Growing curriculum
The final project includes submissions from your prior assignments. The previous submissions must be
revised based on instructor feedback and recommendations. Review the paper for flow and continuity.
Note: The cover, abstract and reference pages do not count toward the final page number. The total page
count should be fifteen to twenty (15-20) pages.
Compile the previous assignments and:
- Create a quarter-page (1/4) informative abstract for your final project.
- Revise your project analysis.
- Revise your instructional and delivery strategies.
Write a six to eight (6-8) page paper in which you: - Create an evaluation plan that clearly correlates to the three (3) learning objectives you developed in
Assignment 1. Specify the measures that best fit each objective. - Prepare a five (5) question test that correlates with the learning objectives from Assignment 1. Design
the test so that each question is from a different level of Bloom�s Taxonomy. - Determine the type of evaluation approach that is most appropriate for your project. Provide a rationale
for your selection. - Select a learning theory that applies to the instructional design of the project. Provide a rationale for
your selection. - Create three (3) learning theory principles, not previously mentioned, and specify how they apply to
your project. - Examine the information gaps within the project. Determine the information that is necessary in order to
complete the project more effectively. Provide a rationale for your response.
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- Specify the next steps to complete the
Abstract
This paper intends to present an analysis for the need of expanding a curriculum. Notably, when
growing curriculum, various learner characteristics need to be identified. Moreover, when
developing curriculum, consideration should be made regarding cognitive objectives, behavioral
objectives, and the affective domain objectives. Therefore, this paper will discuss the various
learner characteristics identified, and the different goals regarding expanding the curriculum.
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Evaluation plan correlating to the learning objectives
Learning outcomes describes what the students can demonstrate after a completion of course. A
Clear expression of learning outcomes is the starting point of evaluating the effectiveness of the
learning process. The objectives applied are; cognitive goals, behavioral objectives, and the
affective domain objectives.
The Cognitive domain should have the following Blooms levels of knowledge to achieve the
goal: Knowledge, comprehension, application, analysis, synthesis, and evaluation. The teacher
should assess if the learners acquired any knowledge by asking them questions on what was
taught. The instructor can also ask a learners to re-tell what was taught to evaluate their
comprehension. The learner should carry out an activity that requires the application of an
already learned topic. They should be given a task to analyze and synthesize the concept to come
up with the expected outcome.
Affective Domain includes: receiving, responding, valuing, organization and characterization by
a value system. The evaluation approaches to be applied here include identifying their attitudes
and beliefs on a given subject and let them hold a discussion with their classmates and how much
they can do to improve in that topic. Behavioral Domain includes perception, set, and guided
response, mechanism, and complex over response, adaptation origination. The evaluation done
should include the observation of the learners’ change of behavior as this will indicate that the
objective was achieved.
Knowledge of the different domains of the objectives is important because it gives one an
understanding of the difficulty of learning related to any educational goal and to choose
objectives and educational approach wisely.
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Question tests correlating with the learning objectives
The learning objectives are important in that they communicate expectations to the learners at the
onset of the program. The instructor also gets an opportunity to decide the best ways of teaching
the subject matter. The objectives also offer the learners opportunity of choosing the best way of
acquiring the intended knowledge, skills and attitudes. By coming up with the aims, the
instructor can plan ways for students to demonstrate what they have gained in the learning
process.
Cognitive objectives
- Group the fruits according to their sizes.(knowledge level)
- Rearrange the numbers in ascending order
- Divide the twelve balls among six pupils.
- Write the names of fruits within your locality
- Explain the importance of fruits to health
Behavioral objectives - Balance the egg on the spoon and run without dropping the egg.
- Re-write the sentence in past perfect tense.
- Read a book and write down the character traits of the main character, how his character
affected the others. Explain. - The students from different races to work in a team to test how they relate to one another.
Affective domain objectives - Read a book about civil rights
- Answer the questions at the back of the book and discuss it with your classmates
- Create a plan and present to your classmates the civil rights
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Type of evaluation approach appropriate for the project
Evaluation involves examining the value of learning. According to Bloom, education should aim
at emphasizing on the mastery of the subjects and the improvement of critical thinking and not a
functional approach to just transmitting facts.
The most appropriate evaluation strategy for the project is formative assessment which involves
monitoring learners’ acquisition of knowledge and skills during the project implementation. It
occurs before or during a project implementation with the purpose of enlightening during the
learning process (Pitler, Hubbell, Kuhn, &Malenoski, 2007). It helps learners and the tutors to
track and document progress towards attainment of learning outcomes. It also helps the instructor
to identify any limitation of the program and rectify it as soon as possible and to apply proper
learning interventions that allow the learners to master the required skills and knowledge.
