This document provides an agenda and overview for a class session on designing and implementing curricula. It discusses integrating course design using backward design by beginning with learning goals and aligning objectives, instructional strategies, and assessment. The document also covers establishing significant learning goals in different domains, writing measurable objectives, considering situational factors, anticipating barriers to implementation, and the difference between audit-ive and educative assessment. Students are asked to consider how to best implement their curricular projects and self-assess their performance in the course.

1. Making Your
Curriculum
Design a Reality
CLASS SESSION 11

2. Tonight’
s
Agenda
For next week: Final course reflection (on
blog)
Considering how to best implement your
curricular project
Prepare for next week: 5-minute individual
overview (PowerPoint optional / single slide

3. Four Components of Effective Teaching
Beginning of Instruction
Knowledge of
Subject
Matter
Teacher-
Learner
Interactions
Management of
the Learning
Environment
Design of
Instruction
Interpersonal and social skills
Facilitation
Skills, setting a good
Learning
climate
Skill development
Discipline or specialty-specific

4. How Do We Achieve
Significant
Learning?
BASED ON DEE FINK’S BOOK, CREATING
SIGNIFICANT LEARNING EXPERIENCES (2003)

5. Two Ways to Put a Course (Learning
Experience) Together
• List of topics
• Learning centered approach: put the course
together systematically using “integrated
course design”

6. Can the goals you have
set be measured within
the context of your
course with the
learning objectives you
have established?
Integrated Design
involves a Match
Learning
Goals
Feedback and
Assessment
Instructional
Strategies
Can the goals you
have set be
achieved with
learning strategies
that will deliver
your course
content?
Situational Factors

7. Writing Objectives that Align with Your
Goals
WW
Who
will do
how much (or how well)
of what
by when
By the end of this rotation, learners will have … (past
tense, strong active verb)
By the end of this course, students will be able to ….
(future orientation, strong active verb)
The stem of the sentence can be written in
one of two ways:

8. Questions for Formulating Significant
Learning Goals
WW
Foundational Knowledge
Application (what kinds of thinking needed?)
Integration (what connections should they
recognize)
Human Dimension (what should your
learners learn about themselves?)
Caring (what changes would you like to see in
what they care about? Feelings, interests,
values?)
Learning How to Learn (what do you want

9. Backward Design
Begin with the end in mind:
– What do you want your learners to be able to know or
to do at the end of instruction?
– Identify situational factors
• Specific context
• Expectations of external groups
• Nature of the subject
• Characteristics of the learners
• Characteristics of the teacher
• Special pedagogical challenges: What is the special situation
in this course that challenges us to make it a meaningful and
important learning experience?

10. Things that Can Get in the Way
 Resources – personnel, time, facilities, funding
 Obtaining Support – internal/external
 Administration of the Curriculum
 Needed communications / coordination, operations, i.e.,
how it will work in practice
 Anticipating Barriers
 Introducing the Curriculum
 Piloting, phasing in, full implementation

12. Which of these dimensions are
present in your curriculum?
Which do you need to revisit?

13. The Difference Between Audit-ive
and Educative Assessment

14. Audit-ive Educative
 Backward-looking:
what did they do?
 Grading is the only
mechanism
 Forward looking: What will
they do?
 Cycle of performance –
feedback- revision- and new
performance
 Self-Assessment by
Learners
 Fidelity Feedback
 Frequent / Intermediate /
Discriminating (based on
criteria and standards) / Done
lovingly
 Established criteria and
standards
 Result is better learning

15. How would you assess your own
performance in this course?
(self-assessment)