Curriculum

development:
Instructional design

UNIT 2
COURSE PLANNING

Sofia Guevara Peñaranda, Mgtr.

Content
1 Course structure
• Planning goals, learning outcomes,
and methodological features
• Choosing and organizing course
content, scope, and sequence

2 Assessment and Evaluation

• Monitoring and assessing progress.
• Evaluation and revision of course
planning
Course structure
Planning goals, learning outcomes, and methodological features
Choosing and organizing course content, scope, and sequence.
What is planning?
 Planning can help you to do the
following:
Gain a sense of direction and, through this, a feeling of confidence and security.

Planning can help you stay on course and reduce your anxiety about instruction. Organize, sequence, and become familiar with course content.

Collect and prepare related instructional materials and plan to use various types of instructional media.

Use a variety of instructional strategies and activities over time.

Prepare to interact with students during instruction. This may include preparing a list of important questions or guidelines for a cooperative group
activity.
Incorporate techniques to motivate students to learn in each lesson.

Consider individual differences and students' diversity when selecting objectives, content, strategies, materials, and requirements.

Arrange for appropriate requirements and evaluation of student performance.

Become a reflective decision-maker about curriculum and instruction.

Provide substitute teachers and members of a teaching team with a specific plan to follow if you are absent.

Show other teaching team members what you are doing and how you are doing it .

Satisfy administrative requirements. Teachers are often required to turn in their weekly plans

Use written plans as resources for future planning.

CONTEXT ANALYSIS

Which aspects do you consider

relevant to course planning?
learning situation
nature of the subject
students’ and teacher’s capabilities

Context analysis (Pierce College 2015)

Specific Context of the
Teaching / Learning
Situation
How many students are in the class?

How long and frequent are the class meetings?

How will the course be delivered: live, online, or

in a classroom or lab?

What physical elements of the learning

environment will affect the class?
Characteristics of the Learners

What is the life situation of the

learners (e.g., working, family,
professional goals)?

What prior knowledge,

experiences, and initial feelings
do students usually have about
this subject?

What are their learning goals,

expectations, and preferred
learning styles?
This Photo by Unknown Author is licensed under CC BY-NC-ND
Factors Considered in Planning
Content
Materials
Instructional Strategies
Teacher behaviors
Structure of the lesson
Learning environment
Students
Duration of the lesson
Location of the lesson
Content
• Content refers to the knowledge, skill, rule, concept, or
creative process you wish students to learn. Students
are expected to achieve school district goals stated in
curriculum guides, and you select content related to
the goals. While you have some autonomy, you are
expected to teach and deal with content that is
consistent with the district-approved goals. Planning
for content varies with the level of instruction,
whether it be an advanced course, general content, or
remedial material. Also, the nature of the content may
affect your planning decisions.
• For example, you might plan and teach mathematics,
reading, laboratory-related content, and social studies
differently. Thus, what is taught determines to a great
extent, how you might plan and teach your lessons.
Materials
• Materials are tangible written, physical, or visual
stimuli that are used in instruction. Textbooks,
workbooks, computers, software, and websites are
some materials that you might use. The availability of
these materials influences your planning decisions.
• For example, when planning a lesson in which
students will paint with watercolors, an art teacher
would need to be sure that certain materials are
available. If the materials are unavailable, the teacher
needs to make alternative plans. Teachers also need
to consider how closely the materials match the
instructional objectives. For example, when
considering using a video or a web-based field trip in
a lesson, you would need to check to see if the nature
and level of the content are suitable.
Instructional Strategies & Teacher Behaviors
• Selecting various instructional strategies to teach
content is a central planning decision for teachers. You
might use presentations, demonstrations, questions,
recitations, practice, and drills or discussions, panels,
debates, or small groups. You might also select inquiry
and discovery approaches through the use of gaming,
role-playing and simulation, laboratory work, or
computer-assisted instruction.
• Teachers do many things during a lesson to conduct the
lesson and to help engage students in learning activities.
You need to make plans to state expectations, provide a
set induction, maintain a group focus, provide smooth
transitions, clearly present lesson content, provide
This Photo by Unknown Author is licensed under CC BY-SA-NC

closure and a summary, and handle other aspects of

conducting a lesson
Structure of the lesson
• Structure refers to actions that occur at certain
points in the class period or the lesson
presentation, and you need to plan that structure
in advance. For example, at the start of the class
period, you may provide directions, pass out
materials, or direct students to new locations.
Students might read, discuss, write, or participate
in a particular instructional strategy as the lesson
proceeds.
• At the end of the class, students may return to
their seats, clean up, or collect materials. When
delivering lesson content, you might use a certain
This Photo by Unknown Author is licensed under CC BY-NC-ND

