# data[].attributes.headline
constructed with the content area as the main focus 

# data[].attributes.subject
constructed with the content area as the main focus 

# data[].attributes.headline
What resources are best in order to meet these learning goals? 

# data[].attributes.subject
What resources are best in order to meet these learning goals? 

# data[].attributes.headline
What learning activities will best prepare students with the necessary knowledge and skills? 

# data[].attributes.subject
What learning activities will best prepare students with the necessary knowledge and skills? 

# data[].attributes.headline
Stage 3: Plan Learning Experiences and Instruction 

# data[].attributes.subject
Stage 3: Plan Learning Experiences and Instruction 

# data[].attributes.body
- Informal checks for understanding
- Conversation
- quiz/test
- Academic prompt
- Performance task or project

# data[].attributes.headline
What method best matches the standards in order for students to demonstrate their understanding? 

# data[].attributes.subject
What method best matches the standards in order for students to demonstrate their understanding? 

# data[].attributes.headline
How will we know if students have achieved the desired results and demonstrated proficiency of the standards? 

# data[].attributes.subject
How will we know if students have achieved the desired results and demonstrated proficiency of the standards? 

# data[].attributes.headline
Filter 4: To what extent does that idea, topic, or process offer potential for engaging students?

# data[].attributes.subject
Filter 4: To what extent does that idea, topic, or process offer potential for engaging students?

# data[].attributes.headline
Filter 3: To what extent does the idea, topic or process require digging a little deeper? 

# data[].attributes.subject
Filter 3: To what extent does the idea, topic or process require digging a little deeper? 

# data[].attributes.headline
Filter 2: To what extent does the idea, topic, or process reside at the heart of the discipline?

# data[].attributes.subject
Filter 2: To what extent does the idea, topic, or process reside at the heart of the discipline?

# data[].attributes.headline
Filter 1: To what extent does the idea, topic or process represent a “big idea” having enduring value beyond the classroom? 

# data[].attributes.subject
Filter 1: To what extent does the idea, topic or process represent a “big idea” having enduring value beyond the classroom? 

# data[].attributes.headline
Backwards Design Understanding by Design (UbD)

# data[].attributes.subject
Backwards Design Understanding by Design (UbD)

# data[].attributes.body
source

# data[].attributes.headline
Stage 3: Gather Evidence   Discuss & Interpret Evidence

# data[].attributes.subject
Stage 3: Gather Evidence   Discuss & Interpret Evidence

# data[].attributes.headline
Stage 2: Develop/Validate Program Learning Outcomes

# data[].attributes.subject
Stage 2: Develop/Validate Program Learning Outcomes

# data[].attributes.body
source

# data[].attributes.attachment_link.readable_text
Curriculum design and renewal, is an ongoing, cyclical, and analytical process, that continually strives to find new and effective ways to offer students learning experiences that are transformational, inspiring, and intellectually challenging. For some departments/units this process is initiated following a program review; for others, their interest stems from the recognition that a revitalization of their current curriculum is needed or a new program needs to be developed. Regardless of the reason, it usually progresses from evaluating the existing program, to designing an improved program, to implementing the changes and back to evaluating the revised program.

Curriculum...is a design of events that brings about conversion. Curriculum is not worth the journey if it does not convert those who participate in it into something better.

(Schubert, 1991)

The process of curriculum improvement is:

Collaborative, reflective, analytical

Evidence-based (multiple sources of data)

Student-learning focused

Cycle for continuous curriculum improvement in 5 Stages

Stage 1: Set Goals & Align Resources

What questions would like to answer during this curriculum review process?
What data will best help you answer those questions?
Whom will you involve?
What resources will be required?
What are your timelines?
What assessment methods are most appropriate?

Stage 2: Develop/Validate Program Learning Outcomes

Learning outcomes are direct statements that describe the knowledge, skills, and habits of mind that students are expected to reliably demonstrate after successfully completing a course/program.

They describe learning that is significant and durable- learning that really matters in the long term.

Stage 3: Gather Evidence Discuss & Interpret Evidence

Curriculum mapping
Used to determine where, when, and how learning outcomes are taught and assessed within a program

Focus groups, surveys, or other means of gathering evidence (students/alumni/TAs/faculty/employers)

Student Artefacts (portfolios, projects, other products; performance/exhibits, demonstrations)

Data provided by OIRP & SGS

Accreditation information

'Model' programs elsewhere

Identify strengths/redundancies/gaps

Stage 4: Improve/Enhance

Make necessary changes

Develop criteria you will use to judge the relative success of those changes.

