Course: Curriculum Development

Code : 8603

Semester: Spring, 2021

ASSIGNMENT No. 2

Program : B.Ed

Q.1 Describe the nature of aims and objectives in curriculum development. Explain

your answer with practical examples.

Nature of Aims in Curriculum Development

Every curriculum must have an education philosophy. Aims must be linked to the country

education philosophy. Every curriculum is aimed at developing in the learners certain

competencies or abilities. The curriculum process must identify the aims that the curriculum

is intended to achieve.

1-Aims are broad statements which cover all of the experiences provided in the curriculum.

2-Goals are tied to specific subjects or group of contents within the curriculum.

3-Objectives describe the more specific outcomes that can be attained as a result of lessons or

instruction delivered at the classroom.

Selecting Aims:

1-Analysis of our culture : we should take into account our cultural values, norms and

expectations when selecting aims.

2-The present status of the learner.

what has the learner already known? What are his/her characteristics? What is he/she ready

for.

3-The state of our knowledge of the subject matter or content.

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 Nature of Curriculum Objectives

Objectives are related to goals in that they are specific methods through which students can

demonstrate their understanding or application of goals.

Here are some ways to ensure a strong correlation between goals and objectives.

 Create objectives that are observable and measurable. When constructing

objectives, consider these questions: What behaviors, applications, or products should

students produce to demonstrate an understanding of the goal? What distinguishes mastery of

this goal from simple recall or low-level understanding?

 Construct objectives using behavioral terms. Consider the different behaviors that

are closely related to your goal. Generally, behavioral objectives can be divided into

the following categories:

 Cognitive (head)

 Affective (heart)

 Physical (hand)

 Create objectives with variable time expectations. Some objectives should be

longer-term, with students needing to work towards mastery over a year or semester. Other

objectives, on the other hand, should be completed over a shorter period such as one week or

unit. For example, a long-term objective could be an effective one, like “students will learn to

be compassionate to others,” taught over an entire year. On the other hand, a short-term

objective could be “students will demonstrate understanding of basic biology terms” learned

over the unit covered.

Constructing accurate and actionable curriculum goals and objectives can be a challenge.

Remember: simplicity is often difficult to achieve. However, if you map out your goal and

objective plan in writing first, you’ll be better able to determine if you have achieved

practicable goals and objectives.

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In the research literature various useful evidences can be found to help to design a good

curriculum organization. However, there are no standard solutions. The effectiveness of

certain ideas depends on the particular context of the curriculum: the discipline, the type of

instruction, the culture in the teachers’ team, the aims etc. (Dearn, 2010). A number of

research-based evidences that are relevant in making decisions about the organization of a

curriculum in higher education are presented below.

Berkvens and Van den Akker (2013) have identified six quality criterions which should be

met when (re)designing a curriculum:

Relevance: The curriculum is based on state-of-the-art academic knowledge and

understanding of contextual need and wishes

 Consistency: The structure of the curriculum in logical and coherent

 Practicality: The curriculum is usable in the context it is designed for

 Effectiveness: The curriculum leads to the desired outcomes

 Scalability: The curriculum is successfully implemented scale

 Sustainability: The curriculum remains successful over extended periods of time

1. An important result of learning research is that mastering the relevant learning objectives

depends on the amount that the students are involved in activities that are likely to result

in their achieving those outcomes. (Dearns 2010 and Shuell, 1998)). Learning in higher

education is considered to be an active learning process. From the research into learning

specific principles are formulated how the teacher can engage the study to study actively

in order to master the learning objectives or aims. (Shuell, ….). In the other posts a

detailed insight is given of the available evidences form the research into learning.

