curriculum-design

name	curriculum-design
description	'Learning objectives (Bloom\'s), scope and sequence, assessment, instructional strategies, and mapping'

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)

1. Identify desired results — What should learners know/do?
2. Determine acceptable evidence — How will you know they learned it?
3. 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