The design of a curriculum is a crucial factor that significantly influences the outcomes of learning. According to Dirksen (2015), the primary objective of designing a good curriculum is to have learners emerge from the learning instance with new or improved abilities that will help them accomplish things that they want to do. For adult learners in a School Safety Planning class, focusing on their knowledge retention is the most critical aspect to consider when developing a curriculum for that program. As such, during the curriculum design phase, it is crucial to understand the knowledge encoding and retrieval processes.
For adult learners to successfully learn about School Safety Planning, I will focus on the remembering aspect of the learning process. Remembering involves retrieval, manipulation, combination, and innovatively using the knowledge gained (Dirksen, 2015). Since the concentration span for adults is less compared with that of young people, the strategy would be to arrange the learning objectives systematically. It will be therefore possible to filter irrelevant content from the curriculum and give enough room for the most critical aspects of the course. A lean but extensive curriculum will enable the adult learners to store the fundamentals of the course in their long term memory.
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The capacity to retain the most critical aspects of a course is a critical consideration for curriculum designers. According to Dirksen (2015), repetition is fundamental if learners have to retain course content. Relating different points throughout the course will allow a trainer to establish the basis for knowledge storage in the long term memory. Repetition will indeed refresh the mind of a learner. However, the information in the long term memory needs to be consistently retrieved and manipulated to allow for innovation. Engaging learners with physical tasks and theoretical questions will enable them to practice what they learn.
Designing a lean but extensive syllabus will allow adult learners to focus on the most critical aspects of a course. Focusing on significant learning areas will not crowd the mind of an adult learner with irrelevant content. Repetition, on the other hand, will ensure that the learners retain content for future retrieval.
References
Dirksen, J. (2015). Design for How People Learn . New Riders.
