Curriculum Design & Development Flashcards
7 cards from real CDT practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 7 Curriculum Design & Development flashcards as text
Which instructional design model emphasizes rapid prototyping and iterative development, making it especially useful for diversity training programs that need frequent updates?
Answer: SAM (Successive Approximation Model)
SAM uses rapid prototyping and iterative cycles, allowing diversity content to be tested and refined quickly based on learner feedback.
When designing diversity training for a multigenerational workforce, a curriculum developer should primarily focus on:
Answer: Incorporating varied learning modalities and examples relevant to each generation
Multigenerational curricula are most effective when they incorporate diverse learning modalities and contextually relevant examples for each generational cohort.
A CDT is revising a cultural competence module after learners report feeling 'lectured at.' Which curriculum adjustment best addresses this feedback?
Answer: Shift from didactic content delivery to experiential and reflective activities
Replacing lecture-style delivery with experiential activities and reflection increases engagement and deepens learning in diversity training.
In the context of diversity curriculum design, 'transfer of learning' refers to:
Answer: Learners applying inclusive behaviors and skills in their actual workplace
Transfer of learning means participants successfully apply what they learned in training to real-world situations and workplace interactions.
Which of the following is the BEST approach to sequencing content in a diversity and inclusion curriculum?
Answer: Move from foundational concepts to complex application and critical analysis
Effective curriculum sequencing builds from foundational knowledge toward higher-order application, ensuring learners have the conceptual grounding before tackling complexity.
A training needs assessment for diversity curriculum development should include all of the following EXCEPT:
Answer: Predetermined conclusions about what employees need to learn
Needs assessments must remain objective and data-driven; predetermined conclusions introduce bias and undermine the validity of the curriculum design process.
When writing learning objectives for a diversity curriculum, which verb is most appropriate for the 'application' level of Bloom's Taxonomy?
Answer: Demonstrate
'Demonstrate' reflects application-level learning, where learners show they can use knowledge or skills in a practical context.