Curriculum Development E-12

Curriculum is usually understood as an organized program of educational offerings. Ornstein & Hunkins (1988) define curriculum as "a plan for action, or a written document, which includes strategies for achieving desired goals or ends."

Before attempting this module you may wish to review the discussion of nonformal education in modules E-1 and E-3.

LEARNING OBJECTIVES

By studying this module you should

1. Understand how curricula are developed for Pennsylvania 4-H.

2. Develop a plan for curriculum development for a particular audience in nonformal education.

In Pennsylvania curriculum development for the 4-H youth development program is the process whereby curriculum is planned and organized to meet 4-H program objectives. A 4-H curriculum includes written materials (project guides, leaders guides, supplementary bulletins, etc.) as well as the activities (meetings, workshops, competitions, community service, etc.) needed to meet specific project objectives as well as the 4-H program objectives (including positive impact on youth and society). Attached is a diagram which depicts this curriculum development process. This diagram describes how curriculum has been successfully developed in the past as well as how it should be developed in the future. There is nothing strikingly new or innovative about this diagram but it does include all of the steps in a written sequence.

This diagram describes a model which can be used in at least three different settings: 1) for a committee composed of state 4-H specialists, state subject matter specialists, county 4-H agents, and volunteers, to plan and write a new curriculum at the state level; 2) for a committee representing county 4-H agents and project leaders to plan and write a new curriculum for a special need at the county level; and 3) for any 4-H professional to adapt and rewrite a curriculum based on a project in another state.

The process starts with needs assessment. County agents may call on colleagues who have successfully completed a county needs assessment as well as state specialists for help in planning their respective county needs assessments.

Based on the needs of 4-H clients, the curriculum developer must choose the program area where the developed curriculum would fit. Those areas include: animal science, plant science, mechanical science, natural resources, careers, citizenship, leisure and cultural education, family living, communications, leadership and "other." Specialists will need to be contacted and written materials reviewed to determine what exists (or what existed before) that is related to the proposed curriculum. The key questions at this point are "where will this new curriculum fit" and "how will the organization support it?"

Next, specific project materials and supporting activities are reviewed. Gaps, problems and opportunities must be identified if the new curriculum is to be relevant, complete, and not in conflict with existing curricula. Resources (people, time, money, materials) needed for proposed activities should also be considered. Sources of information for writing the new curriculum should be thoroughly reviewed. Information should be organized in outline form according to an approved format to insure consistency and completeness. This format will vary according to the delivery system. Activities needed to support the information should be outlined. Each activity will have its own agenda (schedule of events).

Now the outlines can be "fleshed out" with attention given to the reading level of the intended audience and to the ten life skill areas. Written materials should be reviewed and edited by someone different than the author. The agenda for each activity should be developed in detail, then criticized and refined. At this point the activities and written materials can be piloted with a small target audience. If necessary, materials and activities can be revised after the pilots to eliminate problems in implementation.

The written materials are than disseminated and supporting activities implemented. Formative evaluation in the early stages of implementation will be critical. Following the initial stages, periodic evaluation may be formative or summative as decisions are made to continue, revise, or abandon the curriculum. Major revision of the curriculum may be desirable at some point. Then the entire curriculum development process can be initiated again beginning with needs assessment. Part of that needs assessment would be the summative evaluation of the old curriculum.

SUPPORTING DOCUMENTS

Pennsylvania 4-H uses three supporting documents in curriculum development. These are the state 4-H objectives, a list of life skills of youth identified through research by 4-H specialists, and a two-page summary of curriculum design elements important to 4-H curriculum.

These design elements include:

1. action -- make certain youth are not treated as passive learners, build in fun, build on their interests, let them see that they are making progress;

2. interaction -- provide ample opportunities for youth to interact with people, ideas and things;

3. decision making -- teach and use the decision making process increasing youth's experience in making decisions;

4. recognition -- reinforce learning by a wide variety of informal as well as formal types of recognition for accomplishment, participation and teamwork;

5. public affirmation -- provide opportunities for youth to publicly share what they have learned by speaking, exhibiting, performing, etc.

6. leadership (helpership) -- provide a variety of opportunities for youth to help teach others by giving them responsibility, guidance and support;

7. flexibility -- provide a variety of learning opportunities on various topics in different settings with a minimum of unnecessary rigidity which restricts participation;

8. utilization of resources -- help youth to recognize and use such resources as themselves, other people, things, family activities, etc.

QUESTIONS FOR DISCUSSION

1. Does your organization provide education for clients or members?

2. Is it formal or nonformal education?

3. What is the curriculum (written materials AND activities)?

4. Where is the curriculum weakest?

5. What new curriculum do you need? Can you get it elsewhere or should you develop it internally? Who should be involved?

EXERCISE:

Find a piece of written curriculum that your group uses for educational purposes. Follow the curriculum development process described above to revise and strengthen the curriculum. Review your organization's mission, goals and objectives at the beginning of your revisions. Ask yourself if there are specific curriculum design elements that should be included.

EXERCISE: