The Final Implementation

8/14/2019 The Final Implementation

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University of Alexandria

Faculty of Nursing

Doctorate programme

Curriculum development

2012

Supervised by:

PROF. DR. Zinate EL-Hawashy

Dr. Azza Fathy

Prepared by:

a!aa E!!eithy "ervat Abd E!#$ne#

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Outline

Introduction

Curriculum implementation

Learning Contracts:

o Tips In Creating Learning Contracts

o Introducing Students to Learning Contracts

o Advantages of Learning Contracts

Teaching/Learning activities:

o Importance of teaching learning activities

o Tips for Designing Teaching and Learning Activities (TLAs) to align

to Intended Learning Outcomes:

o !ample: Designed Su"#ects to specific ILOs

o Samples TLAs for su"#ect ILOs on $ritten communicative strategies

o

Ad#usting TLAs to relative importance of ILOso Strategies to %eep students engaged in learning activities

o Strategies to %eep tas%s at an appropriate level

&anagement of curriculum elements

The Learning nvironment:

o Designing effective learning nvironment

o Aspects of class room management

' Creating a Learning nvironment

Setting !pectations

* &otivational Climate

+ &aintaining a Constructive Learning nvironment

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, -hen .ro"lems Occur

eferences

Obectives

!eneral Obective"

#y t$e end of t$is discussion doctorate students %ill be able to" implement

teaching learning activities and manage learning environment for their

lectures

%&'E&DED LEAR&%&( O)'*O"ES +%LOs,

- n$w!ed/e and understandin/:

o Clarif0 to Students the Learning Contracts

o !plain to their students the Advantages of Learning Contracts

o Descri"e the Importance of teaching learning activities

o List the Strategies to %eep students engaged in learning activities

o Clarif0 the curriculum elements

%nte!!e0tua! s1i!!s:

o Discuss ho$ to design Teaching and Learning Activities (TLAs) to

align to Intended Learning Outcomes for program orall0

o Summari1e the Strategies to %eep students engaged in learning

activities

2- Pr$3essi$na! and pra0ti0a! s1i!!s:

o Design Teaching and Learning Activities (TLAs) to align to Intended

Learning Outcomes of their courses as strateg0 mentioned to %eep students

engaged in learning activities

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o Appl0 Aspects of class room management as lecture outlined in their

lectures

o Design effective learning nvironment as mentioned in lecture

4- (enera! and trans3erab!e s1i!!s:

o Integrate the s%ills ac2uired from Teaching/Learning activities3 Designing

effective learning nvironment to improve their specialt0 curriculum designs

o .articipate in ongoing activities to develop a Teaching/Learning activities for

other programs as mentioned in the lecture

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%ntr$du0ti$n

Teachers4 perceptions of learning $ill affect ho$ the0 teach Therefore "efore

teachers e!plore ho$ to teach5 the0 must "e understood ho$ people learn In the

information societ0 era5 the art and science of redesigning the process of teaching

and learning is important -e need to empo$er our students in the learning

activities and not depended on a single source (teacher) for learning Students are

in need of learning6$hile6doing $ith multiple options of learning resources

Students must "e self6directed and life6long learners in order to survive toughe!pectations of #o" mar%ets The change from process6oriented to outcome6

oriented and change from teacher6centered to student6teacher6centered curriculum

are $ish of ever0 higher education institutions.

