University of Alexandria

Faculty of Nursing

Doctorate programme

Curriculum development

2012

Supervised by:

PROF. DR. Zinate EL-Hawashy

Dr. Azza Fathy

Prepared by:

Walaa Elleithy Mervat Abd Elmonem

Outline

1

Introduction

Curriculum implementation

The successful curriculum implementation activities include:

o Preparation activities:

• Developing teaching and learning activities.

• Conducting learning contract.

• Orientation of student to learning situation.

o Implementation (conduction) activities.

• Management of curriculum elements

• Management of learning environment

Aspects of class room management

1. Creating a Learning Environment

2. Setting Expectations

3. Motivational Climate

4. Maintaining a Constructive Learning Environment.

5. When Problems Occur

• Implementation of teaching learning activities

o Post implementation activities.

• Monitoring

• Purpose of Monitoring

References

Objectives

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General Objective :

By the end of this discussion doctorate students will be able to: implement

teaching learning activities and manage learning environment in three phases

of preparation, conduction and feedback for their lectures

INTENDED LEARNING OUTCOMES (ILOs)

1- Knowledge and understanding:

o Clarify to Students the Learning Contracts

o Explain to their students the Advantages of Learning Contracts

o Describe the Importance of teaching learning activities

o List the Strategies to keep students engaged in learning activities

o Clarify the curriculum elements

Intellectual skills:

o Discuss how to design Teaching and Learning Activities (TLAs) to

align to Intended Learning Outcomes for program orally.

o Summarize the Strategies to keep students engaged in learning

activities .

o Attain students intentions during their lectures as mentioned in lecture.

2- Professional and practical skills:

o Design Teaching and Learning Activities (TLAs) to align to Intended

Learning Outcomes of their courses as strategy mentioned to keep students engaged in learning activities

o Apply Aspects of class room management as lecture outlined in their

lectures.

o Design effective learning Environment as mentioned in lecture.

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3- General and transferable skills:

o Integrate the skills acquired from Teaching/Learning activities& Designing

effective learning Environment to improve their specialty curriculum designs.

o Participate in ongoing activities to develop a Teaching/Learning activities for

other programs as mentioned in the lecture.

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Introduction

Teachers' perceptions of learning will affect how they teach. Therefore before

teachers explore how to teach, they must be understood how people learn. In the

information society era, the art and science of redesigning the process of teaching

and learning is important. We need to empower our students in the learning

activities and not depended on a single source (teacher) for learning. Students are in

need of learning-while-doing with multiple options of learning resources. Students

must be self-directed and life-long learners in order to survive tough expectations of

job markets. The change from process-oriented to outcome-oriented and change

from teacher-centered to student-teacher-centered curriculum are wish of every

higher education institutions.

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Curriculum implementation (1)

Curriculum implementation entails putting into practice the officially

prescribed courses of study, syllabuses and subjects. The process involves

helping the learner to acquire knowledge or experience. It is important to note

that curriculum implementation cannot take place without the learner.

The learner is therefore the central figure in the curriculum implementation

process. Implementation takes place as the learner acquires the planned or

intended experiences, knowledge, skills, ideas and attitudes that are aimed at

enabling the same learner to function effectively in a society.

The successful curriculum implementation activities include:

o Preparation of activities

o Implementation (Conduction) of activities.

o Post implementation activities.

1. Developing teaching and learning activities.

2. Conducting learning contract.

3. Orientation of student to learning situation.

1. Developing teaching and learning activities.

Teaching/Learning activities (3,5)

Are those activities in which actual student learning occurs, it include tasks

designed specifically to improve student learning. It should clarify each student and

teacher role in each teaching and learning situation.

Importance of teaching learning activities (3,4)

Well designed teaching learning activities are useful because they:

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I. Preparation activities

o Encourage active learning, rather than passive learning.

o Promote deep learning, rather than surface learning.

o Enable students to internalize their new knowledge.

o Provide opportunities for students to reflect on the content of the course.

o Reinforce, revise and improve learning.

o Help students make links between learning outcomes, content and

assessment.

o Integrate content across different areas of the course.

o Keep motivation and interest levels high.

o Suggest alternative ways of learning (that is, besides reading, researching and

collecting information).