Formative evaluation is applicable when assessing the appropriateness of the instructional
strategies used and the objectives to be achieved. It also checks if the learning activities are
relevant to the objectives and if the objectives are well defined and articulated. In addition to
these, it also evaluates the organization of the training session and the appropriateness of the
materials used. Formative evaluation is the best for efficient delivery since the instructor has the
opportunity of correcting anything that he/she believes is not going right thus minimizing any
case of failure in the method employed.
Learning Theory Applying to the Instructional Design of the Project
Learning theory applicable to the instructional design of the project is the classical conditioning
theory which was developed by Ivan Pavlov. It states that positive reinforcement increases the
chances of the behavior to be repeated whereas a negative reinforcement limits the likelihood of
repetition (Brannon, 2007). Clapping for a learner for mastering a concept will encourage others
FINAL PROJECT 6
to put more effort to be appreciated like the other classmate. The learner who was appreciated
will also feel motivated to perform better to receive the same.
Learning Theory Principles
Connectivism
This theory is based on the principle that learners perceive differently, thus making it necessary
for the instructor to apply diverse teaching approaches to cater for those with different learning
disabilities. The learners differ in the way they manipulate their learning environment.
Motivation is also important for the learner as this will influence how they respond to learning.
The student is viewed as a link in the network, and the knowledge is assumed to recline in the
network, not a person. It provides chances to connect, to engage with and come up with virtual
networks. The theory also provides opportunities for learners to describe characteristics and
practices that lead to the development of the networks (Huang, 2012).
Humanistic
The learner is observed as an independent agent. The influence and significance are important as
knowledge and cognitive processing skills. Emotional attraction is the main idea, and the biased,
individual point of view is vital for directing one’s learning. This theory encourages identifying
personal targets and setting of personal goals. In addition to these, it also supports personal
choice of learning activities thus allowing for a variety of ways to demonstrate learning.
Social Cognition
Learners are viewed as set in or positioned agent and same determination is the essential
principle of associations among control factor such as environment, personal attributes and
behavior. It also provides opportunities for social interactions while learning. Self- efficacy best
developed with successful experiences like modeling and social persuasions are less effective.
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Information gaps within the project
A project gap is a research question or problem which has not been tackled well or at all in a
given field of study. Some of the information gaps within the project include; existing literature
was not examined, no research was conducted, and there were no suggestions for future research.
It is important to look into the existing literature and examine the trend and adjustments in the
given study topic. Delving into the literature is helpful to the researcher since he/ she will obtain
reports on the findings of the previous studies.
A research activity is an important part of a project as it is what will prove the effectiveness of
the proposed intervention strategy applied. There should be questions to guide the given study;
there are no hypotheses in this project thus making it difficult to know what was to be achieved
or the expectation of the study.
No study method was included in this project neither did they include the findings. Every project
must have these to make it complete, and without these elements then it cannot be called a
project. The researcher should have included the recommendations for future research to be
carried out to help readers understand areas which lack investigations and those that require
closer examination.
The final step to the delivery of the instructions appreciates the learners. Every human being
always feels good if their efforts are recognized, this applies to learners too. Through
appreciation and praise, the learners will feel that whatever they are doing is right and this will
make them continue putting more effort in the activities they are involved in thus resulting in
better understanding of the concept. It is important for the instructor to show appreciation after
the learning process to encourage the learners. Appreciation can be done in various ways; by
giving them sticker stars to show how good they are is one method of showing gratitude. The
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teacher can also sing in praise of the learners or clap for them. In addition to these, the instructor
can offer them gifts to encourage them though it is not the best way since it will make them want
more every time they do something.
The final preparation involves presentation at the end of the project. The researcher presents the
results of the preparation project to the graduation mentor and assessor. It means telling a
touching story targeted at specialized listeners and direct the structure and content of the
presentation.
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References
Dent, W., &McChesney, J. (2016). The changing landscape of one primary school’s
mathematics curriculum.Teachers And Curriculum,
16(2).
Huang, S. (2012).The integration of ‘critical’ and ‘literacy’ education in the EFL curriculum:
expanding the possibilities of critical writing practices. Language, Culture, And
Curriculum, 25(3), 283-298.
Utah Education NetworkBrink, M. B. (2010).Involving Parents in Early Childhood Assessment:
Perspectives from an Early Intervention Instructor.Early Childhood Education Journal.
McLeskey, J. M., Rosenberg, M. S., &Westling, D. L. (2012). Inclusion: Effective practices for
all students. Pearson Higher Ed.
Pitler, H., Hubbell, E., Kuhn, M., &Malenoski, K. (2007).Using technology with classroom
instruction that works. Alexandria, VA: ASCD.
Sayer, P. (2015).Expanding global language education in public primary schools: the National
English program in Mexico. Language, Culture, And Curriculum, 28(3), 257-