2. According to Dearn (2010) and Van Merriënboer and Kirschner (2013) complex learning

is a crucial component of the curricula of modern higher education. Professionals have to

learn complex skills and competencies during their studies and they will never stop

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 learning throughout their careers. The authors stress the importance of a holistic design

approach. ‘Often complex content and tasks are continually reduced to simpler or smaller

elements’. ‘Holistic design approaches attempt to deal with complexity without losing

sight of the separate elements and interrelationships between those elements’. The

learning and testing activities should be focussed on the complex learning of the students.

Besides the professional competencies or complex skills, the metacognitive learning skills

should have a place in the learning process: how to study, how to profit maximal from a

lecture, a working group, a practical, how to prepare a thesis, etcetera.

3. Bovill et al (2011) concludes that in the existing research, the curriculum is identified as a

key driver for improving the students’ engagement, and thereby success from the first

year onwards’. This means that a good designed and described curriculum is an important

condition to realize a good learning process.

4. Gibbs (2003) has formulated an important the principle Constructive alignment that aims,

learning objectives, learning and testing activities should be in line with each other.

5. Dearn, 2010; Diamond, 1998; O’Brian, 2015; Verloop and Lowyck, 2003 and the AACU,

2002 stress that the different courses in a curriculum should build on each other. The

students develop insight in the content and master the main competencies step-by-step in

the consecutive courses. These developments can be described with help of learning

tracks for the main competencies and the main content. The learning track in a curriculum

can be explained with help of a scheme, or another visualization to show the steps in the

learning process in the involves courses.

6. Possibilities for personal development are important as well. For example, most students

need half a year or more to learn and work as a student. They need to learn how to plan,

how to study course material (written texts and digital), how to learn from video-

presentations, how to work systematically, and how to learn new study skills because of

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 blended learning (Bovill et al, 2011). Also, strengthening of the social bonding with the

educational institute is likely to result in better study progress and less dropout (Tinto,

2012).

7. Curriculum models: Various curriculum models are introduced in higher education.

Examples of the models are:

 Problem based education, project education, research based education.

 Theme oriented, interdisciplinary oriented, disciplinary oriented, competency based.

 Applying cognitive, constructive, social critical vision

Valcke (2007) and Onstein (2014) describe these models. XXX gives also examples of

models for master program. Which model(s) will be use, depends strongly on the vision of

the curriculum committee. There is not one standard solutions. The models showed possible

organisations. Often there are evaluation studies available. How to choose from among the

mentioned models and how to design a good curriculum? For this there is no simple solution.

The success of a model depends strongly on the context in which the curriculum will be used.

The curriculum committee should discuss the possibilities and decide which model or

combinations of models will we used. During the development and the implementation of the

education the quality of the curriculum should be evaluated.

Reference

Shahid. S.M., Curriculum Development and Instruction (Urdu). 2001, Majeed Book

Depot. Urdu Bazar, Lahore.

Q. 2 Discuss the process adopted for curriculum development in Pakistan. Which

techniques are used for curriculum evaluation? Discuss with examples.

Process of Curriculum Development in Pakistan:

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Curriculum revision/development is ideally an ongoing, assessment, planning and design,

teacher training materials, implementation monitoring, feedback and evaluation, the curricula

renewal is based on the following broad areas of concern.

Incorporating issues of global significance include environment change, degradation,

population control, gender issues and international understanding and cooperation. Fostering

respect for, prevention of cultural tradition, indigenous values and ways of life. Fostering is

the moral values through Islamic principle and ethics among pupils. Promoting democratic

value, respect for an appreciation of cultural diversity that characterize Pakistani society and

the broader global society. To introduce competency based curricula by defining mini

involved in learning competence at both primary and secondary level.

Following are the steps involved in curriculum development in Pakistan.

Curriculum wing request the provincial centers to prepare draft curriculum for each subject

taught in various classes up to the class XII. Provincial curriculum committees prepare

curriculum plane.

The draft is sent to the curriculum wing. The national committee of curriculum scrutinized

the drafts in the light of the comments. The committee submits its recommendation to the

ministry approval. The curriculum schemes duly approved are passed, on the provincial text

book.

