Curriculum Development and Concept Organization

The whole art of teaching isthe art of awakening the natural curiosity ofminds.
--Anatole France

Chapter 3: Chamberlain & Cummings, 2003

Curriculum Development Process

Gathering

Data from Input Factors

Learner Subject Matter Trends Available Resources Societal Trends Community Characteristics Educational Psychology Relevant Philosophies
Chapter 3: Chamberlain & Cummings, 2003

Drawing Implications

Reflect, carefully analyze information gathered through various sources of data Based on analysis, make teaching decisions for specific situation Ifthen mode of thinking Examples:

If I know that most of my learners are from economically disadvantaged homes, then I need to limit my expectations regarding money spent for projects
Chapter 3: Chamberlain & Cummings, 2003

On-going process

Planning
Plans

are like road maps

Move learners forward toward important goals---improve quality of their lives

Goals derived from input factors

Curriculum

selection

Select portions of other available curricula Add new material Rework portions Shape new, up-to-date curriculum
Chapter 3: Chamberlain & Cummings, 2003

Planning

Involves multiple levels

Block plans for entire year, long-term program, or conference Unit plan for respective topics within block plan Daily lesson, session, or workshop plan Concepts Generalizations Objectives Learning experiences Resources Assessment techniques
Chapter 3: Chamberlain & Cummings, 2003

Plans

Implementing Plan
Begins

when written plans are complete Ready to teach! Utilizing a variety of teaching strategies and learner involvementcritical for effective implementation Conducting learning experiences and teaching methods requires specific teaching skillsChapters 5 & 8
Chapter 3: Chamberlain & Cummings, 2003

Assessment
Gather

of information to determine

Teacher success Learner success Curriculum material success

Process

involves honest appraisal of both strengths and weaknesses of

Program Progress as an educator Productlearners knowledge
Chapter 3: Chamberlain & Cummings, 2003

Assessment Sources

Testing procedures Informal non-testing

Conversations/input from
Advisory board members Parents/guardians Administrators Supervisors Former students Current learners Employers Business leaders Other educators
Chapter 3: Chamberlain & Cummings, 2003

Using Feedback
Once

feedback is receiveddetermination of what went well and what needs improvement is next Information discovered goes back into the curriculum development process Educating is a process of continual change

Chapter 3: Chamberlain & Cummings, 2003

Selecting and Organizing Content

Planning curriculum similar to guided tour Various options of how to reach destination (broad program goals) Planning itinerary in advance aids in avoidance of confusionsaves time Broadest level involves selecting, structuring subject matter to be taught to reach broad program goals Learning becomes development of a series of connections among concepts that hold real meaning and relevance for learner
Chapter 3: Chamberlain & Cummings, 2003

Concepts Defined and Characterized

Concept is a key idea, topic, or main thought

Core of Meaning Feelings/Emotions Words/Symbols

What a person thinks about a particular subject or topic Core and abstract meanings that an individual attaches to something

Core of meanings is enmeshed in feelings and emotions that a person associates with itwords or symbols used to communicate ideas or concepts

Chapter 3: Chamberlain & Cummings, 2003

Determining Concepts to Teach

Using Input Data

Focus on learners to determine which ideas, concepts should be taught State of Idaho Curriculum Resources
http://www.pte.state.id.us/fcserv/facscurr.htm

Local and State Mandates and Competencies

National Program Standards

National Standards of FCS

http://ideanet.doe.state.in.us/octe/facs/natlstandards.htm

Chapter 3: Chamberlain & Cummings, 2003

Developing Conceptual Outlines

Conceptual Outline product resulting from organization of selected concepts into logical system

Developed for
Entire curriculum Specific course Workshop Conference Unit of study presentation

First: main or key topics identified Second: Sub-concepts under main concepts Scope used to denote what subject matter topics are to be covered Concepts organized in a sequence Concepts often build upon each other