*urri0u!u# i#p!e#entati$n +,

Curriculum implementation entails putting into practice the officiall0 prescri"ed

courses of stud05 s0lla"uses and su"#ects The process involves helping the learner

ac2uire %no$ledge or e!perience It is important to note that curriculum

Implementation cannot ta%e place $ithout the learner

The learner is therefore the central figure in the curriculum implementation

process Implementation ta%es place as the learner ac2uires the planned or intended

e!periences5 %no$ledge5 s%ills5 ideas and attitudes that are aimed at ena"ling the

same learner to function effectivel0 in a societ0

The successful curriculum implementation process required:

o Conducting learning contract

o Developing teaching and learning activities

o &anagement of curriculum elements

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o Creating constructive teaching/ Learning nvironment

Learnin/ *$ntra0ts+2,

Learning contracts are $ritten agreements "et$een teachers and students that

outline: -hat students $ill learn7 8o$ the0 $ill learn it7 The time for each

learning e!perience5 and ho$ the0 $ill "e evaluated7

'ips %n *reatin/ Learnin/ *$ntra0ts: +2,

The teachers should99o Identif0 the essential curriculum standards and indicators for the unit of stud0

o Determine ho$ students $ill "e assessed (pre6 and post6) and master0

e!pectations

o Collect or create enrichment resources/materials that $ill e!tend the curricular

concepts

o Identif0 $hen specific student(s) $ill "e re2uired to participate in $hole group

instruction

o Identif0 opportunities to differentiate "ased on student readiness as $ell as

interest and/or learning profile

o Determine timeline for introducing s%ills/concepts

o Create schedule of due dates and conferences

o Determine $or%ing conditions

o se samples of template availa"le at the gifted and talented curriculum

%ntr$du0in/ Students t$ Learnin/ *$ntra0ts+256,

The teachers should9

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o &eet $ith student(s) or group(s) of students to e!plain contract procedures

o Discuss timeline and $hen student $ill "e re2uired to participate in $hole

class instruction

o !plain that student ma0 choose from the alternate enrichment activities during

instruction of s%ills he/she has previousl0 mastered

o Demonstrate an0 ne$ enrichment activities for the unit

o Share due dates $ith students and model ho$ to %eep trac% of completed $or%

using the log

o !plain the $or%ing conditions and e!pectations of final product

o !plain ho$ and $hen students should see% teacher assistance

Advanta/es $3 Learnin/ *$ntra0ts +2,

o Can "e $ritten for an0 curriculum area

o .rovide rigorous and challenging learning activities for highl0 a"le students

o Can "e used to target specific learning activities for individuals or groups

o .romote fle!i"le grouping in the classroom

o Accommodate students; needs "0 "lending s%ill6"ased and content6"ased

learning

o .romote creative and critical thin%ing for students

o Develop students; time6management5 planning5 and decision


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'ea0hin/7Learnin/ a0tivities+458,

Are those activities in $hich actual student learning occurs5 it include tas%s

designed specificall0 to improve student learning It should clarif0 each student and

teacher role in each teaching and learning situation

%#p$rtan0e $3 tea0hin/ !earnin/ a0tivities+459,

Well designed teaching learning activities are useful because they:

o ncourage active learning5 rather than passive learning

o .romote deep learning5 rather than surface learning

o na"le students to internali1e their ne$ %no$ledge

o .rovide opportunities for students to reflect on the content of the course

o einforce5 revise and improve learning

o 8elp students ma%e lin%s "et$een learning outcomes5 content and

assessment

o Integrate content across different areas of the course

o =eep motivation and interest levels high

o Suggest alternative $a0s of learning (that is5 "esides reading5 researching

and collecting information)

'ips 3$r Desi/nin/ 'ea0hin/ and Learnin/ A0tivities +'LAs, t$ a!i/n t$

%ntended Learnin/ Out0$#es:

8aving designed Su"#ect ILOs: teachers no$ need to activate the ver"s or

learning activities em"edded in the ILOs "0 designing suita"le TLAs that

$ill facilitate students achieving the ILOs

TLAs should "e aligned to ILOs "0 addressing the ver"(s) in the ILOs5 thus

re2uiring students to enact the ILO ver"s

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Consider $hat teacher and student activities $ill "e conducted in each of the

