Curriculum Comprehensive

Instructional Design and

Assessment of Learning

Comprehensive Curriculum

• Incorporates physical, cognitive, and

affective aspects of learning experiences

• Accommodates several types of needs

• Prepares students for the present and future

• Includes past and current conflict analysis

What is curriculum?

It is all of the experiences teachers prepare and manage for student learning, including the following components:

• instructional goals and objectives

• interaction milieu

• learning materials

• implementation

• assessment of learning

Instructional GoalsDetermining the instructional goals and objectives are current needs that educators identify, including the needs of the:

• Planet

• Society

• Professional field

• Learning institution

• Students

What does society need?

Current societal conditions

Social and biological interactions

Management of physical environment

Temporal dynamics

Past, present, and future

Geographic breadth

Local and global needs

Common skills for collaborative work

What does the profession need?

What is the role of that field in the positive

transformation of the society and world?

What knowledge and skills will prepare

humans for accomplishing established and

new goals?

How is the profession incorporating and

benefiting from human diversity?

What does the learning

institution need?

How does the philosophy of learning shape

the learning environment?

What are the mission and vision of the

school?

How can learning resources be acquired to

fulfill students’ learning needs?

What learning needs do the

students evidence?

• Psychological and physical characteristics

• Identities, norms, and life circumstances

• Current knowledge, skills, and dispositions

• Prior experiences and formal education

• Educational and professional goals

Instructional Objectives

The objectives are statements that enable

measurement of the knowledge, skills, and

dispositions (KSD) the students will have in

accomplishment of the instructional goal.

The goal of the instruction and the various

needs the curriculum meets are evident in

the objectives.

Language in Objectives

Verbs in the objectives indicate how the

learning will be measured. These statements

may also be presented as competencies.

The objectives appropriately have six levels

of learning engagement: knowledge,

comprehension, application, analysis,

synthesis, and evaluation.

Common Verbs of Objectives

Learning Level Evidence Demonstrations

Knowledge Identify, label, list, match, state, define

Comprehension Describe, illustrate, summarize, explain,

review, report

Application Use, demonstrate, imitate, manipulate,

organize, solve

Analysis Characterize, classify, contrast, compare,

differentiate

Synthesis Plan, formulate, design, combine, revise,

produce, compose, invent, speculate

Evaluation Appraise, judge, evaluate, critique,

support, justify, recommend

Interaction Milieu

The social climate

Trust, acceptance, accommodation,

affirmation

The physical arrangements

Varied contexts and set-ups in them

The norms for participation

Differentiated types and levels

Learning Materials

Explicit Curriculum

Resources identified as the lesson contents

Hidden Curriculum

Arrangement of the learning environment and the interactions in it

• Who is represented, and how?

• How equally empowering is the

curriculum, and instruction with it?

Implementation

Orientation

Assessment, prior development check

Rationalization

Why should students learn this now?

How is this relevant now and in the future?

Facilitation

Embedded assessments, informal and formal

EvaluationDocument and analyze outcomes

Assessment of LearningMeasurement and evaluation of KSDs occur prior to and

throughout instruction through multiple methods.

Formative

Initial check of KSD, adjustment of instructional

plan

Summative

Comprehensive check of KSD

Informal

Discretely accomplished by instructor or observer

Formal

Announced and presented, in advance of

facilitation

Informal Assessment

Informal

Continual through observation and interaction with students. Instructor’s documentations of learning evidence may occur with:

• observational checklist

• descriptive writing

• recording of student activities

• illustration of learning interactions

Formal Assessment

Linking of competencies and learning

objectives

Planned and presented criteria for

evidencing learning:

•Checklists, criteria list

• Rubrics, range of scores for

each criterion

Evaluation of Design

• Content: relevancy and completeness

• Process: facilitation effects on teachers,

students, and their families/partners

• Outcomes: constituent satisfaction

© 2012 Candice C. Carter

The author grants permission to use this presentation for instructional purposes.

Contact the author for publication permission of any part of this file or for consulting on the topics it contains.

E mail:

ccarter@unf.edu

or

drcartermail@me.com