Chapter 3: Chamberlain & Cummings, 2003

Steps in Developing Conceptual Outline

Brainstorm to generate list of all possible concepts

Base list of input factors and accompanying implications drawn in relation to the learners present

Consider time frame Eliminate concepts seen as least importantadd others proposed by colleagues or learners Take concepts remaining; organize into logical sequence of concepts
Chapter 3: Chamberlain & Cummings, 2003

Principles of Curriculum Organization

Use outline format State concepts clearly and concisely List sub-concepts below related concept Provide detail Work from what learners already know, introduce new material at appropriate pace and learning level Present simple concepts first Present concrete before abstract concepts Take advantage of opportunities to repeat concepts in various aspects of curriculum Reassess, adjust conceptual outline as needed
Chapter 3: Chamberlain & Cummings, 2003

Creating Block Plans

Blocking out of conceptual outline by weeks, days, hours Indicates which concepts will be covered in specific periods of time Concepts from outline designated into time frames is a block plan

Amount of time devoted to various concepts and sub-concepts

Can begin with calendar, day planner format, blocking out number of hours, days or weeks Unit plan is a plan where additional components are added to block plan to give more detail Lesson plan more detailed and includes even more information:

Enabling objectives, content notes needed by educator when presenting material, key questions to be discussed, specific activities, assignments
Chapter 3: Chamberlain & Cummings, 2003

Generalizations
Unify

various aspects of a subject by showing relationships among concepts Statement expressing a complete thought and underlying truth Element of universality Applied to wide number of situations worldwide Basic principles and understanding that describe/explain phenomena
Chapter 3: Chamberlain & Cummings, 2003

Levels of Generalizations

First Level

Simple statement of fact, definition, description, analogy, identification, or classification

Shows relationships among ideas or makes comparisons
Includes more ideas then first level, involves greater depth and scope of subject matter

Second Level

Third Level

Explains, justifies, interprets, or predicts Remote in time and space

Chapter 3: Chamberlain & Cummings, 2003

Examples
Level

1: Milk is a food Level 2: Your health is affected by the food you eat Level 3: Your body size is partially determined by the kinds and quantity of food you consume 1stexpresses universal truth, 2ndshows relationship between health and food intake, 3rdmakes subtle prediction
Chapter 3: Chamberlain & Cummings, 2003

Formulating Generalizations

Expresses one ideainappropriate to use colon or semicolon Limited to twenty words Value judgments inappropriate The following phrases should not be used:

It is vital that It is important to remember One must A person should This ought to be done so that
Chapter 3: Chamberlain & Cummings, 2003

Helpful Phrases

Is affected by Is dependent on Is limited by Is promoted by Is related to Is the result of Is a product of Is an integral part of Is influenced by Results in requires

Is subject to May be associated with May be developed by May be enhanced by May be identified by May be necessary for May be modified by Constitutes a pattern for Contributes to Leads to Establishes
Chapter 3: Chamberlain & Cummings, 2003

Questions to Ask Learners

What have you learned from the lesson today? How can our discussion be summarized in a few sentences? What are the main ideas we have been talking about? How are the main ideas we discussed related? How does todays discussion relate to what we studied yesterday? How can these ideas be applied to new or different situations that you face or might face in the future?
Chapter 3: Chamberlain & Cummings, 2003

Continuing the Planning Process

1.

Curriculum Concepts identified and developed into conceptual framework 2. Generalizations formulated which include major concepts 3. Development of behavioral objectives indicating expected achievement

Learning experiences are planned to enable learners to meet established objectives Evaluation of learner achievement ongoing
Chapter 3: Chamberlain & Cummings, 2003

Steps in Curriculum Development Process

Gathering Data from Input Factors Learners Subject-Matter Trends Resources Societal Trends Community Characteristics Educational Psychology Philosophies

Drawing Implications

Planning

Implementing the Plan

Assessing

Chapter 3: Chamberlain & Cummings, 2003

Using Feedback