A Recipe For Success

Building a Curriculum:
A Recipe for Success

ZEHOUR AL SABBAN
COREY HEERSCHAP
CHRISTINE RACETTE
designed by Freepik.com
Food and you

Ice Breaker
Food and you

What is your favorite meal?
What is the first recipe you learnt to prepare?
When you were a teenager, did you enjoy cooking?
What food would you like to learn how to cook?
Name one good eating habit you think you should adopt
Name one of your good eating habits
Lesson Plan
Objectives
Be aware of at some advantages of a systemic approach to

curriculum development
Experience the application of Kerns method to build a

curriculum
Identify Kerns 6+2 steps of curriculum development
What is Curriculum?
Latin: track or race course
Content and subject of education
Planning and implementation of education programs
Needs assessment for programs
Formulation of goals and objectives
Selection of approaches
Methods of instruction
Consideration of the teaching environment
Assessment of learners
Evaluation
What is Curriculum?
It is a design plan for learning that requires the purposeful and

proactive organization, sequencing, and management of the
interactions among the teacher, students and content
Encompassing a breadth of education experiences. (One or more

sessions on a specific subject, clinical rotation or clerkship, entire
training program)
Curriculum
Formal (Intended)
The actual implementation of the plan
Informal (Hidden)
The teaching of values, attitudes, and behavior through the

organization and teachers attitudes (Interpersonal teachings)
The unplanned, but experienced, curriculum
Complement
Curriculum Models
Tyler
Basic Principles of Curriculum and Instruction (1949)
What is the purpose of the education?
What educational experience will attain the purposes?
How can these experiences be effectively organized?
How can we determine when the purposes are met?
Learner-centered approach
Deductive
Curriculum Models
Taba
Curriculum Development. Theory and Practice (1962)
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
Saylor, Alexander and Lewis

Oliva
2009
Why do we need a model?
Outline a basic framework for what, how, when and how to know
if it has been achieved
Represent an articulation of what students should know and be

able to do
Greater efficiency and productivity
Designs
Harden 10 questions
Kern 6+2
SPICES
PRISMS
Kern 6+2 steps
+2 steps:
- Maintenance and enhancement
- Dissemination
Kern DE, Thomas PA, Hughes, M. Curriculum Development for

Medical Education: A Six-Step Approach. United States: The
Johns Hopkins University Press; 2009.
References
1.
Lnemets U, Kalamees-Ruubel K. The Taba-Tyler Rationales. Journal

of the American Association for the Advancement of Curriculum
Studies. 2013; 9(2) 1-12 .
2.
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.
3.
Omar MI, Shakil A. How to Spice up the curriculum. Archives of

Pharmacy Practice. 2010; 1(2). pp 7-8.
4.
Harden RM, Sowden S, Dunn WR. Educational strategies in

curriculum development: the SPICES model. Medical Education.
1984 Jul;18(4):284-97
5.
Harden RM. Ten Questions to ask when planning a course or

curriculum. Medical Education 1986; 20,356-365
Problem Identification &

General Needs Assessment
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
Helps define priorities
Content
Form
Problem identification
WHO is affected?
WHAT is affected?
Qualitative and quantitative importance
Individual:
The learners needs

Other stakeholders
needs
Institution: The facultys or the

hospitals needs
Society:
needs
The communitys
Attitude, skills, knowledge
Cognitive and affective
Satisfaction
Performance
Costs
Social, political, economical outcomes
Lets cook!
The Problem:
High school students in a low income community
Many have poor eating habits with an actual / potential impact on their
health
WHO: High school students

School
Society
WHAT:
Attitude, skills and knowledge regarding good eating habits
Health outcomes
Costs
General needs assessment

