Michigan University Curriculum Change Plan Project

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QbaTerra

Writing

Michigan University

Description

2 rom textbook -Gordon, W.R., Taylor, R.T., Oliva, P.F. (2019). Developing the curriculum: Improved outcomes

through systems approaches (9th ed.). Pearson

1 bible verse

CURRICULUM CHANGE PLAN: PART 4 - APPROACHES TO IMPLEMENTATION

ASSIGNMENT INSTRUCTIONS

Overview

You have learned about specific goals/objectives, classification systems, and evidence-based

instructional models. This assignment will allow you to explore these topics and to develop ideas

for your curriculum change plan. With this assignment, you will develop a clear plan for

essential curriculum change plan implementation considerations.

Instructions

1. Download the Curriculum Change Plan: Part 4 - Approaches to Implementation

Template.

2. Complete the Curriculum Change Plan: Part 4 - Approaches to Implementation

Template. Review the template section descriptions below.

? Objectives

o Develop three detailed, measurable objectives based on your knowledge of

domains of learning. Explain how the objectives align with three domains of

learning. For example, domains include cognitive, affective, and psychomotor

areas.

? Classification System

o Discuss one selected classification system and detail how it aligns to your

objectives. For example, explain how your objectives align with a classification

system theory, such as Bloom’s Taxonomy.

? Instructional Model

o Describe and reflect on the instructional model that you plan to use for your

curriculum change plan. For example, if you select the scaffolded instruction

model, explain and analyze how it might affect your curriculum change plan

efforts. Describe how your selected instructional model will influence your plans

for standards, classroom practices, instructional time usage, materials, and

assessments. Describe why your selected instructional model applies to your

curriculum change plan the most.

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Explanation & Answer

View attached explanation and answer. Let me know if you have any questions.

APPROACHES TO IMPLEMENTATION

Curriculum Change Plan: Part 4 - Approaches to Implementation

(Student's Name)
School of Education, Liberty University

Author Note

I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to
Email:

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APPROACHES TO IMPLEMENTATION

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Objectives
Hoque (2016) elaborates that learning objectives depend on the three learning domains:
cognitive domain, psychomotor domain, and affective domain. These three domains shape the
primary learning objectives encompassing knowledge, skills, and attitudes aspects. In 1956, Dr.
Benjamin Bloom, with other researchers, developed this system known as the Bloom Taxonomy
of Learning Domains. These researchers elaborated that learning is a daily activity that develops
mental skills, attitudes and personal attributes, and physical skills. Therefore, they incorporated
these aspects as the primary learning domains. Consequently, this curriculum change plan will
rely on these three factors to develop its learning objectives.
The Cognitive Domain
According to Sonmez's Model of the association between the various learning domains,
the cognitive aspect encompasses five significant aspects: knowledge, comprehension,
application, analysis, and synthesis (Sönmez, 2017). This report also elaborates that these aspects
feature vertical progressivity. Thus, each successive step is a prerequisite of the other, indicating
that learners must complete one step before moving to the next. This factor creates the necessary
guideline for learning objectives under the cognitive domain in this learning system.
Additionally, educators must evaluate learning for each aspect before teaching the next item to
ensure comprehensive cognitive development.
The curriculum change I have proposed focuses on a personalized learning model for
learners. Given the cognitive domain discussion, this proposed curriculum change means that
educators should evaluate all learners' five elements of cognitive knowledge. Additionally,
educators should tailor their evaluation guidelines or procedures to each learner. Finally,
educators should consider that learners have different academic needs. For instance, some

APPROACHES TO IMPLEMENTATION

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learners might advance through these steps slowly than their counterparts. Educators should
acknowledge this fact and customize their teaching to suit each learner and their different
academic needs.
The Psychomotor Domain
This domain deals with the development, utilization, and coordination of motor skills. It
comprises seven categories of objectives: perception, readiness to act, guided response,
mechanism, adaptation, complex overt response, and origination (Hoque, 2016). Additionally,
the evaluation of the psychomotor domain follows five steps like the cognitive domain under
Sonmez's Model...


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