curriculum development and concept organization “the whole art of teaching is…the art of...

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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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…


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


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?


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


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

curriculum development and concept organization “the whole art of teaching is…the art of...

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