Ideal situation
Current situation
= General needs
Needs: What has to be adressed to close the gaps between the

current situation and the ideal situation.
A needs assessment helps define
Areas for improvement
A method to address barriers to improvement
Types of needs
Perceived needs
What each individual thinks about his needs
Varies with every individual
Expressed needs
Normative needs
Needs for which people have seeked help
Needs based on standard criteria
Relative needs
Needs based on the difference with what is

done elsewhere
Megan wants to know how to choose healthy

snacks.
John asked his coach how he could better eat

before a swimming competition.
Most of the students do not follow Canadas

Food Guide.
The students do not receive training on

healthy eating habits, compared to most high
schools in the province.
General needs assessment

1.
What is currently done?
2.
What sould be done?
3.
What factors affect the problem?
1. What is currently done?

What is (or is not) done by:
Obtain information from:
Individuals
Direct observation
Educators
Interviews, questionnaires, diaries
Institutions
Stakeholders
Society
Experts
Locally / Elsewhere
Tradition / Emerging trends
What are the consequences?
Reports, audits
Litterature review
Current situation of our

students
Comparison with other schools:
Direct observation:
Increasing popularity of fast food and soda.
No current training on eating habits/cooking.
In the province, the majority offer

training on healthy eating habits.
New trend towards developing cooking

workshops in other provinces.
Review of the litterature:
A recent study shows that the majority of

Ontarian adolescents eat fast food at least
once a week.
Between 1998-2008, there was a 70%
increase in type 2 diabetes diagnosis in
Canada among children.
Questionnaires to 9th and 12th graders:
Rarely cook.
Would like to learn how to eat properly

prior to physical activity.
12th grader would like to learn how to

cook so they save money once they go
to college.
Most do not know the Canadas Food

Guide Recommendations.
2. What should be done?

Ideal approach
Obtain information from:
What should (or should not) be done

by:
Interviews, questionnaires, diaries,
Stakeholders
Experts
Individuals
Educators
Guidelines and Recommendations
Institutions
Reports, audits
Society
Litterature review
Delphi technique
Nominal group technique
Modified Delphi technique

Feedback
Feedback
Sequential questionnaires with controlled feedback between each round.
Feedback between rounds can increase knowledge, generate new ideas and motivate
participants.
Aims at obtaining consensus through combining knowledge and experience of participants

anonymously.
Helps structure group communication, especially when there is no consensus or lack of

evidence.
Critique: agreement or conformity?
Nominal group technique
Each member gives his opinion with an explanation
Duplicatas are removed
The group ranks the ideas with a facilitator encouraging

discussion
A final decision is taken
Often a combination more than one idea
What should be done in this

situation?
Use the Nominal group technique to define:
What should the adolescents do/know?
What should the school do?
What should the society do?
3. What factors affect the problem?

Personal and environmental factors
Predisposing
Influence motivation to change
Knowledge, attitudes, beliefs
Enabling
Influence effort to change
Skills, external forces
Reinforcing
Influence the maintenance of the change
Feedback, results
Influencing factors
Think/Pair/Share
For each factor, find one example that may apply to our high school students:
Predisposing
Enabling
Reinforcing
Examples of influencing factors
Predisposing
Knowledge on diseases influenced by heating habits
Influence motivation to change
Need for autonomy
Knowledge, attitudes, beliefs
Culture
Moving for college
Cooking skills
Financial resources
Final exam
Positive feedback from family/friends / physician
Weight loss
Feeling empowered
Saving money
Getting a new job in a restaurant
Enabling
Influence effort to change
Skills, external forces
Reinforcing
Influence the maintenance of the

change
Feedback, results
Learners Needs Assessment
Learners needs assessment

In continuity with the assessment of the actual situation
Identify targeted learners
Identify content
Is teaching to these learner pertinent

to solving the specific problem?
Individual characteristics
Type of learners
Previous or already planned training and experience
Existing proficiencies: knowledge, attitudes and

skills
Current performance
Perceived needs, expectations and goals
Learning style
Preferred learning strategies (time, format, method)
Resources
Assess learning needs but also what could

facilitate it: schedule, format
Method
The method will depend on:
The quality of information that is required
The level of agreement between the curriculum designers
Can be combined with the assessment of the actual situation
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.
Prideaux D. Curriculum design. BMJ. 2003;326 (7383):268-70.
Goals & Objectives Setting
What are they and why are they

