Steps of curriculum development

Formulation of educational objectives Selecting learning experience Effective & efficient organization of lng

experience – theory & clinical Evaluation of curriculum

Ralph tyler 4 steps

Statement of those desired changes in behavior as a result of specific teaching – learning activity

Educational objective

Philosophy of institution Social & health needs of society Needs of student Resources available Level of students Designation after class Minimum requirements syllabus) Future trends Criteria for appearing other exams

Data for objective

In terms of desired behavioral change Help to select learning experience & guiding

teaching activity Desired behavior change should be in

consistent with stated objective Subject objectives contribute to overall

objective Attainable & practicable

Stating objective

Worthwhile to society Consider needs ability & level of students Objective of course , unit ,topic & lesson

should focus on development of students Objectives should be motivating factors Should have continuity, sequence,

correlation & integration Cooperatively planned Each statement have only single

objective

Should not be too detailed Scheme of evaluation to be planned while

formulating objective

1. Identify learners need2. Identify need of society3. Suggestion of experts4. Formulate philosophy5. State objectives (initial , as gathered)6. Formulate a theory of learning7. Screen objectives through philosophy8. Define objectives clearly9. State objectives in behavioral

terms(final)

Steps

Institutional objective Intermediate - by curriculum committee Instructional – by teacher Central objective – for every topic or lesson Contributory or specific objective

Types of objectives

Blooms taxonomy of educational

objective

Bloom classified educational objectives in 3 domains

1. Cognitive – intellectual & knowledge2. Affective – attitude , values, interest &

appreciation3. Psychomotor - skill

Cognitive domain consist of 6 levels of objectives

1. Knowledge2. Comprehension3. Application4. Analysis 5. Synthesis6. Evaluation

Category Key Words (verbs)

Knowledge: Recall data or information.

defines, describes, identifies, knows, labels, lists, matches, names, outlines,

recalls, recognizes, reproduces, selects, states.

Comprehension: Understand the meaning, translation,

interpolation, and interpretation of instructions and problems. State a problem in one's own

words.

. comprehends, converts, defends,

distinguishes, estimates, explains, extends, generalizes, gives an example, infers,

interprets, paraphrases, predicts, rewrites, summarizes, translates.

Application: Use a concept in a new situation or unprompted use of an abstraction. Applies

what was learned in the classroom into novel situations

in the work place.

applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses.

Analysis: Separates material or concepts into

component parts so that its organizational structure may

be understood. Distinguishes between facts

and inferences.

analyzes, breaks down, compares, contrasts, diagrams, deconstructs,

differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates,

selects, separates.

Synthesis: Builds a structure or pattern from

diverse elements. Put parts together to form a whole,

with emphasis on creating a new meaning or structure.

categorizes, combines, compiles, composes, creates, devises, designs, explains, generates,

modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises,

rewrites, summarizes, tells, writes.

Evaluation: Make judgments about the value

of ideas or materials.

appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes,

discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports.

Affective domain 5 levels (important aspect in nursing, feelings, attitude, values, interest)

1.Receiving2.Responding3.Valuing 4.Organization5.Characterization

Receiving Phenomena: Awareness, willingness to hear, selected attention.

.Key Words: asks, chooses, describes, follows, gives, holds, identifies, locates, names, points to, selects, sits, erects, replies, uses.

Responding to Phenomena: Active participation on the part of the learners. Attends and reacts to a particular phenomenon.

.Key Words: answers, assists, aids, complies, conforms, discusses, greets, helps, labels, performs, practices, presents, reads, recites, reports, selects, tells, writes.

Valuing: The worth or value a person attaches to a particular object, phenomenon, or behavior. . 

completes, demonstrates, differentiates, explains, follows, forms, initiates, invites, joins, justifies, proposes, reads, reports, selects, shares, studies, works.

Organization: Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system. 

alters, arranges, combines, compares, completes, defends, explains, formulates, generalizes, identifies, integrates, modifies, orders, organizes, prepares, relates, synthesizes.

Internalizing values (characterization): Has a value system that controls their behavior. 

acts, discriminates, displays, influences, listens, modifies, performs, practices, proposes, qualifies, questions, revises, serves, solves, verifies.

Psychomotor domain has 7 levels1. Perception2. Set3. Guided response4. Mechanism5. Complex overt response6. Adaptation 7. Organization

Category Key Words (verbs)

Perception: The ability to use sensory cues to guide motor activity.  This ranges from sensory stimulation, through cue selection, to translation.

