THE CURRICULUM

DEVELOPMENT CYCLE

BY:

Asst. Pro. Dr. Sucheera Mahimuang

What is a curriculum?

“Everything that happens in relation to the

educational programme.”

(Genn J, 1995)

What is a Curriculum?

? A statement of learning objectives

? A statement of learning experiences

? A statement of learning outcomes

? A listing of the subject matter (syllabus)

WHAT IS CURRICULUM?

CURRICULUM

Intended aims &

objectives, content,

experiences,

outcomes and

processes of the

educational

programme

Education structure

Entry

requirements

Assessment

system

Flexibilities

Programme

organisation

Length

Expected methods of

learning, teaching,

feedback and supervision.

Syllabus content:

Knowledge, skills,

attitudes, expertise

to be achieved.

Formal and the informal learning

On the job

Off-the-job

Unconscious Conscious

Accidental learning

at work

Making and taking

learning opportunities at

work

Accidental learning at

home and socially

Structured learning

experiences e.g. courses,

workshops

The five concepts of curriculum

• The Official Curriculum >> หลกสตรทเปนทางการ(เอกสาร)

• The Operational Curriculum>> หลกสตรปฏบตการ (ในหองเรยน)

• The Hidden Curriculum>> หลกสตรแฝง ไมเขยนไว แตครจดใหเฉพาะหนา

• The Null Curriculum>> ประกอบดวยวชาทไมมในหลกสตรใดๆ ทมในโรงเรยน (เอกสาร และปฏบต)

• The Extra Curriculum>> หลกสตรพเศษ หรอกจกรรมเสรม(Co-curriculum) ทจดขนกอน ระหวาง และหลงกจกรรม

Objective of Curriculum Development

Development Process

• Some curriculum experts

like Tyler say that the steps

are followed in a sequence or

a straight line.

• This model that assumes

that curriculum decision

making follows a straight

line is called linear model

1• Selection of Aims

2

• Selection of Content & Learning Experiences

3

• Organization of content & Learning Experiences

4

• Evaluation of Learning outcomes

Development Process (2)

• Other scholars argue that

curriculum decision

making is not a simple

linear process that

necessarily starts with

aims.

• One of them is Wheeler

(1978) who believes that

curriculum decision

making can start from any

point and can come back to

any of the points e.g. like a

cycle

Aims, Goals & Objectives

Selection of Learning

Experiences

Selection of Content

Organisation & Integration of Learning Experiences &

Content

Evaluation

Development Process (3)

• Kerr (1968) also

believes that

curriculum process is a

very complex set of

activities and

decisions and they

interact a lot.

• Changes made in

content may

necessitate changes in

experiences, which

may again bring about

changes in evaluation

etc.

Objective

Content

Learning Experience

Evaluation

Curriculum planning cycle

Curricular cycle

Needs assessment

Design

Implementation

Output

Peyton and Peyton, 1998

Cycle of Curriculum Development

Let’s examine what happens in each step of the

curriculum development/revision cycle. This

cycle is a dynamic system that helps each school

re-vitalize and replenish what is taught to its

students.

Needs Assessment

• For one child in

special education,

this would include

his test scores

• For a campus, this

might include

achievement test

data, attendance,

graduation, college-

going rate, and

others

0

10

20

30

40

50

60

70

80

90

1st

Qtr

3rd

Qtr

SAT-9

Otis-

Lennon

Gradua

tion

College

comp.

Types of assessments

• Normative such as

• Achievement tests

• IQ tests, group and

individual

• Learning styles

inventories

• Adaptive behavior

• Criterion-referenced

such as

• National Test, NT

• G-pat,

• Individual or

analytical reading,

Writing, Calculating

Writing Goals (second step)

• Goals do not have to be behavioral, but should be

translatable into behavioral language

• Need enough goals to point the way

Writing objectives (3rd)

• Objectives are more detailed

• Audience, behavior, conditions,

degree

• In cognitive, affective, and

psychomotor domains

• Assessments should be written

from objectives

Learning outcomes should:

• Be written in the future tense

• Identify important learning requirements

• Use language which students can

understand

• Be achievable

• Be assessable

Learning outcomes

Acceptable verbs:

•To describe

•To compare

•To analyse

•To plan

•To critically appraise

Unacceptable

verbs:

•To know

•To understand

•To appreciate

•To enjoy

•To believe

Selecting content (4th)

• For MRs, keep in mind the mental age of the person or

persons being written for. Chronological ages are

deceiving.

