NOTETAKING GUIDES: CURRICULUM DESIGN

Curriculum Design

• Arrangement of curriculum elements into a substantive entity.
• Basic curriculum components:
• Aim, goals, and objectives
• Subject matter
• Learning experiences
• Evaluation

• Emphasis on different components shape the design of the curriculum.
• Taba believes that most curriculum lack balance because -
• the components are poorly defined, or
• they not considered within a theoretical framework
• When curriculum are planned those who construct the curriculum may place differing emphases on these components parts.
• Usually more emphasis is placed on the subject matter.
• Sometimes "fashion" exerts a disproportionate influence on a curriculum, i.e., TQM, customer service, SOL's, basics, etc.

Horizontal and Vertical Organizations

• Horizontal - Scope and integration (subjects)
• Vertical - Sequence and continuity (corporate)

Curriculum Design vs Instructional Design

• Curriculum Design - The total plan that arranges the four components into the curriculum, i.e., objectives, content, learning experiences and evaluation).
• Instructional Design - Refers specifically to one component, the potential experiences for the student, learning activities (methods and organization).

Sources of Curriculum Design

• Science as Source
• Society as Source
• Eternal and Devine Sources
• Knowledge as a Source
• The Learner as a Source

Science as a Source

• The scientific method provides meaning for the curriculum design.
• Only those items that can be observed and quantified should be included.
• Problem-solving should have the prime position in the curriculum, i.e., stress thinking.
• Procedural knowledge or knowledge of process.
• The curriculum teaches rational processes for dealing with reality.

Society as a Source

• Curriculum is an agent of society.
• Curriculum are designed to serve the broad social interests of society, as well as the local community.
• Support is shown for society as a curriculum source since the universe is becoming, rather than existing for our detached scientific viewing.
• Society shows where to modify the curriculum.

External and Devine Sources

• Curriculum design should be intended to perpetuate society.
• It should pass on the significance of people's values and personal morality.
• Devine will, eternal truth from the Bible.
• Today these sources are reflected through the curriculum designer's values and personal morality.

Knowledge as a Source

• One of the prime sources of curriculum.
• Disciplined knowledge has a particular structure and a particular method(s) used to extend its boundaries.
• Disciplined vs Undisciplined Knowledge
• Disciplined = unique
• Undisciplined = various (training)

The Learner as a Source

• Curriculum is derived from what we know about the learner.
• We draw much from the psychological foundations.
• Based on cognitive research.
• Emphasizes "learning by doing".

Side Note

• Even though decisions are essential, it appears that curricula are not the result of careful design deliberations.
• Overall curriculum designs receive little attention both in schools and corporations.
• Curriculum design is left to specialists in subject matter areas.

Curricular Dimensions

• Scope
• Integration
• Sequence
• Continuity
• Articulation
• Balance

Scope

• Breadth
• Content, topics, and learning experiences

Integration

• Linking all the knowledge and experience within the curriculum.
• Assists in making meaning for the learner.

Sequence

• Ordering of knowledge
• Vertical relationships, i.e.,
• Simple to complex
• Prerequisite
• Whole to part
• Chronological

Continuity

• Recurring and continuing opportunity to practice skill development.

Articulation

• Interrelatedness of various aspects of the curriculum.
• "Lost knowledge" - just taught but not related to other learning or lessons.

Balance

• Appropriate weight be given to each aspect of the design.

Representative Curriculum Designs

• Student-Centered Designs - content and/or processes.
• Learner-Centered Designs - based on students' lives - interests, needs, and empowerment.
• Problem-Centered Designs - focuses on problems of living and society (i.e., work, etc.)

Summary

• Curriculum design should possess internal consistency -
• Cohesiveness
• Coherence

Instructional Systems Design (ISD)

• The basic premise is that training is most effective when the trainees are provided a specific statement of what they must do and how their performance will be evaluated.
• The instruction is then developed to teach learners through either hands-on or performance-based instruction.
• The assumption is that a trainee can be taught to perform to a specified level or standard if the instruction is presented on small enough segments, is interactive, and is performance oriented.
• American Society for Training and Development, March 1988, Issue 803

Instructional Systems Design Model (ISD)

• Analysis
• Design
• Development
• Implementation
• Evaluation

ISD - Analysis

• Gathers information to determine -
• if training is the organizational response to the problem.
• what the training should accomplish.
• groups needing training.
• resources available.
• other needed information related to training.

ISD - Design (curriculum)

• Prepares the developer for selecting and writing program materials -
  write program objectives.
• Develop test items.
• Establish design structure and sequence.

ISD - Development (instructional design)

• The developer prepares training program -
• Training materials support objectives.
• Media selection appropriate to objectives.
• Evaluation forms are prepared.
• Documentation tracks participants progress.
• Course documented.

ISD - Implementation (instruction)

• Actual instruction carried out -
• Instructors selected.
• Classes held.
• Problems recorded.
• Program revised up to implementation.

ISD - Evaluation

• Evaluation of training program
• Evaluation carried out.
• Use data to revise training program.

Competency-Based Education Model

• A system of education designed to develop prespecified, role relevant competence in those who are to be products of the system.
• Writing Competency-Based Frameworks, VVCRC

CBE Components

• Duty Area
• Task/Competency
• Performance Objectives (conditions, performance and standard)
• Performance Measures
• Enabling Objectives
• Instructional Activities
• Resources

Duty Area

• Represents a category of job responsibilities, a grouping of similar tasks, i.e., baking in catering course.

Task or Competency

• Describes a measurable item of knowledge, skill, or behavior related to the occupational area, i.e., ordering staples in a baking unit.

Performance Objectives

• Explains what the student must do to demonstrate that he or she has mastered this task/competency.
• Tells the student
• under what conditions the performance will take place
• exactly what performance is required
• how well the student must perform as a minimum standard.

Performance Measures

• Tells how the student performance will be assessed.

Enabling Objectives

• Offers suggested steps leading to mastery of the performance objective, including
• subskills
• related skills
• supporting concepts
• related knowledge
• theory behind a psychomotor skill
• reinforcement of prior learning
• parts of the performance required

Instructional Activities

• Presents suggested assignments contributing to the student's mastery, including such activities as -
• group projects
• individual projects
• written work
• oral work
• critical thinking activities
• demonstrations/simulations
• audiovisual presentations
• projects
• experiments

References

• nLists a variety of aids for teaching the task/competency
• audiovisuals
• printed materials

Selection of a Model

• All use Foundations as specified by Ritz Model (due March 22)
• Select Model for Remainder of Curriculum (Due April 19)
• Ritz Model
• ISD Model (Design Component)
• CBE Model