Curriculum Development

and Concept Organization

The whole art of teaching isthe
art of awakening the natural
curiosity ofminds.
--Anatole France

Chapter 3: Chamberlain & Cummings, 2003

Curriculum Development Process

Gathering Data from Input Factors

Learner
Subject Matter Trends
Available Resources
Societal Trends
Community Characteristics
Educational Psychology
Relevant Philosophies
Chapter 3: Chamberlain & Cummings, 2003

Drawing Implications

Reflect, carefully analyze information gathered

through various sources of data
Based on analysis, make teaching decisions for
specific situation
Ifthen mode of thinking
Examples:

If I know that most of my learners are from

economically disadvantaged homes, then I need to
limit my expectations regarding money spent for
projects

On-going process

Chapter 3: Chamberlain & Cummings, 2003

Planning
Plans are like road maps

Move learners forward toward important

goals---improve quality of their lives
Goals derived from input factors

Curriculum selection

Select portions of other available curricula

Add new material
Rework portions
Shape new, up-to-date curriculum
Chapter 3: Chamberlain & Cummings, 2003

Planning

Involves multiple levels

Block plans for entire year, long-term program, or

conference
Unit plan for respective topics within block plan
Daily lesson, session, or workshop plan

Plans

Concepts
Generalizations
Objectives
Learning experiences
Resources
Assessment techniques
Chapter 3: Chamberlain & Cummings, 2003

Implementing Plan
Begins when written plans are complete
Ready to teach!
Utilizing a variety of teaching strategies

and learner involvementcritical for

effective implementation
Conducting learning experiences and
teaching methods requires specific
teaching skillsChapters 5 & 8
Chapter 3: Chamberlain & Cummings, 2003

Assessment
Gather of information to determine

Teacher success
Learner success
Curriculum material success

Process involves honest appraisal of both

strengths and weaknesses of

Program
Progress as an educator
Productlearners knowledge
Chapter 3: Chamberlain & Cummings, 2003

Assessment Sources

Testing procedures
Informal non-testing

Conversations/input from

Advisory board members

Parents/guardians
Administrators
Supervisors
Former students
Current learners
Employers
Business leaders
Other educators
Chapter 3: Chamberlain & Cummings, 2003

Using Feedback
Once feedback is receiveddetermination

of what went well and what needs

improvement is next
Information discovered goes back into the
curriculum development process
Educating is a process of continual
change

Chapter 3: Chamberlain & Cummings, 2003

Selecting and Organizing Content

Planning curriculum similar to guided tour

Various options of how to reach destination
(broad program goals)
Planning itinerary in advance aids in avoidance
of confusionsaves time
Broadest level involves selecting, structuring
subject matter to be taught to reach broad
program goals
Learning becomes development of a series of
connections among concepts that hold real
meaning and relevance for learner
Chapter 3: Chamberlain & Cummings, 2003

Concepts Defined
and Characterized

Concept is a key idea,

topic, or main thought

What a person thinks

about a particular
subject or topic
Core and abstract
meanings that an
individual attaches to
something

Core of Meaning
Feelings/Emotions
Words/Symbols

Core of meanings is enmeshed in feelings and emotions that a person

associates with itwords or symbols used to communicate ideas or concepts
Chapter 3: Chamberlain & Cummings, 2003

Determining Concepts to Teach

Using Input Data

Focus on learners to determine which ideas, concepts

should be taught

Local and State Mandates and Competencies

State of Idaho Curriculum Resources

http://www.pte.state.id.us/fcserv/facscurr.htm

National Program Standards

National Standards of FCS

http://ideanet.doe.state.in.us/octe/facs/natlstandards.htm

Chapter 3: Chamberlain & Cummings, 2003

Developing Conceptual Outlines

Conceptual Outline
product resulting from
organization of selected
concepts into logical
system

Developed for

Entire curriculum
Specific course
Workshop
Conference
Unit of study
presentation

First: main or key topics

identified
Second: Sub-concepts
under main concepts
Scope used to denote
what subject matter
topics are to be covered
Concepts organized in a
sequence
Concepts often build
upon each other