important?
A goal or objective is the expectant outcome of an endeavour to

effect change
Goal: general expected outcome
Objective: more specific expected outcome
Goal and objectives:
Direct content of the curriculum
Enable potential for evaluation
Communicate expectations of the curriculum
MacLeod, 2012
Group Activity
Lets create a goal that summarizes
our learning curriculum for the
scenario!
Objective Creation
Utilize the SMART acronym:
Specific, Measurable, Attainable, Realistic, and Time Bound
Who / Will do / How much / Of what / By when?
Utilize a verb
Utilize a noun
Must state criteria for success
Must note conditions of performance
Objective Types
Learner Objectives
Relate to cognitive, affective, and psychomotor domains
Process Objectives
Related to implementation of the curriculum
i.e.. Amount of participation
Outcome Objectives
Outcomes that affect others besides the learner i.e.. patients
Collaborative Learning
Curriculum developers must keep in mind both learners and

mentors develop their own objectives along with curriculum
objectives.
Therefore although all curriculums must have specific objectives

too many can hinder collaborative learning between a mentor
and the learner.
Putting knowledge into practice

Please split into 2 groups.
Groups will be divided by either grade 9 students or grade 12
students.
Each group is to create three objectives, one for each of:
Knowledge
Skill
Attitude
10 Minutes will be given .

References
1.
Doran, G. T. (1981). There's a S.M.A.R.T. way to write

management's goals and objectives. Management Review,
70(11), 35-36
2.
Effective Goal Setting. Health Care Registration 2010

09;19(12):5-6.
3.

Medical Education: A Six-Step Approach. 2nd edition. United
States: The Johns Hopkins University Press; 2009.
4.
MacLeod, L. Making SMART Goals Smarter. PEJ. 2012; 38(2): 6872.
Educational Strategies
Syllabus
Learning objectives and methods
Curricular events and practical informtion
Written curricular materials
Suggestions and resources
Guidelines for choosing educational methods
Maintain congruence between objectives and methods
Use multiple educational methods
Feasible
Educational Methods
Educational Methods
Educational Methods
Educational Methods
Methods for Promoting Professionalism
Role Modeling
Facilitated reflection on and discussion of experiences
Participation in writing professionalism goals
Ethics consultation rounds
Peer evaluation
Participation in Honor Boards
Service learning and volunteering
References
1.
Grunwald T, Corsbie-Massay C. Guidelines for cognitively efficient

multimedia learning tools: educational strategies, cognitive load, and
interface design. Acad Med. 2006;81:213-23.
2.
Karni KR, Duckett L. Curriculum design: Questions to ask. Clinical

Laboratory Science. 1998; 11(2):78.
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.
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/elearning/setting-learningobjectives/Curriculum_design_and_development.pdf
BREAK 30 MIN
LETS GROUP
Curriculum Implementation
Resource Identification
Human Resources
Amenities
Audio Visual
Space to implement curriculum
Support Staff
Equipment needed
Instructors
Financials
Time
Time needed to develop and

implement curriculum
Time needed for learners to
participate in utilizing the
curriculum
Will there be extra expenses due to the

new curriculum?
Can existing resources be utilized in

other ways to save costs?
Support Obtainment
Internal Assistance
Stakeholders
Learners
Faculty
Educators:
Wish to be involved and have input into the

new curriculum
Are more likely to initiate change when they

see it can positively affect student learning
and increase their grades
Must have an extensive knowledge of the