.Key Words: chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects.

Set: Readiness to act. It includes mental, physical, and emotional sets.

Key Words: begins, displays, explains, moves, proceeds, reacts, shows, states, volunteers.

Guided Response includes imitation and trial and error.

Key Words: copies, traces, follows, react, reproduce, responds

Mechanism:  Learned responses have become habitual and the movements can be performed with some confidence and proficiency.

assembles, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches.

Complex Overt Response: The skillful performance of motor acts that involve complex movement patterns..

assembles, builds, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches.

Adaptation: Skills are well developed and the individual can modify movement patterns to fit special requirements.

Key Words: adapts, alters, changes, rearranges, reorganizes, revises, varies.

Origination: Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills.

.Key Words: arranges, builds, combines, composes, constructs, creates, designs, initiate, makes, originates

Relevant Feasible & achievable Measurable Observable Unequivocal Logical

Qualities of objective

A deliberately planned experiences in selected situations where students actively participate , interact & which result in desirable changes of behavior

Learning experience compromise both theoretical & practical aspects

Selection of learning experience

All learning need should be in relation to objective

In relation to real life situation Effective integration between theory &

practice Same learning experience many outcome &

vice versa selected in such a way that learners are

constantly motivated Students get meaning & see relation b/w past

& present experience & focus to future

Principles – selection of learning experience

Learning is enhanced by utilizing wide variety of

teaching learning methods

Will learn effectively if experiences are

satisfactory

Should consider students ability to undergo

change

Learning experience selected should not be

beyond stage of development

Should be according to the need of students

Same & equal chance for all students

Allow learning by doing Create motivation & interest Challenging to students Satisfy the needs of time Bring multiple outcomes in student Help to acquire knowledge, skill & attitude Helpful in gathering information Help to attain educational objectives

Characteristics – learning experience

Should be in consistent with philosophy of institution

Variable & flexible enough

Provide opportunity to practice

Provide opportunity for development of independent

thinking,descision making, self discipline, judgment

Planned & evaluated co-operatively by teacher &

student

Selected & arranged to give appropriate weightage

Criteria of selection

Aim is to bring & relate various learning experience

together to produce the maximum cumulative

effect in order to give a unified view of the whole so

that the educational objectives are achieved (Tyler)

Should be done carefully, sequentially &

systematically

Learning experiences have to be vertically &

horizontally organized

Organization of learning experience

Succeeding experiences are build upon preceding ones

Experiences in one area & other to be relatedShould utilize allotted time cost effectivelyOrganized in broad areas to facilitate relating in

allied areasBroad principles of education to be applied &

emphasizedProvide ample opportunities for students in each

areasProvide opportunity to concentrate on one or more

electives

Principles – organizing

Organize in terms of broad subject matters ;

humanities, behavioral science etc

Neither too flexible or rigid

Clinical experiences & assignments on the

basis of students experiences

Organized in such a way that students are

able to practice nursing

Grouping learning experiences under subject heading

Preparation of master plan for curriculum Placement of learning experience in the

curriculum Preparation of correlation chart Organization of clinical experience Follow teaching system

Elements

To provide optimum experience to students Group learning experience under subject

heading

1. Grouping learning

Master plan guide teachers in the placement of subject matters & clinical experience

Gives a clear idea when to plan the subject Should be prepared in accordance to the

requirements of council and university

2. Preparation of master plan

Total duration of programme Different courses of study with theory &

practical Allotted time for each Teaching learning method Co curricular activities

Master plan explains ;

Clinical rotation plan is the statement which explains the order of clinical posting of various group of students belonging to different classes in relevant clinical & community setting

Organization of clinical experience

Requirement as stated by university or council

Objectives of the course Number of students could be posted Infrastructure of the clinical area Availability of educators for supervision

Factors influencing clinical rotation

Developed in accordance to master plan Made in cooperation with faculty members Maxims of teaching to be followed Follow principles of sequence, integration & continuity Enough teaching staff should be made available Seek suggestions from staff working in the clinical

areas First year students should receive maximum

supervision & attention All students should receive enough clinical experience Assignments related to, to be completed before

posting finish Over crowding in clinical area is not advisible

Principles of clinical rotation

Evaluate 5 M‘s1. Men2. Money3. Material4. Method5. Minute

Evaluation of curriculum

Evaluation should find out how much objectives are achieved

Objectives of curriculum evaluation should be in terms of behavior or the reaction to be measured

Principles of evaluation