Curriculum Processes: from Needs Assessment to Delivery and Evaluation

Anita LieUnika Widya Mandala, Surabaya

www.anitalie.com

●CURRICULUM = what is taught. ● INSTRUCTION = how it is taught.

The Technological Process

Any curriculum dev’t model that emphasizes the importance of defining terminal learning objectives early in the process and then identifies the steps needed to accomplish those objectives.

The Naturalistic Process

attempts to be sensitive to the political aspects of curriculum making

places greater emphasis on the quality of the learning activities

attempts to reflect more accurately the way curricula have actually been developed

takes cognizance of the way teachers really plan for instruction

Two Types of Processes of Curriculum Planning and Material Development:

A. Glatthorn, 2006

The Technological Process

1.Determine Course Parameters 2.Assess the Needs of the Learners 3.Identify Course Objectives 4.Sequence and Cluster Course Objectives 5.Identify Learning Activities 6.Select Instructional Materials 7.Identify Assessment Methods 8.Develop the Curriculum Guide

The Naturalistic Process

1.Assess the Alternatives 2.Stake Out the Territory 3.Develop a Constituency 4.Build the Knowledge Base 5.Block the Unit 6.Plan Quality Learning Experiences 7.Develop the Course Examination

Dimensions of Curriculum

Input Process Output

MethodologySyllabus Content

Learning Outcomes

Three processes of Curriculum

» Forward Design » Central Design » Backward Design

Forward Design

Content Process Outcome

Central Design

ContentOutcome

Process

Backward Design

Outcome Process

Content

Influences on the Aims of Education1. The aims of education are derived from:

– The needs of LEARNERS – Personal and cultural VALUES – Societal NEEDS

2. Common influences: – The needs of learners are influenced by development

in areas such as EDUCATION, PSYCHOLOGY, and FIELDS OF STUDY.

– Values are influenced by CULTURE, RELIGION, etc. – Societal needs change with DEVELOPMENT

Curriculum goals: General programmatic EXPECTATIONS without CRITERIA of achievement

Curriculum objectives: Specific TARGETS with CRITERIA of achievement

Instructional goals: Instructional TARGETS in general

Instructional objectives: Expected learner BEHAVIORS formulated in measurable and OBSERVABLE terms

Needs Analysis (Serafini, Lake, Long, 2015)

» Sources » Methods » Interaction between Source and Method » Design and Procedure

Needs Analysis (Serafini, Lake, Long, 2015)

The UnderstandingCurriculum Planning:

is the specification and sequencing of major decisions to be made in the future with regard to curriculum.

Related to:1. The process of teacher building a class

curriculum2. Curricula coordination from school board to

teachersCurriculum is basically a lesson plan that

functions as a map for learning

Purposes

To develop: • Well-coordinated• Quality teaching• Learning and

assessment programs

Students’ knowledge, skills and behaviors in the

disciplines=

Interdisciplinary physical, personal, and social

capacities

- The best way to look objectively at what need to be taught- To set overarching goals and requirements to ensure some degree of uniformity

for teachers

for schools

Purposes

To develop: • Well-coordinated• Quality teaching• Learning and

assessment programs

Students’ knowledge, skills and behavior in the

disciplines=

Interdisciplinary physical, personal, and social

capacities- The best way to look objectively at what need to be taught- To set overarching goals and requirements to ensure some degree of

uniformity

for teachers

for school

Whole School

Curriculum

Curriculum Program

-Integrated-Discipline/ subject based-Extended

Resources- Human- Professional development- Budget- ICT including online resource

Learning environment- Physical- Teaching and learning practices- Time allocation- Digital Environment

Processes and Structures- Planning- Professional learning team- Timetables/ meetings- Class structures

THE MAIN COMPONENTSMost curriculum planning comes in five

phases:1.Framing the context 2.Planning the lesson3.Implementing those lessons4.Monitoring progress5.Evaluating learning

WHOLE SCHOOL CURRICULUM PLAN

Audit/ Map existing curriculum• Identify elements that are embedded or limited

Explore or Review Curriculum Program

Integrated Extended Disciplines/ Subject-based

Learning Environmental/

Space •Physical environment

•Access to ICT•Principle of Learning and Teaching (PoLT)

Processes•Professional development plan for individual needs school priorities

•Strategic plan/ annual implementation plan

• Assessment processes

•Reporting processes

Structures•Leadership/ Team structures

•Meeting structures, purposes and cycle

•Class structures

•Time tables•Administrative structures

Resources•Shadowing/ Mentoring

•Budget•Templates

Develop Strategies to Assist the Implementation of Chosen Curriculum

Program

Teaching and Learning Practice

•How will I engage my students?

•What pedagogical tools will be used?

•How will teachers incorporate a range of strategies and approaches?

•Principle of Learning and Teaching (PoLT)

Planning•What do we want students to learn?

•What elements of standard to be addressed?

•Backward design model

•Differentiated and negotiated curriculum

•What are the implication for reporting?

•Planners/ Scope and sequence charts

Evaluation- Students learning -Teaching and learning strategies -Achievement goals

Develop Units of Work

Assessment•What elements of the standard are to be assessed?

•What assessment tools will be used?

•How will the elements of the standards be assessed?

•What evidence will be collected?

•Who will be responsible for assessment?

Goal-Based Model in Curriculum Planning

1. Begins with three organizing strategies• leaders distinguish between district &

school based responsibility• decide what organizational structures are

needed• allocate specific leadership functions2. Establish a framework3. Evaluate the works by the need assessment4. Implement the new plan or revise program

effectively

Three General Models for Curricula Change

1. Staff development precedes and leads to curricular change

2. Staff development follows and supports curricular change

3. Community based learning provides for the need of the community

One of the major planning issues is the timing of staff development

The whole approach of curriculum should ensure:1. Shared vision2. Shared understanding and common language3. Optimum coverage of all domains within the

curriculum4. Continuity of learning between domain across

year levels5. The full range of learning needs of students6. Cohesiveness in teaching, learning, and

assessment practices7. Improve students learning outcomes

Insights• Curriculum planning enables a school to monitor

the coverage, continuity and development of desired knowledge, skills, understanding and value across the stages of schooling.

• It is important to define goals and objectives.

• Implementing and enforcing a successful curriculum plan will help to ensure that all teachers will be able to teach well and all students will be able to learn.