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Curriculum Development Curriculum Development and Concept Organizationand Concept Organization
““The whole art of teaching is…the The whole art of teaching is…the art of awakening the natural art of awakening the natural
curiosity of…minds.”curiosity of…minds.”--Anatole France--Anatole France
Chapter 3: Chamberlain & Cummings, 2003
Curriculum Development ProcessCurriculum Development Process
Gathering Data from Input FactorsGathering Data from Input Factors LearnerLearner Subject Matter TrendsSubject Matter Trends Available ResourcesAvailable Resources Societal TrendsSocietal Trends Community CharacteristicsCommunity Characteristics Educational PsychologyEducational Psychology Relevant PhilosophiesRelevant Philosophies
Chapter 3: Chamberlain & Cummings, 2003
Drawing ImplicationsDrawing Implications
Reflect, carefully analyze information gathered Reflect, carefully analyze information gathered through various sources of datathrough various sources of data
Based on analysis, make teaching decisions for Based on analysis, make teaching decisions for specific situationspecific situation
““If…then…” mode of thinkingIf…then…” mode of thinking Examples:Examples:
If I know that most of my learners are from If I know that most of my learners are from economically disadvantaged homes, then I need to economically disadvantaged homes, then I need to limit my expectations regarding money spent for limit my expectations regarding money spent for projectsprojects
On-going processOn-going processChapter 3: Chamberlain & Cummings, 2003
PlanningPlanning
Plans are like road mapsPlans are like road maps Move learners forward toward important Move learners forward toward important
goals---improve quality of their livesgoals---improve quality of their lives• Goals derived from input factorsGoals derived from input factors
Curriculum selectionCurriculum selection Select portions of other available curriculaSelect portions of other available curricula Add new materialAdd new material Rework portionsRework portions Shape new, up-to-date curriculum Shape new, up-to-date curriculum
Chapter 3: Chamberlain & Cummings, 2003
PlanningPlanning Involves multiple levelsInvolves multiple levels
Block plans for entire year, long-term program, or Block plans for entire year, long-term program, or conferenceconference
Unit plan for respective topics within block planUnit plan for respective topics within block plan Daily lesson, session, or workshop planDaily lesson, session, or workshop plan
PlansPlans ConceptsConcepts GeneralizationsGeneralizations ObjectivesObjectives Learning experiencesLearning experiences ResourcesResources Assessment techniquesAssessment techniques
Chapter 3: Chamberlain & Cummings, 2003
Implementing PlanImplementing Plan
Begins when written plans are completeBegins when written plans are complete Ready to teach!Ready to teach! Utilizing a variety of teaching strategies Utilizing a variety of teaching strategies
and learner involvement—critical for and learner involvement—critical for effective implementationeffective implementation
Conducting learning experiences and Conducting learning experiences and teaching methods requires specific teaching methods requires specific teaching skills—Chapters 5 & 8 teaching skills—Chapters 5 & 8
Chapter 3: Chamberlain & Cummings, 2003
AssessmentAssessment
Gather of information to determineGather of information to determine Teacher successTeacher success Learner successLearner success Curriculum material successCurriculum material success
Process involves honest appraisal of both Process involves honest appraisal of both strengths and weaknesses ofstrengths and weaknesses of ProgramProgram Progress as an educatorProgress as an educator Product—learners’ knowledgeProduct—learners’ knowledge
Chapter 3: Chamberlain & Cummings, 2003
Assessment SourcesAssessment Sources
Testing proceduresTesting procedures Informal non-testingInformal non-testing
Conversations/input fromConversations/input from• Advisory board membersAdvisory board members• Parents/guardiansParents/guardians• AdministratorsAdministrators• SupervisorsSupervisors• Former studentsFormer students• Current learnersCurrent learners• EmployersEmployers• Business leadersBusiness leaders• Other educatorsOther educators
Chapter 3: Chamberlain & Cummings, 2003
Using FeedbackUsing Feedback
Once feedback is received…determination Once feedback is received…determination of what went well and what needs of what went well and what needs improvement is nextimprovement is next
Information discovered goes back into the Information discovered goes back into the curriculum development processcurriculum development process
Educating is a process of continual Educating is a process of continual changechange
Chapter 3: Chamberlain & Cummings, 2003
Selecting and Organizing ContentSelecting and Organizing Content
Planning curriculum similar to guided tourPlanning curriculum similar to guided tour Various options of how to reach destination Various options of how to reach destination
(broad program goals)(broad program goals) Planning itinerary in advance aids in avoidance Planning itinerary in advance aids in avoidance
of confusion—saves timeof confusion—saves time Broadest level involves selecting, structuring Broadest level involves selecting, structuring
subject matter to be taught to reach broad subject matter to be taught to reach broad program goalsprogram goals