TLAs

In an0 teaching and learning situation eg lecture5 tutorial5 la"orator0 or

pro#ect etc5 TLAs include $hat the teacher does (teaching activities) and

$hat the student does (learning activities) -hat the student does is more

important in achieving the ILOs than $hat the teacher does

TLAs could "e either large or small class activities

TLAs could "e either teacher65 peer6 or student self managed as "est suit the

conte!t

Ea#p!e: Desi/ned Sub;e0ts t$ spe0i3i0 %LOs

'ypi0a! P$ssib!e 'LAs

Descri"e

!plain

Integrate

Appl0

Solve pro"lem

Design5 create

80pothesise

eflect

set reading5 lecture5 field trip

tutorial5 $ritten essa0

pro#ect5 assignment

pro#ect5 case stud05 la"orator0

case stud05 peer discussion la"orator0

pro#ect5 creative $riting

e!periment5 pro#ect

reflective diar0

The TLA here is more li%e a situation in $hich the learner engages in learning

activities re2uiring the ILO ver"s5 $hich ma%es it more li%el0 the intended learning

outcomes $ill "e achievedSa#p!es 'LAs 3$r sub;e0t %LOs $n written 0$##uni0ative strate/ies

'LA 'ea0hin/ a0tivities Learnin/ a0tivities

. Ep!ain di33erent +writin/, 0$##uni0ative strate/ies.

a .lenar0 Descri"e5 e!plain5 pre6reading5 as% 2uestions5 group discussion5

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session

(>lectures;)

ela"orate5 clarif05 and

tal%

e!plain to peers5 listen5 ta%e notes5 accept5

2uer05 one6minute paper

" -rite

assignment

set topics and

guidelines5 providefeed"ac%

search information5 select5 organi1e ideas5

e!plain5 descri"e5 integrate5 appl0 $hat has"een learned5 $rite the assignment5 revise

and edit5 ma0 "e discuss $ith peers the

assignment5 revise and edit5 ma0 "e discuss

$ith peers ma0 "e discuss $ith peers

2. App!y appr$priate +writin/, 0$##uni0ative strate/ies

a Case stud0 select case stud0

material (ma0 "e)5

provide comments

and feed"ac%

select piece of $riting for case stud05

discuss $ith peers in small groups5 anal01e5

comment5 suggest $a0s of improvement5

present o$n ideas or discussion results in

an individual $ritten assignment

" -rite an

assignment or

a groupdiscussion

report

set topic (ma0 "e)5

give guideline of

re2uirementsof the assignment

(relate re2uirements

to relevant ILOs)5

provide feed"ac%

-rite the assignment using appropriate

strategies5 revise5 edit5 and self6assessment

" .ro#ect Set "rief5 provide

?eed"ac%

Appl05 integrate5 create5 design5 e!periment5

$rite report5 self6 monitor5 communicate5

and $or% in a team4 -Re3!e0t and i#pr$ve $wn writin/ 0$##uni0ative strate/ies.

aSelf6

assessment

Coach5 guide and

provide feed"ac%

self6evaluate a piece of o$n $riting5 eg an

earlier assignment in relation to theories on

$riting communicative strategies5 identif0

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strengths and areas for improvement5 revise

$riting using appropriate strategies in light

of evaluation

The point is not ho$ teachers are going to teach (teaching activities) "ut ho$

and $hat teachers $ant the0 students to learn (learning activities)

Ad;ustin/ 'LAs t$ re!ative i#p$rtan0e $3 %LOs

The teacher should ensure that99

Time spent on TLAs reflecting the relative $eight or importance of the ILO

addressed7

Students given more opportunities to engage in enacting the more important ILO

ver"s7

Strate/ies t$ 1eep students en/a/ed in !earnin/ a0tivities

@ 8ave specific activities ever0 da0

@ 8ave materials organi1ed5 set up "efore class

@ 8ave activities that assure all students; involvement 3 participation

@ =eep a "ris% pace

@ =eep student comments on6trac% 3 don;t allo$ some students to

monopoli1e

@ Spend onl0 short "its of time $ith individuals5 unless other students are

$or%ing productivel0

@ 8ave a s0stem for students $ho finish pro#ects 2uic%l06 class #ournal5

reading a "oo%5 dra$ing5 computer program

Strate/ies t$ 1eep tas1s at an appr$priate !eve!

