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Intro to the courseYour cruise directors
Your cruise directors expectations
Course requirements
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Why Learn Anything?
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Activity #1In your group please brainstorm what
curriculum means to you. Define it andinclude as many components as you can
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Curriculum DefinedCurriculum is The explicit and
comprehensive plan developed to honor a
framework of standards. A curriculum isthe course or program of study composedof numerous units. (McTighe andWiggins).
Alternative: The sum of theknowledge, skills and attitudes thatthe school documents as goals for
student learning. ,
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Written vs Un-written
curriculumWritten curriculum is that which is set on
paper. Written curriculum is traditionallyformally taught and assessed by teachers.
Un written curriculum refers to any goals andstandards which are not formally outlined indaily plans. Generally, unwritten curriculum is
neither assessed nor evaluated.
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What does curriculum
include?Academic knowledge ABCsTimes tables Periodic charts
History Etc.
Desired skills ComputationWriting Reading Etc.
Desired attitudes CompassionHonesty Etc.
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Where does curriculum come
from?In your group please discuss and write where
you think curriculum comes from. Who, what,when, where and how?
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Sources of curriculum written and
unwrittenSchool boardsSchool missionGovernmentsStandards from organizations (NCTM), IBO,
universitiesAccrediting standardsOther schools
Parent inputTeachersStudents/needs
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What does a (good) curriculum
look like?Conceptually what is included in a good curriculum:Clarity
Can it be read and followed by all stakeholders?
Utility
Can it be used by all stakeholders?Comprehensiveness Does it include all of the objectives of the school organization? Are all objective linked developmentally?
Including unwritten, yet important, objectives
Assessable Can the goals and objectives outlined in the curriculum be measured in
terms of student achievement?
Realistic Can school organization realistically expect to have each of their
students meet the goals outlined in the curriculum? Critical factors include time, money ( resources), expertise
Can it be changed/reviewed? How?Should be reviewed and adjusted on regular basis.
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How can a curriculum organized
and/or designed?Some ways of organizing curriculum
include:
Text basedStandards based
Backward by Design Understanding by Design
Directed by external source National organization or government Franchise
Curriculum mapping
A combination of the above
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Text based CurriculaOlder than the hillsChaper one, chapter 2, etc
Table of contents=curriculum
Generally dictates methods of instruction aswell as assessmentHighly dependent upon textbook companiesNot always the worst way to go when working
with experienced/untrained staffTeacher ProofRarely speaks to any unwritten curriculumSometimes affected by politics as well as
profits.
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Standards-based curriculum?A program of study based upon a system
of behavioral-based expectations.
Essentially standards-based school programsare focused on what students are able toaccomplish at specific times in their career.
Standards-based programs make no directivesin regards to teaching methodology orresources.
Standards-based curricula is always written interms of what students will be able to do at thecompletion of study
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Some definitionsStandard: A general expectation for learning
documented for all students to learn in aspecific area of study and demonstrated by
each student A goal statement that identifies the knowledge and
skills to be learned in the content areas. Standardspecifies what we want students to no and to be ableto do.
Benchmark: Indicator of progress towards aspecific standard at a specific point in time. Abenchmark can serve as a minimum goal forstudents to achieve at the end of the year. Abenchmark is developmentally appropriateand can be used to anchor student
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StandardsServe as the core of most academic programs in
schoolTeaching materials and methods are determined by the
standards, not vice versa.Are written by experts in the various fields of
studyAre not viewed as negotiable once they are
adopted.