• For special ed., keep it very utilitarian.

>>The content must be useful . . . These will remember, at

the most, one-half of what normal persons would.

• Build on students’ past experiences.

Organization of content (5)

• Logical sequencing of content always helps.

But for LDs, and most MRs, it is absolutely essential.

• Build in some repetition.

• Provide for loop-backs for students to re-visit things that

they may have forgotten

• Spiral curriculum is one very effective plan

Selection of learning experiences

• Learning experiences do not stand alone--

they must relate to objectives

• Fun!

• Interesting!

• Multi-sensory

• Use technology as often as possible

• (หาภาพการเรยนรโดยใชเทคโนโลย)

Planned

curriculum

Learned

curriculum

Taught

curriculum

Educational strategies

Student-centred

Problem-based

Integrated

Community-based

Electives + core

Systematic

Teacher centred

Information gathering

Discipline-based

Hospital-based

Uniform

Apprenticeship

Teaching and learning

Knowledge Skills Attitudes Behaviours

Stand-alone

teaching√

Integrated

teaching √ √ √ √

Coomarasamy A, Khan K. What is the evidence that

postgraduate teaching in EBM changes anything? A

systematic review. BMJ 2004;329

Adaptation to teaching situation

For campuses or districts, this seventh section is where

teachers make adjustments to make the new curriculum their

own and in their own ways in their classrooms.

For special education, this is where the related services

sometimes come in; special transportation, special technology,

nurse care, counseling on demand, wheelchairs, medical

assistance.

Evaluation of curricula

0

0.2

0.4

0.6

0.8

1

1st

Qtr

3rd

Qtr

K1

K2

K3

A1

P1

• For many years, this was

the step never taken

• Check to see how many

students reached each

objective

• For special education, it’s

the end-of-year meeting

The evaluation at the end of one curriculum cycle

feeds right into the needs assessment of the next.

In this way, the curriculum of the school--or for

one child--is perpetually replenished and

revitalized.

Assessment

Knows

Knows How

Shows How

Does

Performance review

Essay papers

MCQ, SBA, EMI

OSCE

Critical Appraisal Paper

Workplace-based assessment

Critically Appraised topics

องคประกอบของหลกสตร

ระดบรายวชา ระดบหลกสตร

• จดประสงค• เนอหาสาระการเรยนร• วธการสอน• การวดประเมนผล

• จดมงหมาย• เนอหา/ประสบการณการ

เรยนร• การน าหลกสตรไปใช• การประเมนผล

Models of curriculum

Development

• The Tyler model

• The Taba Model

• The Saylor and Alexander Model

• The Zais Model

Hilda Taba Model

Zais Model

Needs knowledge of –

A – Curriculum foundations

B – Curriculum components

Curriculum foundations

Answer of four basic questions give desired

shape to curriculum

• Why a subject is being taught?

• Who is being taught?

• MBBS/BDS

• How a subject will be taught?

• face to face or distance mode

• What is to be achieved

Learning outcome

Why is anatomy being taught?

Students understand the

Inter- relationship of various

structures of human body in

better way

Students score better in

AIPGME/ state

PGME/ USMLE

Emphasis on basics Emphasis on recent

advances

Curricular Components

• Educational Objectives

what will the learner be able to do at the end of instructions.

• Educational Materials

learning resources like books, manuals, models, A - V aids etc.

• Educational Methods

denote the way the materials will be used e. g. lectures, practicals, group discussions, self study, field visits etc.

• Evaluation

to certify the attainment of stipulated proficiency; and to provide a feedback to the learner and the teacher

Which is correct ?

A

Objectives

Materials

Methods

Assessment planning

Assessment

B

Objectives

Assessment planning

Materials

Methods

Assessment

“Begin with the end in mind”

Which is correct ?