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@ Students are more li%el0 to sta0 on6tas% $hen assignments are appropriate

for their a"ilit0 levels

@ egin the 0ear $ith relativel0 eas0 tas%s to give students high self6efficac0

Bive clear structure

@ As students learn procedures5 introduce more challenging assignments

@ Introduce ne$ procedures li%e cooperative learning5 $ith simpler material so

students master the interaction s%ills

Attra0t students attenti$n durin/ !e0ture:

@ Smile5 and signal $ith 0our greeting and "od0 language that 0ou are pleased

to "e there: claim the student;s attention "efore 0ou launch into the su"#ect

of the lecture

@ @ ?ocus on 0our audience &aintain e0e contact5 "egin in the middle of the

lecture space5 then move a"out from time to time

@ @ Address students (or some of them) "0 name $henever possi"le

@ @ Ta%e some time to get to %no$ 0our students and develop a rapport $ith

them ou could tr0 coming a fe$ minutes earl0 to class5 and if num"ers

allo$5 re2uiring students to visit 0our office at least once during the term to

revie$ a draft assignment or discuss their progress

@ @ Let them %no$ at the outset $hat the learning goal of the lecture is5 ho$

0ou propose to structure the session5 and ho$ the material relates to the

assignment5 e!am or course outline

@ @ Instead of delivering an hour6long monologue5 tr0 dividing 0our lecture

into ',6minute mini6lectures interspersed $ith short "rea%s ach mini6

lecture should have an introduction5 main "od0 and summar0 the

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introduction should connect to the previous mini6lecture and the summar0

should lin% to the one follo$ing

@ @ 8ave students $or% in small groups to discuss the topic at hand5 solve

pro"lems or develop 2uestions for 0ou The0 can also use this time to read a

hand6out5 revie$ their notes or compare their notes $ith others

@ @ !periment $ith a com"ination of AE aids .repared .o$er.oint slides are

great for the main "od0 of 0our lecture5 "ut use chal%"oards and flipcharts to

add spontaneit0 &a%e use of images to conve0 information5 not #ust $ords

@ @ Don;t dim the lights and put all the focus on 0our slides &a%e sure that

students can see 0ouFmove around in the lighted areas of the room A

remote slide6changer can "e helpful if 0ou are using .o$er.oint

@ @ se images5 models5 o"#ects5 anecdotes and e!amples from 0our o$n

e!perience to support 0our points as often as possi"le

@ @ Tr0 not to read directl0 from 0our notes or slides e spontaneous and

encourage 2uestions

@ @ -ait calml0 $hen 0ou invite 2uestions < for up to a minuteG If there are

none5 suggest some points the0 might li%e to as% a"out -elcome all

2uestions < even if 0ou choose not to respond to some of them

@ @ epeat the t$o or three %e0 points "oth during 0our lecture and at the end:

repetition of these is an e!cellent teaching strateg0

@ @ O"serve other teachers in action ou can learn to "e an outstanding

teacher "0 $atching others and discussing techni2ues $ith 0our peers

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Contact a fello$ teacher directl0 or spea% to 0our department head to ma%e

arrangements

"$nit$rin/is the regular o"servation and recording of activities ta%ing place in a

pro#ect or programme It is a process of routinel0 gathering information on all

aspects of the pro#ect

Purp$se $3 "$nit$rin/:

