the final implementation
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University of Alexandria
Faculty of Nursing
Doctorate programme
Curriculum development
2012
Supervised by:
PROF. DR. Zinate EL-Hawashy
Dr. Azza Fathy
Prepared by:
a!aa E!!eithy "ervat Abd E!#$ne#
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Outline
Introduction
Curriculum implementation
Learning Contracts:
o Tips In Creating Learning Contracts
o Introducing Students to Learning Contracts
o Advantages of Learning Contracts
Teaching/Learning activities:
o Importance of teaching learning activities
o Tips for Designing Teaching and Learning Activities (TLAs) to align
to Intended Learning Outcomes:
o !ample: Designed Su"#ects to specific ILOs
o Samples TLAs for su"#ect ILOs on $ritten communicative strategies
o
Ad#usting TLAs to relative importance of ILOso Strategies to %eep students engaged in learning activities
o Strategies to %eep tas%s at an appropriate level
&anagement of curriculum elements
The Learning nvironment:
o Designing effective learning nvironment
o Aspects of class room management
' Creating a Learning nvironment
Setting !pectations
* &otivational Climate
+ &aintaining a Constructive Learning nvironment
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, -hen .ro"lems Occur
eferences
Obectives
!eneral Obective"
#y t$e end of t$is discussion doctorate students %ill be able to" implement
teaching learning activities and manage learning environment for their
lectures
%&'E&DED LEAR&%&( O)'*O"ES +%LOs,
- n$w!ed/e and understandin/:
o Clarif0 to Students the Learning Contracts
o !plain to their students the Advantages of Learning Contracts
o Descri"e the Importance of teaching learning activities
o List the Strategies to %eep students engaged in learning activities
o Clarif0 the curriculum elements
%nte!!e0tua! s1i!!s:
o Discuss ho$ to design Teaching and Learning Activities (TLAs) to
align to Intended Learning Outcomes for program orall0
o Summari1e the Strategies to %eep students engaged in learning
activities
2- Pr$3essi$na! and pra0ti0a! s1i!!s:
o Design Teaching and Learning Activities (TLAs) to align to Intended
Learning Outcomes of their courses as strateg0 mentioned to %eep students
engaged in learning activities
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o Appl0 Aspects of class room management as lecture outlined in their
lectures
o Design effective learning nvironment as mentioned in lecture
4- (enera! and trans3erab!e s1i!!s:
o Integrate the s%ills ac2uired from Teaching/Learning activities3 Designing
effective learning nvironment to improve their specialt0 curriculum designs
o .articipate in ongoing activities to develop a Teaching/Learning activities for
other programs as mentioned in the lecture
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%ntr$du0ti$n
Teachers4 perceptions of learning $ill affect ho$ the0 teach Therefore "efore
teachers e!plore ho$ to teach5 the0 must "e understood ho$ people learn In the
information societ0 era5 the art and science of redesigning the process of teaching
and learning is important -e need to empo$er our students in the learning
activities and not depended on a single source (teacher) for learning Students are
in need of learning6$hile6doing $ith multiple options of learning resources
Students must "e self6directed and life6long learners in order to survive toughe!pectations of #o" mar%ets The change from process6oriented to outcome6
oriented and change from teacher6centered to student6teacher6centered curriculum
are $ish of ever0 higher education institutions.
