Académique Documents
Professionnel Documents
Culture Documents
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Lesson Plan
Objectives
What is Curriculum?
Selection of approaches
Methods of instruction
Assessment of learners
Evaluation
What is Curriculum?
Curriculum
Formal (Intended)
Informal (Hidden)
Complement
Curriculum Models
Tyler
Learner-centered approach
Deductive
Curriculum Models
Taba
Step
Step
Step
Step
Step
Step
Step
1.
2.
3.
4.
5.
6.
7.
Diagnosis of needs
Formulation of objectives
Selection of content
Organization of content
Selection of learning experiences
Organization of learning experiences (development of methods)
Determination of what to evaluate and how (Taba1962:12)
Inductive
2009
Outline a basic framework for what, how, when and how to know
if it has been achieved
Designs
Harden 10 questions
Kern 6+2
SPICES
PRISMS
+2 steps:
- Maintenance and enhancement
- Dissemination
References
1.
2.
3.
4.
5.
Problem identification
Even the simplest health problem may be refractory to any
educational or other intervention, if the problem has not been
well defined.
Kern, 1998
Content
Form
Problem identification
WHO is affected?
WHAT is affected?
Qualitative and quantitative importance
Individual:
needs
The communitys
Satisfaction
Performance
Costs
Lets cook!
The Problem:
Many have poor eating habits with an actual / potential impact on their
health
Health outcomes
Costs
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Types of needs
Perceived needs
Expressed needs
Normative needs
Relative needs
2.
3.
Individuals
Direct observation
Educators
Institutions
Stakeholders
Society
Experts
Locally / Elsewhere
Reports, audits
Litterature review
Direct observation:
Rarely cook.
Stakeholders
Experts
Individuals
Educators
Institutions
Reports, audits
Society
Litterature review
Delphi technique
Feedback
Feedback between rounds can increase knowledge, generate new ideas and motivate
participants.
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Predisposing
Enabling
Reinforcing
Feedback, results
Influencing factors
Think/Pair/Share
For each factor, find one example that may apply to our high school students:
Predisposing
Enabling
Reinforcing
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Predisposing
Culture
Cooking skills
Financial resources
Final exam
Weight loss
Feeling empowered
Saving money
Enabling
Reinforcing
Feedback, results
Identify content
Individual characteristics
Type of learners
Current performance
Learning style
Resources
Method
Grant J. Learning needs assessment: assessing the need. BMJ; 2002; 324(7330):156-9.
References
1.
Bice-Stephens W. Designing a learning-needs survey--10 steps to success. J Contin Educ Nurs. 2001
Jul-Aug;32(4):150-1.
2.
Grant J. Learning needs assessment: assessing the need. BMJ; 2002; 324 (7330):156-9.
3.
Karni KR, Duckett L. Curriculum design: Questions to ask. Clinical Laboratory Science.
1998;11(2):78.
4.
Kern DE. Thomas PA, Bass EB, Howard DM. Curriculum Development for Medical Education: A SixStep Approach. 1st edition. United States: The Johns Hopkins University Press; 1998. Chapter 2,
Problem Identification and General Needs Assessment; p. 9.
5.
Kern DE, Thomas PA, Hughes MT. Curriculum Development for Medical Education: A Six-Step
Approach. United States: The Johns Hopkins University Press; 2009.
6.
McKimm J. Curriculum design and development [web-based learning resource]. London deanery;
2003 [updated 2007; cited 2015 Jan]. Available from:
http://www.faculty.londondeanery.ac.uk/e-learning/setting-learning-objectives/Curriculum_design_
and_development.pdf
7.
Peyton JWR. Teaching & learning in medical practice. Heronsgate Rickmansworth, Herts: Manticore
Europe Ltd; 1998.
8.
Powell C. The Delphi technique: myths and realities. Journal of Advanced Nursing. 2003;41(4):37682.
9.
MacLeod, 2012
Group Activity
Lets create a goal that summarizes
our learning curriculum for the
scenario!
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Objective Creation
Utilize a verb
Utilize a noun
Objective Types
Learner Objectives
Process Objectives
Outcome Objectives
Collaborative Learning
Knowledge
Skill
Attitude
References
1.
2.
3.
4.
Educational Strategies
Syllabus
Feasible
Educational Methods
Educational Methods
Educational Methods
Educational Methods
Role Modeling
Peer evaluation
References
1.
2.
3.
Kern DE, Thomas PA, Hughes MT. Curriculum Development for Medical
Education: A Six-Step Approach. United States: The Johns Hopkins
University Press; 2009.
4.