Stage 5: Monitor & Adapt

Use this information to create action plans

Continuous gathering of evidence of student learning

Curriculum Mapping Tools for:
UDLEs Baccalaureate/Bachelors
UDLEs Honours__Baccalaureate_Bachelors
GDLEs Master's
GDLEs Doctoral​
Planning for Change

Use the following trigger questions to help curriculum development using the UDLEs. (based on the model from Kotter, J.P. (1996). Leading Change. Boston: Harvard Business School Press.)

Establish a sense of urgency

How might you create a sense of the importance and immediacy of incorporating the UDLEs in curriculum planning?

Create a guiding coalition

What mix of skills, influence, interest, etc. might you draw on to help you move forward?

Which individuals and offices have the expertise and the commitment necessary to advance this initiative?

Develop a vision and strategy

What vision and strategy might you articulate to guide the curriculum change process?

What specific mandate, time-line, and resources might you give to the guiding coalition?

Communicate the change vision

What communication strategy and processes might you use and who might you identify to help you communicate the vision and strategy consistently and effectively?

Empower for broad-based action

What might you do to help members of the guiding coalition to eliminate barriers, such as resistance, in instituting a curriculum change process?

Generate short-term wins

What short term deliverables (e.g. pilot project) might you and your team identify?

How might those who contribute to the curricular change process be supported and recognized?

Consolidate gains, produce more change

What process reporting mechanisms might you put in place?

What strategies might you use to embed the curriculum change processes throughout the institution?

Anchor new approaches in the culture

How might you reinforce the changes? For example, what structural adjustments (position changes, recruitment of new change leaders, promotions, etc?) might be necessary?

What connections might you make between the changes made and measures of institutional success (e.g. NSSE)?

How can you continue to build capacity for sustaining/revisiting the curriculum change processes?

# data[].attributes.attachment_link.description
Curriculum design and renewal, is an ongoing, cyclical, and analytical process, that continually strives to find new and effective ways to offer students learning experiences that are transformational, inspiring, and intellectually challenging. For some departments/units this process is initiated following a program review; for others, their interest stems from the recognition that a revitalization of their current curriculum is needed or a new program needs to be developed.

# data[].attributes.headline
Potential drawback: does not always take learning styles into consideration

# data[].attributes.subject
Potential drawback: does not always take learning styles into consideration

# data[].attributes.headline
increases the relevance of the curriculum, allowing students to be creative and innovative

# data[].attributes.subject
increases the relevance of the curriculum, allowing students to be creative and innovative

# data[].attributes.headline
focus is on teaching students how to look at a problem and create solutions

# data[].attributes.subject
focus is on teaching students how to look at a problem and create solutions

# data[].attributes.headline
Potential drawback: teachers may not have the time or may lack the experience or skills to create such a plan

# data[].attributes.subject
Potential drawback: teachers may not have the time or may lack the experience or skills to create such a plan

# data[].attributes.headline
can motivate students and help them stay engaged in the material

# data[].attributes.subject
can motivate students and help them stay engaged in the material

# data[].attributes.headline
meant to empower learners and allow them to have a voice and choice in their education 

# data[].attributes.subject
meant to empower learners and allow them to have a voice and choice in their education 

# data[].attributes.headline
constructed without taking into account the specific learning styles of the students

# data[].attributes.subject
constructed without taking into account the specific learning styles of the students

# data[].attributes.headline
potential drawback: this form of curriculum design is constructed without taking into account the specific learning styles of the students

# data[].attributes.subject
potential drawback: this form of curriculum design is constructed without taking into account the specific learning styles of the students

# data[].attributes.headline
most common type of curriculum used in K-12 public schools

# data[].attributes.subject
most common type of curriculum used in K-12 public schools

# data[].attributes.body
source

# data[].attributes.attachment_link.readable_text
Curriculum design is a term used to describe the purposeful, deliberate, and systematic organization of curriculum (instructional blocks) within a class or course. In other words, it is a way for teachers to plan instruction. When teachers design curriculum, they identify what will be done, who will do it, and what schedule to follow.

Purpose of Curriculum Design

Teachers design each curriculum with a specific educational purpose in mind. The ultimate goal is to improve student learning, but there are other reasons to employ curriculum design as well. For example, designing a curriculum for middle school students with both elementary and high school curricula in mind helps to make sure that learning goals are aligned and complement each other from one stage to the next. If a middle school curriculum is designed without taking prior knowledge from elementary school or future learning in high school into account it can create real problems for the students.

