Teaching Learning Principles andPractices

Introduction to curriculum planning and designingUnit 11

Sohail SajidPrincipal

RN, DWA,DTA, Specialized in CHN, Post RNBScN

New Life School College Of Nursing Karachi

Introduction to curriculum planning and designingUnit 11

Sohail SajidPrincipal

RN, DWA,DTA, Specialized in CHN, Post RNBScN

New Life School College Of Nursing Karachi1

Objectives

By the end of this session learners will be ableto,

1. Understand how assessment is done

2. Define input, through put and output ofcurriculum design

3. Plan a curriculum

4. Evaluate/critique curriculum

5. Review PNC/HEC nursing curriculumguidelines

By the end of this session learners will be ableto,

1. Understand how assessment is done

2. Define input, through put and output ofcurriculum design

3. Plan a curriculum

4. Evaluate/critique curriculum

5. Review PNC/HEC nursing curriculumguidelines

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What is Curriculum• It is defined as encompassing everything that

makes up the educational experience on a courseor programme.

• It is the subjects comprising a course of study in aschool or college.

• This has three main elements;• The syllabus (the choice of topics, resources,

examples or case studies);• The processes (the teaching methods and learning

activities);• The participants (the students and tutors on the

programme).

• It is defined as encompassing everything thatmakes up the educational experience on a courseor programme.

• It is the subjects comprising a course of study in aschool or college.

• This has three main elements;• The syllabus (the choice of topics, resources,

examples or case studies);• The processes (the teaching methods and learning

activities);• The participants (the students and tutors on the

programme).

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Curriculum• The word curriculum is derived from the Latin

“currere “meaning ‘to run’. This implies that oneof the functions of a curriculum is to provide apattern or design which enables learning to takeplace. Curricula usually define the learning thatis expected to take place during a course orprogramme of study in terms of knowledge, skillsand attitudes, they should specify the mainteaching, learning and assessment methods andprovide an indication of the learning resourcesrequired to support the effective delivery of thecourse.

• A curriculum is more than a syllabus

• The word curriculum is derived from the Latin“currere “meaning ‘to run’. This implies that oneof the functions of a curriculum is to provide apattern or design which enables learning to takeplace. Curricula usually define the learning thatis expected to take place during a course orprogramme of study in terms of knowledge, skillsand attitudes, they should specify the mainteaching, learning and assessment methods andprovide an indication of the learning resourcesrequired to support the effective delivery of thecourse.

• A curriculum is more than a syllabus1/15/2015 4

Syllabus• A syllabus describes the content of a

programme and can be seen as one part of acurriculum.

The curricular cycle• Peyton and Peyton (1998) note that the

curricular cycle “involves developmentthrough

• Needs assessment,• Design• and implementation phases.

• A syllabus describes the content of aprogramme and can be seen as one part of acurriculum.

The curricular cycle• Peyton and Peyton (1998) note that the

curricular cycle “involves developmentthrough

• Needs assessment,• Design• and implementation phases.

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Levels of curriculum• Three levels of curriculum (Bauersfeld, 1979)

– Intended

• “the matter meant”– Implemented

• “the matter taught”– Achieved (enacted)

• “the matter learnt”

• Three levels of curriculum (Bauersfeld, 1979)

– Intended

• “the matter meant”– Implemented

• “the matter taught”– Achieved (enacted)

• “the matter learnt”

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Input, process, output and theCurriculum

• Inputs• Elements influencing the curriculum design• Consists of educational perceptive, employer

requirements and national and local culture• Professional culture

• Process• Experienced by the students• Consists of the learning outcomes• Content and teaching learning strategies

• Inputs• Elements influencing the curriculum design• Consists of educational perceptive, employer

requirements and national and local culture• Professional culture

• Process• Experienced by the students• Consists of the learning outcomes• Content and teaching learning strategies1/15/2015 7

