Scribd
Upload
290 views15 pages

Four Key Factors in Organizing Curriculum

There are four key factors in organizing curriculum: planning, implementation, assessment, and using feedback. Planning involves creating block, unit, and daily lesson plans to guide learners toward goals. Implementation begins when written plans are used to conduct learning experiences and teaching. Assessment gathers information on teacher, learner, and curriculum success through testing, conversations, and input from stakeholders. Feedback from assessment is used to determine improvements and inform the ongoing curriculum development process.

Uploaded by

Maneth Alejandro
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
290 views15 pages

Four Key Factors in Organizing Curriculum

There are four key factors in organizing curriculum: planning, implementation, assessment, and using feedback. Planning involves creating block, unit, and daily lesson plans to guide learners toward goals. Implementation begins when written plans are used to conduct learning experiences and teaching. Assessment gathers information on teacher, learner, and curriculum success through testing, conversations, and input from stakeholders. Feedback from assessment is used to determine improvements and inform the ongoing curriculum development process.

Uploaded by

Maneth Alejandro
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 15

FOUR KEY FACTORS

IN ORGANIZING
CURRICULUM

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

Implemention
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 skills
Chapters 5 & 8
Chapter 3: Chamberlain & Cummings,

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,

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,

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,

Planning Goals
the best ways for teachers to look
objectively at what needs to be taught over
the course of a semester or year, then
organize an effective way to get from
beginning to end.
Schools use curriculum plans to set
overarching goals and basic requirements
that teachers must follow to ensure at least
some degree of uniformity.

Several factors affect all curriculum

It requires
selecting learning goals,
designing knowledge delivery models:
and
creating assessment methods for
individual and group progress.

Four key factors in organizing curriculum

Politics
Economics
Technology
Diversity

Funding
hiring personnel,
building and
maintaining
facilities
equipment.

All aspects of curriculum depend on


local,
state
and
national
political
standards.
From
defining
goals,
interpreting
curricular
materials
to
approving examination systems, politics
affects curriculum organization.

Economics influences curriculum organization.


educating employees for promotions that bring better returns
in profits.
Nations financing education expect an economic return from
educated students contributing to the country's economy with
global competition abilities in technical fields.

Curriculum content influences learner goals, standards for


academic achievement with an underlying influence of the
nation's economy.

Learning centers and classrooms increasingly


provide computers as requisite interaction for
studies among students.
Technological multimedia use influences
educational goals and learning experiences
among students.

Undergraduate and graduate degrees in


computer technology increases in popularity.

Curriculum affect from diversity opens learning opportunities.


Social diversity including
religion,
culture and
social groupings
these characteristics influence the types of topics and
methods for teaching information.
Developing relevant curriculum takes into account society's
expectations, accommodating group traditions and
promoting equality.

You might also like