curriculum prior to implementation so that
the knowledge can be passed onto their
students
External Assistance
Funders
Grants
Organizations/Foundations
Individual Financers
Curriculum Administration
Faculty and Administration Staff
i.e. Who should students approach if issues occur?
Functions
Day to day operations
Communications
Creation of goals, objectives, scheduling, evaluating results
Creation of syllabus and reports
Barrier Anticipation
Monetary Interests
Lack of time
Limited Resources
Competition
Individual Concerns:
Power Struggles
Job security
Curriculum Introduction
1. Trial
Provides the ability to receive feedback and make revisions
2. Phase In
Implementing the new curriculum in steps can reduce resistance rather than
a complete reform all at one time
3. Total Enactment of Curriculum
In some instances such as if the curriculum is limited in scope the full

curriculum may be enacted at once. In this instance the first use of the
curriculum would be considered the trial phase.
4. Ongoing adaptations
Educators will adapt the curriculum to suit their classroom needs
References
1.
Alshammari, A. Curriculum Implementation and Reform: Teachers

Views About Kuwaits New Science Curriculum. US-China Education
Review A. 2013; 3(3): 181-186.
2.
Bennett, DS. Teacher Efficacy in the Implementation of New

Curriculum Supported by Professional Development. University of
Montana. 2007. Retrieved from:
http://scholarworks.umt.edu/cgi/viewcontent.cgi?
article=1965&context=etd
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.
Lim P, Pyvis, D. How Singapore junior college science teachers address

curriculum reforms: A theory. Issues in Educational Research. 2012;
22(2): 127-148.
Evaluation and Feedback
The purpose of an evaluation
When should evaluation be considered? The simple answer is

early and often
- Hays, 2013
Were goals and objectives met?
What are the strengths and weaknesses?
What could be improved and how?
Are learners / teachers satisfied?
SWOT analysis
Strengths
Weaknesses
Threats
Opportunities
Internal factors
-
Human, financial and physical

resources
Expertise
Planification
External factors
-
Social and political context
Future development possibilities
Trends
Competition
Kerns steps to evaluation and

feedback
1.
Identify users
2.
Identify uses
3.
Identify resources
4.
Identify evaluation questions
5.
Choose evaluation design
6.
Choose measurement method
7.
Address ethical concerns
8.
Collect and analyze data
9.
Report results
1. Identify users
Who will use the evaluation?

There may be more than one evaluation
Learners
Developers
Faculty
Program director
Institution directors
Sponsors
Prospective learners or faculty members
Institutions who could use the model
Students
Teachers
School direction
School board
Government
Prospective students
Prospective teachers
Other schools
2. Identify uses
Formative vs summative evaluation
Individuals vs program
Outcomes, perceptions, process
Goals of the assessment

Learners
Meeting learning objectives
Developing adequate attitudes,

knowledge, skills
Enjoying their training
Developers and teachers
Documenting accomplishment
Publication / presentation
Curriculum/Faculty
Satisfy external requirements
Changing outcomes
Enrol new teachers / trainees
Prestige
2. Identify uses
Formative
Program: to improve the programs performance
Stakeholders feedback including quantitative and qualitative info (+/- suggestions)
Learners: feedback to improve attitudes, skills and knowledge.
Summative
Program: Success of the curriculum in achieving every targeted learner

objectives, process objectives and pleasing learners and faculty.
Often necessary to maintain time and funding
Learners: Individual performance
3. Identify resources
Time
Equipment
Personnel
Funds for collection, analysis and reporting the results
4. Identify evaluation questions
Related to:
Learners measurable objectives
Perceptions
Curriculum outcomes
Curriculum process
Multiple objectives may be combined into a single evaluation

item.
Every objective is worth being evaluated.
5. Choose evaluation design

6. Choose measurement methods and construct
instruments
Is there already an existing

measurement tool?
Is there an expert to get advice
from?
Pilot the instrument first.
Written test
Oral exam
Portfolio
Self-assessment forms
Essays on respondents experience
Rating forms
Surveys
Questionnaires
Interviews
Focus group
Direct observation
Performance audits
7. Address ethical concerns
Confidentiality
Resource allocation
Potential impact of the evaluation
8. Collect data
9. Analyze data
To be planned at the same time as

designing the evaluation uses,
question and design.
Descriptive vs statistical
analysis.
Do not forget educational

