13-04 Curriculum design and sustainable implementation

While curriculum is about the goals, content and organization of learning, sound curriculum design practices are a necessary condition for a curriculum that is relevant and based on up to date knowledge of teaching and learning . In recent years many agree that teachers need to be more actively involved in curriculum design processes. In particular collaborative curriculum design in teacher teams is considered important for the design of sustainable curricula. The reasoning behind this is threefold:
  • By involving the professionals that engage the pupils daily we can come to context specific curricula that have more relevance and chance for success in schools. 
  • During the design process professional development of teachers is enabled and encouraged. In the process of collaborative curriculum design teachers learn from one another, from engaging with new content and pedagogies and improve their design competencies. 
  • By enabling professional development and curriculum design in teacher design teams the chances for sustainable curriculum reform increase. 

While this development offers many possible advantages it offers different challenges as well. From a practical perspective teachers need to understand the curriculum design process and develop design competencies. From a scholarly perspective there is a need to re-think what curriculum design entails: from a systematic endeavor carried out by professionals to a more intuitive process carried out by (teams of) teachers. In the master class we will discuss what curriculum design is; the meaning of teacher involvement for the curriculum design process and for sustainable curriculum implementation; how to conceptualize curriculum design within broader educational reform issues and how we can study different elements of teacher involvement in curriculum design, its implications for sustainable implementation and for professional development.

course objectives
The course objectives of this master class are that the participants:
  • Develop an understanding of the basic concepts of curriculum design 
  • Understand current issues in collaborative curriculum design and its implications for research and practice 
  • Explore issues related to studying curriculum design, its implication for practice and assessing its effectiveness 
  • Acquire insights on the kind of support teacher design teams need 
  • Acquire insights on how to measure team-learning and individual learning in teacher design teams 
  • Acquire insights on factors that impact the sustainability of teachers’ collaborative design in their curriculum products 
  • Acquire conceptual and practical insights on measuring effectiveness of collaborative curriculum design for the sustainable implementation of curriculum innovations and for teacher professional development. 

  • Participants are required to have completed the ICO Introductory Course successfully. 
  • Participants should be familiar with the following literature: Chapters 3-7 of Marsh, C.J., & Willis, G. (2007). Curriculum: Alternative Approaches, Ongoing Issues – 4th ed. Upper Saddle River, NJ: Pearson. 

Dr. joke Voogt
Faculteit Gedragswetenschappen
Universiteit Twente
Postbus 217
Enschede 7500 AE

Dr. Adam Handelzalts
Faculteit Gedragswetenschappen
Universiteit Twente
Postbus 217
Enschede 7500 AE

Prof. Dr. Jules Pieters
Faculteit Gedragswetenschappen
Universiteit Twente
Postbus 217
Enschede 7500 AE

In total you will spend 100 hours on this course:
  • Contact-based activities; i.e. lectures and discussions (40 hours) 
  • Self-study activities; i.e. reading the literature (20 hours) 
  • Self-study activities; i.e. work on individual assignments (40 hours) 
Before the start of the master class students are expected to read the literature and be familiar with it. They prepare for the course by choosing one article from the syllabus and relating it to their own research. They hand it in on paper and present it in the first meeting. During the course students are expected to use the knowledge from the meetings to work on case. They start working on the case during the meetings in a groups setting and complete it individually as preparation for the next meeting. After the last meeting students are expected to write a paper relating the studied issues and their own work. This paper should reflect their understanding of the concepts, where possible in relation to their own research.

In sum there are 4 assignments
- Preparatory assignment
- 2 case assignments (starting off during the meeting and completing it at home)
- Final assignment

Being present and active participation during the contact-based part of the course.
The assignments should be completed at a sufficient level.

A list of papers to be read will be specified later on.

dates and locations
The contact hours of the masterclass are organized as two meetings of two subsequent days and one meeting of one day, structured along the lines of the design process:
  • April 4 and 5, 2013 - Day 1&2 – introduction to the course and the analysis and development stages. 
  • April 11and 12, 2013 - Day 3&4 – the evaluation and implementation stages. 
  • April 18, 2013 - Day 5 – conclusion and synthesis. 
All meetings will be organized at the University of Twente where students can also book an overnight stay.

maximum number of participants: 24

Subscription deadline: Februari 21, 2013