Cognitive Processes - develop intellectual processes through subject matter
Technological - make learning systematic & efficient
Philosophical Foundations (Ornstein, 1990/1991)
Curricula Designs
Sources of Curriculum Design
Science
Society
Moral Doctrine
Knowledge
The Learner
Design Dimensions and Considerations
Subject Centered Designs
Correlation Design
Process Design
Broad Fields Design
Discipline Design
Subject Design
Problem Centered Designs
No Child Left Behind (United States) - based on conformity - focused on STEM disciplines - significant drop out rate in some areas of the US - role of the teacher is diminished or devalued -heavy direct instruction by teacher
Inquiry Based learning -Pose questions -Find resources -Interpret information -Interpret findings
Indigenizing Curriculum - Experiential Learning, incorporating environment and the environment's story - restorative principles - practical application with classroom circles - knowledge sharing
Finland Schools - broad approach; no standardized testing - no drop out rate - individualization of teaching & learning - teachers given support and status within the education system
Components of Design - beliefs about people, what and how they should learn and how that knowledge should be used
Conceptual Frameworks
Horizontal Organization
Vertical Organization
Perrenialism - cultivate intellect - educaete the rational person
Realism
Essentialism - teacher is the authority - educate the competent person
Idealism
Progressivism - based on student interest - teacher is a guide for inquiry & problem solving
Pragmatism
Reconstructionism - to improve & reconstruct society - teacher is agent of change & reform
Experiential Education (EXE) - Belgium
High/Scope (H/S) - USA
Reggio Emilia (R/E) - Italy
Swedish National Curriculum for Preschool (Lfpo) - Sweden
Balance - curriculum advances personal, social & intellectual goals
Integration - links all types of knowledge & experiences within the plan
Continuity - vertical repetition of components
Child-Centered Design
Experience-Centered Design
Radical Design
Humanistic Design
Life-situations Design
Reconstructionist Design
References for Module 2: Eisner, E., & Vallance, E. (1974). Five conceptions of curriculum: Their roots and implications for curriculum planning. In E. W. Eisner & E. Vallance (eds.), Conflicting Conceptions of Curriculum (pp. 1-18). Berkeley, CA: McCutchan.
Ornstein, A.C. (1990-1991). Philosophy as a basis for curriculum decisions. High School Journal, 74(2), pp. 102-109.
Ornstein, A.C., & Hunkins, F.P. (2013). Curriculum Design. In Curriculum: Foundations, Principles, and Issues (pp. 149-173). Upper Saddle River, NJ: Pearson.
Samuelsson, I.P., Sheridan, S., & Williams, P. (2006). Five preschool curricula - comparative perspective. International Journal of Early Childhood 11(1), pp. 11-30.
Sowell, E. (2005). Sections from Chapter 3, 4, 5. In Curriculum: An Integrative Introduction (3rd ed.). (pp. 52-61, 81-85, 103-106). Upper Saddle River, NJ: Pearson.
Standardized-Testing
Curricularists
Franklin Bobbitt
Ralph Tyler
James Popham
Form over content - emphasis on deliverables and efficiency
Planning
Backwards Design - forces a consideration of how performances (outcomes) will be achieved, measured and taught - places assessment up front and requires it to be planned prior to beginning learning activities
-Allows to identify Big Ideas and desired results -Determines appropriate evidence to collect -Creates concentrated and specific learning events
Choosing topics students are interested in - a student's prior knowledge affects their learning and interpretation of new material
Pre-Assessment
Instruction
"Walk to Academics" (Group similarly levelled learners together)
Assessment - Purpose - Measurement - Interpretation - Use
Student Self- Assessment
Colleague Collaboration - can assist in reducing bias
Teacher Reflections
High quality assessments are practical and efficient
Oral Assessments
Rubrics - provide clear targets and guidance - transparency of assessment - explicit criteria
Alternative Assessments (required the active construction of meaning)
Benefits: -Fosters self-monitoring and self-regulated learning -assists learning by motivation and understanding through engagement in the assessment process
Benefits: -Develops communication skills -More inclusive (ex. students with Dyslexia) -Encourages critical thinking
Cons: -Stressful for students and teachers -Unfairly tests students -Causes teachers to "teach to the test" -Not all students can process material at the same rate, or can test fairly the same way
Canadian Education Association. (2014, January 30). A Teacher's P.O.V. on Starting Inquiry-Based Learning in the Classroom [Video File}. Retrieved from https://vimeo.com/85470752
Hayes, D. (2003). Making learning an effect of schooling: aligning curriculum, assessment and pedagogy. Discourse: Studies in the Cultural Politics of Education, 24(2), 225-245.
McMIllan, J.H. (2014). The Role of assessment in teaching. In Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction (pp. 1-20). Upper Saddle River, NJ: Pearson.
McMillan, J.H. (2014). High-quality classroom assessment. In Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction (pp. 57-64, 74-88). Upper Saddle River, NJ: Pearson.