Curriculum Development Center (CDC) Curriculum Development Process Continue

RESEARCH EVALUATING DEVELOPINGEVALUATING DEVELOPING IMPLEMENTING VALIDATINGIMPLEMENTINGVALIDATING REVISIN MATERIALS REVISIN MATERIALS PILOTING Curriculum Development Process

2. Developing the Curriculum 3. Validating the Curriculum 4. Developing the Curriculum Materials Curriculum Development Process 1. Doing Educational Research and Assessing Needs Return

Curriculum Materials 5. Piloting the Curriculum Materials 6. Revising the Curriculum and the 8. Evaluating the Curriculum and the Curriculum Materials 7. Implementing the Curriculum Materials on a Nation-wide Scale Return

Doing Educational Research and Assessing Needs 1. Considering the policies made by the Ministry of Education 2. Considering the findings of researches done in each and every subject matter domain 3. Considering the findings of the curriculum final evaluation and teachers’ viewpoints 4. Making comparative studies of the curricula belonging to other countries 5. Considering new approaches to curriculum development in the world, in each and every subject matter domain Return

Developing the Curriculum 1. Providing an overall view of the curriculum and setting the curriculum philosophy 2. Deciding on the curriculum approach and the rational behind it 3. Setting the curriculum objectives 4. Deciding on the curriculum content 5. Clarifying the teaching methods 6. Deciding on the approach to the evaluation of achievement Return

7. Stating teachers’ qualifications in order to Implement the curriculum (Deciding on the basic approaches to teacher education) 8. Deciding on the standards, equipments and educational resource materials required to implement the curriculum 9. Clarifying the ways through which the Curriculum should be disseminated, either through seminars and conferences or through mass media or any other appropriate way Return

1. Objectives of each school subject for each educational period (primary, secondary and upper- secondary) of the k-12 Curriculum in three different learning domains, i.e., cognition, skill and attitude domains. 2. Objectives of each subject for each k-12 grade in three different learning domains, i.e., cognition, skill and attitude domains. Return Setting the Curriculum Objectives

1. Stating the fundamental concepts related to each educational period 2. Deciding on the scope and sequence of the concepts and skills for each educational period in three different learning domains, i.e., cognition, skill and attitude domains 3. Providing guidelines regarding textbooks, teachers’ guides, workbooks, supplementary books, the media and educational software resources such as audio or video cassettes, and CDs Continue Deciding on the Curriculum Content

4. Setting the criteria for selecting the curriculum content 5. Setting the criteria for organizing the curriculum content 6. Determining the linear interdisciplinary relationships among the fundamental concepts of each and every school subject within the same educational period Return

1. Providing general guidelines on the evaluation process, in line with the curriculum approaches and objectives 2. Suggesting appropriate evaluation procedures 3. Determining the share of each learning domain (cognition, skill and attitude domain) in evaluation Return Deciding on the approach to the evaluation of student achievement

1. Teachers’ general and specialized qualifications 2. Deciding on the knowledge, information, skills and attitudes required on the part of the teachers Return Stating teachers’ qualifications in order to implement the curriculum

Deciding on the standards, equipments and educational resource materials, required to implement the curriculum 1. Classroom setting such as space, seating arrangements, etc. 2. Educational resource materials such as audio and video cassettes, laboratory and work tables. Return

Clarifying the ways through which the curriculum should be disseminated Through seminars, conferences, mass media or any other appropriate way regarding: 1. Teachers 2. Parents 3. Students 4. School board, etc. Return

Validating the Curriculum 1. The objectives of curriculum validation 2. The sample and the population 3. The application of the validation research results Return

 Investigating the degree of the curriculum’s compatibility with the CDC’s curriculum development framework  Investigating the fact that to what degree the curriculum objectives are in line with those of each educational period Continue The Objectives of the curriculum validating procedures

 Investigating the fact that to what degree the curriculum approaches are in line with those of each educational period  Investigating the fact that to what degree the teaching-learning methods are in line with the curriculum approach  Investigating the feasibility of the teaching- learning methods, considering the classroom setting Continue