@ chec% on ho$ pro#ect activities are progressing 3 important for

implementation

@ giving feed"ac% a"out the progress

@ Determining $hether the inputs in the pro#ect are $ell utili1ed

@ Identif0ing pro"lems facing the communit0 or pro#ect and finding solutions

@ nsuring all activities are carried out properl0 "0 the right people and intime

@ sing lessons from one pro#ect e!perience on to another

@ Determining $hether the $a0 the pro#ect $as planned is the most

appropriate $a0 of solving the pro"lem at hand

Ad#inistrati$nis the act of managing duties5 responsi"ilities5 or rules

"ana/e#entis the process of getting things done through the efforts of other

people in order to achieve the predetermined o"#ectives of organi1ation

"ana/e#ent $3 0urri0u!u# e!e#ents

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Ai#: one sentence descri"e of overall purpose of curriculum5 including

audience and the topic

Rati$na!e: paragraph descri"ing $h0 aim is $orth achieving This $ould

include assessment of needs

($a!s and $b;e0tives: list of the learning outcomes e!pected from participation

in the curriculum includes ho$ the curriculum supports national5 state5 and local

standards

Audien0e and pre-re


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'he Learnin/ Envir$n#ent: ()

Hhen $ill the event ta%e place5 with wh$# and where and $ith what

res$ur0es7H Another tas% providing opportunities for personali1ing and

customi1ing learning might "e creating a -e" site5 a film5 or other multimedia

resource

The environment might "e 0$#p!e5 such as several learners $ith man0

resources in a classroom5 li"rar05 media centre5 or cafJ Another t0pe of

environment might "e a syn0hr$n$us virtua! #eetin/ p!a0e5 such as $hen

several students colla"orate online $ith man0 resources in different locations

The facult0 mem"er4s involvement and presence can var0 in an0 of these

environments

"ana/e#ent E33e0tive Learnin/ Envir$n#ent+=,

o-hatever the specific environment5 a $ell6planned course provides a variet0

of interaction choices for students E./.5 a $ell6planned course "alances

three levels of interaction: facult06to6student5 student6to6student5 and

student6to6resources

oA $ell6planned course "alances three t0pes of activities: individual activities5

small group activities5 and large group activities 0 ensuring multiple

channels of communication5 engagement5 and colla"oration $ithin the

design of a course

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o?acult0 mem"ers provide a richly textured environment that can

accommodate a full range of student needs and learning st0les

*!assr$$# "ana/e#ent +>5?,

Teacher must facilitate learning of t$o 0$/nitive de#andsat all times:

o A0ade#i0 tas1 demands (understanding and $or%ing $ith content)

o S$0ia! tas1 demands (interacting $ith others concerning that content) The

teacher must facilitate the learning of these academic and social tas%s

ver0thing a teacher does has implications for classroom management5

including creating the setting5 decorating the room5 arranging the chairs5

spea%ing to children and handling their responses5 putting routines in place (and

then e!ecuting5 modif0ing5 and reinstituting them)5 developing rules5 and

communicating those rules to the students

Aspe0ts $3 0!assr$$# #ana/e#ent.

. *reatin/ a Learnin/ Envir$n#ent

The learning environment must "e envisioned in "oth a ph0sical space and a

cognitive space

o 'he physi0a! spa0e: the teacher prepares the classroom for the students Is

the space $arm and inviting7 Does the room arrangement match the

teacher4s philosoph0 of learning7 Do the students have access to necessar0

materials7 Are the distracting features of a room eliminated7

o 0$/nitive spa0e: the e!pectations teachers set for students in the

classroom and the process of creating a motivational climate T$o specific

areas of cognitive space that teachers include in their plans are setting

e!pectations (ie5 rules and procedures) and creating a motivational

climate

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2- Settin/ Epe0tati$ns

!pressed through rulesand procedures

o Ru!es indicate the expectations for behavior in the classroom5 and ho$ one

interacts $ith one4s peers and the teacher

o Pr$0edureshave to do $ith ho$ things get done ules can "e5 and fre2uentl0

are5 developed $ith the students4 help5 $hich increases the li%elihood of

compliance

oth must "e taught5 practiced5 and enforced consistentl0

4- "$tivati$na! *!i#ateTeachers encourage students to do their bestand to "e e!cited a"out $hat the0 are