*urri0u!u# i#p!e#entati$n +,
Curriculum implementation entails putting into practice the officiall0 prescri"ed
courses of stud05 s0lla"uses and su"#ects The process involves helping the learner
ac2uire %no$ledge or e!perience It is important to note that curriculum
Implementation cannot ta%e place $ithout the learner
The learner is therefore the central figure in the curriculum implementation
process Implementation ta%es place as the learner ac2uires the planned or intended
e!periences5 %no$ledge5 s%ills5 ideas and attitudes that are aimed at ena"ling the
same learner to function effectivel0 in a societ0
The successful curriculum implementation process required:
o Conducting learning contract
o Developing teaching and learning activities
o &anagement of curriculum elements
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o Creating constructive teaching/ Learning nvironment
Learnin/ *$ntra0ts+2,
Learning contracts are $ritten agreements "et$een teachers and students that
outline: -hat students $ill learn7 8o$ the0 $ill learn it7 The time for each
learning e!perience5 and ho$ the0 $ill "e evaluated7
'ips %n *reatin/ Learnin/ *$ntra0ts: +2,
The teachers should99o Identif0 the essential curriculum standards and indicators for the unit of stud0
o Determine ho$ students $ill "e assessed (pre6 and post6) and master0
e!pectations
o Collect or create enrichment resources/materials that $ill e!tend the curricular
concepts
o Identif0 $hen specific student(s) $ill "e re2uired to participate in $hole group
instruction
o Identif0 opportunities to differentiate "ased on student readiness as $ell as
interest and/or learning profile
o Determine timeline for introducing s%ills/concepts
o Create schedule of due dates and conferences
o Determine $or%ing conditions
o se samples of template availa"le at the gifted and talented curriculum
%ntr$du0in/ Students t$ Learnin/ *$ntra0ts+256,
The teachers should9
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o &eet $ith student(s) or group(s) of students to e!plain contract procedures
o Discuss timeline and $hen student $ill "e re2uired to participate in $hole
class instruction
o !plain that student ma0 choose from the alternate enrichment activities during
instruction of s%ills he/she has previousl0 mastered
o Demonstrate an0 ne$ enrichment activities for the unit
o Share due dates $ith students and model ho$ to %eep trac% of completed $or%
using the log
o !plain the $or%ing conditions and e!pectations of final product
o !plain ho$ and $hen students should see% teacher assistance
Advanta/es $3 Learnin/ *$ntra0ts +2,
o Can "e $ritten for an0 curriculum area
o .rovide rigorous and challenging learning activities for highl0 a"le students
o Can "e used to target specific learning activities for individuals or groups
o .romote fle!i"le grouping in the classroom
o Accommodate students; needs "0 "lending s%ill6"ased and content6"ased
learning
o .romote creative and critical thin%ing for students
o Develop students; time6management5 planning5 and decision
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'ea0hin/7Learnin/ a0tivities+458,
Are those activities in $hich actual student learning occurs5 it include tas%s
designed specificall0 to improve student learning It should clarif0 each student and
teacher role in each teaching and learning situation
%#p$rtan0e $3 tea0hin/ !earnin/ a0tivities+459,
Well designed teaching learning activities are useful because they:
o ncourage active learning5 rather than passive learning
o .romote deep learning5 rather than surface learning
o na"le students to internali1e their ne$ %no$ledge
o .rovide opportunities for students to reflect on the content of the course
o einforce5 revise and improve learning
o 8elp students ma%e lin%s "et$een learning outcomes5 content and
assessment
o Integrate content across different areas of the course
o =eep motivation and interest levels high
o Suggest alternative $a0s of learning (that is5 "esides reading5 researching
and collecting information)
'ips 3$r Desi/nin/ 'ea0hin/ and Learnin/ A0tivities +'LAs, t$ a!i/n t$
%ntended Learnin/ Out0$#es:
8aving designed Su"#ect ILOs: teachers no$ need to activate the ver"s or