BREAK 30 MIN
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LETS GROUP
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Curriculum Implementation
Resource Identification
Human Resources
Amenities
Audio Visual
Support Staff
Equipment needed
Instructors
Financials
Time
Support Obtainment
Internal Assistance
Stakeholders
Learners
Faculty
Educators:
External Assistance
Funders
Grants
Organizations/Foundations
Individual Financers
Curriculum Administration
Faculty and Administration Staff
Functions
Communications
Barrier Anticipation
Monetary Interests
Lack of time
Limited Resources
Competition
Individual Concerns:
Power Struggles
Job security
Curriculum Introduction
1. Trial
2. Phase In
Implementing the new curriculum in steps can reduce resistance rather than
a complete reform all at one time
4. Ongoing adaptations
References
1.
2.
3.
Kern DE, Thomas, PA, Hughes MT. Curriculum Development for Medical
Education: A Six-Step Approach. 2 nd edition. United States: The Johns
Hopkins University Press; 2009.
4.
SWOT analysis
Strengths
Weaknesses
Threats
Opportunities
Internal factors
-
Expertise
Planification
External factors
-
Trends
Competition
Identify users
2.
Identify uses
3.
Identify resources
4.
5.
6.
7.
8.
9.
Report results
1. Identify users
Learners
Developers
Faculty
Program director
Institution directors
Sponsors
Students
Teachers
School direction
School board
Government
Prospective students
Prospective teachers
Other schools
2. Identify uses
Individuals vs program
Documenting accomplishment
Publication / presentation
Curriculum/Faculty
Changing outcomes
Prestige
2. Identify uses
Formative
Summative
3. Identify resources
Time
Equipment
Personnel
Related to:
Perceptions
Curriculum outcomes
Curriculum process
Written test
Oral exam
Portfolio
Self-assessment forms
Rating forms
Surveys
Questionnaires
Interviews
Focus group
Direct observation
Performance audits
Confidentiality
Resource allocation
8. Collect data
9. Analyze data
Descriptive vs statistical
analysis.
Timeliness:
Individuals benefit from immediate feedback of formative
evaluations.
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References
1.
2.
3.
Kern DE, Thomas PA, Hughes MT. Curriculum Development for Medical
Education: A Six-Step Approach. United States: The Johns Hopkins
University Press; 2009.
4.
Maintenance and
Enhancement
Learners
Environment
/ setting
Faculty
Administration
Evaluation
Environment
Administration of the
curriculum
Funding
Scheduling
Content
Space
Curricular materials
Preparation and
distribution of curricular
materials
Methods
Clinical experience
Congruence
Learning climate
Communication
Faculty
Learners
Congruence
Reliability/accessibility
Response rate
Teaching/Facilitation
skills
Achievement of
curriculum objectives
Satisfaction
Involvement
Application
Accuracy
Usefulness
Satisfaction
Involvement
Management of change
Requires in depth analysis and thoughtful planning for change needs selected task
group
The curriculum team must involve the support staff and learners
Management of change
Requires in depth analysis and thoughtful planning for change needs selected task
group
The curriculum team must involve the support staff and learners
Management of change
Requires in depth analysis and thoughtful planning for change needs selected task
group
The curriculum team must involve the support staff and learners
Management of change
Requires in depth analysis and thoughtful planning for change needs selected task
group
The curriculum team must involve the support staff and learners
Syllabi
Meetings
Team activities
Memos
Newsletters
Team activities
Questionnaires
Informal 1:1
meetings
Group meetings
Strategic planning
Team activities
Team teaching/co-teaching
Faculty development activities
Retreats
Strategic planning groups
Team activities
Private communication
Public recognition
Rewards
Parties and other social gatherings
References
1.
Watson EG, Moloney PJ, Toohey SM, Hughes CS, Mobbs SL,
Leeper JB, McNeil HP. Development of eMed: a comprehensive,
modular curriculum-management system. Acad Med.
2007;82:351-60
2.
3.
4.
Dissemination
Encourages change
Feedback
Develops collaboration
Streamlines development
Prevents individuals from having to develop similar conclusions to the same problems
Planning
Ensure that ethical and legal concerns are taken into account
Adoption
Gaining of knowledge
Understanding of why it is an
improvement over current
curriculum
Adoption
Implementation
Ease of use
Systematic approach
Visible outcomes
Protection
Protection of learners
Intellectual Property
Dissemination
Learning Objectives
Systematic creation of competencies
Evaluation of Curriculum
How to disseminate
Webinars
Journal publication
Book Publication
Press Releases
Kingston,
2012
Resources
Time
Personnel
Equipment
Funds
Evaluation
Sales
References
1.
2.
3.
4.
In Summary
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