Module 4 Presentation Video
NOTE: Video contains sound. Presentation is viewed best in full-screen mode.
Abstract
The literature and philosophy surrounding the concept of curriculum have evolved over the years. Today the term can be broadly used to encompass the entire plan for a course, including the learning objectives, teaching strategies, materials, and assessments. This is a critical area that requires focus here at Dillard high school. As per Bates, "Generally, curriculum development is how an instructor or institution creates or adopts that plan for a course" (2019). He further stated, "Because this subject is so broad, it can be difficult to wade through the noise to find up-to-date best practices. There are also many schools of thought on how best to approach the curriculum development process. With an overwhelming amount of advice available, how do you know who to listen to so the curriculum benefits the learner?" (2019).
What is curriculum development?
Curriculum development is the multi-step process of creating and improving a course taught at a school or university. While the exact process will vary from institution to institution, the broad framework includes analysis, building, implementation, and evaluation stages. In K-12 schools, as stated by Schweizer, "Curricula are often developed at a local or state level to result in standardized learning outcomes across different schools. At the college level, instructors may get more individual flexibility to develop their curricula" (2020). Either way, the individual or group is responsible for planning a course and choosing standards-based course materials that effectively accomplish educational goals and meets student needs. It is a critical area for Dillard high school. It must be frequently reviewed, revised, and updated as new and different needs arise. For example, due to subject-area discoveries, innovations in instructional best practices, or shifts in course delivery such as technology. Dillard high school should focus on one, preferably subject-centered design, the following three curriculum designs.
Subject-Centered Curriculum Design
Subject-centered curriculum design revolves around a particular subject matter or discipline. For example, a subject-centered curriculum may focus on math or biology. This type of curriculum design focuses on the subject rather than the individual. It is the most common type of curriculum used in K-12 public schools in states and local districts in the United States. Subject-centered curriculum design describes what needs to be studied and how it should be studied. A core curriculum is an example of a subject-centered design that can be standardized across schools, states, and the country. In standardized core curricula, teachers are provided a pre-determined list of things that they need to teach their students, along with specific examples of how these things should be conducted. You can also find subject-centered designs in large college classes where teachers focus on a particular subject or discipline. "The primary drawback of subject-centered curriculum design is that it is not student-centered. In particular, this form of curriculum design is constructed without taking into account the students' specific learning styles. This can cause student engagement and motivation problems and may even cause students to fall behind in class" (2020). For example, a subject-centered curriculum may cover major wars' details and critical players if you're teaching an introductory European history course.
Learner-Centered Curriculum Design
In contrast, learner-centered curriculum design considers each individual's needs, interests, and goals. In other words, it acknowledges that students are not uniform and adjust to those student needs. Learner-centered curriculum design is meant to empower learners and allow them to shape their education through choices. Instructional plans in a learner-centered curriculum are differentiated, allowing students to choose assignments, learning experiences, or activities. This can motivate students and help them stay engaged in the material they are learning. "The drawback to this form of curriculum design is that it is labor-intensive. Developing differentiated instruction puts pressure on the teacher to create instruction and/or find materials that are conducive to each student's learning needs. Teachers may not have the time or may lack the experience or skills to create such a plan. Learner-centered curriculum design also requires that teachers balance student wants and interests with student needs and required outcomes, which is not an easy balance to obtain" (2020).
Example: "One way to incorporate learner-centered design into your curriculum is by inviting students to fill out a pre-course survey to see what they already know about your subject and what areas they are most interested in learning. This can be especially beneficial for upper-level courses—hopefully, students are coming in with a solid foundation of knowledge, but a learner-centered approach uses data rather than assumptions to determine curricular goals" (2020).
Problem-Centered Curriculum Design
Like learner-centered curriculum design, problem-centered curriculum design is also a form of student-centered design. Problem-centered curricula teach students how to look at a problem and develop a solution to the problem. Students are thus exposed to real-life issues, which helps them develop transferable skills to the real world. "Problem-centered curriculum design increases the relevance of the curriculum and allows students to be creative and innovate as they are learning. The drawback to this form of curriculum design is that it does not always consider learning styles" (2020).
Conclusion
In closing, to increase students' performances. The school should push for a more extraordinary curriculum delivery with technology across all subjects and classrooms. To paraphrase Schweitzer, our school must identify the needs of stakeholders (i.e., students) early on in the curriculum design process. This can be done through needs analysis, which involves collecting and analyzing data related to the learner. This data might include what learners already know and need to know to be proficient in a particular area or skill. It may also include information about learner perceptions, strengths, and weaknesses. Next, identify constraints that will impact your curriculum design. For example, time is a common constraint that must be considered. There are only so many hours, days, weeks, or months in the term. If there isn't enough time to deliver all of the instruction that has been planned, it will impact learning outcomes. Consider creating a curriculum map. Identify the instructional methods used throughout the course and consider how they will work with student learning styles. Finally, establish evaluation methods used at the end and during the school year to assess learners, instructors, and the curriculum. Evaluation will help you determine if the curriculum design is working or if it is failing. Examples of things that should be evaluated include the strengths and weaknesses of the curriculum and achievement rates related to learning outcomes. The most effective evaluation is ongoing and summative.
The school should also remember that curriculum design is not a one-step process; continuous improvement is necessary. Therefore, the curriculum design should be assessed periodically and refined based on assessment data. This may involve making alterations to the design part way through the course to ensure that learning outcomes or proficiency will be achieved at the end of the course.
References
Bielefeldt, T. (2012). Guidance for technology decisions from classroom observation. Journal of Research on Technology in Education, 44(3), 205-223. Retrieved from http://proxy.stu.edu:2048/login?url=http://search.proquest.com/docview/1448424914?
accountid=14129.
Holbrook, T., May, L., Albers, P., Dooley, C., & Flint, A. S. (2012). Teachers as co-learners in the digital age. Language Arts, 89(4),219-221. Retrieved from http://proxy.stu.edu:2048/ login?url=http://search.proquest.com/docview/928760608?accountid=14129
Kennedy, K. (2010). Cross-reference of online teaching standards and the development of quality teachers for 21st century learning environments. Distance Learning, 7(2), 21-28. Retrieved from http://proxy.stu.edu:2048/login?url=http://search.proquest.com/docview/853890167?accountid=14129
O'Bannon, B., & Judge, S. (2005). Implementing partnerships across the curriculum with technology. Journal of Research on Technology in Education, 37(2), 197-216. Retrieved from http://proxy.stu.edu:2048/login?url=http://search.proquest.com/ docview/274759571?accountid=14129
Schweitzer, Karen. (2020, October 29). Curriculum Design: Definition, Purpose and Types. Retrieved from https://www.thoughtco.com/curriculum-design-definition-4154176
Terri, T. B., Cherup, S., Cunningham, A., & Petrosino, A. J. (2003). ISTE standards in teacher education: A collection of practical examples. The Teacher Educator, 39(2), 95-114. Retrieved from http://proxy.stu.edu:2048/login?url=http://search.proquest.com/ docview/220624027?accountid=14129
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