Curriculum Design

Asst. Prof. Dr.Marut Patphol

Graduate School

Srinakharinwirot University, Bangkok Thailand

Curriculum design is an aspect of the education profession which focuses on developing curricula for students.

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Curriculum design may also include a consideration of limitations.

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Many classroom teachers are working with students of different levels of ability, and they need to be able to adjust the curriculum to keep all of the students engaged and learning.

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Curriculum design is "what" the learner will learn, while instructional design is "how" they will learn it.

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Curriculum theorists take it for granted that curriculum flows from the

"what" of "what should be learned?" Instructional designers take it for granted that instruction flows from the "how" of "how should it be organized?"

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The process of defining

and organizing these

elements into a logical

pattern is known

as curriculum design. Marut Patphol. 2015

Curriculum design should be fit for purpose

1. developing students' professional identity 2. covering threshold concepts 3. being inclusive and accessible to all 4. encouraging student participation 5. timeliness 6. capacity to cope with the rate of change

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Basic Concept for

Curriculum Design

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Scope The extent and depth of content coverage. Decisions of scope are particularly Important because they have Implications for instructional time.

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Sequence

Decisions about the order in which learners encounter content.

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Continuity The relationship between a subsequent learning experience and its predecessor.

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Balance

The need to assure that no one of component is emphasized to the diminishment of others.

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General

Curriculum Design

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Academic - Subject Designs

Academic - Subject Designs are responsible for the traditional school courses in such familiar areas as history, mathematics, Language. * Structure – of – the – Discipline Design * Correlation Design Concerned with the articulation of learning experiences in two or more areas. This design attempt to build on relationships between and among subject areas, but continue to emphasize the individual subject’s identities.

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Fusion Designs Similar to correlation design, attempt to build on relationship between and among two or more separate subject areas. However, whereas correlation design preserve the identities of the individual subject, in fusion designs, these identities disappear. Rather, related content from several subjects is joined together under a brand new subject label. Fusion can result in the creation of new courses either within a given academic discipline or between two or more academic disciplines. Fusion also occurs across discipline.

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Broad - Fields Designs Whereas fusion designs attempt to blend content

from several subjects into a single new subject,

broad – field design seek to created a unity that cuts

across an entire domain or branch of knowledge.

The major difference between fusion and broad – field

designs is that the scope of broad – field designs

is grander. Marut Patphol. 2015

Special – Topic Designs

Is a generic one applied

when learning experiences

are organized around

a specific focus topic. Marut Patphol. 2015

Learner – Centered Designs

The needs and desires of learners are the major focus of program planning. * Core Curriculum * Activity Curriculum Promotes learner’s development by giving them opportunities to become active participations in the learning process.

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Inclusive Curriculum Design

The aim of inclusive curriculum design is to anticipate this diversity and use it in the curriculum to improve the learning of all students.

This approach acknowledges that students fall along a continuum of diversity and though some may learn differently, they are not necessarily less academically capable.

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If curricula are designed to be as accessible as possible, only minimal adjustments need to be made to respond to the needs of individual students. Core elements of the course should be clearly stated, so that it is easier to determine what adjustments can be made without compromising academic integrity.

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Inclusive curricula demonstrate:

1. flexibility and variety in teaching, learning and assessment 2. learning experiences of comparable quality for all students 3. course materials and online components that are accessible and available on time to allow equitable participation 4. the capacity to adjust course components to meet the needs of students without compromising academic standards

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Key Questions to Ask

How does my stuff impact on the course design process? Acknowledge and challenge your own experiences, values, biases, prejudices and assumptions about the content, the learning process and the students; look at yourself as students would see you.

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Who will be delivering the course? Ensure that they are adequately prepared and are aware of power relationships, gender and diversity issues and inclusive teaching strategies

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Who will be taking the course? Get to know your students and their backgrounds and monitor their progress, anticipate any disability-related needs in the course design.

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When and where will the program be delivered? Ensure that groups of students are not excluded, all students can seek assistance if needed and learning management systems are accessible

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What do you want students to learn? Include multiple perspectives on the topic,

include the voices of the people concerned,

choose a variety of examples and case

studies, use inclusive language and ensure

that course requirements are clearly stated

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How you will know they are learning it? Ensure that the formative and summative assessment built into the program are equitably implemented and recognize the impacts of cultural differences on understanding.

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Which activities will facilitate these students in their learning? Include a variety of teaching methods; ensure that course materials are accessible to all students

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How will we evaluate the course?

Ensure that diverse students have the opportunity to input into the evaluation and redesign of the course. Do particular groups of students drop out early or perform poorly?

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Clear Core Requirements

Ensure that the core requirements of the course/program are reasonable and are clearly stated. This makes it easier to determine the reasonableness of any accommodations that may be required. You should not lower the academic standards of the course/unit in order to accommodate the needs of any student but you may need to be flexible in relation to the way in which the program is delivered or assessed.

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In course outlines, be explicit about:

1. Attendance requirements 2. Practical classes, field trips or work experience 3. Physical or sensory requirements 4. On-line or software-specific course components

5. Assessment criteria

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CURRICULUM DESIGN STAGES

PHASE I: EDUCATIONAL OBJECTIVES PHASE II: RESEARCH AND EXPLORATION PHASE III: PRELIMINARY DESIGN PHASE IV: DETAILED PLANNING AND FACULTY DEVELOPMENT PHASE V: ASSESSMENT AND CONTINUOUS IMPROVEMENT

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Thank You I’ll see you again

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