Learning becomes development of a series of Learning becomes development of a series of connections among concepts that hold real connections among concepts that hold real meaning and relevance for learnermeaning and relevance for learner
Chapter 3: Chamberlain & Cummings, 2003
Concepts Defined Concepts Defined and Characterizedand Characterized
ConceptConcept is a key idea, is a key idea, topic, or main thoughttopic, or main thought What a person thinks What a person thinks
about a particular about a particular subject or topicsubject or topic
Core and abstract Core and abstract meanings that an meanings that an individual attaches to individual attaches to somethingsomething
Words/Symbols
Feelings/Emotions
Core of Meaning
Core of meanings is enmeshed in feelings and emotions that a person associates with it…words or symbols used to communicate ideas or concepts
Chapter 3: Chamberlain & Cummings, 2003
Determining Concepts to TeachDetermining Concepts to Teach
Using Input DataUsing Input Data Focus on learners to determine which ideas, concepts Focus on learners to determine which ideas, concepts
should be taughtshould be taught
Local and State Mandates and CompetenciesLocal and State Mandates and Competencies State of Idaho Curriculum Resources State of Idaho Curriculum Resources
• http://www.pte.state.id.us/fcserv/facscurr.htmhttp://www.pte.state.id.us/fcserv/facscurr.htm
National Program StandardsNational Program Standards National Standards of FCSNational Standards of FCS
• http://http://ideanet.doe.state.in.us/octe/facs/natlstandards.htmideanet.doe.state.in.us/octe/facs/natlstandards.htm
Chapter 3: Chamberlain & Cummings, 2003
Developing Conceptual OutlinesDeveloping Conceptual Outlines
Conceptual OutlineConceptual Outline product resulting from product resulting from organization of selected organization of selected concepts into logical concepts into logical systemsystem
Developed for Developed for • Entire curriculumEntire curriculum
• Specific courseSpecific course
• WorkshopWorkshop
• ConferenceConference
• Unit of studyUnit of study
• presentationpresentation
First: main or key topics First: main or key topics identifiedidentified
Second: Sub-concepts Second: Sub-concepts under main conceptsunder main concepts
““Scope” used to denote Scope” used to denote what subject matter what subject matter topics are to be coveredtopics are to be covered
Concepts organized in a Concepts organized in a sequencesequence
Concepts often build Concepts often build upon each otherupon each other
Chapter 3: Chamberlain & Cummings, 2003
Steps in Developing Conceptual Steps in Developing Conceptual OutlineOutline
Brainstorm to generate list of all possible Brainstorm to generate list of all possible concepts concepts Base list of input factors and accompanying Base list of input factors and accompanying
implications drawn in relation to the learners presentimplications drawn in relation to the learners present Consider time frameConsider time frame Eliminate concepts seen as least important…Eliminate concepts seen as least important…
add others proposed by colleagues or learnersadd others proposed by colleagues or learners Take concepts remaining; organize into logical Take concepts remaining; organize into logical
sequence of conceptssequence of concepts
Chapter 3: Chamberlain & Cummings, 2003
Principles of Curriculum Principles of Curriculum OrganizationOrganization
Use outline formatUse outline format State concepts clearly and conciselyState concepts clearly and concisely List sub-concepts below related conceptList sub-concepts below related concept Provide detail Provide detail Work from what learners already know, Work from what learners already know,
introduce new material at appropriate pace and introduce new material at appropriate pace and learning levellearning level
Present simple concepts firstPresent simple concepts first Present concrete before abstract conceptsPresent concrete before abstract concepts Take advantage of opportunities to repeat Take advantage of opportunities to repeat
concepts in various aspects of curriculumconcepts in various aspects of curriculum Reassess, adjust conceptual outline as neededReassess, adjust conceptual outline as needed
Chapter 3: Chamberlain & Cummings, 2003
Creating Block PlansCreating Block Plans Blocking out of conceptual outline by weeks, days, hoursBlocking out of conceptual outline by weeks, days, hours Indicates which concepts will be covered in specific Indicates which concepts will be covered in specific
periods of timeperiods of time Concepts from outline designated into time frames is a Concepts from outline designated into time frames is a
block planblock plan Amount of time devoted to various concepts and sub-conceptsAmount of time devoted to various concepts and sub-concepts
Can begin with calendar, day planner format, blocking out Can begin with calendar, day planner format, blocking out number of hours, days or weeksnumber of hours, days or weeks
Unit planUnit plan is a plan where additional components are is a plan where additional components are added to block plan to give more detailadded to block plan to give more detail
Lesson planLesson plan more detailed and includes even more more detailed and includes even more information: information:
Enabling objectives, content notes needed by educator when Enabling objectives, content notes needed by educator when presenting material, key questions to be discussed, specific presenting material, key questions to be discussed, specific activities, assignmentsactivities, assignments