Example: teaching learning activities to specific ILOs

Typical Possible TLAs

Describe

Explain

Integrate

Apply

Solve problem

Design, create

Reflect

set reading, lecture, field trip

tutorial, written essay

project, assignment

project, case study, laboratory

case study, peer discussion

project, creative writing

reflective diary

2. Conducting learning contract.

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Learning Contracts (2)

Learning contracts are written agreements between teachers and students that

outline: What students will learn? How they will learn it? The time for each

learning experience, and how they will be evaluated?

3. Orientation of student to learning situation. (2,6)

The teachers should…..

o Meet with student(s) or group(s) of students to explain contract procedures

o Discuss timeline and when student will be required to participate in whole class

instruction

o Explain that student may choose from the alternate enrichment activities during

instruction of skills he/she has previously mastered

o Demonstrate any new enrichment activities for the unit

o Share due dates with students and model how to keep track of completed work

using the log

o Explain the working conditions and expectations of final product

o Explain how and when students should seek teacher assistance

1. Management of curriculum elements

2. Management of learning environment

3. Implementation of teaching learning activities

Administration is the act of managing duties, responsibilities, or rules.

Management is the process of getting things done through the efforts of other

people in order to achieve the predetermined objectives of organization

1-Management of curriculum elements

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II. implementation of activities.

Aim:  one sentence describe of overall purpose of curriculum, including

audience and the topic.

Rationale:  paragraph describing why aim is worth achieving. This would

include assessment of needs.

Goals and objectives: list of the learning outcomes expected from participation in

the curriculum. Includes how the curriculum supports national, state, and local

standards.

Audience and pre-requisites: for whom and the prior knowledge, skills, and

attitudes of those learners likely to be successful with the curriculum.

Description of subject-matter:  designation of what area of content, facts,

that the curriculum deals with.  (This is elaboration of the "topic" description in the

Aim.)

Instructional plan:  describes the activities the learners are going to engage

in, and the sequence of those activities.  Also describes what the Teacher is to do in

order to facilitate those activities.

Materials:  lists materials necessary for successful teaching of the

curriculum. Includes a list of web pages, books, tables, paper, chalkboards, dolls,

and other tools.

Assessment and evaluation:  assessing learning and evaluating the

curriculum as a whole. May include description of a model project, sample exam

questions, or other elements of assessment.  Also should include plan for evaluating

the curriculum as a whole, including feedback from learners.

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2-Management of learning environment

The Learning Environment : (8)

Entails "When will the event take place, with whom and where  and with

what resources ?"

The environment might be complex, such as several learners with many

resources in a classroom, library, media centre, or café. Another type of

environment might be a synchronous virtual meeting place, such as when

several students collaborate online with many resources in different locations.

The faculty member's involvement and presence can vary in any of these

environments.

Managing Effective Learning Environment (8)

oFaculty members provide a richly textured environment that can accommodate

a full range of student needs and learning styles.

o Whatever the specific environment, a well-planned course provides a variety

of interaction choices for students. E.g., a well-planned course balances

three levels of interaction: faculty-to-student, student-to-student, and student-

to-resources.

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oA well-planned course balances three types of activities: individual activities,

small group activities, and large group activities. By ensuring multiple

channels of communication, engagement, and collaboration within the

design of a course.

Classroom Management (9,10)

o Teacher must facilitate learning of two cognitive demands at all times:

o Academic task demands (understanding and working with content)

o Social task demands (interacting with others concerning that content).

The teacher must facilitate the learning of these academic and social tasks.

Everything a teacher does has implications for classroom management,

including creating the setting, decorating the room, arranging the chairs,

speaking to learners and handling their responses, putting routines in place

(and then executing, modifying, and reinstituting them), developing rules, and

communicating those rules to the students.

Aspects of classroom management.

1. Creating Learning Environment

The learning environment must be envisioned in both a physical space and a

cognitive space.

o The physical space : the teacher prepares the classroom for the students. Is

the space warm and inviting? Does the room arrangement match the

teacher's philosophy of learning? Do the students have access to necessary

materials? Are the distracting features of a room eliminated?

o Cognitive space: the expectations teachers set for students in the classroom

and the process of creating a motivational climate. Two specific areas of

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cognitive space that teachers include in their plans are setting expectations

(i.e., rules and procedures) and creating a motivational climate.