learning under tw$ 3a0t$rs:

o @a!ue sho$s students ho$ their $or% is worthwhileand isconnectedto things

that are important for theminterests

o E33$rt ties the time5 energ05 and creativit0 a student uses to develop the

H$or%5H to the value that the $or% holds One $a0 that teachers encourage effort

is through specific praise5 telling students specificall0 $hat it is that the0 are

doing that is $orth$hile and good

9- "aintainin/ a *$nstru0tive Learnin/ Envir$n#ent. 'hr$u/h.....

o Conscientious decision6ma%ing concerning students and the classroom

o Teachers focus on group processes

o -ith6it6ness (communicating a$areness of student "ehavior)5

o Avoid overlapping (doing more than one thing at once)5

o smoothness and momentum (moving in and out of activities smoothl05 $ith

appropriatel0 paced and se2uenced instruction)5

o Broup alerting (%eeping all students attentive in a $hole6group focus)

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8- hen Pr$b!e#s O00ur

o 8andle it promptl0 to %eep it from continuing and spreading g mis"ehavior

uno"trusivel0 $ith techni2ues such as ph0sical pro!imit0 or e0e contact5 more

serious mis"ehavior re2uires more direct intervention

o &isunderstandings a"out academic content or instruction5 effective managers

loo% for $a0s to re teach content and to improve the clarit0 of their

communication

o Classroom communication5 teachers4 clarit0 of instructions and understanding

of students4 needs5 is particularl0 important in maintaining the

interconnectedness of management and instruction

o Students must value the contri"utions of others5 value the diversit0 $ithin the

classroom5 and give their "est effort "ecause the0 see it as the right thing to do

or something that the0 $ant to do

Re3eren0es

' 'he S$uthern A3ri0an Deve!$p#ent 0$##unity5 +2???,. Beneral

ducation &odules for pper .rimar0 and Kunior secondar0 school teachers

of science5 technolog0 and mathematics "0 distance in the south African

development communit05 pp:,

'$#!ins$n5 *.A. +2??4,. Instructional Strategies for the Differentiated

Classroom: Eideo and ?acilitator;s Buide for Learning Contracts5 EA:

Association for Supervision and Curriculum Development .p 6'

* asser#an5 .5 +2??>, Overvie$ of Learning Activities5 Intellectual

Development: Instructional Design .p MM6

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+ An/e!$5 '. A.5 B *r$ss5 . P. +>>4,. Classroom assessment techni2ues: A

hand"oo% for college teachers San ?rancisco: Kosse06ass

, Fe!der5 R. ".5 B Si!ver#an5 L. . +>>=,.Learning and teaching st0les in

engineering education ngineering ducation5 M5 (M)5 NM+6N'

N Cr$phy5 . +>=,. S0nthesis of research on strategies for motivating

students to learn ducational Leadership +,: +6+

M Ornstein5 A. and Hun1ins5 F. +>>=,:Curriculum: ?oundations5 principle

and issuesoston5 &A: All0n 3 acon Chapter : Curriculum design pp

*6NM

S$we!!5 E. +2???,:Curriculum: An integrative introduction pper Saddleiver5 K: .rentice68all Chapter *: Curriculum organi1ation pp +'6N+

P Everts$n5 *ar$!yn ".5 and Harris5 A.5 H. +>>2,:-hat $e %no$ a"out

managing class room ducational leadership5 +P(M):M+6M

' D$y!e w. and *arter5 . +>=9,:Academic tas%s in class room Curriculum

in2uir05 '+(): 'P6'+P

11. T8 ATO? &OITOIB AD EALATIO5 Definition and

.urpose "0 .hil artle5 .hD5 http://cecvcn"cca/cmp/modules/mon6$hthtm

'

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Documents

The Final Implementation