sequence of actions reflecting a certain approach

to instruction.
Learning environment
When planning for instructional activities, consider the
learning environment you want to create. While many
factors need to be considered, several issues warrant special
attention.
• First, you need to plan for and establish an effective
classroom management system that deals with issues
such as instituting classroom rules and procedures,
reinforcing desired behaviors, holding students
academically accountable, and creating a positive
classroom climate.
• Second, you need to establish a plan for dealing with
misbehavior.
• Third, you must plan ways to provide for individual
differences.
• Fourth, you must plan ways to motivate students to learn.
All of these issues affect the learning environment, and youThis Photo by Unknown Author is licensed under CC BY-SA-NC

need to plan for effective ways to address them.

Students
• When planning for instructional activities, consider
the characteristics of your students in your classroom.
Consider students’ motivational needs, academic
needs, cultural backgrounds, and physical and
psychological needs. Furthermore, consider how
students will be grouped for instruction (i.e., whole
group, small group, independent work) and which
students will be in which groups.
• As you plan, take into account the ability levels of the
students and how students might be grouped to
achieve instructional objectives. In addition, consider
the number of students who are involved in the
instructional activities.
Duration of the lesson
• Make plans for the time that is available or allocated.
Instructional activities tend to last from 10 to 60 minutes. In
a kindergarten class, 10 minutes of activity may limit student
concentration and attention. Class lengths in primary and
intermediate elementary grades are commonly up to the
teacher’s discretion, but they often last no longer than 20 to
30 minutes. Middle, high, and high school classes commonly
have predetermined lengths, ranging from 40 to 45 minutes
or as much as 90 minutes in a block schedule. Within the
time available, teachers need to use a variety of activities
and resources to achieve lesson objectives and maintain
student motivation. You need to be a good time manager to
ensure that students can achieve the lesson's goals during
this period. This Photo by Unknown Author is licensed under CC BY-NC
Location of the lesson
• When planning for instructional activities, consider
where the lesson will occur.
• The location of activity may change based on the
need for:
A. space to work on a set of materials (e.g., a
computer station or a learning center);
B. additional new references, materials, or
experiences (e.g., the library, a field trip); or
C. a different social structure (e.g., a debate, a play,
or any activity in which students work together).
Characteristics of the Teacher
What beliefs and values
does the teacher have
about teaching and
learning?

What is his/her attitude

toward the subject? -
students?

What level of knowledge

or familiarity does s/he
This Photo by Unknown Author is licensed under CC BY
have with this subject?

What are his/her

strengths in teaching?
 Teacher Characteristics
• Teaching experience, philosophy, content
knowledge, organizational style,
expectations, and feelings of security and
control all impact planning decisions.
Previous experiences provide a
comprehensive mental image of lessons,
allowing for less adjustment in initial
lessons. Knowledge of content and
organizational style also impact planning
decisions. Expectations for classes, student
learning, and teaching also influence
planning and lesson images
 Activity in class
Go to your breakout room and read
the case and answer the questions
in the following link:
https://padlet.com/nguevarap/good
-lesson-plan-poor-results-t4rghkq3s
71vjx2o

Return to the main session and

share your thought with your
classmates.
State curriculum goals

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Curriculum levels

Macro level Meso level Micro level

Macro Level
Key components at this level include:
• This involves designing a syllabus that outlines the language program's goals,
Syllabus Design: learning outcomes, and general content. It sets the foundation for the entire
curriculum.

• These are the broad statements that define the desired language proficiency level
Program Goals: learners should achieve by the end of the program. For example, a program goal
could be to develop communicative competence in the target language.

Assessment • Guidelines for assessing learners' progress and achievement are established at this
level. It includes determining the assessment methods, criteria, and standards to
Guidelines: evaluate learners' language skills.

Timeframe and • The macro level also considers the duration of the program, determining the
sequencing and progression of language skills across different levels or stages.
Progression:
Meso level
Key components at this level include

• These are the specific objectives that learners should achieve within a particular
Course Objectives: course. They align with the overall program goals but are tailored to the specific
content and context of the course.

• At the meso level, instructors select appropriate content and materials to meet the
Content Selection: course objectives. This can include textbooks, authentic resources, multimedia
materials, and other supplementary resources.

• Instructors develop lesson plans that outline the sequence of activities, tasks, and
Lesson Planning: instructional strategies for each session within the course. Lesson plans include
specific learning objectives, assessment methods, and instructional resources.

