Curriculum Phase I

CURRICULUM
IMPLEMENTAT
ION
/
LAUREN OROSCO
GOALS
• After this part of the
presentation, the learners will:
• Know and understand the
process of managing and
implementing a curriculum
• Be reminded of taking a lot of
factors into close and careful
consideration before
implementing a curriculum
OVERVIEW
- producing the curriculum materials
- testing and revising them
- recruiting and training volunteers
- implementing the curriculum materials
with the target audience
PRODUCING THE
CURRICULUM
MATERIALS
Find Existing
Materials
The cost, time, and financial commitment needed to
develop curriculum is too great to waste on
developing new materials when appropriate materials
already exist.
Find Existing
Materials
Always remember to ask the following questions
before developing a curriculum:
1. What type of printed or visual materials are needed?

2. For whom is the product intended? i.e.Rural-out-of-school
youth? Facilitators and group leaders for rural-out-of-school
youth? Both the youth and facilitators?
3. Does a certain curriculum already exist to meet the need?
Evaluating Existing
Curriculum
Content, methods of learning (activities), style, and
format are criteria to evaluate existing curriculum
materials. Review at least five different curriculum
materials, they do not need to be in the same subject
matter area.
Sample Checklist for Evaluation
Checklist to evaluate curriculum materials:
√ Does the curriculum product fill a genuine need? Will it help learners attain
the intended outcome? Does it address the issue of concern?
If something is already available in an appropriate form, it is a waste of time
and resources to develop new materials.
√ Is the product economical—financially, in terms of production and use-
comparable to available alternatives?
Conduct a cost-benefit analysis. If the product is purchased, how much will

it cost? What additional costs would be incurred to train facilitators? Would
it cost less or more to produce your own curriculum products?
Sample Checklist for Evaluation
√ Is the product well designed for the intended audience?
A well-developed curriculum fits the intended audience. Questions about writing,

layout, and font type appropriate for the target audience can be addressed
through text books, workbooks, and magazines. What proportion of each page is
type? What style of illustrations are most appropriate for the audience? How many
different types of learning experiences are used? Are there suggestions for reflection
(evaluation) on lessons learned and additional follow-up?
√ Does the product incorporate and support all phases of an experiential learning
cycle?
Can the activities help learners attain the intended outcomes? Are learners
encouraged to think and process what they have done and learned? Are
opportunities (activities) provided for learners to compare, contrast, and evaluate
what they have done? Are activities provided for learners to apply what has been
learned to new situations? The experiential learning model (Figure 3, page 36) shows
three steps a learner uses: 1) do, 2) reflect, and 3) apply. Unfortunately, many
curriculum materials do not match intended outcomes to activities, nor are activities
designed for participants to reflect upon what they have done or to apply the
principles to new situations.
Factors to Consider
before writing and
producing a new
curriculum:
The type of publication must be
01 identified. Is the product for
youth? For facilitators? Are
The writer should have handouts or worksheets
knowledge of the issue, the included? The product needs to
target audience, and be "directed" toward a specific
curriculum design. audience.
02
Factors to Consider
before writing and
producing a new
curriculum:
Format is important. "Form
follows function." If the 04
product is for a facilitator, Validity in curriculum materials
determine what a facilitator is essential. Validity is when
needs to have and do to activities (what is done) aligns
facilitate an experiential with the stated intended
learning process. outcome (what we said we
intended to do). Intended
03 outcomes must be matched
with supporting activities.
Testing and Revising the
Curriculum
Testing and Revising the
Curriculum
a process used to determine if a curriculum
product is valid (if it does what is intended) and
reliable (it consistently does what it is intended to
do)
Selecting Pilot Test Sites
and Facilitators
The goal is to test the curriculum with a
representative sample of youth from each area or
"set of conditions" to evaluate its effectiveness.
Formative Evaluation for
Testing Curriculum
Materials
The purpose of a formative evaluation is to get
feedback from the "end users" of the curriculum
product. Feedback should identify if the learners
attained the intended outcomes with the planned
activities.
Recruiting and Training
Facilitators
Facilitators
It is a waste of time and resources to develop
curriculum materials if facilitators are not
adequately trained to use and implement the
program. Even professional trainers and educators
need to be trained in new content and methods.
The facilitators who help learners attain program
outcomes (i.e., teachers, trainers, leaders, guides,
or mentors) must be trained.
Facilitators
The facilitator's primary job is to create a learning
environment where youth can discuss gender and
morally sensitive issues openly as well as develop
their decision making/problem solving skills.
Implementing the
Curriculum
Implementing the
Curriculum
identifies considerations and strategies to
implement the developed curriculum product
Considerations and
strategies for
implementation:
1. What is the most effective way to recruit
members of the target audience to participate in
the curriculum activities? Are there existing
organizations that can collaborate (i.e., rural youth
groups, religious groups, older boy scout and girl
scout organizations, etc.
Considerations and
strategies for
implementation:
2. What is the most effective way to promote the
program with other organizations? Would it be
appropriate in your area to promote participation
through the radio, television, and newspapers?
Considerations and
strategies for
implementation:
3. What promotional support could be included
for facilitators? Would a promotional flyer be
effective? Would slide sets, overheads, posters,
audio video aids, and/or promotional tapes be
helpful? The best promotional supports for
facilitators need to be simple and effective
Thank
Thank You
You
Thank You

Curriculum Phase I

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CURRICULUM

1. What type of printed or visual materials are needed?

Conduct a cost-benefit analysis. If the product is purchased, how much will

A well-developed curriculum fits the intended audience. Questions about writing,

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