Essential Curriculum Elements

I've been developing curricula for adult learners for several years now. Most of my work is with universities, social science research centers, and non-profit social service agencies. The content for each client is different and has included widely varying topics such as how to parent from prison, healthy intimate partner relationship skills, trauma-informed strategies for first responders (police, child welfare) in emergency calls where children are present, training for new mentors, employment skills for ex-offenders, supervision training for new case managers, or instructional design skills for subject matter experts turned trainers, to name a few. For a complete list see my CV.

Even with the wide variety of training content, there are themes that run throughout all these projects and essential elements that show up in every single curriculum or training I design.

So what are these essential elements? I think there are five.

Outcomes-based: The central question of every project is NOT what should this curriculum cover, but rather, what does the targeted audience need to be able to DO, out there in the rest-of-life for which we will take responsibility in this training? The answer to this question drives the design and content that follow. For how to do this, see these posts on outcomes-based design, and these as well.

Learner-Centered: It is never about how brilliant we are or how important our content is, but it is always, always, always about what our learner needs to understand and be able to do, to meet the outcomes in the rest-of-life; at work, at home, or in the community. Read more about learner-centered instruction here.

Active and Interactive: Because it is all about the learner and never about us, the knowledge and skills must be delivered in such a way as to engage and involve the learner in active exploration and discovery as well as applied learning through guided practice and feedback. And, because adult learners bring with them a wealth of experience and wisdom, there must be many opportunities for learners to interact with their peers. For more about active and interactive learning, see this post on using what the adult learner brings to the training room or classroom.

Application to Real-Life: Curricula must have opportunities for adult learners to apply their learning to real-life scenarios, problems and critical questions. These should be real, if at all possible, or simulated (second best), but they should always be about the learner using her new knowledge and skill within the context she will be returning to after the class or training is over. See a sample lesson plan here.

Lots of Feedback: Training and courses should include opportunities for lots of practice with feedback with an engaged, accessible, approachable, excited, nurturing and supportive instructor or trainer. Constructive feedback from someone who cares is critical for success and needs to be adapted to the learner's stage of understanding and mastery, always helping him to reach mastery of the outcome.