1management sciences for health principles of curriculum development

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Principles of Curriculum Development

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Introduction

• Typical adult learning theories encompass the basic concepts of behavioural change and experience

• The basic definitions of learning centre around the idea of a change in behaviour(Merriam and Caffarella, 1999)

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Definition

• There are many“…learning as a relatively permanent

change in behaviour with behaviour including both observable activity and internal processes such as thinking, attitudes and emotions”(Burns, 1995)

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What is a “curriculum”

• It is “a plan or design for education/training that addresses the following questions:− Who is to be taught?− What is to be taught and/or learned?− Why is it to be taught and/or learned?− How is it to be taught and/or learned?− Where is it to be taught and/or learned?− When is it to be taught

and/or learned…”

(Quinn 1997)

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Contents of a Curriculum Document

1. the curriculum model2. the teaching/learning

philosophy3. the award to be made

on successful completion of education/training

4. the teachers qualifications and experience

5. the entry criteria for course participants

6. aims and objectives of the course

7. course content8. teaching methodology9. course resources10. suggested reading11.

examination/assessment strategy

12. course evaluation

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Situational AnalysisCurriculum Development Model• The philosophy suggests:

curriculum is made up of experiences developed by the teacher and learner together

freedom for teacher and learner is important but within this the teacher defines aims/ objectives etc.

gives teachers freedom and autonomy and encourages them to think critically and creatively

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Situational analysis

Goal formation

Programme building

Interpretation and implementation

Monitoring, feedback, assessment, reconstruction

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2. Teaching/Learning Philosophy• A teacher’s concept of the curriculum

is shaped by his/ her beliefs and values about education (Quinn, 1997).

• The curriculum, therefore, will reflect the educational ideology of the teacher.

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3. The Award to be made• The level of the course, certificate,

diploma or other, must be clearly stated.

• The requirements of any professional bodies must be clearly defined.

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4. Teacher’s Qualification and Experience

The teachers involved in all elements of the course must be qualified to teach, assess and examine the course.

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5. Entry Criteria

• If the course results in registration with a professional body, then the entry criteria will usually be determined by that body.

• If this is not the case, then the institute offering the course must determine the entry criteria.

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6. Aims and Objectives

• These will be stated for the course as a whole, for every unit and/ or module and for individual lessons.

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7. Course Content

• The course content of every unit and/ or module must be included.

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8. Teaching Methodology

• If students are to learn the desired outcomes in a reasonably effective manner, then the teachers fundamental task is to get students to engage in learning activities that are likely to result in their achieving these outcomes." (Shuell 1986).

• The actual choice of teaching/ learning strategies will depend not only on the content and learning objectives but also the backgrounds of the students, differences in student learning styles and the group size and resources available (Redfern 1998).

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9. Course Resources

• Library, computer and audio-visual materials etc. should be identified.

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10. Suggested Reading

• Suggested reading for the course and for each unit/ module should be stated

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11. Assessment Strategy

• Assessment is about determining to what extent students have achieved the objectives of the programme (Redfern 1998).

• Students and teachers will have differing views on assessment. Students will learn what they think they are going to be tested on, so the assessment drives their learning whereas the objectives will drive the teachers learning (Biggs 1999).

• Therefore, it is important that there is alignment within the curriculum so the assessment package is appropriate for both the objectives/learning outcomes and the Teaching and Learning strategies.

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Teachers and Students’ Perspectives on Assessment

Teaching activities

Learning activities

Objectives

Assessment

Assessment

Outcomes

Teacher perspective:

Student perspective:

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12. Course Evaluation

• Evaluation is a means of understanding the effects of our teaching on students’ learning and implies collecting information about our work, interpreting the information gained and deciding on any necessary actions to improve practice (Ramsden 1999).

• It requires the collection of evidence from several sources.

• Arrangements to evaluate individual lessons, units/ modules need to be stated.

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Stages of Curriculum Development1.Exploratory Stage2. Design Stage3. Implementation Stage4. Monitoring and Review Stage

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