 communicative skills,
 citizenship skills,
 problem solving skills,
 service learning skills, and
 life skills.

16. The Way Forward
 Draft National curriculum framework
 Curriculum Review /development guided by goals, vision, mission,
principles, learning targets, learning outcomes
 Curriculum core group
 Varied Stakeholders prepare draft
 Review / develop / adjusting
 Core group edits
 Stakeholder group further review
 Share with principals
 Invite ALL grade level teachers to have input for further adjustments
 Wide scale Professional Development Training (PDT)
 Pilot implementation (HOW)
 Revise
 Implementation [include continuous school-based PDT]

17. Implementation
 Putting into practice the officially prescribed courses
of study, syllabuses and subjects
 Helping the learner acquire knowledge or experience
 Continuous Professional Development
 What factors influence?
 How do we deal with the factors ?

18. Implementation
involves delivering, monitoring, and evaluating, and
adjusting the curriculum while stakeholders find out
what is going on in the classrooms.
 The processes
 delivery of the materials,
 staff or professional development, and
 Support and management strategies.

19. Monitoring Plan
[who what when]
 Monitoring, mentoring, and coaching (on-site) will
heighten the effectiveness of the planning and course
delivery and advise adjustments/changes to the
curriculums
 Major tools:
 The evaluation form
 observation schedules / appraisal forms
 Day in a School (Dias) Monitoring and Support
Program
 Any other suggestions ?

20. Evaluation
 Process of
 describing and judging an educational program or
subject;
 Comparing a student’s performance with behaviourally
stated objectives;
 Defining, obtaining and using relevant information for
decision-making process
 INTERNAL and EXTERNAL

21. Evaluation and Review
 Review is closely linked to the implementation and
will support further adjustments and improvements.
 The formative and summative evaluation should
ensure quality data to find out to what extent we are
accomplishing the intended outcomes, and if we can
make it better.
 Data for review will be a result of test scores, research,
(survey, case study, experiment) results, focus group
exchange and textbook evaluations

22. Which Model?
Tyler
CIPP
Scriven
 Format for curriculum
evaluation
Four main
questions
Context, Input,
Process, Product
Formative
&
Summative

23. Textbooks and Technology
 integral support materials for the curriculums.
 Important considerations
 Stakeholder complaints related to
 appropriateness,
 user friendliness,
 match with standards, and
 durability

24. Textbooks
 Daniels (2006) encouraged curriculum planners to
view complaints as possible tools for improvement.
 More appropriate texts to complement the
curriculums and more adequately meet the needs
including the reading level of the students are
important at this time (Hubizs, 2003).
 the curriculum team will continue to work closely with
 educators and
 agents of publishing companies

25. curriculum development process
Planning
/designing
Writing /
DevelopmentImplementation
Evaluation and
Review
foundations
learner
characteristics
needs
teams
modules
assessment
learning
training
monitoring
Evaluation
strategy
review
units
objectives
Tyler
adjust
modules

26. References
Gredler, M. (2004). Learning and instruction: Theory into practice. (5th ed.). Upper Saddle River, NJ: Prentice Hall.
Daniels, S. (2006). Oklahoma School district goes over the top. Quality Progress, 39(5), 51-59.
Dewey, J. (1997). Experience and education. (1st ed.). New York: Touchstone. (Original work published in 1938).
El Sawi, G. (1996). Curriculum development guide. Population Education for Non-Formal Education Programs of
Out-of-School Rural Youth. Retrieved February 02, 2010, from
http://www.fao.org/docrep/009/ah650e/ah650e00.HTM
Hubisz, J. (2003). Middle School texts don’t make the grade. Retrieved February 28, 2010, from
http://www.science-house.org/middleschool/whatsnew/PT-Hubisz05031.pdf
Jamison, K. (2002). Experiential learning model. Adapted from National 4-H curriculum Handbook, 1992.
Retrieved on February 20, 2010 from http://njaes.rutgers.edu/learnbydoing/ExperLrngInservice2002.ppt
Meyer, M. H., & Bushney, M. J. (2009). Towards a multi-stakeholder-driven model for excellence in higher
education curriculum development. SAJHE 22(6), 1229-1240.
National Curriculum Policy Framework (2009). Curriculum Development Unit. Ministry of Education, Antigua &
Barbuda.
Wiggins, G., & McTigue, J. (2006). Understanding by design. (2nd ed.). New Jersey, Pearson.