2. Setting Expectations

Expressed through rules and procedures.

o Rules: indicate the expectations for behavior in the classroom, and how

one interacts with one's peers and the teacher.

o Procedures have to do with how things get done. Rules can be, and

frequently are, developed with the students' help, which increases the

likelihood of compliance.

Both must be taught, practiced, and enforced consistently.

3. Motivational Climate

Teachers encourage students to do their best and to be excited about what

they are learning under two factors:

o Value shows students how their work is worthwhile and is connected to

things that are important for them interests.

o Effort ties the time, energy, and creativity a student uses to develop the

"work," to the value that the work holds. One way that teachers encourage

effort is through specific praise, telling students specifically what it is that

they are doing that is worthwhile and good.

4. Maintaining a Constructive Learning Environment. Through.....

o Conscientious decision-making concerning students and the classroom.

o Teachers focus on group processes.

o With-it-ness (communicating awareness of student behavior),

o Avoid overlapping (doing more than one thing at once),

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o smoothness and momentum (moving in and out of activities smoothly,

with appropriately paced and sequenced instruction),

o Group alerting (keeping all students attentive in a whole-group focus).

5. When Problems Occur

o Handle it promptly to keep it from continuing and spreading. E.g.

misbehavior unobtrusively with techniques such as physical proximity or

eye contact, more serious misbehavior requires more direct intervention.

o Misunderstandings about academic content or instruction, effective

managers look for ways to re teach content and to improve the clarity of

their communication.

o Classroom communication, teachers' clarity of instructions and

understanding of students' needs, is particularly important in maintaining

the interconnectedness of management and instruction.

o Students must value the contributions of others, value the diversity within

the classroom, and give their best effort because they see it as the right

thing to do or something that they want to do.

Attract students' attention during teaching /learning process:

1. Smile, and signal with your greeting and body language that you are pleased

to be there: claim the student’s attention before you launch into the subject of

the lecture.

2. Focus on your audience. Maintain eye contact, begin in the middle of the

lecture space, then move about from time to time.

3. Address students (or some of them) by name whenever possible.

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4. Let them know at the outset what the learning goal of the lecture is, how you

propose to structure the session, and how the material relates to the

assignment, exam or course outline.

5. Have students work in small groups to discuss the topic at hand, solve

problems or develop questions for you. They can also use this time to read a

hand-out, review their notes or compare their notes with others.

6. Experiment with a combination of AV aids. Prepared PowerPoint slides are

great for the main body of your lecture, but use chalkboards and flipcharts to

add spontaneity. Make use of images to convey information, not just words.

7. Don’t dim the lights and put all the focus on your slides. Make sure that

students can see you—move around in the lighted areas of the room. A

remote slide-changer can be helpful if you are using PowerPoint.

8. Use images, models, objects, anecdotes and examples from your own

experience to support your points as often as possible.

9. Try not to read directly from your notes or slides. Be spontaneous and

encourage questions.

10.Wait calmly when you invite questions – for up to a minute! If there are

none, suggest some points they might like to ask about. Welcome all

questions – even if you choose not to respond to some of them.

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2-Implementation of teaching learning activities (TLA)

Implementation of TLA here is more like a situation in which the learner engages

in learning activities requiring the ILO verbs, which makes it more likely the

intended learning outcomes will be achieved.