• The meso level also involves designing assessments aligned with the course
Assessment Design: objectives. This may include formative assessments (e.g., quizzes, assignments) and
summative assessments (e.g., exams, projects) to measure learners' progress.
Micro level
Key components at this level include

Instructional Strategies:
• Teachers select appropriate teaching methodologies and strategies to facilitate language learning. This may
involve interactive activities, communicative tasks, and learner-centered approaches to engage students.

Classroom Materials:
• Instructors prepare and utilize various materials, such as handouts, visual aids, multimedia resources, and
technology tools, to support instruction and enhance learners' understanding.

Differentiation:
• Teachers consider learners' individual needs, abilities, and learning styles to differentiate instruction. They may
modify activities or provide additional support to cater to diverse learner profiles.

Feedback and Assessment:

• At the micro level, teachers provide feedback to learners on their progress and performance. They assess
learners' work and provide timely feedback to guide their language development.
Backward design approach
Three stages
• Identify desired learning goals and
outcomes.
• Determine how students will
demonstrate what they know and
can do.
• Plan instructional strategies,
resources, and learning experiences
(activities) to help students reach
learning goals and outcomes.
The following steps illustrate the
process of planning using the
concept of backward mapping:
Select and then analyze the outcome or standard to be achieved.

Design or select an assessment through which students can demonstrate mastery of the standards;
determine the required performance level if it is not already given.

Identify what students must know and be able to do to perform well on the assessment.

Plan and deliver instructional activities that include direct instruction and teacher-student
interaction. This process helps all students gain the knowledge and skills identified in the standards.

Provide all students with adequate opportunities to learn and practice the necessary skills and
knowledge.

Assess students and examine their results to plan further instruction or individual support, if
needed. If appropriate, give a grade or other feedback.
Steps in Course planning
• There are several steps to course planning that can lead to
useful results (e.g., Carjuzaa & Kellough, 2017):

Determine the course goals.

Decide on course content that is related to the course goals. Decide

how much time to spend on each topic.

Determine your approach to the course,

Make plans to order special supplies, books, computer software, and

other materials and also to arrange for special speakers or for
collaborative planning when conducting term, unit, or weekly planning.
Determine procedures for evaluating student attainment of course
objectives.
Formulation of Aims and Goals

Aims: Goals: Objectives:

Obj. are brief, clear statements that
Refers to broad statements about the
describe the desired learning outcomes
intent of education. National or state
of instruction; objectives define the
panels, commissions, or policy-making Goals are more definite than aims. Goals
specific knowledge, skills, values, and
groups often write aims. Aims, express a are nonbehavioral and provide direction
attitudes students should possess and
philosophy of education and concepts for educators, but they do not specify
exhibit by the end of the learning
about the social role of schools and the achievement levels.
experience; objectives should be more
needs of children. They guide our
specific than goals but should align with
schools and give educators direction.
meeting the broader goals.
Creating curriculum goals

1. State mandates regarding education

2. The specific students who are to receive the planned curriculum

3. The expected competencies and understandings expected of the

learners

4. Educational environments and situations that will enable the goals to

be attained

5. The standards of performance and comprehension that are expected

from students who have experienced the newly created curriculum
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The diagram
illustrates how
desirable it is to
define measurable Defining learning
outcomes
learning outcomes

Implementing Planning assessment

assessment evaluation. evaluation

Preparing and
implementing an
educational programme

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Stating curriculum outcomes

Statements (i.e.)
Purposes are:
• Students will be able to :
• To provide a clear definition of
the purposes of a program • Communicate effectively in both speech
• To provide guidelines for and writing in everyday situations
teacher, learners and materials • Acquire good reading habits to
writers. understand, enjoy and appreciate a wide
• To help provide a focus for range of texts, including the literature of
instruction other cultures.
• To describe important and
• Develop the ability to express
realizable changes in learning
themselves imaginatively and creatively.
Hierar
chy
Defining goals and objectives

• Students think critically, • Objectives are short term

students are diverse people, • Match the stated goals

Objectives
Goals

and students assume • Worth and be nontrivial

responsibility for their own • Be clearly expressed
learning. •
• What could or should be Appropriateness
• Grouped logically
learned
• Long term • Require periodic revision
• Useful objectives enable
students to proceed to the
next part of a unit plan
Grit Curriculum Lesson: Setting S.M.A.R.T.
Goals
Learning outcomes, they should be SMART

• Contains • Assessable • Learners • Be related to • Specify with • Specifics and • Similar to the
Specific

Constraints

Tools
Measurable

Achievable

Relevant

Timed
• Obtain marks should be able the general the outcomes constraints last one, this
an to achieve the aims of the achieve. Also such as aspect can be
unambigu objective course and sequenced. particular thought of as
ous action • Know new thereby • By the end of situations or things that
verb. words professionally the module time scales. facilitate or
relevant. within 6 • Skills are often validate the
• List, weeks. expected to be learning
categorize performed in outcome.
, define, increasingly
analyze. complex
situations at
different stages
of training.