 Investigating the fact that to what degree students’ assessment procedures are in line with the teaching-learning methods and curriculum approaches  Investigating the feasibility of the assessment procedures, considering the classroom Setting  Investigating the degree of the curriculum’s compatibility with the learners’ needs and conditions Continue

 Investigating the compatibility of content organization features, considering the curriculum approach  Investigating the fact that to what degree teachers’ knowledge and skills, as predicted in the curriculum, are in line with the curriculum objectives  Predicting the knowledge and skills probably needed by the teachers Return

The validation research sample The validation research sample ♦ Experts in curriculum development ♦ Experts in education ♦ Experts in educational assessment ♦ Experts in each and every school subject ♦ Experienced teachers ♦ Educational groups Return

Modifying the curriculum by the curriculum planning council of each specialized department at the CDC Return Applying the validation results

Curriculum Materials Development 1. Selecting the textbook writers 2. Writing sample lessons 3. Final selection of the material writers and writing the materials 4. Editing and preparing for the validation process Return

Validation and piloting Curriculum Materials 1. Curriculum validation by policy makers, experts and teachers 2. Curriculum validation from an implementation point of view (trial implementation) Return

Curriculum Validation by policy makers, experts and teachers  Objectives  Validation sample  Modifying the curriculum Return

Objectives of the curriculum validation To investigate the degree of the curriculum’s compatibility with: 1. Student’s prior knowledge and experiences 2. Teaching-learning procedures 3. The knowledge and skills required on part of the teachers 4. Latest developments in their field of study 5. Needs and abilities of the learners 6. The amount of time allocated to teaching 7. Objectives and approaches of the curriculum Return

 Experts in curriculum development  Experts in education  Experts in educational assessment  Experts in each school subject  Experienced teachers  Experts in the specialized departments of the CDC  Educational groups Return The validation sample

 Modifying the curriculum content by the material writing team and being approved by the curriculum planning councils of the specialized departments at the CDC  Validating the curriculum theoretically and getting it approved and validated from an implementation point of view ( trial implementation) Return Modifying the curriculum

 The objectives from the implementation point of view  Instrumentation and data collection procedures  The population  The sample  Presenting the results Return Curriculum Validation from an implementation point of view (trial implementation)

 The degree of objectives achievement  The effectiveness of learning-teaching methods  The appropriateness of the materials to the learners’ characteristics  The appropriateness of the learning-teaching methods to the teachers’ professional skills  The appropriateness of the assessment procedures to the content, approaches, and methods Continue The objectives

 The appropriateness of the assessment procedures to the learners’ characteristics  Identifying the obstacles from an implementation point of view  The appropriateness of the assessment procedures to the teachers’ professional skills  Evaluating the teachers’, students’, and parents’ attitudes to the new curriculum Continue

 Evaluating the equipments and educational resource materials for the new curriculum being implemented  The appropriateness of the time allocated to teaching  Collecting basic data for teacher education  Collecting basic data for what is required from an implementation point of view Return

Instrumentation and data collection Procedures  Field research projects  Needs assessment questionnaires  Observation  Interview Return

The population  Teachers  Students  Principals  Related organizations  Parents  Educational groups Return

The sample  For the first year: in 10 or 20 classrooms  For the second year: in 5 provinces (in 40 to 100 classrooms) Return

Presenting the results for the curriculum’s final revision  Which parts of the curriculum should be revised?  What type of education should the teachers receive?  What equipment should be provided?  How long does it take for the teachers to acquire the knowledge and the skills needed?  What other facilities are needed for the curriculum to be implemented successfully? Return

Final revision of the curriculum  Modifying the curriculum content and being approved by the curriculum planning councils of the specialized departments at the CDC  Validating the curriculum from the implementation point of view and getting an approval for it to be implemented on a nation-wide scale Return

Implementing the curriculum on nation-wide scale nation-wide scale Implementation conditions: 1. Compatibility of the Curriculum with the policies made by the Ministry of Education 2. Dissemination of the curriculum all over the country 3. Making sure of the fact that teachers have received enough education 4. Providing the equipment needed Return

Final Evaluation of the Curriculum Valuation after three or five years of implementation 1. Does the curriculum need any modifications? Yes.  Research and needs assessment No.  Continuation of the curriculum implementation Return