significance.
If goals were not met, try to find

an explanation.
Maximize response rate
Included in the schedule
Necessary to get credit
Included in an already existing

evaluation activity
F/U with non respondents
10. Report results
Timeliness:
Individuals benefit from immediate feedback of formative
evaluations.
Length depending on the reader.
What assessment method(s)

should we choose?
Remember to
Identify users
Identify uses
Identify methods
References
1.
Hays R, Hamlin G. A new curriculum: buy and adapt, or design from

scratch. The Clinical Teacher. 2013; 10:131-133.
2.
Karni KR, Duckett L. Curriculum design: Questions to ask. Clinical

Laboratory Science. 1998; 11(2):78.
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.
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/elearning/setting-learningobjectives/Curriculum_design_and_development.pdf
Maintenance and
Enhancement
Areas for assessment and potential change

Written
curriculum
Learners
Environment
/ setting
Faculty
Administration
Evaluation
Areas for assessment and potential change of a

curriculum
Written Curriculum
Environment
Administration of the
curriculum
Goals and objectives
Funding
Scheduling
Content
Space
Curricular materials
Equipment and supplies
Preparation and
distribution of curricular
materials
Methods
Clinical experience
Congruence
Learning climate
Collection, collation and

distribution of
evaluation information
Communication
Areas for assessment and potential change of a

curriculum
Evaluation
Faculty
Learners
Congruence
Reliability/accessibility
Response rate
Teaching/Facilitation
skills
Achievement of
curriculum objectives
Satisfaction
Involvement
Application
Accuracy
Usefulness
Nature of the learnerfaculty relationship
Satisfaction
Involvement
Management of change
Before expanding resources to make changes
The change is sufficiently important
Affects a significant number of people
Will persist if not addressed
Consider at what level needs should be addressed and changes made
At the level of coordinator?
Requires in depth analysis and thoughtful planning for change needs selected task
group
Pilot before implementing fully
The curriculum team must involve the support staff and learners
group
group
group
Methods of Motivating, Developing, and Supporting

a Curriculum Team
Orientation and communication
Syllabi
Involvement of faculty, learners, staff
Meetings
Team activities
Memos
Recognition and celebration
Newsletters

a Curriculum Team
Team activities
Questionnaires
Informal 1:1
meetings
Group meetings
Strategic planning

a Curriculum Team
Team activities
Team teaching/co-teaching
Faculty development activities
Retreats
Strategic planning groups

a Curriculum Team
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.
Gilbert, M. J., Partida, Y., Goode, T., Dunne, C. Curricula

Enhancement Module. Georgetown University Child
Development Center. 2005.
4.
Instructional Systems Design Used for CJSTC Training Programs.

FDLE; 2014.
Dissemination
What is it and why does it matter?

Dissemination is the promotion of a curriculum or its parts to new groups of learners
Tackles a healthcare issue
Assists others in solving similar issues
Encourages change
Can assist with supporting change in current curriculum
Feedback
Allows developers to gain feedback from others
Develops collaboration
More collaboration and sharing of ideas between educators
Streamlines development
Prevents individuals from having to develop similar conclusions to the same problems
Planning
Planning for dissemination starts before developing the

curriculum
A framework should be chosen to make the curriculum easy to

follow and utilize
Ensure the curriculum is a clear solution to a clear problem
Ensure that ethical and legal concerns are taken into account
Assess time management
Assess resource utilization
Adoption
Factors promoting adoption:
Rogers Stages of Adoption
Gaining of knowledge
Understanding of why it is an
improvement over current
curriculum
Persuasion Being convinced of

the benefits of the new
curriculum
Ensuring it relates to previous

experience of learners
Adoption
Implementation
Evaluation Decision to continue

to utilize new curriculum
Ease of use
Systematic approach
Visible outcomes
Protection
Protection of learners
Institutional Review Boards should be consulted to ensure the

protection of those trialing the new curriculum and is necessary if
publication of the curriculum moves forward
.
Intellectual Property
In most instances a new curriculum would be seen as being copy

righted.
In some instances however a curriculum can be utilized for

educational use and research.
To protect your work a specialist should be consulted to licence your

work.
Dissemination
In some instances dissemination of the full curriculum is warranted.