Nine types of curriculum adaptation:

1. Quantity:

Adapt the number of items that the learner’s expected to learn or number of activities student

will complete prior to assessment for mastery. For example, reduced the number of social

studies terms a learner must learn at any one time. Add more practice activities or

worksheets.

2. Time:

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Adapt the time allotted and allowed for learning, task completion or testing, for example,

individuals a timeline for completing the task, pace learning difficulty for some learner.

3. Level of support:

Increase the amount of personal assistance to keep the student on task or to reinforce or

prompt use of specific skills, enhance adult student’s relationship, use physical space and

environmental structure. For example, assign peer buddies, teaching assistant, peer tutors or

cross age tutors, specify how to interact with the student or how to structure the environment.

4. Input:

adapt the way instruction is delivered to the learner. For example, use different visual aids,

enlarge text, plan more concrete examples, provides hands on activities place students in

cooperative groups, pre teach key concepts or terms before the lesson.

5. Difficulty:

Adapt the skill level, problem type or the learner may approach the work. For example allow

the use of a calculator to figure math problems, simplify tasks direction and change rules to

accommodate learner needs.

6. Output:

Adapt who the student can respond to instruction. For example instead of answering

questions in writing allow a verbal response, use a communication book for some students,

allow students to show knowledge with hands on materials.

7. Participation:

Adapt the extent to which the learner is actively involved in the task. For example, in

geography have students hold the globe, while other point out location, ask the students to

lead a group. Have the student turn the pages while sitting on your lap.

8. Alternate goals:

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Adapt the goals or outcome expectation while using the some materials, when routinely

utilized, this is only for student with moderate to severe disabilities. For example, in a social

studies lesson, expect a student to be able to locate the colors of the states on a map, while

other students learn to locate each state and name the capital.

9. Substitute curriculum:

Provide different instruction and materials to meet learner individual’s goals. When routinely

utilized, this is only for students with moderate to serve disabilities. For example, during a

language lesson a student is learning toileting skills with an aide.

Techniques of curriculum evaluation

1. Needs assessment: if not conducted, wonderful curriculum could be developed, but the

appropriate needs of the target audience may not be met.

2. Involving youth: the target audience and volunteers (or staff) who will be the

implementors of the curriculum must be involved (i.e., they participate as full members of

the curriculum development team).

3. Recruiting and training volunteer facilitators: competent and skilled curriculum

implementors are critical (the printed word cannot teach experiential group process, it

doesn't provide feedback).

4. Evaluating and reporting on the impact of the curriculum: is critical for securing

human and financial support from key policy decision makers and for assessing whether

the curriculum has achieved the intended outcome.

Two types of evaluation are included in the Phases and Steps illustration: (1)

Formative provides feedback during the process of developing the curriculum, and (2)

Summative answers questions about changes (impact) that have occurred in learners because

of their learning experiences. Summative evaluation provides evidence for what works, what

does not work, and what needs to be improved. In every step of the curriculum development

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process, the most important task is to keep the learner (in this case, youth) in mind and

involve them in process. For example, the curriculum team members, who have direct

knowledge of the target audience, should be involved in conducting the needs assessment.

From the needs assessment process, the problem areas are identified, gaps between what

youth know and what they need to know are identified, and the scope of the problem is

clarified and defined. The results may prompt decision makers to allocate resources for a

curriculum development team to prepare curriculum materials.

Reference

https://www.thecanadianencyclopedia.ca/en/article/curriculum-development

Q. 3 Analyze the curriculum of teacher education programs in distance education.

Identify essential communication skills for teacher that should be a part of

curriculum and how?

In a teaching and learning community, the most effective evaluation is that which encourages

and rewards effective teaching practices on the basis of student learning outcomes (Doherty

et al., 2002; Shapiro and Levine, 1999). Assessment of student learning at its best enables

students to identify their own strengths and weaknesses and to determine the kinds of

information they need to correct their learning deficiencies and misconceptions. When such

evaluation is properly employed, students learn that they can engage in self-assessment and

continuous improvement of performance throughout their lives.

