Curriculum Development

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Curriculum Development











Mr. / Girgis



E-mail  1  :  girgishannaharoun@yahoo.co.uk




  E-mail    2  : girgishanna027@gmail.com





Go to my Blog



https://mrgirgis.blogspot.com/






Curriculum:






Apprenticeships





My website Apprenticeships offer a unique opportunity for


teachers to start a new career, reskill or upskill or change


their career. That’s why I help you to deliver


apprenticeships that work for you, your learners and 


your employers.





1-Curriculum Writing


2-Curriculum Analysis


3-Curriculum Design.


4-Curriculum Development.


5-Critical thinking research


6-Curriculum localization.


7-Curriculum Contextualization.


8-Curriculum Activities.


9- Lesson presentation for adults.


10-British Curriculum VS Egyptian

 Curriculum

1-A model  lesson plan.


2-How to teach a novel.


3-USAID TILO Program


4_Lesson presentation  / slide decks.


5-Curriculum Adaptation.


6-Curriculum Materials.


7-Curricuum Map.


8-Curriculum with Google Slides.


9-Teaching English for Adults
 



Curriculum:



:It is the total effort of the school to bring about 

desired outcomes in school and out-of-school 

situations.  It is also defined as a sequence of 

potential experiences set up in school for the 

purpose of disciplining children and youth in group 

ways of thinking and acting.




Curriculum can be defined “as a dense and flexible 

contract between politics / society and teachers”.



 


The parents' guide to secondary school: assessment explained | TheSchoolRun




Vision of curriculum:



1-It's is a diversity of learning processes to achieve 

quality education.



2-The curriculum is a political and technical issue 

that is well embedded in the complex interfaces 

between politics, society,and education.


 



What is Curriculum Development ?




Curriculum Development is the step-by-step process of 

designing and improving the course offered at schools, 

colleges and universities. Even though each institution 

will have its own process, the broad stages of the 

framework consist of analysis, design, implementation, 

and evaluation.




Curriculum refers to specific lessons and academic 

content taught in schools and educational institutes 

for a particular course or program. On the other hand,

 curriculum development is a process that aims to 

improve the curriculum by using various approaches.




Few of the commonly used techniques include need 

and task analysis, objective design, choosing 

appropriate teaching and learning methods, choosing 

assessment methods, and forming the curriculum 

committee and curriculum review committee.




Hence the entire process is divided into segments to 

ensure the development of an effective curriculum 

that would help to facilitate an enriching educational 

Program.


 



Types of Curriculum Development 


Models:





1-Learner-centered Design.



2-Subject -Centered Design.



3-Problem-Centered Design

 



1) Learner-centered design




The learner-centered design focuses on the 

understanding that each learner has different 

characteristics. The teachers or instructors are to

 give opportunities to the learners to take ownership

 of a project or assignment.



They require to create chances for independent

 learning with well-regulated liberty. This indicates

 that students take a more active role in the classroom, 

but it is to be done under the instructor's guidance.

There are four distinct attributes of learner-centered

 design, which includes:







Context:


This refers to the assignments and tasks

 given in the classroom that should have real-world 

application. Consequently, the relevant context in 

student learning will help learners to connect with

 what they are learning.





Construction:


Learners should relate their own 

experiences and prior learning with new learning.





Collaboration:


Creating an environment and providing

 opportunities that encourage collaboration between 

classmates. Activities like group discussions and

 team assignments allows the learners to only form 

individuality but also expose to others’ opinions.



Conversation:


Exercises to improve learners' 

communication skills are mandatory, and hence 

instructors should employ them accordingly.


 



2) Subject-centered design




Subject-centered design is a traditional approach to 

curriculum that focuses on a particular

Subject matter or discipline rather than on the individual.



Additionally, during the curriculum development process,

 this approach includes four subtypes of curriculum 

designs: subject-area design, discipline design, broad-

field design, and correlation design.


 



3) Problem-centered design




Problem-centered design is an approach that focuses 

on developing problem-solving skills, thinking and 

communication skills. This is a student-centric strategy 

wherein the learners are given problematic situations

 and encouraged to solve them after careful observation.


 



Curriculum Development




The curriculum development process consists


 of the following six stages.




Stage 1:


Assessing the educational needs






Stage 2:

Formulating objectives and learning goals





Stage 3: 

Careful selection of learning experiences to accomplish 

these objectives





Stage 4:

The selecting the rich and valuable content through

 which teachers can offer the learning experiences.




Stage 5: 

Organizing and integrating learning experiences with

relevant content keeping in mind the teaching-learning 

process





Stage 6:

Timely and accurate evaluation of all the above phases.

