Curriculum Designing Outline PDF

CURRICULUM DESIGNING happens after knowing the problem, figuring out the issue you have to solve. 1. State intended outcome. Educational objectives state what the learner will be able to do as a result of participating in the curriculum activity. Capitalizes the applicability of what is learne...

CURRICULUM DESIGNING happens after knowing the problem, figuring out the issue you have to solve. 1. State intended outcome. Educational objectives state what the learner will be able to do as a result of participating in the curriculum activity. Capitalizes the applicability of what is learned. Purpose of educations: Not just teaching pieces of information but indirectly teaching them in applying it in real life. 2. Select content. The content must should make a real difference in the learner's lives. - If the intended outcome is to be attained or achieved, then what will the learner's need to know? What should they know and what content should I give them so LO will be achieved? - What knowledge, skills, attitudes and behaviors will need to be acquired and practiced? In selection of the content, look at the scope of the content. SCOPE (breadth of knowledge, skills, attitudes and behaviors) (is it too broad, narrow? is it just okay) and the sequence (order) of the content are also discussed (Where will I start? Easy to complex?) 3. Design Experiental Methods. What method will I look into now so I may be able to teach what is to be taught and for student to achieve the LO. After content is selected, design activities (learning experiences) to help the learner achieve appropriate intended outcomes. Design for method: How will you teach the subject to this learner? Additional Topics include: Consider learning styles and activities that are appropriate to each learner. Know your students. Best idea in making/craft very good activities and strategies is knowing your students it;s only then tthat you are able to tap their potential and address their individual needs. - Look into acted activities that they have to employ including descriptions about this particular activities. Design worksheets for facilitators and come up with brief discussions about learning environment, modes. REFERENCES Padron, MJ. (2021). Phases of Curriculum Development. https://www.youtube.com/watch?v=4C8ocAPR2kQ&t=226s  THINGS TO CONSIDER IN DESIGNING CURRICULUM  Identify student needs: Assess the diverse backgrounds and learning styles of students to ensure inclusivity. A student-centered curriculum obviously must originate with students’ needs. However, even if they aren’t considering that type of curriculum design, teachers should have a clear understanding of these needs and use them as a compass as they revamp their course curriculum.  Have a clear set of goals: Clearly defined learning outcomes or course goals will help guide educators as they design new curriculum. These can be state standards, individual student goals or even goals for themselves as educators, but having identifiable benchmarks makes it easier to assess both student and educator success.  Acknowledge limitations: In an ideal world, teachers would have endless resources and time to ensure that all components of their lesson plans and overall curriculum are taught to completion. But in reality, there are limitations, in terms of bandwidth, class time, student abilities and more. When they are designing or updating course curriculum, teachers must acknowledge these limitations and ensure that realistic expectations are set.  Select your instructional methods — Choosing to redesign curriculum is an opportunity for educators to formulate lessons and strategies that play to their strengths. In planning out a refreshed course plan, they should select instructional methods that they enjoy, that are effective with students and that they are proficient in.  Establish an evaluation process — While curriculum design is an opportunity to play to one’s strengths, it is also an opportunity to reflect and more clearly see the effectiveness of certain teaching strategies. During this process, educators should implement a solid evaluation process that gives them high-quality feedback on their lessons and helps inform improvements for the next time.  Lastly, and most importantly, educators should consider taking a curriculum design course. In these courses, teachers are afforded the time to do the curriculum-enriching work for their school, district and classrooms that they may not have had during the school year. At the University of San Diego’s Division of Professional and Continuing Education, our experienced professional educators provide meaningful and timely feedback throughout our curriculum design program, centering each individual teacher’s needs based on their grade level, subject and coursework plan. At the end of the course, teachers are ready to inspire their students with a fresh, engaging new curriculum. Factors that Influence Curriculum Design Several factors need to be taken into account when designing a curriculum. These include:  teacher’s individual characteristics,  application of technology,  student’s cultural background and socio-economic status,  interactions between teachers and students, and  classroom management; among many other factors. REFERENCES University of San Diego - Professional & Continuing Education. (2024, June 4). Curriculum design explained + 5 tips for educators. University of San Diego - Professional & Continuing Education. https://pce.sandiego.edu/curriculum-design-explained-5-tips-for- educators/ Button, L. (n.d.). Curriculum Design, Development and Models: Planning for Student learning. Pressbooks. https://oer.pressbooks.pub/curriculumessentials/chapter/curriculum-design- development-and-models-planning-for-student-learning-there-is-always-a-need-for-newly- formulated-curriculum-models-that-address-contemporary-circumstance-an/