Accordingly, this chapter offers practical guidance to postsecondary faculty and

administrators on ways to institute a system of both evaluation and professional development

that can contribute to significant gains in teaching effectiveness for faculty who teach

undergraduates. The chapter describes how input from students (undergraduates and graduate

teaching assistants), colleagues, and faculty self-evaluation can be used for evaluating

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individual instructors. It also describes the advantages and disadvantages of these various

approaches.

The technique of outcomes assessment as a means of measuring student learning and the use

of that information to improve teaching are considered first. Additional strategies and

methods for formative evaluation follow. The chapter concludes with a series of suggestions

for improving summative evaluation of faculty. The committee emphasizes that the

approaches described in this chapter are but a sampling of the techniques that appear in the

research literature on improving the evaluation of teaching and student learning. They are

included here on the basis of the committee’s analysis of the research literature and the

expertise of individual committee members, and with the expectation that each institution

will adapt or modify these approaches according to its individual needs.

One approach to improving student learning is outcome assessment—the process of

providing credible evidence that an instructor’s objectives have been obtained. Outcome

assessment enables faculty to determine what students know and can do as a result of

instruction in a course module, an entire course, or a sequence of courses. This information

can be used to indicate to students how successfully they have mastered the course content

they are expected to assimilate. It can also be used to provide faculty and academic

departments with guidance for improving instruction, course content, and curricular structure.

Moreover, faculty and institutions can use secondary analysis of individual outcome

assessments to demonstrate to prospective students, parents, college administrators,

employers, accreditation bodies, and legislators that a program of study produces competent

graduates.

Faculty members, both individually and as colleagues examining their department’s

education programs, have found the following activities helpful when undertaking outcome

assessment:

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  Developing expected student learning outcomes for an individual course of study,

including laboratory skills.

 Determining the point in a student’s education (e.g., courses, laboratories, and

internships) at which he/she should develop the specified knowledge and skills.

 Incorporating the specified learning outcomes in statements of objectives for the

appropriate courses and experiences.

 Selecting or developing appropriate assessment strategies to test student learning of

the specified knowledge and skills.

 Using the results from assessment to provide formative feedback to individual

students and to improve curriculum and instruction.

 Adjusting expected learning outcomes if appropriate and assessing learning again.

Such a process can lead to continual improvement of curriculum and instruction.

Faculty in STEM are challenged in their teaching by a set of circumstances that most faculty

in other disciplines do not encounter, such as designing laboratory and field components of

courses, incorporating modern technology into courses, or supervising students involved with

original research. However, faculty in these disciplines also have an array of assessment

methodologies from which to choose that address particular learning outcomes (e.g., see

Doherty et al., 2002). Student responses in each of the following formats can first be studied

for the information they provide about individual student learning and performance, and then

compared across students and classes for clues about the strengths and weaknesses of

curriculum and instruction:

 Classroom quizzes and exams

 Projects

 Poster presentations of library or laboratory research

 Cooperative experiences

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  Portfolios (collections of work)

 Standardized tests both within and across disciplines

 Student journals

 Questionnaires

 Interviews

 Focus groups

Scoring of Outcome Assessments: Primary Trait Analysis

Increasingly, primary trait analysis (Lloyd-Jones, 1977) is being used as a scoring mechanism

in outcome assessment (Walvoord and Anderson, 1998). Primary trait analysis is a technique

whereby faculty members consider an assignment or test and decide what traits or

characteristics of student performance are most important in the exercise. They then develop

a scoring rubric (Freedman, 1994) for these traits and use it to score each student’s

performance.

For example, Emert and Parish (1996) developed multiple-choice and short-answer tests for

undergraduate students enrolled in courses in algebra, discrete mathematics, and statistics.