 


Building flexibility into secondary schools - Timewise




Curriculum Planning:



1-Curriculum Laboratory:


Curriculum laboratory is a place or workshop where

 curriculum materials are gathered or used by 

teachers or learners of curriculum.

 



2-Essential School:



Its approach is authoritative and the teacher’s role is

 to assign lessons and to recite recitations. It is 

book-centered and the methods recommended are

 memory work , mastery of facts and skills, and 

development of abstract intelligence.

 




3-Progressive School:


It conceives the curriculum as something flexible 

based on areas of interest.  It is learner-centered, 

having in mind that no two persons are alike.  Its 

factor of motivation is individual achievement, 

believing that persons are naturally good.



The Role of the teacher is to stimulate direct learning 

process.It uses a life experience approach to fit the 

student for future social life. 



Constant revision of aims and experimental 

techniques of teaching and learning are imperatives 

in curriculum development in order to create 

independent thinking, initiative, self-reliance, 

individuality, self-expression and activity in the learner.

 


The Differences Between Primary And Secondary School




Types of Curriculum:



1-Objective-based curriculum:



-It specifies behavioral objectives to change the 

behavior of students.



-Objectives may describe what the teacher or 

student is to do, what subject matter is to be 

covered, or the expected student learning.




 2-Content-based curriculum:


-It focuses on traditional subject disciplines.

- It is directive, detailed and rigid in both structure 

and time allocation.

-It emphasizes lower level cognitive skills:

(memorization and reproduction of factual information).



3-Outcome-based curriculum:



-It focuses on the results rather than the means to

 achieve them.


-It supports the development of skills or 

understandings than cover required content.


 



4-Competency-based curriculum:


-It avoids a subject-based approach and emphasizes

the cross-connections between learning areas.



- It aims to ensure that every learner reaches specific

 minimum levels of competency at particular stages of

schooling.




5-Integrated curriculum:



-Skills and knowledge are developed in more than 

one area of study.


-It acknowledges that learning and knowledge have a

 social dimension and that learning is not only a

 “school-based” activity.




6-Standards-based curriculum:


-Assessments are criterion referenced.

-Student's performance is measured against the 

defined standard, not against the performance of 

other students.

 


Everything you need to know about teaching at private schools vs. public –  Teach Away



Curriculum tools:



Aims, goals and Objectives:




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.

 



Private School versus Public School | St. Cecelia



Selecting Content:


1-Validity :


It means two things, is the content related to


 the objectives and is the content true or authentic?



2-Significance :


It is the content significant or will lead it to the

 memory mastery or more understanding of the

 course or subject?



3-Utility :


Here the question is whether the content 

selected is useful and  will lead to the acquisition of 

skills and knowledge that are considered useful by 

society?



4-Interest :


iT is the content interesting to the learner?

Or can the content be made interesting to learners?



5-Learnability :


It is the content selected such that learners can learn and understand given their present level?


 



Principles of curriculum 


development :


1) Principle of Totality of Experiences




It is imperative to realize that curriculum does not merely 

indicate academic subjects traditionally taught in schools

 and colleges. It also includes the totality of experiences

 a student gains through several curricular, extra-

curricular and co-curricular activities.



2) Principle of child-centeredness




Instead of sticking to the predetermined curriculum, 

instructors must consider the child’s concerns, motives, 

and needs while developing the curriculum. In addition, 

while planning any curricular activities, educators must 

consider ways to enrich learners’ interests.




3) Principle of conservation


 and creativity




While developing a curriculum, it is mandatory to

 include subjects and experiences that would help 

conserve cultural heritage. Furthermore, one of the

 most essential principles of curriculum development

 is that the curriculum cannot be static.



On the contrary, it should be subject to modification as 

per the requirement aligned with the changing global 

educational trends and students’ needs.



4) Principle of integration



The curriculum should be planned in such a way that 

varied subjects could be added at different stages of 

education. Similarly, the existing subjects should be

 able to integrate with other subjects apart from

 enabling the students to correlate with the content.



5) Principle of flexibility



One of the ideal qualities that a curriculum should 

have is flexibility and dynamism, as this will be 

instrumental in serving the needs and concerns of 

individuals and society. Also, timely changes and 

appropriate modifications to the curriculum allows 

educators and learners alike to stay updated with 

academic goals.



6) Principle of utility



Curriculum construction should follow the principle of 

utility, according to which educators must include 

content that is useful to the individual and society.

 In addition, the curriculum must consist of rich and 

valuable content that would be useful later in life.



7) Principle of character formation



The goal of the curriculum is not just educating learners 

through bookish knowledge. It should also encourage

 the development of character and personality in 

students. Therefore, the curriculum must aid in 

students’ character training throughout the academic 

years.



