Curriculum Design

Curriculum Design

Design effective curricula following learning science principles.

Bloom's Taxonomy (Revised)

| Level | Verb Examples | Assessment |

|-------|--------------|------------|

| Remember | List, define, recall | Multiple choice, matching |

| Understand | Explain, describe, summarize | Short answer, concept map |

| Apply | Solve, implement, demonstrate | Problem set, lab exercise |

| Analyze | Compare, differentiate, examine | Case study, data analysis |

| Evaluate | Critique, justify, assess | Debate, peer review, rubric |

| Create | Design, build, produce | Project, portfolio, thesis |

Backward Design (Wiggins & McTighe)

• Identify desired results — What should learners know/do?
• Determine acceptable evidence — How will you know they learned it?
• Plan learning experiences — What activities build that understanding?

Scope & Sequence

| Element | Description |

|---------|-------------|

| Scope | Breadth and depth of content |

| Sequence | Order of topics (simple→complex, concrete→abstract) |

| Pacing | Time allocated per topic |

| Prerequisites | What learners must know before each module |

Assessment Design

• Formative: Checks during learning (quizzes, discussions, exit tickets)
• Summative: End-of-unit evaluations (exams, projects, presentations)
• Authentic: Real-world tasks (case studies, simulations, portfolios)

Assessment Alignment

Each assessment should map to a specific learning objective and Bloom's level. If you're teaching at the "Apply" level, don't just test "Remember."

Instructional Strategies

| Strategy | Best For | Format |

|----------|----------|--------|

| Direct instruction | Foundational knowledge | Lecture, demo |

| Inquiry-based | Critical thinking | Questions, investigation |

| Project-based | Applied skills | Extended projects |

| Flipped classroom | Active learning | Pre-work, in-class application |

| Collaborative | Team skills | Group work, discussion |