An OER etext for graduate students in education and curriculum developers

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Backward Design as a Curriculum-Development Model Neither backward design nor “frontloading” the curriculum is better than the other. It just depends. The real questions are: where, as a teacher or a …

Summary The scope and theory of curriculum provide the basis for planning, designing, developing, implementing, and evaluating curriculum. Once the curriculum developers decide what is to be …

Part 1: Curriculum Foundations, Definitions, and Trends Acquiring Background in Curriculum from a Personal Perspective; Its Connection to History, Orientations, and Current Trends With knowledge …

Curriculum change is inevitable in any society. These changes occur because there is not perfect curriculum, and there is most often a need to adjust to the economic, technological, social, political, …

8 Designing and Assessing Aims, Goals, Objectives (AGO) “The continual dialogue and reflection on aims [should come] at a time when economics, advancement in social status, and standardized …

Part III: Acquiring Knowledge about Existing Curricula and Models of Instruction By exploring diverse samples of existing curricula, at local, state, and national levels, and becoming familiar with the …

Part II: Developing an Awareness of How Curriculum Drives Educational Practices Utilizing knowledge about different curricula, their origins, and orientations; plus examining related instructional models …

Part IV: Becoming familiar with the varied roles and complexities of assessment By carefully considering the variety in types of educational assessment processes and how evaluation can best be paired …