Objectives Define curriculum Review curriculum components Curriculum Disease

What is curriculum? Curriculum is a design PLAN for learning that requires the purposeful organization, and management of the interactions among the teacher, the students, and the content knowledge we want students to acquire.

10 Steps in Curriculum Planning n n n n n Identifying the need Establishing the learning outcomes Agreeing the content Organizing the content Deciding the educational strategies Deciding the teaching methods Preparing the assessment Communication about the curriculum Promoting fan appropriate educational environment Managing the curriculum

Identify he curriculum needs n The Wiseman approach n Study of errors in practice n Critical incident studies n Task analysis n Study of star performance

10 Steps in Curriculum Planning n n n n n Identifying the need Establishing the learning outcomes Agreeing the content Organizing the content Deciding the educational strategies Deciding the teaching methods Preparing the assessment Communication about the curriculum Promoting fan appropriate educational environment Managing the curriculum

Students in Course X should develop n Knowledge n They should know … n Skills n They should be able to do … n Attitudes n They should believe, value, feel---

Learner Objectives The identification and categorical organization(taxonomy) of the three domains were developed by Bloom and associates in 1956 n Cognitive n Affective n Psychomotor

Complete Behavioral Objectives n Act (Verb) n Content n Condition n Criteria

Abilities Based Education

10 Steps in Curriculum Planning n n n n n Identifying the need Establishing the learning outcomes Agreeing the content Organizing the content Deciding the educational strategies Deciding the teaching methods Preparing the assessment Communication about the curriculum Promoting fan appropriate educational environment Managing the curriculum

Our Curricula Declared Curriculum What we assume/claim students learn. Taught Curriculum Learned Curriculum What is actually presented. What students actually learn Harden, RM. 2001. AMEE Guide No. 21. Curriculum mapping: a tool for transparent and authentic teaching and learning. Medical Teacher 23. 2: 123 -137.

Common Curricula Reality COURSES EDUCATIONAL OUTCOMES (Core Curriculum + Major Coursework) Declared Curriculum Taught Curriculum STUDENT PERFORMANCE What we assume/claim students learn. Learned Curriculum What students actually learn What is actually presented.

Ideal Course Expression Course as Declared via Outcomes/Goals Student Mastery of Course Outcomes Course as Taught

attitudes Skills Cognition n n Phase 3 n Phase 2 n Phase 1

The Core Curriculum addresses the core concepts, principles, and skills of a discipline. It is designed to help students understand essential, discipline-based content through the use of representative topics.

The Concept of the Core Curriculum 7 c v. Certification v Capability v Comprehensiveness v Consistency v Constructivism v Choice v Compacted curriculum

Agreeing the content Apprenticeship Discipline-based Organ -based Problem – based Clinical presentation

10 Steps in Curriculum Planning n n n n n Identifying the need Establishing the learning outcomes Agreeing the content Organizing the content Deciding the educational strategies Deciding the teaching methods Preparing the assessment Communication about the curriculum Promoting fan appropriate educational environment Managing the curriculum

SPICES Student-centered Problem-based Integrated Community-based Continuing education Elective Systematic vs. vs. vs. Teacher-centered Subject-based Discipline-based Hospital-based Pre graduate vs. Standard program Opportunistic

10 Steps in Curriculum Planning n n n n n Identifying the need Establishing the learning outcomes Agreeing the content Organizing the content Deciding the educational strategies Deciding the teaching methods Preparing the assessment Communication about the curriculum Promoting fan appropriate educational environment Managing the curriculum

A Continuum of Teaching Methods Lecturer participation learner participation Lecture Small Research group teaching supervision Lab work Self study

Two important dimensions of Methods High Problem-based class Lecture Guided Discovery Learning Case study Degree of Structure Poor Discussion following reading of seminar paper Post-lecture tutorial Tutor dominated Seminar paper while paper is read Independent Learning Dominance Student dominated