learning activities em"edded in the ILOs "0 designing suita"le TLAs that
$ill facilitate students achieving the ILOs
TLAs should "e aligned to ILOs "0 addressing the ver"(s) in the ILOs5 thus
re2uiring students to enact the ILO ver"s
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Consider $hat teacher and student activities $ill "e conducted in each of the
TLAs
In an0 teaching and learning situation eg lecture5 tutorial5 la"orator0 or
pro#ect etc5 TLAs include $hat the teacher does (teaching activities) and
$hat the student does (learning activities) -hat the student does is more
important in achieving the ILOs than $hat the teacher does
TLAs could "e either large or small class activities
TLAs could "e either teacher65 peer6 or student self managed as "est suit the
conte!t
Ea#p!e: Desi/ned Sub;e0ts t$ spe0i3i0 %LOs
'ypi0a! P$ssib!e 'LAs
Descri"e
!plain
Integrate
Appl0
Solve pro"lem
Design5 create
80pothesise
eflect
set reading5 lecture5 field trip
tutorial5 $ritten essa0
pro#ect5 assignment
pro#ect5 case stud05 la"orator0
case stud05 peer discussion la"orator0
pro#ect5 creative $riting
e!periment5 pro#ect
reflective diar0
The TLA here is more li%e a situation in $hich the learner engages in learning
activities re2uiring the ILO ver"s5 $hich ma%es it more li%el0 the intended learning
outcomes $ill "e achievedSa#p!es 'LAs 3$r sub;e0t %LOs $n written 0$##uni0ative strate/ies
'LA 'ea0hin/ a0tivities Learnin/ a0tivities
. Ep!ain di33erent +writin/, 0$##uni0ative strate/ies.
a .lenar0 Descri"e5 e!plain5 pre6reading5 as% 2uestions5 group discussion5
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session
(>lectures;)
ela"orate5 clarif05 and
tal%
e!plain to peers5 listen5 ta%e notes5 accept5
2uer05 one6minute paper
" -rite
assignment
set topics and
guidelines5 providefeed"ac%
search information5 select5 organi1e ideas5
e!plain5 descri"e5 integrate5 appl0 $hat has"een learned5 $rite the assignment5 revise
and edit5 ma0 "e discuss $ith peers the
assignment5 revise and edit5 ma0 "e discuss
$ith peers ma0 "e discuss $ith peers
2. App!y appr$priate +writin/, 0$##uni0ative strate/ies
a Case stud0 select case stud0
material (ma0 "e)5
provide comments
and feed"ac%
select piece of $riting for case stud05
discuss $ith peers in small groups5 anal01e5
comment5 suggest $a0s of improvement5
present o$n ideas or discussion results in
an individual $ritten assignment
" -rite an
assignment or
a groupdiscussion
report
set topic (ma0 "e)5
give guideline of
re2uirementsof the assignment
(relate re2uirements
to relevant ILOs)5
provide feed"ac%
-rite the assignment using appropriate
strategies5 revise5 edit5 and self6assessment
" .ro#ect Set "rief5 provide
?eed"ac%
Appl05 integrate5 create5 design5 e!periment5
$rite report5 self6 monitor5 communicate5
and $or% in a team4 -Re3!e0t and i#pr$ve $wn writin/ 0$##uni0ative strate/ies.
aSelf6
assessment
Coach5 guide and
provide feed"ac%
self6evaluate a piece of o$n $riting5 eg an
earlier assignment in relation to theories on
$riting communicative strategies5 identif0
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strengths and areas for improvement5 revise
$riting using appropriate strategies in light
of evaluation
The point is not ho$ teachers are going to teach (teaching activities) "ut ho$
and $hat teachers $ant the0 students to learn (learning activities)
Ad;ustin/ 'LAs t$ re!ative i#p$rtan0e $3 %LOs
The teacher should ensure that99
Time spent on TLAs reflecting the relative $eight or importance of the ILO
addressed7
Students given more opportunities to engage in enacting the more important ILO
ver"s7
Strate/ies t$ 1eep students en/a/ed in !earnin/ a0tivities
@ 8ave specific activities ever0 da0
@ 8ave materials organi1ed5 set up "efore class
@ 8ave activities that assure all students; involvement 3 participation
@ =eep a "ris% pace
@ =eep student comments on6trac% 3 don;t allo$ some students to
monopoli1e
@ Spend onl0 short "its of time $ith individuals5 unless other students are
$or%ing productivel0
@ 8ave a s0stem for students $ho finish pro#ects 2uic%l06 class #ournal5
reading a "oo%5 dra$ing5 computer program
Strate/ies t$ 1eep tas1s at an appr$priate !eve!