In others, each step of Kerns process may provide information
worthy of dissemination.
General Needs Assessment

Informs learners of current problems through literature reviews and general
surveys
Targeted Needs Assessment

Targeted survey of learning needs
Learning Objectives
Systematic creation of competencies
Educational Methods/Implementation Strategies
Evaluation of Curriculum
How to disseminate
Presentations to individuals and groups or to national and

international meetings
Creation of interest groups
Webinars
Journal publication
Book Publication
Press Releases
Kingston,
2012
Resources
Time
Personnel
Equipment
Funds
Evaluation
Journal Article Impact Factor
Download Trackers (ie. MedEdPORTAL)
Sales
Interest in workshops and presentations
Strategies such as surveys for feedback
References
1.
Hanrahan K, Marlow KL, Aldrich C, Hiatt, AM. Dissemination of

Nursing Knowledge: Tips and Resources. The University of Iowa.
2010. Retrieved from:
http://www.nursing.uiowa.edu/sites/default/files/documents/rese
arch/Disseminating%20nursing%20knowledge.pdf
2.

3.
Kingston, J. Choosing a Knowledge Dissemination Approach.

Knowledge and Process Management. 2012; 19(3): 160-170
4.
Myers P, Barnes, J. Sharing Evaluation Findings: Disseminating

the Evidence. NESS; 2004.
In Summary
+1: Maintenance and enhancement

+2: Dissemination
Now Its Time for Assessment,

Questions
and Feedback!
Thank you!
Christine, Corey and Zehour

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A Recipe For Success

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Building a Curriculum:

A Recipe for Success

Food and you

Food and you

Be aware of at some advantages of a systemic approach to

Experience the application of Kerns method to build a

Identify Kerns 6+2 steps of curriculum development

Latin: track or race course

Content and subject of education

Planning and implementation of education programs

Needs assessment for programs

Formulation of goals and objectives

Consideration of the teaching environment

It is a design plan for learning that requires the purposeful and

Encompassing a breadth of education experiences. (One or more

The actual implementation of the plan

The teaching of values, attitudes, and behavior through the

The unplanned, but experienced, curriculum

Basic Principles of Curriculum and Instruction (1949)

What is the purpose of the education?

What educational experience will attain the purposes?

How can these experiences be effectively organized?

How can we determine when the purposes are met?

Curriculum Development. Theory and Practice (1962)

Saylor, Alexander and Lewis

Why do we need a model?

Represent an articulation of what students should know and be

Greater efficiency and productivity

Kern 6+2 steps

Kern DE, Thomas PA, Hughes, M. Curriculum Development for

Lnemets U, Kalamees-Ruubel K. The Taba-Tyler Rationales. Journal

Kern DE, Thomas, PA, Hughes MT. Curriculum Development for

Omar MI, Shakil A. How to Spice up the curriculum. Archives of

Harden RM, Sowden S, Dunn WR. Educational strategies in

Harden RM. Ten Questions to ask when planning a course or

Problem Identification &

Helps define priorities

The learners needs

Institution: The facultys or the

Attitude, skills, knowledge

Cognitive and affective

Social, political, economical outcomes

High school students in a low income community

WHO: High school students

Attitude, skills and knowledge regarding good eating habits

General needs assessment

Needs: What has to be adressed to close the gaps between the

A needs assessment helps define

Areas for improvement

A method to address barriers to improvement

What each individual thinks about his needs

Varies with every individual

Needs for which people have seeked help

Needs based on standard criteria

Needs based on the difference with what is

Megan wants to know how to choose healthy

John asked his coach how he could better eat

Most of the students do not follow Canadas

The students do not receive training on

General needs assessment

What is currently done?

What sould be done?

What factors affect the problem?