Background
Curriculum design is one of the main components of the learning process. Thus, the correct construction of the educational process helps to achieve all the goals set and maintain the quality of education. Building a curriculum includes several important actions, including needs assessment, teacher training, design, development, alignment, supervision, implementation, evaluation, and technology considerations. Thus, among these aspects, needs assessment and teacher training become the most critical, as they are the basis for ensuring the most effective and favorable training.
Teacher Training and Needs Assessment
Creating curriculum design is a critical step for any educator and has an exceptional value for the educational process. Thus, analyzing the needs of students are believed to have value, as it contributes to building a picture of what is required of the curriculum (Macalister & Nation, 2019; Malicka et al., 2019; Zhang, 2018). For example, while conducting this evaluation, a teacher may understand that most of the students have difficulties memorizing the topic, which requires indispensable work. The second aspect of the curriculum that is important is teacher training. Thus, a teacher’s high level of qualification and education plays a role in how the knowledge transfer process will take place (Grant, 2018; Mamurov, 2017). In addition, “teacher experience, content style, cognitive skills, and soft skills” have a unique role (Shawer, 2017, p. 296). An example of the importance of this aspect is that a well-trained educator can immediately notice a problem in learning and adjust the curriculum according to it.
Evaluation of the Curriculum
In addition to assessing the needs and high level of teacher training, evaluating the proposed curriculum is essential. It is worth noting that this aspect concerns both implementation and post-implementation. Hence, analyzing students’ academic performance may be particularly effective for carrying out this work. However, this method concerns the post-implementation stage. Regarding the process of applying curriculum, an intermediate check of students and their progress can be used.
References
Grant, J. (2018). Principles of curriculum design. Understanding Medical Education: Evidence, Theory, and Practice, 71-88. Web.
Macalister, J., & Nation, I. P. (2019). Language curriculum design. Routledge.
Malicka, A., Gilabert Guerrero, R., & Norris, J. M. (2019). From needs analysis to task design: Insights from an English for specific purposes context. Language Teaching Research, 23(1), 78-106. Web.
Mamurov, B. B. (2017). The Need to Prepare Future Teachers to Design a Student-Centered Educational Process. Eastern European Scientific Journal, (4). Web.
Shawer, S. F. (2017). Teacher-driven curriculum development at the classroom level: Implications for curriculum, pedagogy and teacher training. Teaching and Teacher Education, 63, 296-313. Web.
Zhang, J. (2018). College English curriculum group: The construction based on needs analysis. English Language Teaching, 11(6), 80-85. Web.