Input, process, output and theCurriculum

• Outputs• These include intellectual skills

• Cognitive strategies

• Motor skills

• Attitudes

• Outputs• These include intellectual skills

• Cognitive strategies

• Motor skills

• Attitudes

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Input, process, output and theCurriculum

Overall plan or design

CurriculumContent is transformed into a

blueprint for teaching and learning

Desired learning desired outcomesto be achieved

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Input, Process, output and theCurriculum

• Curriculum takes content (from external standardsand local goals) and shapes it into a plan for howto conduct effective teaching and learning. It isthus more than a list of topics and lists of key factsand skills (the “input”). It is a map of how toachieve the “outputs” of desired studentperformance, in which appropriate learningactivities and assessments are suggested to make itmore likely that students achieve the desiredresults.

Wiggins and McTighe (2006, 6)

• Curriculum takes content (from external standardsand local goals) and shapes it into a plan for howto conduct effective teaching and learning. It isthus more than a list of topics and lists of key factsand skills (the “input”). It is a map of how toachieve the “outputs” of desired studentperformance, in which appropriate learningactivities and assessments are suggested to make itmore likely that students achieve the desiredresults.

Wiggins and McTighe (2006, 6)1/15/2015 10

• Input = the linguistic content of a course

• Process = how teaching is carried out

• Output = learning outcomes

Input, process, output and the Curriculum

• Input = the linguistic content of a course

• Process = how teaching is carried out

• Output = learning outcomes

Input OutputProcess

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INPUT PROCESS OUTPUT

Syllabus Methodology Learningoutcomes

Dimensions of a curriculum

Syllabus Methodology Learningoutcomes

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• Curriculum development in languageteaching can start from input, process oroutput.

Input Process Output

Dimensions of a Curriculum

• Curriculum development in languageteaching can start from input, process oroutput.

Input Process Output

Starting Point

Assumptionsabout meansand ends ofteaching andlearning

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Central design = starting with process and deriving input and

output from classroom methodology.

Process

Content

Outcomes

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Forward design = developing a curriculum through movingfrom input, to process, and to output (Linear fashion)Forward design = developing a curriculum through movingfrom input, to process, and to output (Linear fashion)

Content Process Outcomes

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Backward design = starting from output and then dealing with

issues relating to process and input

OutcomesContent Process

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Discourse AnalysisGrammarSyllabuses

Corpora

GrammarSyllabuses

WordLists

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Principles of curriculum design• A good curriculum is:

• Balanced

• accurate

• logical

• Vertically integrated

• Appropriate

• Focused / economical

• Relevant

• A good curriculum is:

• Balanced

• accurate

• logical

• Vertically integrated

• Appropriate

• Focused / economical

• Relevant

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Assessment process

• Determine and agree the educational or professionalcontext in which the programme is to be developedand delivered

• Define the needs of the learners in line with therequirements of professional bodies

• Determine the aims and broad learning outcomes ofthe programme

• Identify ideas and limitation• Agree the broad structure and framework of the

programme, the main areas of teaching and learning,the sequence of the main topics and the keyassessments

• Determine and agree the educational or professionalcontext in which the programme is to be developedand delivered

• Define the needs of the learners in line with therequirements of professional bodies

• Determine the aims and broad learning outcomes ofthe programme

• Identify ideas and limitation• Agree the broad structure and framework of the

programme, the main areas of teaching and learning,the sequence of the main topics and the keyassessments

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Assessment process

• Allocate the detailed development of eachtopic or course area in terms of definingobjectives and learning outcomes toindividuals or teams

• Course teams to develop logical programmeswhich have defined learning outcomes,timetables, content, appropriate teaching,learning and assessment methods and whichutilize relevant and available learningresources

• Allocate the detailed development of eachtopic or course area in terms of definingobjectives and learning outcomes toindividuals or teams

• Course teams to develop logical programmeswhich have defined learning outcomes,timetables, content, appropriate teaching,learning and assessment methods and whichutilize relevant and available learningresources

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Curriculum Development• Any curriculum needs to be developed in the

light of the organization or context in which itis going to be delivered.