Samples of TLAs for subject ILOs on written communicative strategies

TLA Teaching activities

(teacher)

Learning activities

(student)

1. Explain different (writing) communicative strategies.

a. Plenary session

(‘lectures’)

Describe, explain,

elaborate, clarify,

and talk.

pre-reading, ask questions, group

discussion, explain to peers, listen, take

notes, accept, query, one-minute paper

b. Write

assignment

set topics and

guidelines, provide

feedback

search information, select, organize ideas,

explain, describe, integrate, apply what

has been learned, write the assignment,

revise and edit, may be discuss with peers

2. Apply appropriate (writing) communicative strategies

a. Case study select case study

material (may be),

provide

comments and

feedback

select piece of writing for case study,

discuss with peers in small groups,

analyze, comment, suggest ways of

improvement, present own ideas or

discussion results in an individual

written assignment

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TLA Teaching activities Learning activities

b. Write an

assignment or a

group discussion

report

set topic (may be),

give guideline of

requirements

assignment (relate

requirements to

relevant ILOs),

provide feedback

Write the assignment using appropriate

strategies, revise, edit, and self-

assessment.

b. Project Set brief, provide

Feedback

Apply, integrate, create, design,

experiment, write report, self- monitor,

communicate, and work in a team.

3 -Reflect and improve own writing communicative strategies.

a.Self-assessment Coach, guide and

provide feedback

self-evaluate a piece of own writing, e.g.

an earlier assignment in relation to

theories on writing communicative

strategies, identify strengths and areas for

improvement, revise writing using

appropriate strategies in light of

evaluation.

The point is not how teachers are going to teach (teaching activities) but how and

what teachers want they students to learn (learning activities).

Strategies to keep students engaged in learning activities

• Have specific activities every day• Have materials organized, set up before class• Have activities that assure all students’ involvement & participation• Keep a brisk pace• Keep student comments on-track & don’t allow some students to monopolize

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• Spend only short bits of time with individuals, unless other students are working productively

• Have a system for students who finish projects quickly- class journal, reading a book, drawing, computer program.

Strategies to keep tasks at an appropriate level

• Students are more likely to stay on-task when assignments are appropriate for

their ability levels.

• Begin the year with relatively easy tasks to give students high self-efficacy.

Give clear structure.

• As students learn procedures, introduce more challenging assignments.

• Introduce new procedures like cooperative learning, with simpler material so

students master the interaction skills.

Monitoring for obtaining feedback. (11)

Monitoring is the regular observation and recording of activities taking place in a teaching learning process. It is a process of routinely gathering information on all aspects of the teaching learning process.

Purpose of Monitoring:

• Check on how teaching learning process activities are progressing.• Giving feedback about the progress.

• Determining whether the inputs in the teaching learning process are well utilized.

• Identifying problems facing the teaching learning process and finding solutions.

• Ensuring all activities are carried out properly by the right people and in time.

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III. Post implementation activities.

• Using lessons from one teaching learning process experience on to another.

• Determining whether the way the project was planned is the most appropriate

way of solving the problem at hand.

References

1. The Southern African Development community, (2000). General Education

Modules for Upper Primary and Junior secondary school teachers of science,

technology and mathematics by distance in the south African development

community, pp:50.

2. Tomlinson, C.A. (2003). Instructional Strategies for the Differentiated Classroom:

Video and Facilitator’s Guide for Learning Contracts., VA: Association for

Supervision and Curriculum Development. Pp 800-812

3. Wasserman, J., (2009) Overview of Learning Activities, Intellectual

Development: Instructional Design. Pp 277-280.

4. Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A

handbook for college teachers. San Francisco: Jossey-Bass.

5. Felder, R. M., & Silverman, L. K. (1998). Learning and teaching styles in

engineering education. Engineering Education, 78, (7), 674-681.

6. Brophy, J. (1987). Synthesis of research on strategies for motivating students to

learn. Educational Leadership 45: 40-48.

7. Ornstein, A. and Hunkins, F. (1998): Curriculum: Foundations, principle and

issues.Boston, MA: Allyn & Bacon. Chapter 8: Curriculum design. pp. 232-267.

8. Sowell, E. (2000): Curriculum: An integrative introduction. Upper Saddle River,

NJ: Prentice-Hall. Chapter 3: Curriculum organization. pp. 41-64.

9. Evertson, Carolyn M., and Harris, A., H. (1992): What we know about

managing class room. Educational leadership, 49(7):74-78.

10. Doyle w. and Carter, K. (1984): Academic tasks in class room. Curriculum

inquiry, 14(2): 129-149.

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11. The nature of monitoring and evaluation, definition and purpose by phil

bartle, phd, (2012). available at http://cec.vcn.bc.ca/cmp/modules/mon-wht.htm

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