Curriculum Development and Concept Organization

1. Curriculum Development and Concept Organization “The whole art of teaching is…the art of awakening the natural curiosity of…minds.” --Anatole France Chapter 3: Chamberlain & Cummings, 2003

2. 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

3. Drawing Implications • Reflect, carefully analyze information gathered through various sources of data • Based on analysis, make teaching decisions for specific situation • “If…then…” 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 • On-going process Chapter 3: Chamberlain & Cummings, 2003

4. 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

5. 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 • Plans • Concepts • Generalizations • Objectives • Learning experiences • Resources • Assessment techniques Chapter 3: Chamberlain & Cummings, 2003

6. Implementing Plan • Begins when written plans are complete • Ready to teach! • Utilizing a variety of teaching strategies and learner involvement—critical for effective implementation • Conducting learning experiences and teaching methods requires specific teaching skills—Chapters 5 & 8 Chapter 3: Chamberlain & Cummings, 2003

7. 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 • Product—learners’ knowledge Chapter 3: Chamberlain & Cummings, 2003

8. 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

9. Using Feedback • Once feedback is received…determination 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

10. 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 confusion—saves 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

11. Concepts Defined and Characterized • Concept is a key idea, topic, or main thought • 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 it…words or symbols used to communicate ideas or concepts Chapter 3: Chamberlain & Cummings, 2003

12. Determining Concepts to Teach • Using Input Data • Focus on learners to determine which ideas, concepts should be taught • Local and State Mandates and Competencies • State of Idaho Curriculum Resources • http://www.pte.state.id.us/fcserv/facscurr.htm • National Program Standards • National Standards of FCS • http://ideanet.doe.state.in.us/octe/facs/natlstandards.htm Chapter 3: Chamberlain & Cummings, 2003

13. 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 Developing Conceptual Outlines Chapter 3: Chamberlain & Cummings, 2003

14. 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 important…add others proposed by colleagues or learners • Take concepts remaining; organize into logical sequence of concepts Chapter 3: Chamberlain & Cummings, 2003

15. 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

16. 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

17. 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

18. Levels of Generalizations • First Level • Simple statement of fact, definition, description, analogy, identification, or classification • Second Level • Shows relationships among ideas or makes comparisons • Includes more ideas then first level, involves greater depth and scope of subject matter • Third Level • Explains, justifies, interprets, or predicts • Remote in time and space Chapter 3: Chamberlain & Cummings, 2003

19. 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 • 1st…expresses universal truth, 2nd…shows relationship between health and food intake, 3rd…makes subtle prediction Chapter 3: Chamberlain & Cummings, 2003

20. Formulating Generalizations • Expresses one idea—inappropriate 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

21. 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 Helpful Phrases Chapter 3: Chamberlain & Cummings, 2003

22. 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 today’s 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

23. 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

24. Steps in Curriculum Development Process Drawing Implications Planning Implementing the Plan Assessing Gathering Data from Input Factors Learners Subject-Matter Trends Resources Societal Trends Community Characteristics Educational Psychology Philosophies Chapter 3: Chamberlain & Cummings, 2003 Using Feedback