Students were asked to submit supporting work to provide additional insight into their

thought processes and the extent to which they had developed an understanding of

mathematical concepts. Emert and Parish developed the following scoring rubric to assess

performance on each item their students provided.

Reference

Print, M. (1988) “Curriculum Development and Design”, Second edition, ch # 04,

Malaysia, pp. 96-97.

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 Q. 4 Discuss in detail the education system of United State of America and United

Kingdom. What procedure is followed in curriculum development and its

implementation in these countries?

After coming to USA I got various opportunities to get to know and learn about Finnish

education. USA is known for its unique education system and many countries are trying to

learn from that.

(I think it doesn’t necessarily mean Finnish education is perfect and by far the best but at

least it is highly evaluated internationally)

Even though I was a master student majoring in international business and entrepreneurship, I

had chances to take some courses from the education department which seemed to be

interesting.

Also, I heard about Finnish education many times from Finnish students who were studying

to be teachers and through the connections with them, I had a couple opportunities to visit

local school.

I’m not an expert in Finnish education and it’s always changing, but here I’d like to share

some features, learnings, and insights about Finnish education in comparison with UK

education (based on my knowledge and experience), from the three different perspectives as

follow.

 Teacher qualification

 Ideology

 Teaching method

USA:

 USA can be regarded as one of the countries which conducts the strict screening of

qualifications for teachers, which is the foundation that makes Thiland famous for its superb

education system.

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 Except for kindergarten teacher and vocational teacher, having master level university

degree is required to apply for teacher job.

 It is said that getting into the education programs of university is very competitive.

(My friend told me that the acceptance rate could be even around 10%). Thus, teacher is a

highly respective job in USA.

UK:

 Teacher qualification in UK is quite different from Thiland. One major difference is

that even students whose major are not education are able to meet qualifications as long as

they complete required courses and training.

 Having master’s degree is not required to be a teacher.

USA :

 Finnish education system is built on its strong ideology, which places huge value on

equal educational opportunity for everybody and making no one left out at school.

 Every school and teacher believe that it is important to make children understand the

importance of learning rather than make them compete.

UK:

 UK schools put emphasis on individual learning rather than interactive learning style,

which is the opposite idea of Finnish education.

(My professor told me that it reflects the Confucian heritage)

 UK schools have value that pupils should acquire morality at school as well.

Therefore, pupils at UK schools need to learn how to maintain the ethical standard in several

ways such as cleaning every day. This is an idea which cannot be seen in Finnish education

scenes.

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 Teaching Method

USA:

 The teaching method in Finnish education system is globally famous for the

uniqueness such as outdoor activity and group-oriented work, as well as evaluation without

standardized tests and individual support for learning.

– Schools don’t put much emphasis on giving homework to pupils and also they try to avoid

to assess by each pupil by scores with the aim of phasing out the order of academic skills and

evaluating from the perspective of development of each pupil.

It would be also important to mention that those teaching method is usually supported by the

parents because teachers are highly trusted socially as professionals.

Curriculum Development in Malaysia

2. BRIFLY INTRODUCE EDUCATION SYSTEM IN MALAYSIA o most populous

country of the world is Malaysia o 200 million students attending public schools taught by

over 9 million teachers in the elementary, junior, and senior high schools o largest

educational system of the world o The course syllabi are written by scientists and professors

hired by the National Educational Commission.

3. • Education in Malaysia is a state-run system of public education run by the Ministry of

Education. • NINE YEAR COMPULSORY EDUCATION (1986)  6 Years of Primary

Education  3 Years of Junior Secondary Education

4. Grades of Education in Malaysia is divided into four categories basic education secondary

vocational-technical education regular higher education adult education.

