Curriculum Development Models

Curriculum Development Models

ByDr.Kumuda Gurruao

Advisor / Consultant to Hr.Edu / Corporate Sectorswww.advisor2u.com

Why should we consider various models?

To keep the educational system up-to-date with prevailing advancements in various subjects.

To reduce the gap between actual output and required output.

To adopt blended mode of education.

To offer more meaningful education.

To offer international standard so that credit transfers, student, faculty exchange program can take place.

When should you consider introducing new curriculum models?

When the gap between existing and expected outcome is noticeable.

Adoption of new advancements become essential to carry forward.

A new methodology such as blended mode of education demands change of curriculum.

Curriculum defined as a

• Structured Series of Intended Learning Outcomes

• Written Total Plan for Education of Learners for which Action to be taken.

Domains of Curriculum consists of

Curriculum Development Curriculum Design

Curriculum Development

Involves planning, implementation and evaluation of curriculum.

Constructing the curriculum.

A logical step-by-step procedure based on managerial or behavioral approaches to curriculum and rooted in scientific principles of education.

Curriculum Design

Refers to, how we conceptualize the curriculum and arrange its major components (subject matter content and learning experiences) to provide guidance and direction as one develops the curriculum.

Involved as a part of curriculum development.

Curriculum Model

Curriculum Model is defined as a plan of action that

can be employed to structure a subject or knowledge

area from a theory into practice.

Various Curriculum Models

1. Curriculum Design in a Context of Widening Participation in Higher Education

2. New Design to face the challenges of 21st century.

3. Differentiated curriculum model4. Integrating Information Literacy into the Higher

Education Curriculum5. Interdisciplinary curriculum model6. Internationalizing the Higher Education

Curriculum:

6. Using a Learning Outcome-Led Model

7. Prescriptive & Descriptive models

8. iCarnegie's dynamic curriculum delivery model

9. Transformative curriculum model

10. Model based on faculty-driven processes and practices through dept initiatives

11. Inquiry based model

According to Duncan McCallum, the deputy academic secretary at the University of Cambridge,

“A good curriculum should engage and challenge the student”.

Curriculum Design in a Context of Widening Participation in Higher Education

These models should accommodate heterogeneous student community (geographical diversity, ethnic, regional, international, linguistic)

May involve student exchange or credit transferable programs.

Hence introduce a pattern existing in the state / country where credit transfer is to be done.

separate, semi-integrated and Integrated approaches and associated models

‘separate’ provision of the ‘academic support’ type has a limited impact, and that a mix of semi-integrated and integrated models of curriculum provision offers better prospects for helping a wide spectrum of students to succeed at university.

According to Digby Warren a learning, teaching and curriculum developer at London Metropolitan University,

"Semi-integrated models of provision allow space within curricula for assisting less-prepared students to develop fundamental skills," he says. "In addition, further individual help remains through forms of academic support congruent with discipline-specific needs."

Integrated curriculum: “A curriculum that is organized in such a way that it cuts across subject-matter lines and brings together various aspects of the curriculum.

A meaningful association focuses upon broad areas of study in a holistic way and reflects the real world, which is interactive” (Shoemaker, 1989).

New Design to face the challenges of 21st century.

The new design should take into account

Learning Environment

Learning Process

Learning Reward

Design Process

Source : http://vocserve.berkeley.edu/CW81/NewDesigns.html

Learning Process

• Engaging the student in knowledge construction & inquiry methods

• Through social networks

• Facilitated by experts

• Doing projects that enhance cognitive skills

Learning Reward

• Must be integrated with total learning experience (scholarship, certificate of merit, project assistance, placement)

Source : http://vocserve.berkeley.edu/CW81/NewDesigns.html

The Differentiated Curriculum model

By monitoring of each student’s performance as they progress through the course content within a Learning Management System (LMS), enables learning programs to be differentiated according to each student’s need. This approach is consistent with

that of Lee (2005) where a Diagnostic Tutorial Assessment System (DTAS) and the Intelligent Content Assessment Marking

(ICAM) System provided teachers with the facility to identify the strengths and weaknesses of students and automatically prompted component lessons for remediation in weak concepts.

Integrating Information Literacy into the Higher Education Curriculum

Curriculum must be designed to include information literacy skills by means of assignments, project work, assessments, quiz, etc

Interdisciplinary curriculum model

Terms associated with this model are:

‘interdisciplinary’, ‘pluridisciplinary’, ‘cross-disciplinary’, ‘transdisciplinary’ and ‘multidisciplinary’

Based on Melbourne model, stresses producing students with ‘depth’ as well as ‘breath’, so-called ‘T’

graduates Introducing New Generation Degrees

Internationalizing the Higher Education Curriculum

Can be implemented through

Exchange programs (faculty & student)

Partnership programs

Rationale, purpose and status

Using a Learning Outcome-Led Model

The learner is placed at the centre of the learning experience which is defined as incorporating three domains:

the teaching context;

the assessment régime;

and the directed learning

undertaken by students outside of taught sessions.

The model incorporates a trichotomy of outcomes which

• define the subject -specific, the transferable skills and the

• generic academic outcomes which influence directly both the content and process of learning, and

• which successful students are expected to achieve on completion of a module.

Prescriptive & Descriptive models

This is also known as Ralph Tyler’s Objectives or Rational Planning Model.

This curriculum model demands you to address following questions:

What educational purposes should the school seek to attain?

What educational experiences are likely to attain the

purposes?

How can these educational experiences be organised effectively?

How can we determine whether these purposes are being attained?

iCarnegie's dynamic curriculum delivery model

iCarnegie delivers curriculum using an innovative "blended approach" that couples web-based content and data

collection with the traditional classroom setting.

Source: http://www.icarnegie.com/curriculum/model.html

Transformative curriculum model

These type of models not only inform, but also transform learners.

It is based on the research of Mezirow (2000), Herbers (1988), Maslow (1971), and Habermas (1984).

Model based on faculty-driven processes and practices through dept initiatives

Assisting curriculum change through departmental

initiatives.

Inquiry based model

This model aims to develop the skills of

critical and creative thinking

Hypothesis building

Informed decision-making

problem-solving

Students are encouraged to become active investigators by

• Identifying a range of information along with sources and checking for bias in it.

•This would enable them to evaluate data and draw meaningful conclusions supported by evidence.

Things to be done after choosing curriculum model

One should plan, develop, and assess curriculum products (content & learning experiences)

Various Approaches to Curriculum Development

Behavioral

Managerial

Systems

Academic

Humanistic

Reconceptualist (understand, not just implement or evaluate, the curriculum)

Behavioral Viewpoint

Goals and objectives must be specified.

Content and activities must be sequenced based on objectives.

Learning outcomes must be evaluated based on

goals and objectives

Managerial Viewpoint

Curriculum planned in terms of programs, schedules, space, resources.

Supervisory & administrative aspects are concerned.

Systems Viewpoint

Takes in to account systems theory, systems analysis, and systems engineering (used mostly in business, government & military)

Academic Viewpoint

Related to broad aspects of schooling (discipline, values, extra-curricular)

Humanistic Viewpoint

Student centered

Reconceptualist Viewpoint

Focuses on larger ideological and moral issues of education

Views school as an extension of society

Curriculum Practioners

Successful Curriculum Practioners must be able to select and organize:

• Goals and objectives

• Content (subject matter)

• Incorporate methods, materials, and media

• Interactive & Engaging learning experiences and activities

• Evaluation techniques

Thank You

By

Dr.Kumuda GurruaoAdvisor / Consultant to Hr.Edu / Corporate Sectors

www.advisor2u.com