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@ Students are more li%el0 to sta0 on6tas% $hen assignments are appropriate
for their a"ilit0 levels
@ egin the 0ear $ith relativel0 eas0 tas%s to give students high self6efficac0
Bive clear structure
@ As students learn procedures5 introduce more challenging assignments
@ Introduce ne$ procedures li%e cooperative learning5 $ith simpler material so
students master the interaction s%ills
Attra0t students attenti$n durin/ !e0ture:
@ Smile5 and signal $ith 0our greeting and "od0 language that 0ou are pleased
to "e there: claim the student;s attention "efore 0ou launch into the su"#ect
of the lecture
@ @ ?ocus on 0our audience &aintain e0e contact5 "egin in the middle of the
lecture space5 then move a"out from time to time
@ @ Address students (or some of them) "0 name $henever possi"le
@ @ Ta%e some time to get to %no$ 0our students and develop a rapport $ith
them ou could tr0 coming a fe$ minutes earl0 to class5 and if num"ers
allo$5 re2uiring students to visit 0our office at least once during the term to
revie$ a draft assignment or discuss their progress
@ @ Let them %no$ at the outset $hat the learning goal of the lecture is5 ho$
0ou propose to structure the session5 and ho$ the material relates to the
assignment5 e!am or course outline
@ @ Instead of delivering an hour6long monologue5 tr0 dividing 0our lecture
into ',6minute mini6lectures interspersed $ith short "rea%s ach mini6
lecture should have an introduction5 main "od0 and summar0 the
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introduction should connect to the previous mini6lecture and the summar0
should lin% to the one follo$ing
@ @ 8ave students $or% in small groups to discuss the topic at hand5 solve
pro"lems or develop 2uestions for 0ou The0 can also use this time to read a
hand6out5 revie$ their notes or compare their notes $ith others
@ @ !periment $ith a com"ination of AE aids .repared .o$er.oint slides are
great for the main "od0 of 0our lecture5 "ut use chal%"oards and flipcharts to
add spontaneit0 &a%e use of images to conve0 information5 not #ust $ords
@ @ Don;t dim the lights and put all the focus on 0our slides &a%e sure that
students can see 0ouFmove around in the lighted areas of the room A
remote slide6changer can "e helpful if 0ou are using .o$er.oint
@ @ se images5 models5 o"#ects5 anecdotes and e!amples from 0our o$n
e!perience to support 0our points as often as possi"le
@ @ Tr0 not to read directl0 from 0our notes or slides e spontaneous and
encourage 2uestions
@ @ -ait calml0 $hen 0ou invite 2uestions < for up to a minuteG If there are
none5 suggest some points the0 might li%e to as% a"out -elcome all
2uestions < even if 0ou choose not to respond to some of them
@ @ epeat the t$o or three %e0 points "oth during 0our lecture and at the end:
repetition of these is an e!cellent teaching strateg0
@ @ O"serve other teachers in action ou can learn to "e an outstanding
teacher "0 $atching others and discussing techni2ues $ith 0our peers
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Contact a fello$ teacher directl0 or spea% to 0our department head to ma%e
arrangements
"$nit$rin/is the regular o"servation and recording of activities ta%ing place in a
pro#ect or programme It is a process of routinel0 gathering information on all
aspects of the pro#ect
Purp$se $3 "$nit$rin/:
@ chec% on ho$ pro#ect activities are progressing 3 important for
implementation
@ giving feed"ac% a"out the progress
@ Determining $hether the inputs in the pro#ect are $ell utili1ed
@ Identif0ing pro"lems facing the communit0 or pro#ect and finding solutions
@ nsuring all activities are carried out properl0 "0 the right people and intime
@ sing lessons from one pro#ect e!perience on to another
@ Determining $hether the $a0 the pro#ect $as planned is the most
appropriate $a0 of solving the pro"lem at hand
Ad#inistrati$nis the act of managing duties5 responsi"ilities5 or rules
"ana/e#entis the process of getting things done through the efforts of other
people in order to achieve the predetermined o"#ectives of organi1ation
"ana/e#ent $3 0urri0u!u# e!e#ents