• Stages that are followed in the curriculumdevelopment are 4

1. Exploratory phase

2. Design

3. Implementation phase

4. Monitoring phase

• Any curriculum needs to be developed in thelight of the organization or context in which itis going to be delivered.

• Stages that are followed in the curriculumdevelopment are 4

1. Exploratory phase

2. Design

3. Implementation phase

4. Monitoring phase

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Curriculum Development• Exploratory stage

1. New ideas are explored in this stage

2. Ideas of the other members are also explored

3. The availability of the resources and expertiseis also explored

4. Critical initial analysis for the development ofthe realistic ideas

• Exploratory stage1. New ideas are explored in this stage

2. Ideas of the other members are also explored

3. The availability of the resources and expertiseis also explored

4. Critical initial analysis for the development ofthe realistic ideas

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Curriculum Development• Design stage

• A planning team is prepared to plan thecurriculum.

• Validation and subsequent implementationshould be done

• Implementation stage• In this phase the curriculum is fully

operational• In this phase the curriculum evaluation is

ongoing by means of course evaluation

• Design stage• A planning team is prepared to plan the

curriculum.• Validation and subsequent implementation

should be done• Implementation stage

• In this phase the curriculum is fullyoperational

• In this phase the curriculum evaluation isongoing by means of course evaluation

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Curriculum Development

• Monitoring and review stage• In this stage monitoring and review is done

• Expertise are needed review

• A review is very similar to validation

• Proposals for changes should be given withfull rationale and supporting evidences

• Monitoring and review stage• In this stage monitoring and review is done

• Expertise are needed review

• A review is very similar to validation

• Proposals for changes should be given withfull rationale and supporting evidences

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Society Philosophy

SubjectMatter

SOURCES Objectives Screens InstructionalObjectives

Curriculum Planning

Learner Psychology

Selection ofLearning

Experiences

Organization ofLearning

ExperiencesEvaluation

Curriculum DesignCurriculumEvaluation

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Types of Curriculum

1. Overt, Explicit or Written CurriculumIs usually confined to those written understandings and

directions formally designated and reviewed byadministrators, curriculum directors and teachers,often collectively.

2. Societal CurriculumThe massive, ongoing, informal curriculum of family,

peer group, neighborhoods, churches organizations,mass, media and other socializing forces that“educate” all of us throughout our lives.

1. Overt, Explicit or Written CurriculumIs usually confined to those written understandings and

directions formally designated and reviewed byadministrators, curriculum directors and teachers,often collectively.

2. Societal CurriculumThe massive, ongoing, informal curriculum of family,

peer group, neighborhoods, churches organizations,mass, media and other socializing forces that“educate” all of us throughout our lives.

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Types of Curriculum

3. The Hidden or Covert CurriculumImplied by structure and nature of school, whichrefers the kinds and learning's of children derivefrom the very nature and organizational design ofthe public school as well as the behaviors andattitudes of teachers and administrators.4. The Null CurriculumWhich we do not teach, thus giving students themessage that these elements are not important intheir educational experiences or in our society.

3. The Hidden or Covert CurriculumImplied by structure and nature of school, whichrefers the kinds and learning's of children derivefrom the very nature and organizational design ofthe public school as well as the behaviors andattitudes of teachers and administrators.4. The Null CurriculumWhich we do not teach, thus giving students themessage that these elements are not important intheir educational experiences or in our society.

