Beruflich Dokumente
Kultur Dokumente
Considerations in
designing curriculum
Farhana
Florina
Syafiq
hafizi
Needs
analysis
personnel
Monitorin
g&
support
content
Material
selection
Target
groups
Assessmen
t&
evaluation
Aims &
objectives
Learning
theories,
approache
s&
methods
constraint
s
TARGET GROUPS
Get to know the target groups:
Individual needs- prior knowledge, language and cultural
background
Abilities
Potentials
Multiple intelligence
Learning styles
Aesthetic
development
Physical
development
Social
development
Interpersonal/
intrapersonal
development
Intellectual
development
Multiple
intelligence
CONTENT
SELECTION
Relevant
Outcome of the curriculum
Appropriate
The level of the target group
Curriculum is progressive,
leading students onward and
building their knowledge
Up-to-date
Content should be constantly
Valid
Content (The information)
that is authentic and
obtained from credible
sources (Reliable)
Feasibility
Capable of being done/
workable/ executable
Time, staff, funding,
educational resources
Personnel and
Material Selection
Teachers,
technical and
administrative
staff
Personnel
Finances
Teaching
rooms, office
space, social
and study
place
Selection
Equipment
Material
Books,
journals and
multimedia
resources
Assessment
&
Evaluation
Assessment
Assessment
Teaching and learning methods must support
the assessment strategy.
EXAMPLE
If students or trainees are expected to perform
well in MCQs, then a Problem-Based Learning
type course with a facilitative teaching
approach will not be appropriate.
Assessment
Teacher should check a number of aspects
relating to assessment:
Are the assessment methods which relate to the
assessment of knowledge, skills and attitudes
appropriate?
Do the teaching and learning methods support
the assessment strategy?
Are the assessment methods reliable and valid?
Assessment
Teacher should check a number of aspects
relating to assessment:
Are the assessment methods designed so that
learners can achieve the minimum performance
standards set in the curriculum and is there
capacity for learners to demonstrate higher
standards of performance (i.e. do the
assessments enable discrimination between
candidates?)
Assessment
Teacher should check a number of aspects
relating to assessment:
Are the students/trainees being assessed
sufficiently or are they being over-assessed?
Are the regulations governing assessment
procedures and awards clear and easy to follow
and are they being applied appropriately and
consistently?
Evaluation
Evaluation
Evaluation is a system of feedback, providing
information to planners, teachers/trainers, students,
parents and decision-makers.
Evaluation is a process involving on-going activities
aimed at gathering timely information about the quality
of a programme.
Evaluation
Why do we need to evaluate our courses?
To identify successes and failures of the curriculum
with a view to correcting deficiencies.
To measure if stated objectives have been achieved.
To assess if the curriculum is meeting the needs of
learners, community, etc.
To measure the cost effectiveness of the curriculum.
Evaluation
Some questions to ask when evaluating a course
or programme:
Whether the learning objectives are realistic and
relevant.
Whether the different parts of the course relate
to each other meaningfully in terms of sequence
and organization.
Whether the subject matter and content is
relevant, accurate and up to date.
Evaluation
Some questions to ask when evaluating a course
or programme:
Whether the learners entry requirements are
well defined and at the right level.
Whether the materials and delivery are pitched
at the right level for the learners at different
point in the course.
Whether the balance of teaching and learning
methods is appropriate and whether there is
enough time to ensure learning.
Evaluation
Some questions to ask when evaluating a course
or programme:
Whether teachers have the knowledge and skills
required to deliver the curriculum.
Whether the learning resources that have been
identified are adequate, appropriate and
available.
Constraints
Constraints
What are the program constraints?
Technological: ICT, lab, LCDs, etc.
Timing: Implementation, Readiness
Duration: Length lectures, co-curriculum,
practicum, internship, etc.
Summary
Curriculum design is a complex activity both
conceptually and its implementation.
Designing a curriculum requires a vision of
educations meaning and purpose.
Curriculum design must be carefully considered
so that the curriculum imparts essential
knowledge, skills and attitudes.
Subject-centred
design
Learner-centred
design
Problem-centred
design
Subject-centred
design
a)
Academic
subject
design
b)
Discipline
design
c)
Broad fields
design
d)
Correlation
design
e)
Process
design
b) Discipline design
A discipline is a specific body of knowledge that has its own
methods of inquiry, has its specialised words and terminology,
has a tradition and a collection of literature
What is the rationale for teaching the disciplines?
According to its proponents, the school is a mini version of the
world of intellect and that the disciplines reflect that world.
d) Correlation design
It lies in between the academic design model and the broad
fields design
If you do not want your curriculum to consist of five separate
subjects nor five different subject areas to be fused into one,
then the correlation design model might be an alternative.
Eg. you may want to just fuse or correlate history with literature
at the secondary school level. For example, in a history lesson
the class learns about the Japanese occupation of Malaysia.
During the literature class, students read novels about life
during that time period. However, each subject retains its own
distinct identity.
e) Process design
It stresses the learning of general procedures and processes that
Learner-centred
design
a)
Child-centred
design
b)
Radical
design
c)
Humanistic
design
a) Child-centred design
It believes that learners should actively participate in the
teaching-learning process.
Learning should be related closely to the daily lives of students
In the child-centred model, the interests and experiences of the
learner become the subject-matter of the curriculum.
Children are given the freedom to discover and do things for
themselves rather than told how to do something.
The project method became a popular pedagogical strategy in
the child- centred design in which children solved problematic
situations calling on their knowledge and skills of science,
history, art and so on.
b) Radical design
Children should be educated towards the goal of social reform.
Learning is something that results from the interaction between
and among people.
Learners should challenge content and be allowed to give their
opinions about the information given to them.
Learners will value what they learn if they are allowed to
construct their own knowledge. When learners create meaning,
they have ownership over what they have learned resulting in
genuine thought.
c) Humanistic design
The curriculum should be designed to empower learners to be
involved in the process of realising their potential.
To facilitate learning, the teacher accepts learners as persons,
placing importance on their feelings and their opinions; while
caring for them.
In other words, the teacher is able to view the world through
the students eyes.
The humanistic curriculum design focuses on the
interconnectedness of the cognitive, affective and psychomotor
domains. The design stresses the development of positive selfconcept and interpersonal skills of learners.
Problem-centred
design
a)
Life-centred
situations
b)
Core design
a) Life-centred situations
In any society, there are persistent life situations that are
crucial to a societys successful functioning. Examples of such
life situations are healthy living, use of leisure time, ethics,
racial tolerance, citizenship skills.
Students will direct relevance in studying such social issues
when they are related to their world. Also, having students
study social or life situations will encourage them to seek ways
to improve society.
The life-centred situations curriculum has been criticised
because students do not learn much subject matter.
b) Core situations
A variation of the life-centred situations design is the coredesign model. Focus is still on the pressing problems of society;
the difference being that certain problem are selected to form
the core.
The core problems are taught to all students in a block-time
format whereby two or more periods of class time is used. A
problem solving approach is adopted in analysing social
problems. Students select a problem through consensus and
work either individually or in groups. Data is collected,
analysed, interpreted and presented in class. Findings are
evaluated and discussed.