Curriculum Development and Concept Organization

1
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
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
• 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
• 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 involvementcritical for effective
  implementation
• Conducting learning experiences and teaching
  methods requires specific teaching
  skillsChapters 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
• Productlearners 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 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
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 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
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 itwords
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/natlstand
  ards.htm

Chapter 3 Chamberlain Cummings, 2003
13
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
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 importantadd
  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
• 1stexpresses universal truth, 2ndshows
  relationship between health and food intake,
  3rdmakes subtle prediction

Chapter 3 Chamberlain Cummings, 2003
20
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
21
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
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 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
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
Using Feedback
Chapter 3 Chamberlain Cummings, 2003