Types of Curriculum Design

There are three basic types of curriculum design:

Subject-centered design

Learner-centered design

Problem-centered design

Subject-Centered Curriculum Design

Subject-centered curriculum design revolves around a particular subject matter or discipline. For example, a subject-centered curriculum may focus on math or biology. This type of curriculum design tends to focus on the subject rather than the individual. It is the most common type of curriculum used in K-12 public schools in states and local districts in the United States.

Subject-centered curriculum design describes what needs to be studied and how it should be studied. Core curriculum is an example of a subject-centered design that can be standardized across schools, states, and the country as a whole. In standardized core curricula, teachers are provided a pre-determined list of things that they need to teach their students, along with specific examples of how these things should be taught. You can also find subject-centered designs in large college classes in which teachers focus on a particular subject or discipline.

The primary drawback of subject-centered curriculum design is that it is not student-centered. In particular, this form of curriculum design is constructed without taking into account the specific learning styles of the students. This can cause problems with student engagement and motivation and may even cause students to fall behind in class.

Learner-Centered Curriculum Design

In contrast, learner-centered curriculum design takes each individual's needs, interests, and goals into consideration. In other words, it acknowledges that students are not uniform and adjust to those student needs. Learner-centered curriculum design is meant to empower learners and allow them to shape their education through choices.

Instructional plans in a learner-centered curriculum are differentiated, giving students the opportunity to choose assignments, learning experiences or activities. This can motivate students and help them stay engaged in the material that they are learning.

The drawback to this form of curriculum design is that it is labor-intensive. Developing differentiated instruction puts pressure on the teacher to create instruction and/or find materials that are conducive to each student's learning needs. Teachers may not have the time or may lack the experience or skills to create such a plan. Learner-centered curriculum design also requires that teachers balance student wants and interests with student needs and required outcomes, which is not an easy balance to obtain.

Problem-Centered Curriculum Design

Like learner-centered curriculum design, problem-centered curriculum design is also a form of student-centered design. Problem-centered curricula focus on teaching students how to look at a problem and come up with a solution to the problem. Students are thus exposed to real-life issues, which helps them develop skills that are transferable to the real world.

Problem-centered curriculum design increases the relevance of the curriculum and allows students to be creative and innovate as they are learning. The drawback to this form of curriculum design is that it does not always take learning styles into consideration.

Curriculum Design Tips

The following curriculum design tips can help educators manage each stage of the curriculum design process.

Identify the needs of stakeholders (i.e., students) early on in the curriculum design process. This can be done through needs analysis, which involves the collection and analysis of data related to the learner. This data might include what learners already know and what they need to know to be proficient in a particular area or skill. It may also include information about learner perceptions, strengths, and weaknesses.

Create a clear list of learning goals and outcomes. This will help you to focus on the intended purpose of the curriculum and allow you to plan instruction that can achieve the desired results. Learning goals are the things teachers want students to achieve in the course. Learning outcomes are the measurable knowledge, skills, and attitudes that students should have achieved in the course.

Identify constraints that will impact your curriculum design. For example, time is a common constraint that must be considered. There are only so many hours, days, weeks or months in the term. If there isn't enough time to deliver all of the instruction that has been planned, it will impact learning outcomes.

Consider creating a curriculum map (also known as a curriculum matrix) so that you can properly evaluate the sequence and coherence of instruction. Curriculum mapping provides visual diagrams or indexes of a curriculum. Analyzing a visual representation of the curriculum is a good way to quickly and easily identify potential gaps, redundancies or alignment issues in the sequencing of instruction. Curriculum maps can be created on paper or with software programs or online services designed specifically for this purpose.

Identify the instructional methods that will be used throughout the course and consider how they will work with student learning styles. If the instructional methods are not conducive to the curriculum, the instructional design or the curriculum design will need to be altered accordingly.

Establish evaluation methods that will be used at the end and during the school year to assess learners, instructors, and the curriculum. Evaluation will help you determine if the curriculum design is working or if it is failing. Examples of things that should be evaluated include the strengths and weaknesses of the curriculum and achievement rates related to learning outcomes. The most effective evaluation is ongoing and summative.

Remember that curriculum design is not a one-step process; continuous improvement is a necessity. The design of the curriculum should be assessed periodically and refined based on assessment data. This may involve making alterations to the design partway through the course to ensure that learning outcomes or a certain level of proficiency will be achieved at the end of the course.

# data[].attributes.attachment_link.title
How to Develop Effective Curriculum Design

# data[].attributes.attachment_link.description
There are several types of curriculum design; here are definitions and tips for educators to use to design curriculum to improve student learning.