CURRICULUM DEVELOPMENT PROCESS
2 b i). Discuss the role of piloting in developing a concise and comprehensive curriculum
The curriculum materials and equipment should be tried out, in sample schools, feedback obtained and used to revise the curriculum materials during equipment.
By trying out curriculum it is easy to identify and correct major defects before implementation. The try out must be done using real learners, real teachers in actual schools.
At this stage, it is necessary to identify major problems that would arise during the implementation, and work out solutions to them before the new curriculum is implemented or the new materials go into schools. These problems are: distribution, storage and general follow up.
By so doing a method could be determined as to how they could be solved once a big number of pupils teachers and schools are involved. Another reason for trying out is that some mistakes could have been unnoticed during development and planning which could be easily detected and corrected through try out.
The try out should not begin until the planning is complete and the whole range of curriculum materials and equipment prepared and produced in trial forms.
The fairest try out would be one on which the students use the new curriculum and materials through a complete educational cycle or phase so that the curriculum workers can be able to see the cohort of children using new curriculum systematically through a complete educational cycle.
Curriculum development process takes a long time to come to fruition.
In summary form; there are six sub-processes of the tryout process that may be identified.
- Selection of schools and colleges.
- Briefing of educators and the general public.
- Preparation of school teachers and heads for try out.
- Supply of materials and equipment to the try out schools.
- Conducting try out in schools.
- Gathering and analyzing feedback
- Use of feedback for the modification.
Improving the new programme in light of data gathered during the try out is the next step.
As the piloting goes on, some modification also is made on the programme based on the feedback but at certain point piloting stops to allow for major revision and consolidation of the programme in order to address more effectively the needs of the learners and other requirements of the programme.
During the stage try-out the suggestions from the piloting personnel are used to modify the programme in order to make it appropriate to: the real school and instructional situation, the number of students with diverse backgrounds; teachers and the general educational environment.
Modifications at this stage must address deficiencies discovered during the fieldwork and modified on the basis of field data including reactions form the lay public.
No curriculum planner should assume and implement the new curriculum without careful revision of the curriculum being tried. Several piloting programmes can be done especially when the feedback from the tryout reveals many problems within the programme. It is more professional and even economical to subject the project to several tests than to implement what is not understood because it may be problematic.
This is the stage at which the planned curriculum is introduced into the schools and colleges. It is the stage in which the newly developed and tried curriculum is made publicly available. This is the logical process to undertake after the tryout of the curriculum.