Curriculum Development Institut Jantung Negara 28 April 2008

1. Curriculum DevelopmentInstitut Jantung Negara28 April 2008 Prof Dr. Nabishah Mohamad Department of Medical Education PPUKM

2. Request from IJN Curriculum Development Brief Introduction to Bloom’s taxonomy How to construct instructional objective/ learning objective Content organisation Writing lesson plan

3. Outcomes Write learning objectives Determine the organization of the curriculum contents Apply lesson plan in curriculum development and TLA activities

4. Curriculum Focus of this session • Objectives • Content • Methodology • Assessment • Evaluation • The process of defining and organising these elements into a logical pattern is known as curriculum planning

5. Terminology 1. Curriculum: Theplanned educational experiencesoffered by a school. 2. Educational Goal: General aim or purpose of education that is stated as a broad, long-range outcome to work toward. Goals are used primarily in policy making and general program planning (e.g., ''Develop proficiency in the basic skills of reading, writing, and arithmetic").

6. Terminology 3. Instructional Objective: An intended outcome of instruction: General IO: Stated in general terms to encompass a set of specific learning outcomes eg- basic clinical skills) Specific Learning Outcome: An intended outcome of instruction that has been stated in terms of specific and observable student performance (e.g., perform physical examination ).

7. Terminology Learning outcome Outcome based education

8. Why do you write learning objectives ?

9. Where are we going?

10. Curriculum Development What 2 learn Content Student How to learn Methods & strategy Educational outcomes Assessment • Administrators • Curriculum • Teachers • Facilities

11. Why? INSTRUCTIONAL OBJECTIVES Provide direction for the instructional process (by clarify­ing the intended learning outcomes) Convey instructional intent to others (pupils, parents, the public) Provide a basis for student assessment (by describing the performance to be measured)

12. Learning Objectives • What the student should think, do/act or feel at the end of a learning experience. • An INTENT communicated by a statement describing a proposed change in a learner when he has successfully completed a learning experience • Objective should be written according to what the students must be able to do.

13. Learning Objectives Exercise 1 • Comment on these objectives • Objectives of this session are: • To teach the participants how to write learning objectives • To teach the participants how to organize the curriculum content?

14. Example Objective The student should be able to tie his or her shoe laces. • Assessment • Write short notes on the origin of shoe laces • Describe the materials from which shoe laces are made • Explain how shoe laces are tied • Comment on this assessment method

15. How to write objectives • Who to perform the desired behaviour ? • What are the specific behaviour intended ? • Specific, clear, unambiguous and measurable

16. Exercise 2 Review the following statements ( which are intended to be learning objectives) and indicate whether they are stated in behavioural term which can be measured. • To construct learning objectives • To know the meaning of lesson plan • To really understand the level of cognitive domain by using Bloom’s taxonomy • To design a new curriculum based on available data. • To appreciate the various level of competencies in constructing learning objectives

17. Learning Domains or Bloom's Taxonomy • Cognitive (knowledge) • knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. There are six major categories • 2.Affective (attitude) • The manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. • 3.Psychomotor (Skill) • Physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance and procedures, or techniques in execution. Curriculum Mx Nabishah

18. Knowledge Focuses upon the remembering and reciting of information. Behavioral verbs often linked with this level are: identify, list, label, name, recall, define, locate, recognize, match, and reproduce. Example: The student will list the six levels of Blooms Taxonomy of Learning Objectives in ascending order. Bloom's Taxonomy Comprehension Focuses upon relating and organizing previously learned information. Behavioral verbs often linked with this level are: explain, relate, generalize, predict, summarize, paraphrase, restate, convert, and demonstrate. Example: The student will explain Blooms Taxonomy of Learning Objectives in his or her own words. Application Focuses upon applying information according to a rule or principle in a specific situation. Behavioral verbs often linked with this level are: solve, choose, interpret, make, put together, change, apply, produce, translate, and construct. Example: The student will construct six learning objectives, one from each level of Blooms Taxonomy of Learning Objectives.