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Content and Sequencing
• The content of language courses Frequency-based vocabulary lists
consists of the language items,
ideas, skills, and strategies that Frequency lists of verb forms and verb
meet the goals of the course. The groups
units of progression in a course
might be tasks, topics, or themes. Lists of functions and topics
It is important for the curriculum
designer to keep some check on Lists of subskills and strategies
vocabulary, grammar, and
discourse to make sure that
Lists of tasks, topics and themes
important items are being
covered and repeated.
The units of progression in the course

The units of progression in

a course are the items that Definite • Vocabulary levels
are used to grade the series
progress of the course.

• Could be covered in
The unit of progression Field of
can be classified into two any order
knowledge • e.g. Topics
types.

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 Skills, subskills and strategies
• Some course use Skills and subskills as units of progression.
There are 3 major ways of For example - Reading: Finding the main idea, Reading for details, skimming,
defining subskills: Reading faster and Reading for inferences (skills).

First way Second way Third way

• Look at the range of • Skill as a process and to • Use level of cognitive
activities covered by the divide it into the parts of activity
skill and use these as a the process. • Bloom’s taxonomy (six
starting point for defining levels of increasing
skill. complexity) original or
revised version.

Speaking can divided: Writing:

Skill 1. Having a model of the reader 1. Remember
interactional and transactional 2. Having writing goals 2. Understand
3. Gathering ideas 3. Apply
Subskills Transactional can divided into 4. Organising ideas
monologue, dialogue, etc. 4. Analyse
5. Turning ideas into written test
6. Reviewing what had been written 5. Evaluate
7. Editing the written test 6. Create 40
41
Lang
uag
e
skills
and
subs
kills
by
Cam
brid
ge
42
Second way:
Skill as a
process

43
 IDEAS
A good language course puts the sts in contact with the ideas
that help the learning of language and are useful to the sts.

Imaginary An academic Learner

Interest facts Culture
happenings subject survival needs
• Typical • Linguistics or • Shopping • Discovers • Study of
activities special • Going to the • Whales literature
• Adventures purposes doctor • Solar • Sociological
of a group • Agriculture • Getting a power… • Norms of
• Tourism driver’s behaviours
• Commerce licence • Cultural
• Computing • Making values
friends

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Sequencing the content in a course

MODULAR
LINEAR DEVELOPMENT
ARRANGEMENT

Each lesson is separate

The material in one lesson
from the others so that
depends on the learning
the lessons can be done in
that has occurred in
any order and need not all
previous lessons
be done.

45
 LINEAR
DEVELOPMENT
Variations of linear progressions which try to take
account of the need for repetition.

Spiral Field MODULAR APPROACH

curriculum Matrix Revision approaches
(Bruner models units to
60’s) sequencing
In language courses
Breaks a course into Units may be parts could be divided
independent non- of lessons, lessons into modules in
linear units. or group of lessons. several ways, and in
turn in subskills.

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 • Bruner 1962 • Meeting old • It is an • It is

Matrix models

Revision units

Field approaches to sequencing materials

Spiral curriculum

• A curriculum that returns

to the same topics over material again is addition to a organised to
time. one of diversity
• It serves for consolidating rather tan
linear model. cut across
pre-existent learning as
complexity. • Time is spent subject lines
well as broadening and
exploring more in-depth • Progression is revising and to
the different learning
content.
systematically previously emphasize
• In a language curriculum varied against met relationships
the blocks of material another, so the material. between
could be: Lexical sets,
high-frequency
same subjects.
grammatical patterns, grammatical
groups of language items are met
• 3 to 5 field
functions, genres with
longer and more complex with different
examples. context.
• The advantage- easily • Have similar
monitored recycling
material advantages to a
spiral curriculum.

47
 48
https://youtu.be/wOUefL2z9T4
Assessment and
Evaluation
• Monitoring and assessing progress.
• Evaluation and revision of course planning
Monitoring & Assessment
Do you think
diagnostic test
results are useful As
for teachers and yo a t
u c ea
il ke st? students? stu tes ons cher
o u te
c dia de ting ide , ar
y ti gn nts yo rin e
D o no s os us ur g
a g tic in
di te g a
st?

This Photo by Unknown Author is licensed under CC BY-NC

50
Factors to consider in
Monitoring & Assessment
Environment Needs

Learners Lacks

Teachers Wants

Situation Necessities
Principles in Monitoring &
Assessment
As much as possible, the learners
should be interested and excited
about learning the language and
they should come to value this
learning.

