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Curriculum development
A brief guide to the construction of relevant curricula
Curriculum development
Curriculum development process has linear phases: Analysis of context/ learning need; Formulation of educational goals Development of curriculum Design of instructional plan Evaluation of learning outcome Evaluation of process
Curriculum instruction modelContext analysis
Educational goals
Curriculum
Instructionalplan
Learning outcome
Educational results
Goal setting
Curriculum development
Instructional planning
Instruction
Development
Evaluationplan
Setting a direction (1/4)Context analysis
Educational goals
Curriculum
Instructionalplan
Learning outcome
Educational results
Goal setting
Curriculum development
Instructional planning
Instruction
Development
Evaluationplan
Setting a direction (2/4)
What is the context? Why is curriculum development needed?
(problem) What are the subjects? How does the context influence the subject
and vice versa? Who is part of the target group? What knowledge and skills are already
available?
Setting the direction 3/4
Making a diagram: Identification of the main problems Analysis of the interrelation between problems
and their causes Assess the consequences if the problems are
not addressed Assess possible means to address the causes
and their consequences Assess the extend these do improve the
situation
Setting a direction (4/4)
Make a diagram of relations.
Objective:Better energy
servicesoffered
Better skills for management
Better skills formaintenance
More efficient resources use
Better useof services
Financial skills
Marketing skills
Planning skills
Action:improve skills
improvement
consequence
causes
causes
what should be done?
Develop the rationale (1/2)Context analysis
Educational goals
Curriculum
Instructionalplan
Learning outcome
Educational results
Goal setting
Curriculum development
Instructional planning
Instruction
Development
Evaluationplan
Develop the rationale (2/2)
Based on the diagram: Overall objective of course (already given in project
document) Educational goal of the course formulated: what does
high quality vocational training course for rural electricity operators mean?
This means: to learn the target group better to run their companies
This means also: description of knowledge and skills the target group minimally should learn
Write the rationale
Rationale is basis for development process
Elements of the rationale (recap)
Description of: The context The problem The target group The educational goal The subject matter
Rationale expresses value of elements to problem / target group
Curriculum plan design (1/3)Context analysis
Educational goals
Curriculum
Instructionalplan
Learning outcome
Educational results
Goal setting
Curriculum development
Instructional planning
Instruction
Development
Evaluationplan
Curriculum plan design (2/3)
Write down Intended Learning Outcomes (ILOs) What should be known and what should be
mastered? Determine the linkages between knowledge and
skills?
Example of an ILO (must be Specific – Measurable -Achievable – Realistic - Time bound SMART): The supplier of the energy service should be able to
determine whether its net can be extended with 5 more connections within a month
Curriculum plan design (3/3)
Check and revise all ILOs in terms of theory (knowledge) and practice (skills)
Order and group all ILOs: using the dimensions learning-related and utilization-related
Prioritize ILOs
The result of this phase should be a well-structured list of everything the target group has to learn in well-defined statements
Write instructional plan (1/3)Context analysis
Educational goals
Curriculum
Instructionalplan
Learning outcome
Educational results
Goal setting
Curriculum development
Instructional planning
Instruction
Development
Evaluationplan
Write instructional plan (2/3)
Determine number of Units and length within Module
Cluster ILOs in Units along the dimensions learning-related and utilization related
Organise Units
Write instructional plan (3/3)
Structure of the instructional plan (lesson module): Rationale Number of Units Relations between Units Relation between Units and rationale Length of Units Learning objective of Units Contents of Units (ILOs)
Elements of a Module
Introduction Activate attention
Give purpose of Units
Arouse interest and give motivation for learning
Give overview of the Unit
Body Recall relevant prior knowledge
Give new information (and examples)
Focus attention on key areas
Give learning theories to master the information
Practice with the information
Evaluate the practice
Conclusion Summarize and review
Give relations between new and existing knowledge
Conclude with final motivation and close
Assessment Give assessment on new information
Evaluate the assessment and give feedback
Give instruction (1/2)
Context analysis
Educational goals
Curriculum
Instructionalplan
Learning outcome
Educational results
Goal setting
Curriculum development
Instructional planning
Instruction
Development
Evaluationplan
Give instruction (2/2)
Use relevant teaching methods (teaching basic theory, practice exercises –computer based management model, on-site practical activities-)
Evaluate analysis you did in “setting a direction”
Ask course participants and teachers for feedback
Use feedback to improve the instructional plan
Evaluate educational results (1/3)Context analysis
Educational goals
Curriculum
Instructionalplan
Learning outcome
Educational results
Goal setting
Curriculum development
Instructional planning
Instruction
Development
Evaluationplan
Evaluate educational results (2/3)
Determination of examination method (theory and practice)
Examination of course participants Certification of course participants Integration certification in main educational
system (accreditation)
Evaluate educational results (3/3)
Are learning goals met? Were all ILOs relevant? Is educational goal met?
Has the process been successful? What can be improved? What is useful in the future?