A

Objectives

Materials

Methods

Assessment planning

Assessment

B

Objectives

Assessment planning

Materials

Methods

Assessment

√

Curriculum development

• Curriculum planning should be flexible

(example of communication skill)

• Same learning objective could be

achieved by using different teaching

methodology.

Curriculum development

Approaches

Subject centered

Learner centered

Problem solving

Subject centered approach

• Emphasis to complete subject matter

• Number of lectures / number of topics /

number of hours are assigned

(Contemporary MBBS curriculum)

DISCIPLINE BASED

O & G SURG MED PED

FM PATH MICR PHARM CM

ANAT PHYSIO BIO CH.

BIO PHY MATH CHEM COMP G.K.

Learner centered approach

• Emphasis on fulfilling the needs of learner.

• Students will be active and responsible

participants in their own learning.

• Strengthens student motivation, promotes

peer communication, builds student‐teacher

relationships and promotes active learning.

(Learner’s intent to crack PGME/USMLE/ NEET)

BE LEARNER ORIENTED

STUDENT DECIDES ON

• Learning objectives

• Course contents

• Methods to be used to achieve

objectives

• Learning resources

• Sequence and pace of learning.

• Time of Assessment

Problem solving approach

• Emphasis on ability of learner to solve a

given problem

• Involves subject as well as learner

centered approach

None of the approaches are

entirely satisfactory

SPICES model(Harden et al 1984)

Modern System Traditional System

Student-centered - Teacher-centered

Problem-based - Information-gathering

Integrated - Discipline-based

Community-based - Hospital-based

Electives - Standard-program

Systematic - Apprenticeship-based

(More the curriculum is on left side, the better it is )

INEGRATION

HORIZONTOL VERTICAL

SPIRAL

INTEGRATED

Anatomy

Biochemistry

Advantages of Integration

• Reduces fragmentation of course.

• Improves education effectiveness of teaching.

• Promotes staff communication and collaboration.

Advantages of subject based

• Omission of topics is avoided.

• Content of discipline is not neglected.

• Less costly.

• Teacher friendly.

• Provides a career choice.

Curriculum Designs

Student oriented Teacher oriented

Problem BasedInformation Gathering

IntegratedDiscipline based

Community OrientedHospital based

ElectiveUniform

SystematicApprenticeship/ Opportunistic

THE IDEAL MODEL?

Ideal

Curriculum

NATIONAL POLICY

Ideal

Curriculum STATE HEALTH POLICY

NATIONAL HEALTH POLICY

Ideal

Curriculum SCHOOL GOALS

STATE POLICY

NATIONAL POLICY

Curriculum Goals

Department Goals

Objectives - Assessments

& Teaching Strategies

Ideal

Curriculum SCHOOL GOALS

STATE POLICY

NATIONAL POLICY

Curriculum Goals

Department Goals

Objectives - Assessments

& Teaching Strategies

Assignments

D1 DnD6D5D4D3D2

Ideal

Curriculum STATE POLICY

NATIONAL POLICY

Curriculum

Goals

Department Goals

Objectives - Assessments

& Teaching Strategies

Assignments

D1 DnD6D5D4D3D2

Present

situation

of medical

education

UNIV. GOAL

Curricular determinants

National objectives

Institutional Objectives

Departmental Objectives

Subject Content

Learning experiences

Assessment plan

CURRICULUM IS TOO

IMPORTANT NOT TO BE

EVALUATED

WHAT CAN EVALUATION

ADDRESS?

EVALUATION

structure

process

contentrelevance

intentions vs achievement: curriculum in practice

qualities of graduates

teaching

learning

professional inductioncost-benefit

the unexpected

But almost never, cause and effect

outcomes & effects

THE EVALUATION SYSTEM

PURPOSE

CONTEXT

METHOD

OUTCOME

Decision

Communication

Curriculum change & development

APPROACH

• There is no one ‘correct’ approach

• Your evaluation MUST be based on your

defined objectives.

Remember:

Evaluation is part of a

change management

process for curriculum

renewal

"Curriculum is in the air. No matter

what the problem in medical education,

curriculum is looked to as the solution“

R M Harden