Learners should receive helpful

feedback which will allow them to
improve the quality of their
language use. 52
 Types of monitoring and assessment

Placement Observation of Short-term

assessment learning achievement
assessment

At the beginning of a Technique analysis Ss. may be monitored

Activities are carefully
course and classroom at regular intervals . Weekly test, self-
monitored
observation Called achievement assessment records.
assessment

Proficiency
Diagnostic Achievement assessment
assessment assessment

Measure a student’s
Useful to know What students have language knowledge
It tries to locate areas Taking at the end of TOEFL, IELTS
student’ s strengths learned from the in relation to others
of needs. the course.
and weaknesses course ss.
53
Good
assessment
• All assessment need to be • There are three criteria:
checked to see that it is doing its
job properly and that it is not
causing unnecessary work. Reliability
• Most investigate procedures,
including tools for analysis course, Validity
procedure, course evaluations,
test and other measures for
assessment. Practicality

54
Reliability
Gives results that are not greatly upset, the test is not intended to
measure

The test is more reliable if it is…

• Is always given under the same conditions
• Is consistently marked
• Has a large number of point of assessment.
• Questions and instructions are clear and unambiguous

An unreliable test cannot be valid.

55
Validity
Face validity means that it is
A validity test measures what it called as it looks.
is supposed to measure. Content validity means analysing
What has been learned on the the test and comparing it to
course. what it is supposed to test.

Find well-supported description

of what the language skills like
reading and writing involve.

56
Vali
dity
,
reli
abil
ity,
imp
act
and
pra
ctic
alit
y
57
 What is an evaluation?
Evaluation requires looking both:
• at the results of the course, and
• the planning and running of the course.
Carrying out an evaluation is like carrying out research.

Is the course
Is the preparing the
teaching on learners Are the
Is the course
the course of properly for learners
cost-
a suitably their use of satisfied with
effective?
high English at the the course?
standard? end of the
course?
58
Curriculum evaluation curricula,

The term In education, the

programs,

“evaluation” term “evaluation”

is used in
generally applies to reference to
operations
the process of associated with:
methods of
teaching
making a value
judgment.
organizational
factors.

59
Purpose and audience of the
evaluation
Tend to focus on
major educational
Large-scale innovations with
evaluations significant financial
backing with an
underlying agenda.
*Three ways scope Teacher-led
distinction. evaluations

Management-led
evaluations
60
The types of focus of the evaluation

Formative evaluation
• Purpose of forming or shaping
the course to improve it.

Summative evaluation
• Purpose of making a summary
or judgement on the quality or
adequacy of the course.

61
Look at this table. It will help you understand the distinction clearly.
 Gaining support for the evaluation
• Weakness
A course evaluation looks for:
• Strengths
Stakeholders
• Different kinds of
Honest data available connections to the
programme
• Active involve result
Meet who are involver in it. better to protect
sharing of
Involve to an outsider responsibility
The assumptions behind an evaluation

Properly This course is worth improving

conducted
evaluation
assumptions The people running and teaching the course are capable
of improving it.
Freedom and flexibility to make changes to the course.

The improvements will make it a better course for all

concerned.

64
Gathering the information
Data gathering tools

Interviews

Self-report scales

Observation and checklist

Formative evaluation

The results of an evaluation

65
Esta foto de Autor desconocido está bajo licencia CC BY-SA
Activity:
What should be discussed if the principal
and teacher-leaders meet with other faculty
about using a data analysis approach to
evaluate a curriculum or course plan?

• Include the aspect that you

consider necessary.
• Share ideas with your colleagues

66
Evaluating a Course
1. attracts a lot of students
2. makes a lot of money
3. satisfies the learners
4. satisfies the teachers
5. satisfies the sponsors
6. helps learners gain high scores in an
A “good” course external test
could be one that: 7. results in a lot of learning
8. applies state-of-the-art knowledge
about language teaching and learning
9. is held in high regard by the local or
international community
10. follows accepted principles of
curriculum design.
 Links for further information

• Professor Roger Ellis - The Use of Programme Evaluation in Curriculum

Development https://www.youtube.com/watch?v=_CJLFV6w5ME
• Backward Design: The Basics
https://www.cultofpedagogy.com/backward-design-basics/
• 3 Basic Steps of Backward Design Lesson Plans [+FAQs]
https://pce.sandiego.edu/backward-design-in-education/#:~:text=Backwa
rd%20design%20in%20education%20is,then%20create%20the%20final%2
0assessment
.

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