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Curriculum Development

G. Edwin Lint, M.A.
Educational Consultant

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Computers and Curriculum in the Next Century

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Personal and Professional Resume
Microcomputer consultation
Consultation Charges

As your curriculum consultant, I can help your agency:

1. Develop a scope and sequence of curriculum components without gaps and overlaps.

Each curriculum component should consist of two elements: (1) Learning Outcomes, and (2) a Means for achieving those outcomes.

2. Create a sequence of curriculum components which are practical resources for teachers instead of compliance documents.

Curriculum documents should have dog-ears, coffee stains, [even tear stains], and lots of marginal notes. They should be found within easy reach of the teacher's desk. If a curriculum is found in pristine condition, down in the office or on a dusty shelf, it isn't worth the paper it's printed on.

Curriculum should remain in draft form, in a loose-leaf binder, ready for adjustments and changes as students need change, and as new techniques are developed. Therefore, work on curriculum should be done with microcomputer word processor or database software and stored on disk.

3. Store that curriculum on disk in the form of word processor and database files.

The ideal curriculum work group consists of two types of teachers. (a) those who can identify those skills which need to be developed, and (b) those who have functional and practical computer skills and can store the newly-developed information in a format which can be readily retrieved and modified.

4. Develop task analyses and sequences of outcomes

Resist the habit of beginning each objective with a stock phrase such as, "The student will be able to". Such surplus verbiage just clutters up the scenery [and takes up disk space] without saying anything significant. Of course you want the "student to be able to..." That's a given. The purpose of education is to help students to be able to do things. When you begin each objective with a present-tense verb, you get the action up front where you and the student can see it. Writes ... Spells ... Adds ... Fries ... Shapes ... etc. ad infinitum.

5. Help your staff learn to discriminate between outcomes and content

The learning objective is the specific skill you are teaching. A method is a game or activity which you use to help your students achieve the learning objective. Materials are the tangible things you use to carry out the methods as you move the students toward the learning objective.

This difference between objectives and methods/materials is a fairly simple concept, but many teachers fail to understand this distinction. Teachers often decide on what to teach based on the contents of their closet, or the items listed in the school supply catalog -- rather than the educational needs of their students.

6. Develop assessment strategies

All evaluation of the achievement of instructional objectives must be based on performance sampling. From such sampling, we can then extrapolate the degree of actual performance to expect in a real life situation.


Return to Home Page
Personal and Professional Resume
Microcomputer consultation
Consultation Charges


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This product is an excellent tool for creating IEPs and curricula. It consists of the following components:

  • 16 Subject Areas
  • 105 Goal Areas under the Subject Areas
  • 4,830 Objectives under the Goal Areas
  • 2,719 Suggested Activities for achieving the objectives.