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Types of Curriculum5. Phantom CurriculumThe messages prevalent in an through exposure toany type of media. These components and messagesplay a major part in the enculturation of studentsinto the predominant meta-culture, or inacculturating students into narrower or generationalsubcultures.6. Concomitant Curriculum

This type of curriculum may be received at church,in the context of religious expression, lessonsvalues, ethics or morals, molded behaviors, or socialexperiences based on the family’s preferences

5. Phantom CurriculumThe messages prevalent in an through exposure toany type of media. These components and messagesplay a major part in the enculturation of studentsinto the predominant meta-culture, or inacculturating students into narrower or generationalsubcultures.6. Concomitant Curriculum

This type of curriculum may be received at church,in the context of religious expression, lessonsvalues, ethics or morals, molded behaviors, or socialexperiences based on the family’s preferences

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Types of Curriculum7. Rhetorical CurriculumIdeas offered by policy makers, school officials,administrators, or politicians.8. Curriculum-in-useIs the actual curriculum that is delivered andpresented by each teachers.9. Received CurriculumThose things that students actually take out ofclassroom; those concepts and content that aretruly learned and remembered.

7. Rhetorical CurriculumIdeas offered by policy makers, school officials,administrators, or politicians.8. Curriculum-in-useIs the actual curriculum that is delivered andpresented by each teachers.9. Received CurriculumThose things that students actually take out ofclassroom; those concepts and content that aretruly learned and remembered.

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Types of Curriculum

10. The Internal CurriculumProcesses, content, knowledge combined with theexperiences and realities of the learners to createnew knowledge. While educators should be awareof this curriculum, they have little control over theinternal curriculum since it is unique to eachstudents.11. The Electronic CurriculumThose lessons learned through searching theinternet for information, or through using e-formsof communication.

10. The Internal CurriculumProcesses, content, knowledge combined with theexperiences and realities of the learners to createnew knowledge. While educators should be awareof this curriculum, they have little control over theinternal curriculum since it is unique to eachstudents.11. The Electronic CurriculumThose lessons learned through searching theinternet for information, or through using e-formsof communication.

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Evaluate/Critique CurriculumAshworth and Harvey (1994) says that

• It should be relevant, fulfill the needs ofpresent and future.

• Aims and objectives are explicit and carefullyfocused

• Content is well balanced and are in depthaccordingly

• Progression should be planned• Core skills should be balanced and relevant

Ashworth and Harvey (1994) says that• It should be relevant, fulfill the needs of

present and future.• Aims and objectives are explicit and carefully

focused• Content is well balanced and are in depth

accordingly• Progression should be planned• Core skills should be balanced and relevant

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Evaluate/Critique Curriculum• Proper accreditation should be done with the

professional bodies

• The curriculum centers on developing skillswithin contexts

• The strengths of the curriculum would be all ofthe supplemental materials. Allowing forvariety, the materials can help teachersdifferentiate easily

• Proper accreditation should be done with theprofessional bodies

• The curriculum centers on developing skillswithin contexts

• The strengths of the curriculum would be all ofthe supplemental materials. Allowing forvariety, the materials can help teachersdifferentiate easily

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Four Broad Categories of Curriculum Design

1. Traditional curriculum model

2. The Student-Centered model2. The Student-Centered model

3. The Critical model

4. The Structural model

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3 Curriculum Model

• The Tyler Model

The Taba Model

The Saylor and Alexander Model

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PNC/HEC guidelines

• Apply knowledge of liberal art, sciences, nursingtheories, educational theories and frameworks tothe advanced nursing roles.

• Utilize and distribute research in nursing practice.• Provide leadership to bring change in health care

and nursing education.• Utilize skills to provide standard quality care to

the clients and their families.• Demonstrate commitment to the professional

growth and lifelong learning.

• Apply knowledge of liberal art, sciences, nursingtheories, educational theories and frameworks tothe advanced nursing roles.

• Utilize and distribute research in nursing practice.• Provide leadership to bring change in health care

and nursing education.• Utilize skills to provide standard quality care to

the clients and their families.• Demonstrate commitment to the professional

growth and lifelong learning.

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• http://www.faculty.londondeanery.ac.uk/e-learning/setting-learning-objectives/Curriculum_design_and_development.pdf

• http://www.faculty.londondeanery.ac.uk/e-learning/setting-learning-objectives/Curriculum_design_and_development.pdf

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