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#

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 ILOs

o 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( Ob ectives !eneral Ob ective" #y t$e end of t$is discussion doctorate students %ill be able to" implement teaching learning activities 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 and manage learning environment for their

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(

%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 tough e!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 should99 o 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 o !plain the $or%ing conditions and e!pectations of final product !plain ho$ and $hen students should see% teacher assistance

Advanta/es $3 Learnin/ *$ntra0ts +2, o Can "e $ritten for an0 curriculum area o .rovide rigorous and challenging learning activities for highl0 a"le students o Can "e used to target specific learning activities for individuals or groups o .romote fle!i"le grouping in the classroom o Accommodate students; needs "0 "lending s%ill6"ased and content6"ased learning o .romote creative and critical thin%ing for students o Develop students; time6management5 planning5 and decision<ma%ing s%ills o Allo$ students to $or% at an appropriate pace o /ecogni1e students; prior %no$ledge o liminate "oredom "0 minimi1ing repetition for students

o Increase students; independence5 motivation and class participation(

'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(

 Consider $hat teacher and student activities $ill "e conducted in each of the TLAs( In an0 teaching and learning situation e(g( 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 $hat the teacher does( TLAs could "e either large or small class activities( TLAs could "e either teacher65 peer6 or student self managed as "est suit the conte!t( E:a#p!e: Desi/ned Sub;e0ts t$ spe0i3i0 %LOs 'ypi0a! Descri"e !plain Integrate Appl0 Solve pro"lem Design5 create 80pothesise /eflect P$ssib!e 'LAs 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 $ill "e achieved( Sa#p!es 'LAs 3$r sub;e0t %LOs $n written 0$##uni0ative strate/ies 'LA 'ea0hin/ a0tivities Learnin/ a0tivities -. E:p!ain di33erent +writin/, 0$##uni0ative strate/ies. a( .lenar0 Descri"e5 e!plain5 pre6reading5 as% 2uestions5 group discussion5
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session (>lectures;) "( -rite assignment

ela"orate5 clarif05 and e!plain to peers5 listen5 ta%e notes5 accept5 tal%( 2uer05 one6minute paper set topics and search information5 select5 organi1e ideas5 provide 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

guidelines5 feed"ac%

2. App!y appr$priate +writin/, 0$##uni0ative strate/ies a( Case stud0 select case stud0 select piece of $riting for case stud05 material (ma0 "e)5 discuss $ith peers in small groups5 anal01e5 provide comments comment5 present o$n suggest $a0s of improvement5 ideas or discussion results in and feed"ac%

an individual $ritten assignment "( -rite an set topic (ma0 "e)5 -rite the assignment using appropriate assignment or give a report discussion of to "( .ro#ect guideline the of strategies5 revise5 edit5 and self6assessment( group re2uirements assignment re2uirements ILOs)5 Appl05 integrate5 create5 design5 e!periment5 $rite report5 self6 monitor5 communicate5 (relate

relevant

provide feed"ac% Set "rief5 provide ?eed"ac%

and $or% in a team( 4 -Re3!e0t and i#pr$ve $wn writin/ 0$##uni0ative strate/ies. a(Self6 Coach5 guide and self6evaluate a piece of o$n $riting5 e(g( an assessment provide feed"ac% 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( @ Aegin 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 $ith them( Cou could tr0 coming a fe$ 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 $ith short "rea%s( ach mini6 lecture should have an introduction5 main "od0 and summar0D the
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introduction should connect to the previous mini6lecture and the summar0 should lin% to the one follo$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( Ae 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( Cou 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 in time( @ :sing lessons from one pro#ect e!perience on to another( @ Determining $hether the $a0 the pro#ect $as planned is the most appropriate $a0 of solving the pro"lem at hand( Ad#inistrati$n is the act of managing duties5 responsi"ilities5 or rules( "ana/e#ent is 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<uisites: for $hom and the prior %no$ledge5 s%ills5 and attitudes of those learners li%el0 to "e successful $ith the curriculum(