19. Analysis Critical thinking which focuses upon parts and their functionality in the whole. Behavioral verbs often linked with this level are: Analyze, compare, categorize, take apart, differentiate, examine, subdivide, distinguish and contrast. Example: The student will distinguish which level of Blooms Taxonomy of Learning Objectives is implied in a list of ten learning objectives Bloom's Taxonomy Synthesis Critical thinking which focuses upon putting parts together to form a new and original whole. Behavioral verbs often linked with this level are: Invent, create, combine, hypothesize, plan, originate, add to, imagine, and forecast. Example: The student will create a lesson plan in which Blooms Taxonomy of learning Objectives are taught. Evaluation Critical thinking which focuses upon valuing and making judgments based upon information. Behavioral verbs often linked with this level are: Assess, recommend, critique, evaluate, criticize, weigh, and value. Example: The student will critique a classroom teacher's questioning behaviour for critical thinking elements.

20. Exercise 3 • Instructions: • Work in a small groups • Construct learning objectives of a topic/ program relevant to your course • Or • Evaluate the existing learning objectives of a topic/program then rewrite the learning objectives that is specific and measurable using appropriate action verbs. • 3. Present to the large group

21. How could you go?

22. How should the content be organized? Should the learning experience be arranged in any set order? What we are trying to achieve here is coherence and cohesion: a natural progression of student learning

23. How should the content be organized? Practice of Medicine/ Allied health Pathology Basic science (Normal)

24. How should the content be organized? Increase scope Increase utility Increase proficiency Increase breadth Increase difficulty Application to clinical practice Increase accomplishment 24

25. Example: Content organisation Year 1 2 3 4 5 Biomedical Science Clinical Science Personal and Professional Development Medicine and Society

26. Example: Content organisation

27. Details Content

28. Content Organization Based on the learning strategies and curriculum approach

29. Curriculum Implementation

30. Lesson plan

31. Lesson plan What are the broader objectives, aims, or goals of the unit plan/curriculum? What are your goals for this unit? What do you expect students to be able to do by the end of this unit?

32. Lesson plan Prerequisites What must students already be able to do before this lesson? 32

33. Lesson plan The objectives for the daily lesson plan are drawn from the broader aims of the unit plan but are achieved over a well defined time period. What will students be able to do during this lesson? Under what conditions will students' performance be accomplished? How will students demonstrate that they have learned and understood the objectives of the lesson?

34. Materials /Facilities • How much preparation time, resources, and management will be involved in carrying out this plan? • What materials, books, equipment, and resources needed?

35. Lesson Description A general overview of the lesson in terms of topic focus, activities, and purpose. What level of learning is covered by this lesson plan? (Think of Bloom's Taxonomy: knowledge, comprehension, application, analysis, synthesis, or evaluation.)

36. Implementation • Lesson Procedure /Implementation • A detailed, step-by-step description of how to achieve lesson plan objectives.  • Teachers and students activities.  • introduction, • main activity, • closure. 

37. Introduction Ideas and objectives of this lesson How will you get students' attention and motivate them in order to hold their attention? What will be expected of students?

38. Main Activity Describe the flow of the lesson Details of various activities/contentsProvide examples Evaluate to that ensure each student has learned from the learning experience 38

39. Closure Summary Conclusion Feedback to students to correct their misunderstandings and reinforce their learning? Follow up Lessons/Activities

40. Assessment/Evaluation This section focuses on ensuring that your students have arrived at their intended destination. 

41. Method of Assessment Learning activities Outcomes Industrial training, field work, ward work Portfolio, Consultant report, log book, 3600 Does Practical, lab works, CSL Practical Exam, OSCE, Short case, DOPS Show how Seminar, SGL, tutorial PS, MEQ, PMP Know how Lecture, text, web MCQ, T/F Assay Knows

42. CurriculumEvaluation • Student feedback • Assessment result • Feedback from customers

43. Summary Introduction to curriculum planning Write learning objectives using appropriate action verbs Discuss how learning strategies affect the organization of the curriculum contents Implementation of the curriculum guided by a lesson plan

44. Thank You