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Ai#: one sentence descri"e of overall purpose of curriculum5 including
audience and the topic
Rati$na!e: paragraph descri"ing $h0 aim is $orth achieving This $ould
include assessment of needs
($a!s and $b;e0tives: list of the learning outcomes e!pected from participation
in the curriculum includes ho$ the curriculum supports national5 state5 and local
standards
Audien0e and pre-re
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'he Learnin/ Envir$n#ent: ()
Hhen $ill the event ta%e place5 with wh$# and where and $ith what
res$ur0es7H Another tas% providing opportunities for personali1ing and
customi1ing learning might "e creating a -e" site5 a film5 or other multimedia
resource
The environment might "e 0$#p!e5 such as several learners $ith man0
resources in a classroom5 li"rar05 media centre5 or cafJ Another t0pe of
environment might "e a syn0hr$n$us virtua! #eetin/ p!a0e5 such as $hen
several students colla"orate online $ith man0 resources in different locations
The facult0 mem"er4s involvement and presence can var0 in an0 of these
environments
"ana/e#ent E33e0tive Learnin/ Envir$n#ent+=,
o-hatever the specific environment5 a $ell6planned course provides a variet0
of interaction choices for students E./.5 a $ell6planned course "alances
three levels of interaction: facult06to6student5 student6to6student5 and
student6to6resources
oA $ell6planned course "alances three t0pes of activities: individual activities5
small group activities5 and large group activities 0 ensuring multiple
channels of communication5 engagement5 and colla"oration $ithin the
design of a course
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o?acult0 mem"ers provide a richly textured environment that can
accommodate a full range of student needs and learning st0les
*!assr$$# "ana/e#ent +>5?,
Teacher must facilitate learning of t$o 0$/nitive de#andsat all times:
o A0ade#i0 tas1 demands (understanding and $or%ing $ith content)
o S$0ia! tas1 demands (interacting $ith others concerning that content) The
teacher must facilitate the learning of these academic and social tas%s
ver0thing a teacher does has implications for classroom management5
including creating the setting5 decorating the room5 arranging the chairs5
spea%ing to children and handling their responses5 putting routines in place (and
then e!ecuting5 modif0ing5 and reinstituting them)5 developing rules5 and
communicating those rules to the students
Aspe0ts $3 0!assr$$# #ana/e#ent.
. *reatin/ a Learnin/ Envir$n#ent
The learning environment must "e envisioned in "oth a ph0sical space and a
cognitive space
o 'he physi0a! spa0e: the teacher prepares the classroom for the students Is
the space $arm and inviting7 Does the room arrangement match the
teacher4s philosoph0 of learning7 Do the students have access to necessar0
materials7 Are the distracting features of a room eliminated7
o 0$/nitive spa0e: the e!pectations teachers set for students in the
classroom and the process of creating a motivational climate T$o specific
areas of cognitive space that teachers include in their plans are setting
e!pectations (ie5 rules and procedures) and creating a motivational
climate
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2- Settin/ Epe0tati$ns
!pressed through rulesand procedures
o Ru!es indicate the expectations for behavior in the classroom5 and ho$ one
interacts $ith one4s peers and the teacher
o Pr$0edureshave to do $ith ho$ things get done ules can "e5 and fre2uentl0
are5 developed $ith the students4 help5 $hich increases the li%elihood of
compliance
oth must "e taught5 practiced5 and enforced consistentl0
4- "$tivati$na! *!i#ateTeachers encourage students to do their bestand to "e e!cited a"out $hat the0 are
learning under tw$ 3a0t$rs:
o @a!ue sho$s students ho$ their $or% is worthwhileand isconnectedto things
that are important for theminterests
o E33$rt ties the time5 energ05 and creativit0 a student uses to develop the
H$or%5H to the value that the $or% holds One $a0 that teachers encourage effort
is through specific praise5 telling students specificall0 $hat it is that the0 are
doing that is $orth$hile and good
9- "aintainin/ a *$nstru0tive Learnin/ Envir$n#ent. 'hr$u/h.....