Description of sub;e0t-#atter: designation of $hat area of content5 facts5 that the curriculum deals $ith( (This is ela"oration of the HtopicH description in the Aim()

%nstru0ti$na! p!an: descri"es the activities the learners are going to engage in5 and the se2uence of those activities( Also descri"es $hat the Teacher is to do in order to facilitate those activities(

"ateria!s: lists materials necessar0 for successful teaching of the curriculum( Includes a list of $e" pages5 "oo%s5 ta"les5 paper5 chal%"oards5 dolls5 and other tools(

Assess#ent and eva!uati$n: assessing learning and evaluating the curriculum as a $hole( &a0 include description of a model pro#ect5 sample e!am 2uestions5 or other elements of assessment( Also should include plan for evaluating the curriculum as a $hole5 including feed"ac% from learners(

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'he Learnin/ Envir$n#ent: (I) H hen $ill the event ta%e place5 with wh$# and where and $ith what res$ur0es 7H 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!e:5 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( A0 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$$# "ana/e#ent +>5-?, Teacher must facilitate learning of t$o 0$/nitive de#ands at all times: o A0ade#i0 tas1 demands (understanding and $or%ing $ith content) o S$0ia! tas1 demands (interacting $ith others concerning that content)( The teacher must facilitate the learning of these academic and social tas%s( ver0thing a teacher does has implications for classroom management5 including creating the setting5 decorating the room5 arranging the chairs5 spea%ing to children and handling their responses5 putting routines in place (and then e!ecuting5 modif0ing5 and reinstituting them)5 developing rules5 and communicating those rules to the students( Aspe0ts $3 0!assr$$# #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$o specific areas of cognitive space that teachers include in their plans are setting e!pectations (i(e(5 rules and procedures) and creating a motivational climate(
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2- Settin/ E:pe0tati$ns !pressed through rules and procedures( o Ru!es indicate the expectations for behavior in the classroom5 and ho$ one interacts $ith one4s peers and the teacher( o Pr$0edures have to do $ith ho$ things get done( /ules can "e5 and fre2uentl0 are5 developed $ith the students4 help5 $hich increases the li%elihood of compliance( Aoth must "e taught5 practiced5 and enforced consistentl0( 4- "$tivati$na! *!i#ate Teachers encourage students to do their best and to "e e!cited a"out $hat the0 are learning under tw$ 3a0t$rs: o @a!ue sho$s students ho$ their $or% is worthwhile and is connected to things that are important for them interests( o E33$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$##unity5 +2???,. Beneral ducation &odules for :pper .rimar0 and Kunior secondar0 school teachers of science5 technolog0 and mathematics "0 distance in the south African development communit05 pp:,L( )( '$#!ins$n5 *.A. +2??4,. Instructional Strategies for the Differentiated Classroom: Eideo and ?acilitator;s Buide for Learning Contracts(5 EA: Association for Supervision and Curriculum Development( .p ILL6I') *( asser#an5 A.5 +2??>, Overvie$ of Learning Activities5 Intellectual Development: Instructional Design( .p )MM6)IL(
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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: Kosse06Aass( ,( Fe!der5 R. ".5 B Si!ver#an5 L. .. +->>=,. Learning and teaching st0les in engineering education( ngineering ducation5 MI5 (M)5 NM+6NI'( N( Cr$phy5 A. +->=D,. S0nthesis of research on strategies for motivating students to learn( ducational Leadership +,: +L6+I( M( Ornstein5 A. and Hun1ins5 F. +->>=,: Curriculum: ?oundations5 principle and issues(Aoston5 &A: All0n 3 Aacon( Chapter I: Curriculum design( pp( )*)6)NM( I( S$we!!5 E. +2???,: Curriculum: An integrative introduction( :pper Saddle /iver5 OK: .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+6MI( 'L( D$y!e w. and *arter5 .. +->=9,: Academic tas%s in class room( Curriculum in2uir05 '+()): ')P6'+P(
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