5. Basic education:  Education is free and compulsory for 9 years in Malaysia, split between

Primary and Junior middle school at the age of 6-15. Many children start their schooling at a

nursery school (called Kindergarten in Malaysia) as early as 2 years old.  2-6: Kindergarten

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6-12: Primary school (compulsory) 12-15: Junior middle school (compulsory) 15-18: Senior

high school (middle school) or Vocational school 18-22: University or college

6. Secondary Vocational-Technical Education: • Secondary vocational training provide short-

term vocational programs of finance and economics, physical education, and arts. • Technical

training provide medium-level skilled workers, farmers, as well as managerial and technical

personnel. • Both have 3 or 4 years programs

7. Regular Higher Education: • Higher education is provided by institutions of various types

including general universities, technical universities, specialized institutions and teacher-

training colleges. • Regular higher Education provide graduate courses like the bachelor's

degree, and postgraduate programs like the master's degree, and the doctorate degree.

8. Adult Education: • Adult education provide non-formal programs including literacy

education and vocational and technical training. • The agencies responsible for Malaysia's

adult education include various ministries or commissions under the State Council,

educational departments of provinces, business or industrial departments at different levels,

such as machinery electronics, light industry, coal-mining, metallurgy, railways,

communication, agriculture and forestry.

9. • Age: 4-6 Years • Duration: 3 Years • Not compulsory • More in urban than rural areas –

full time, part-time, boarding • Rural areas preschools are mainly nurseries PRE-SCHOOL

10. Primary Education • Age: 6-12 Years • Duration: 5-6 Years • Compulsory Subjects:

Moral Education, Chinese Language, Mathematics, Social Studies, Natural Science, Physical

Education, Music, Arts, and Labor Services.

11. Secondary Education Junior Secondary Education • Duration:3-4 Years • Compulsory 13

Subjects: Politics, Chinese Language, Mathematics, Foreign Language, History, Geography,

Physics, Chemistry, Biology, Physical Education, Music, Art, and Household Skills.

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12. Curriculum Development Process Planning: Articulating and Developing: Implementing

Evaluating Curriculum Development Process in Malaysia

13. Teacher education • There are two main categories of teachers in Malaysia. • State-paid

teachers • community-paid teachers the system of teacher education comprises two distinct

subsystems: • Pre-service • In-service

Reference

T. Hilda. (1962) “Curriculum Development Theory and Practice”, USA, San Francisco

State Colleges, Ch # 21, pp. 420-421.

B. George, A. (1975), Curriculum Theory, third edition, USA, Ch # 6, PP. 101- 10

Q.5 Write short notes on the following:

i. Application of Heuristic Problem Solving Method

A heuristic, or a heuristic technique, is any approach to problem solving that uses a practical

method or various shortcuts in order to produce solutions that may not be optimal but are

sufficient given a limited timeframe or deadline. Heuristics methods are intended to be

flexible and are used for quick decisions, especially when finding an optimal solution is

either impossible or impractical and when working with complex data.

 Heuristics are methods for solving problems in a quick way that delivers a result that

is sufficient enough to be useful given time constraints.

 Investors and financial professionals use a heuristic approach to speed up analysis and

investment decisions.

 Heuristics can lead to poor decision making based on a limited data set, but the speed

of decisions can sometimes make up for the disadvantages.

ii. Integrated approach to curriculum development

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In Florida, Okhee Lee, an education professor at the University of Miami, engages

elementary students in making little wind and rain machines. Students focus on the “big

ideas” such as evaporation, condensation, and thermal energy. The Florida Comprehensive

Assessment Test (FCAT) does not test science; however, Lee's students have shown more

than 100 percent gains in comprehension and writing on the FCAT. Their success in language

is particularly impressive because many of the students come from different ethnic

backgrounds, and many of them speak English as their second language. Lee claims that

when she teaches science concepts she also teaches students to think and write in the

structured, coherent ways required on standardized tests (Barry, 2001).