o Conscientious decision6ma%ing concerning students and the classroom
o Teachers focus on group processes
o -ith6it6ness (communicating a$areness of student "ehavior)5
o Avoid overlapping (doing more than one thing at once)5
o smoothness and momentum (moving in and out of activities smoothl05 $ith
appropriatel0 paced and se2uenced instruction)5
o Broup alerting (%eeping all students attentive in a $hole6group focus)
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8- hen Pr$b!e#s O00ur
o 8andle it promptl0 to %eep it from continuing and spreading g mis"ehavior
uno"trusivel0 $ith techni2ues such as ph0sical pro!imit0 or e0e contact5 more
serious mis"ehavior re2uires more direct intervention
o &isunderstandings a"out academic content or instruction5 effective managers
loo% for $a0s to re teach content and to improve the clarit0 of their
communication
o Classroom communication5 teachers4 clarit0 of instructions and understanding
of students4 needs5 is particularl0 important in maintaining the
interconnectedness of management and instruction
o Students must value the contri"utions of others5 value the diversit0 $ithin the
classroom5 and give their "est effort "ecause the0 see it as the right thing to do
or something that the0 $ant to do
Re3eren0es
' 'he S$uthern A3ri0an Deve!$p#ent 0$##unity5 +2???,. Beneral
ducation &odules for pper .rimar0 and Kunior secondar0 school teachers
of science5 technolog0 and mathematics "0 distance in the south African
development communit05 pp:,
'$#!ins$n5 *.A. +2??4,. Instructional Strategies for the Differentiated
Classroom: Eideo and ?acilitator;s Buide for Learning Contracts5 EA:
Association for Supervision and Curriculum Development .p 6'
* asser#an5 .5 +2??>, Overvie$ of Learning Activities5 Intellectual
Development: Instructional Design .p MM6
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+ An/e!$5 '. A.5 B *r$ss5 . P. +>>4,. Classroom assessment techni2ues: A
hand"oo% for college teachers San ?rancisco: Kosse06ass
, Fe!der5 R. ".5 B Si!ver#an5 L. . +>>=,.Learning and teaching st0les in
engineering education ngineering ducation5 M5 (M)5 NM+6N'
N Cr$phy5 . +>=,. S0nthesis of research on strategies for motivating
students to learn ducational Leadership +,: +6+
M Ornstein5 A. and Hun1ins5 F. +>>=,:Curriculum: ?oundations5 principle
and issuesoston5 &A: All0n 3 acon Chapter : Curriculum design pp
*6NM
S$we!!5 E. +2???,:Curriculum: An integrative introduction pper Saddleiver5 K: .rentice68all Chapter *: Curriculum organi1ation pp +'6N+
P Everts$n5 *ar$!yn ".5 and Harris5 A.5 H. +>>2,:-hat $e %no$ a"out
managing class room ducational leadership5 +P(M):M+6M
' D$y!e w. and *arter5 . +>=9,:Academic tas%s in class room Curriculum
in2uir05 '+(): 'P6'+P
11. T8 ATO? &OITOIB AD EALATIO5 Definition and
.urpose "0 .hil artle5 .hD5 http://cecvcn"cca/cmp/modules/mon6$hthtm
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