Chapter 3: Chamberlain & Cummings, 2003

Steps in Developing Conceptual

Outline

Brainstorm to generate list of all possible

concepts

Base list of input factors and accompanying

implications drawn in relation to the learners present

Consider time frame

Eliminate concepts seen as least important
add others proposed by colleagues or learners
Take concepts remaining; organize into logical
sequence of concepts

Chapter 3: Chamberlain & Cummings, 2003

Principles of Curriculum
Organization

Use outline format

State concepts clearly and concisely
List sub-concepts below related concept
Provide detail
Work from what learners already know, introduce
new material at appropriate pace and learning
level
Present simple concepts first
Present concrete before abstract concepts
Take advantage of opportunities to repeat
concepts in various aspects of curriculum
Reassess, adjust conceptual
outline as needed
Chapter 3: Chamberlain & Cummings, 2003

Creating Block Plans

Blocking out of conceptual outline by weeks, days, hours

Indicates which concepts will be covered in specific
periods of time
Concepts from outline designated into time frames is a
block plan

Amount of time devoted to various concepts and sub-concepts

Can begin with calendar, day planner format, blocking out

number of hours, days or weeks
Unit plan is a plan where additional components are
added to block plan to give more detail
Lesson plan more detailed and includes even more
information:

Enabling objectives, content notes needed by educator when

presenting material, key questions to be discussed, specific
activities, assignments
Chapter 3: Chamberlain & Cummings, 2003

Generalizations
Unify various aspects of a subject by

showing relationships among concepts

Statement expressing a complete thought
and underlying truth
Element of universality
Applied to wide number of situations
worldwide
Basic principles and understanding that
describe/explain phenomena
Chapter 3: Chamberlain & Cummings, 2003

Levels of Generalizations

First Level

Simple statement of fact, definition, description,

analogy, identification, or classification

Second Level

Shows relationships among ideas or makes

comparisons
Includes more ideas then first level, involves greater depth
and scope of subject matter

Third Level

Explains, justifies, interprets, or predicts

Remote in time and space
Chapter 3: Chamberlain & Cummings, 2003

Examples
Level 1:

Milk is a food
Level 2: Your health is affected by the
food you eat
Level 3: Your body size is partially
determined by the kinds and quantity of
food you consume
1stexpresses universal truth, 2 ndshows
relationship between health and food
intake, 3rdmakes subtle prediction
Chapter 3: Chamberlain & Cummings, 2003

Formulating Generalizations

Expresses one ideainappropriate to use colon

or semicolon
Limited to twenty words
Value judgments inappropriate
The following phrases should not be used:

It is vital that
It is important to remember
One must
A person should
This ought to be done so that
Chapter 3: Chamberlain & Cummings, 2003

Helpful Phrases

Is affected by
Is dependent on
Is limited by
Is promoted by
Is related to
Is the result of
Is a product of
Is an integral part of
Is influenced by
Results in
requires

Is subject to
May be associated with
May be developed by
May be enhanced by
May be identified by
May be necessary for
May be modified by
Constitutes a pattern for
Contributes to
Leads to
Establishes

Chapter 3: Chamberlain & Cummings, 2003

Questions to Ask Learners

What have you learned from the lesson today?

How can our discussion be summarized in a few
sentences?
What are the main ideas we have been talking
about?
How are the main ideas we discussed related?
How does todays discussion relate to what we
studied yesterday?
How can these ideas be applied to new or
different situations that you face or might face in
the future?
Chapter 3: Chamberlain & Cummings, 2003

Continuing the Planning Process

1.

Curriculum Concepts identified and

developed into conceptual framework
2. Generalizations formulated which
include major concepts
3. Development of behavioral objectives
indicating expected achievement

Learning experiences are planned to enable

learners to meet established objectives
Evaluation of learner achievement ongoing
Chapter 3: Chamberlain & Cummings, 2003

Steps in Curriculum Development Process

Gathering Data
from Input Factors
Learners
Subject-Matter
Trends

Drawing
Implications

Planning

Implementing
the Plan

Resources
Societal
Trends
Community
Characteristics
Educational
Psychology
Philosophies

Chapter 3: Chamberlain & Cummings, 2003

Using Feedback

Assessing