10 Steps in Curriculum Planning n n n n n Identifying the need Establishing the learning outcomes Agreeing the content Organizing the content Deciding the educational strategies Deciding the teaching methods Preparing the assessment Communication about the curriculum Promoting fan appropriate educational environment Managing the curriculum

Levels of Assessment n Institutional n Academic (Program) § § n Individual n Students: § Curriculum Courses Teaching-learning Methods Assessment Methods § § § n Learning Performance Attitudes Behaviors Skills Satisfaction Faculty

10 Steps in Curriculum Planning n n n n n Identifying the need Establishing the learning outcomes Agreeing the content Organizing the content Deciding the educational strategies Deciding the teaching methods Preparing the assessment Communication about the curriculum Promoting fan appropriate educational environment Managing the curriculum

Communication about the curriculum Failure in communication between teacher & student is a common problem in medical education.

Teacher have the responsibility to ensure that students have a clear understanding of: What they should be learning The range of learning experiences How and when they can access these most efficiently and effectively How they can match the available learning experiences to their own needs. Whether they have mastered the topic or not, and if not what further studies and experience are required The use of study guides as a method of communication The development of a curriculum map

10 Steps in Curriculum Planning n n n n n Identifying the need Establishing the learning outcomes Agreeing the content Organizing the content Deciding the educational strategies Deciding the teaching methods Preparing the assessment Communication about the curriculum Promoting fan appropriate educational environment Managing the curriculum

Promoting fan appropriate educational environment The educational environment or climate is a key aspect of the curriculum. It is less tangible than the content studied, the teaching methods used or the examination.

10 Steps in Curriculum Planning Identifying the need Establishing the learning outcomes Agreeing the content Organizing the content Deciding the educational strategies Deciding the teaching methods Preparing the assessment Communication about the curriculum Promoting fan appropriate educational environment Managing the curriculum

Approach to curriculum development management Engineering approach Mechanic's approach Cookbook approach Rail way approach Detective Bureaucratic approach

Theoretical Perspectives n Curriculum is a complex phenomenon existing within ever expanding social and political dynamics.

Curriculum Models CORE CURRICULUM OF OF CONNECTIONS PRACTICE CURRICULUM OF Identity KEY CURRICULUM COMPONENTS

Components of a Great Curriculum Content Instruction the what… the how… Student Learning Assessment to what extent…

Curriculum modules n (prescriptive model ) n (descriptive model)

Situational analysis assessment Malcolm skilbeck Goal implementation

Curriculum Syllabus n The curriculum consists of the course description and all the lesson plans. LP LP

Curriculum Syllabus Design a course Revise a course Design a lesson Revise a lesson

It can have the following components n Name of institution n Term or session n Course name, number and section number n Place that the class are held n Course coordinator’s office address, office phone number as well as office hours. n Course prerequisite

n Course plan (continued) n Course description n General objectives or aims n Specific objective; § § § Affective Cognitive skill

Organization of the course content n From simple to complex n From know to unknown n From general to specific n Problem- centered approach

n Policy regarding the classroom quiz n Evaluation (types of tests; essay, multiple choice and the number of exams with their share of the total course mark)

Course plan (continued) n n n Grading criteria Curse policies regarding attendance, policies regarding missed exams, cheating, lateness, and classroom conduct Schedule for the return of assignments Give a sense of the time needed to study for different parts of the course. Glossary of technical terms used in the course.

Lesson Plan Format n Identification n The Lesson Title/Topic n Specific Expectations Concepts, Skills, Attitudes n Assessment and/or Evaluation of Student Achievement n Lesson Modifications n Materials and Equipment Required n Instructional Strategies n Presentation Steps n Post-Lesson Reflections and/or Notes

Lesson Plan Course : …………. . Subject : …………. . . ……… Date : ……. Targeted Learners : Behavioral objectives : 123 Syllabus : Method : Time Table : Resources : Home work: Evaluation:

Structure of Program Objectives Objectives Lesson Lesson Course Program

curriculum ……. study guide curriculum …… formative assessment (logbook) curriculum …… summative assessment curriculum program evaluation tools G O Curriculum L OK BO Course plan