8) Principle of mental discipline



A significant task of the curriculum is to foster learners' 

various mental faculties or powers through cognitive 

training and practice.






9) Principle of social fulfillment



Education aims to provide the overall development

 of the students through comprehensive teaching 

styles and content. Moreover, the curriculum should

 also consider adding the element of social life so that 

learners could gain insight into becoming responsible 

citizens.


 


Most expensive private high schools in US: IMG Academy makes the list




Stages of curriculum Development:


1-Forward design:




It means developing a curriculum through moving 

from input, to process, and to output.




2-Central design



It means starting with process and deriving input 

and output from classroom methodology.



3-Backward design:



As the name implies, starts from output and then 

deals with issues relating to process and input.


 



Curriculum development steps.





(1) Identify Issue:




The need for curriculum development usually emerges 

from a concern about a major issue or problem of one

 or more target audience.


 This section explores some of the questions that need

 to be addressed to define the issue and to develop a 

statement that will guide the selection of the members 

of a curriculum development team.


 The issue statement also serves to broadly identify,

 the scope (what will be included) of the curriculum 

content.


 



(2) Form Curriculum Team:



Once the nature and scope of the issue has been broadly 

defined, the members of the curriculum development team

 can be selected. Topics covered in this section include:





 (1) the roles and functions of team members,


(2) a process for selecting members of the curriculum


 development team, and


(3) principles of collaboration and teamwork.



The goal is to obtain expertise for the areas included


 in the scope of the curriculum content among the team


members and develop an effective team.


 




(3)  Conduct Needs,



Assessment and Analysis:



There are two phases in the needs assessment 

process. The first is procedures for conducting a 

needs assessment. A number of techniques are

 aimed toward learning what is needed and by whom

relative to the identified issue. Techniques covered in

 this section include:



KAP - Knowledge, Attitude, and Practice Survey;

focus groups; and environmental scanning.



Analysis, the second part of this needs assessment 

step, describes techniques on how to use the data 

and the results of the information gathered. Included 

are: ways to identify gaps between knowledge and 

practice; trends emerging from the data; a process

 to prioritize needs; and identification of the 

characteristics of the target audience.


 




(4) State Intended Outcomes:


Once the issue is defined, the curriculum team is

 formed, the needs assessed, analyzed and prioritized, 

the next step is to refine and restate the issue, if

 needed, and develop the intended outcomes or 

educational objectives. An intended outcome states 

what the learner will be able to do as a result of 

participating in the curriculum activities.


This section includes:



(1) a definition of intended outcomes,


 (2) the components of intended outcomes (condition,


     performance, and standards),


 (3) examples of intended outcomes, and


(4) an overview of learning behaviors.





 A more complete explanation of the types and levels


 of learning behaviors is included in the Addendum


 as well as intended outcome examples from FAO


population education materials.


 



(5) Select Content:




The next challenge in the curriculum development 

process is selecting content that will make a real 

difference in the lives of the learner and ultimately 

society as a whole. At this point, the primary questions 

are:


 "If the intended outcome is to be attained, what

 will the learner need to know? What knowledge,

 skills, attitudes, and behaviours will need to be 

acquired and practiced?"


The scope (breadth of knowledge, skills, attitudes, 

and behaviours) and the sequence (order) of the 

content are also discussed. Intended outcomes of 

population education with content topics is 

provided in the Addendum section as an example

 and application of how intended outcomes are

 linked with content.


 




(6) Design Experiential Methods



After the content is selected, the next step is to design 

activities (learning experiences) to help the learner 

achieve appropriate intended outcomes. An experiential 

learning model and it's components (i.e., experience, 

share, process, generalize, and apply) are discussed 

in this section.


 


View Resources:


1-Reader's Guide      

                      
                                    
2-Learning Styles.


3-Lexical Approach.



4-Learning strategies.



5-Learning outcomes.



6-Teaching Strategies.




7-Interaction  /  Interactivity



8-Intercultural Communication.



9-Education and development.



10-How to conduct ELT workshop.



11-Task-based language teaching.




12-Human Resources Management.



13-Homogeneous VS Heterogeneous.



14-Language communication research.



15-Education for sustainable

development.



.16-The role of Assessment
External links:


1-Classroom activity 11.



2-High school Activities.



3-Middle schools Activities.



4-Elementary schools Activities.


English Teaching Forum 2006,
 

Volume 44, Number 4



1-Creating Positive Attitudes



2-Constructivism




3-Conditions for Teacher Research



4-Translation and Foreign Language


5-Classroom Techniques



6-Newspapers in America




7-Lesson Plan




8-The Lighter Side



17-Teaching diverse and multi-cultured



18-The Educational Technology in


Technology in Teaching.


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