Chapter 3: Chamberlain & Cummings, 2003
GeneralizationsGeneralizations
Unify various aspects of a subject by Unify various aspects of a subject by showing relationships among conceptsshowing relationships among concepts
Statement expressing a complete thought Statement expressing a complete thought and underlying truthand underlying truth
Element of universalityElement of universality Applied to wide number of situations Applied to wide number of situations
worldwideworldwide Basic principles and understanding that Basic principles and understanding that
describe/explain phenomenadescribe/explain phenomena
Chapter 3: Chamberlain & Cummings, 2003
Levels of GeneralizationsLevels of Generalizations
First Level First Level Simple statement of fact, definition, description, Simple statement of fact, definition, description,
analogy, identification, or classificationanalogy, identification, or classification Second LevelSecond Level
Shows relationships among ideas or makes Shows relationships among ideas or makes comparisonscomparisons
• Includes more ideas then first level, involves greater depth Includes more ideas then first level, involves greater depth and scope of subject matterand scope of subject matter
Third LevelThird Level Explains, justifies, interprets, or predictsExplains, justifies, interprets, or predicts Remote in time and spaceRemote in time and space
Chapter 3: Chamberlain & Cummings, 2003
ExamplesExamples
Level 1: Milk is a foodLevel 1: Milk is a food Level 2: Your health is affected by the Level 2: Your health is affected by the
food you eatfood you eat Level 3: Your body size is partially Level 3: Your body size is partially
determined by the kinds and quantity of determined by the kinds and quantity of food you consumefood you consume
11stst…expresses universal truth, 2…expresses universal truth, 2ndnd…shows …shows relationship between health and food relationship between health and food intake, 3intake, 3rdrd…makes subtle prediction …makes subtle prediction
Chapter 3: Chamberlain & Cummings, 2003
Formulating GeneralizationsFormulating Generalizations
Expresses one idea—inappropriate to use colon Expresses one idea—inappropriate to use colon or semicolonor semicolon
Limited to twenty wordsLimited to twenty words Value judgments inappropriateValue judgments inappropriate The following phrases should not be used:The following phrases should not be used:
It is It is vitalvital that… that… It is It is importantimportant to remember… to remember… One One mustmust…… A person A person shouldshould…… This This oughtought to be done so that… to be done so that…
Chapter 3: Chamberlain & Cummings, 2003
Helpful PhrasesHelpful Phrases
Is affected byIs affected by Is dependent onIs dependent on Is limited byIs limited by Is promoted byIs promoted by Is related toIs related to Is the result ofIs the result of Is a product ofIs a product of Is an integral part ofIs an integral part of Is influenced byIs influenced by Results inResults in requiresrequires
Is subject to Is subject to May be associated withMay be associated with May be developed byMay be developed by May be enhanced by May be enhanced by May be identified byMay be identified by May be necessary forMay be necessary for May be modified byMay be modified by Constitutes a pattern forConstitutes a pattern for Contributes toContributes to Leads toLeads to EstablishesEstablishes
Chapter 3: Chamberlain & Cummings, 2003
Questions to Ask LearnersQuestions to Ask Learners What have you learned from the lesson today?What have you learned from the lesson today? How can our discussion be summarized in a few How can our discussion be summarized in a few
sentences?sentences? What are the main ideas we have been talking What are the main ideas we have been talking
about?about? How are the main ideas we discussed related?How are the main ideas we discussed related? How does today’s discussion relate to what we How does today’s discussion relate to what we
studied yesterday?studied yesterday? How can these ideas be applied to new or How can these ideas be applied to new or
different situations that you face or might face in different situations that you face or might face in the future?the future?
Chapter 3: Chamberlain & Cummings, 2003
Continuing the Planning ProcessContinuing the Planning Process
1. Curriculum Concepts identified and 1. Curriculum Concepts identified and developed into conceptual frameworkdeveloped into conceptual framework
2. Generalizations formulated which 2. Generalizations formulated which include major conceptsinclude major concepts
3. Development of behavioral objectives 3. Development of behavioral objectives indicating expected achievementindicating expected achievement Learning experiences are planned to enable Learning experiences are planned to enable
learners to meet established objectives learners to meet established objectives Evaluation of learner achievement ongoing Evaluation of learner achievement ongoing
Chapter 3: Chamberlain & Cummings, 2003
Steps in Curriculum Development ProcessSteps in Curriculum Development Process
Gathering Data from Input Factors
Learners
Resources
Societal Trends
Community Characteristics
Educational Psychology
Philosophies
Subject-Matter Trends
Drawing Implications
Planning Implementing the Plan
Assessing
Using FeedbackChapter 3: Chamberlain & Cummings, 2003