PROCESS OF CURRICULUM DEVELOPMENT

PROCESS OF CURRICULUM DEVELOPMENT

1. Develop the necessary skills to actually:

   • Review
   • Assess
   • Update

2. Assessment of educational needs

   • Identify gaps and areas for improvement in the current educational system.
   • Conduct surveys, interviews, and research to understand the needs of learners, the community, and the educational environment.
     • Compilation of a list of priority areas for curriculum framing.
       • Determining what the education system can achieve to meet the needs of the target group.
   • Types of Needs
     • Felt Needs: Assessed through field studies.
     • Observed Needs: Assessed through analysis of existing data.
     • Real Needs: Determined after thorough analysis of both felt and observed needs.

3. Formulating educational objectives

   • Clearly define what learners should know and be able to do after completing the curriculum.
   • Collaborate with educators and stakeholders to establish specific, measurable, achievable, relevant, and time-bound objectives.
   • Objectives
     • Matching
       • Objectives should align with the broader goals of education, leading to the overall goal.
     • Worth
       • Objectives should have value in the present and future life of students.
     • Wording
       • Objectives should be worded clearly for easy understanding by students.
     • Appropriateness
       • Objectives should be derived from and cater to the needs and interests of students.
     • Logical grouping
       • Objectives should be logically grouped, considering cognitive, affective, and psychomotor domains.
     • Revision
       • Objectives should undergo periodic revision to adapt to changes in students' needs, knowledge realms, and instructional strategies.

4. Criteria for content selection

   • Develop a structured framework for the curriculum.
   • Choose relevant content that aligns with the defined objectives.
   • Organize the content in a logical sequence, ensuring it supports the desired learning outcomes.
   • Facts, Concepts, Generalizations, Principle, etc
   • Objectives
     • Self-sufficiency
       • Attainment of Maximum Self-sufficiency
     • Significance
       • Contributions to Basic Ideas, Conceptss and Learning Abilities
     • Validity
       • Authenticity Supporting Goals and Objectives, Usable in Day-to-Day Life
     • Interest
       • Suitability to Personality , Intellectual Capabilities, Adjusted for Maturity, Prior Knowledge, Experience
     • Utility
       • Usefulness in Job Situations
     • Learnability
       • Optimal Placement, Appropriate, Organization and Sequencing, Perceived,Understood, Assimilated by Intended Learners
     • Feasibility
       • Analyzing in Light of Time, Resources, Costs, Socio-political Climate

5. Organising the content

   • its content should be logically organised so that it facilitates the attainment of educational objectives.
   • If a curriculum has not been systematically organised, it shall lack direction and it shall not help attain the objectives on which it was supposeily based.
   • Difficulties in Curriculum Organization: Lack of Sequence, Continuity, Integration
     • Sequencing
       • Know to Unknow
       • Simple to Complex
       • Period/Historical Develompent
     • Continuity
       • Progressively more Demanding Performance
         • Cumulative Learning
     • Integration
       • Logical Organization
         • Subject Matter Rules
         • Manageability
         • Maintaining Logic
       • Psychological Organization
         • Understanding how individuals learn concrete before abstrac content.

6. Selecting Learning Experiences

   • Learning experiences as activities shaping the learner's orientation to content.
     • Teaching-learning process, methods, and activities involved.
   • Teaching -Learning process
     • Various teaching methods (lecture, discussion, project, demonstration).
     • Corresponding learning activities (viewing films, experiments, field trips, note-taking, assignments, discussions).
   • Recognition that content and experiences are integral to the overall curriculum.
   • Questions Before Selection
     • Evaluation questions addressing alignment with curriculum aims and objectives.
     • Consideration of practical feasibility, application to real situations, development of thinking skills, fostering of openness and tolerance.
   • Importance of creating a proper physical and psychological environment.
     • Emphasis on the integration of content and learning experiences.
       • Consideration of learning experiences that cater to the total development of students in cognitive, affective, and psychomotor domains.

7. Evaluating the Curriculum

   • Types of Evaluation
     • Formative (improving the development process)
     • Summative (judging effectiveness at the end).
   • Produce empirical evidence about behavioral changes.
     • Qualitative and quantitative evaluation.
   • Techniques and Tools
     • Appropriate selection of tools and techniques.
     • Tailored to the nature of objectives, learning outcomes, and types of performance.
   • Two Types of Evaluation
     • Student Evaluation
       • Components: Objectives, content, methods, and evaluation procedures.
         • Interdependence: Each component influences the others.
     • Curriculum Evaluation
       • Methods: Tests, interactive sessions, written products.
         • Criteria: Oral, written, practical assessments.

8. Development Try-out

   • Characteristics
     • Ongoing Formative Evaluation
       • Improvement of Every Component
         • Empirical Data Collection for Real-time Revision
   • Purpose
     • Improve Curriculum Components during Planning
       • Guide Decision-Making at Every Stage
   • Timing
     • Multiple Points During Curriculum Development Process
   • Impact
     • Frequent, Specific, and Detailed Information
       • Guide Personnel Working on Curriculum at Each Stage