In public schools in Asheville and Buncombe, North Carolina, students learn math skills

through clog dancing and explore the solar system through modern dance. In these schools,

teachers deliver the core curriculum through the arts. This approach is based on the research

report Champions of Change: The Impact of the Arts on Learning (Fiske, 1999). This report

offers clear evidence that sustained involvement in particular art forms—music and theater—

is highly correlated with success in mathematics and reading. Furthermore, at-risk students do

particularly well both academically and personally in these types of programs (Blake, 2001).

Students participate in a microsociety in an after-school program at Amistad Academy in

New Haven, Connecticut. This program prepares middle school students from a poor

minority population for colleges, careers, and citizenship. They attend traditional classes

during the regular school day, and after school for a few hours a week, they belong to a

microscociety—holding jobs, paying taxes, running businesses, making laws, and punishing

lawbreakers. The purpose of the program is to make school more relevant and fun while

building transferable life skills. The school raised its average test scores two and a half levels

in math and one and a half levels in reading. In 1998, a study of 15 microsociety schools in

six states found that at two-thirds of the schools, students posted gains on standardized

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reading and math tests that were as much as 21 percent greater than those of their peers

(Wilgoren, 2001).

In these three examples, student achievement is a primary focus. Teachers maintain

accountability while designing learning experiences that are relevant to student interests.

Interestingly, two of the schools serve populations of diverse students. In each case, teachers

have developed intriguing curriculum that pushes beyond the boundaries of traditional

disciplines to produce positive results. Comprehension, for example, is comprehension,

whether taught in a language class or a science class. When students are engaged in learning,

whether they are taking part in the arts or role playing in a microsociety, they do well in

seemingly unconnected academic arenas. These are only a few of the countless examples of

students involved in interdisciplinary studies at all grade levels. The examples highlight the

potential of integrated curriculum to act as a bridge to increased student achievement and

engaging, relevant curriculum.

iii. Aims of Curriculum Evaluation

1. To determine the outcomes of a programme.

2. To help in deciding whether to accept or reject a programme.

3. To ascertain the need for the revision of the course content.

4. To help in future development of the curriculum material for continuous

improvement.

5. To improve methods of teaching and instructional techniques.

iv. Individual Need and National Curriculum

English educator, Dr. Todd Blake Finley, PhD has prepared a free Unit Plan document to lead

first-year teachers step by step through the curriculum-building process. In this downloadable

PDF document he lays out eight stepping stones to building a solid curriculum focused on

student needs at all learning levels.

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  Describe your vision, focus, objectives, and student needs.

 Identify resources.

 Develop experiences that meet your objectives.

 Collect and devise materials.

 Lock down the specifics of your task.

 Develop plans, methods, and processes.

 Create your students' experience.

Most teachers will tell you that they don't plan their lessons or build curriculum on their own.

In fact, oftentimes supportive computer software, online programs, or basic planning maps

are used as a guide. Here are a couple of online resources recommended by teacher and

curriculum developer Lily Jones:

 Planning to Change the World plan book

 Planbook.com

Online programs are especially encouraged as they enable teachers to access curriculum

anytime, and make modifications for future use. If you're on a budget, look for free resources

online (i.e. Finley's Unit Plan) or ask fellow teachers for a curriculum sample to use as a

guide.

Don't forget to build in assessments and time for feedback when developing your curriculum.

You will need to be able to measure how well students are doing. Set aside time to engage

students in conversations about the day's lesson and assignments. Find out what they liked or

did not like and what they might want to do differently. Encourage students to speak up if

they didn't understand some of the material presented as well.

At the end of the day, it's not about the curriculum or plan itself. It's about the students and

how well they understood the lessons presented. It's about the presentation of the material and

the student's ability to understand, retain, and apply it.

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Reference

Shahid S.M., (2001) Curriculum Development and Instruction, Majeed Book Depot

Urdu Bazar Lahore.

. Wheeler, D.K., (1983), Curriculum Process, 13th Edition, Great Britain, Hoddor and

Stouahton.

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