Tend to compartmentalize student learningexpectationsMath worries about mathScience worries about science
Attitudes and some skills are outlined separately, if at all(see McRel)
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BenchmarksUnlike standards, benchmarks for individual
grades are rarely offered by any expertgroup
However, most groups offer general banding
Are generally determined by individualschools or school systems based upon the
needs of specific students and theircapabilities
Benchmarks are negotiable
Time
$$$$
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Where do standards come
from?Nat ona organ zat ons an governmentsIn the United States every state has its own set
of standards
Other national/regional governments as wellVirtually every professional organization
dedicated to teaching specific subjects haspublished standards NCTM
NCSS NCTE
http://www.mcrel.org/standards-benchmarThe most comprehensive, yet confusing
collection of standards
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Problem with standards--
-- --The sum of the expectations is unrealisticAmazing overload on HS
None of the organizations speak to oneanother
Civics, history, geography, economics overlap
No concrete benchmarking
By the time the student reaches 3rd grade.
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Samples to reviewMcRel (from web)
Math
ScienceSAS
Math
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ActivityFind a Partner (or 2)
Think about what it takes to be a teacher and
write standards for teacher behaviors thatcould be used to design an assessment for usby an outside appraiser
After writing standards, write at least one
benchmark:A veteran teacher
A first year teacher
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How to choose standardsUnderstand your vision and missionIt all starts with your mission
Understand your school populationAgeCultureSESPast experience
Understand the amount of time andresources that are at your disposal toimplement standards
Pick a reputable source
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Simple examplesShanghai American schoolAmerican-basedCollege preparatory As opposed to comprehensive
All expatriate student bodyNo Chinese nationals
Concordian international schoolMostly Thai nationalCollege preparatoryTrilingual with Mandarin/English immersion
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ActivityBy yourself write a mission statement that
someone else could use to write a curriculumfor.
Trade it with someone else.
Decide if the mission you have is specificenough for you to use to write a mission
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Backward Design Jay McTighe/Grant Wiggins
A process to designing a curriculum or unitby beginning with the end in mind anddesigning toward that end. (M&W)
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences and instruction3. This is more than flavor of the month.
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Rationale for Backward
DesignWhy is such a view backward when it seemslogical? Many teachers begin their unit designwith textbooks, favorite lessons, and time on
activities rather than deriving it from targetedgoals or standards. In backward design, one startswith the end the desired results and thenidentifies the evidence necessary to determinewhat the results were achieved the
assessments. With the results of assessmentsclearly specified, one can determine thenecessary enabling knowledge and skill, and thenteaching needed to equip students to perform.(M&W)
Thats it!!!
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Note:This conceptualization does not dictate
content. Specifically, no value is added forspecific learner outcomes.
Backward design is appropriate for lots ofdifferent activity
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Understanding by DesignAn added set of beliefs by M&W related to
curriculum that speak to a philosophyregarding the way curriculum should be
conceived and documented
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Understanding is different
from KnowingE=mc SQUARED
Aspirin will cure my headache
High Bad cholesterol is really bad, High Goodcholesterol doesnt mean I get to eatwhatever I want.
ey pr nc p es o earn ng
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ey pr nc p es o earn ngunderlying Understanding
by designPatterns:
Interconnection:
Authenticity:Experience:
The big picture
Understanding
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Definitions related Understanding
by designENDURING understandings
Essential questions
Knowledge and skills
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Enduring understandingsThe important ideas or core processesthat have lasting value beyond theclassroom. Such understandings are
generally abstract in nature, so theyrequire an coverage through sustainedinquiry. To determine enduringunderstandings for unit or course, teachers
are encouraged to ask, what do we wantstudents to understand and to be able touse several years from now, after theyhave forgotten the details?
See also Postman and Weingartner
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Samples of Enduring
UnderstandingsThese are stated as full sentence statement.
The understandings specify what we wantstudents to come to understand about the big
ideas.Numbers are concepts that enable people to
represent quantities, sequences, and rates.
The greatest artists often do away withestablished traditions and techniques to betterexpress what they see and feel.
Movement can communicate ideas and feelings.
In a free-market economy, price is a function ofsupply and demand.
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continued.
Studying other languages and cultures offersinsights into our own.
All maps distort the earths representation ofarea, shape, distance, and/or direction.
Democratic governments must balance therights of individuals with the common good.
Effective teaching and learning result from
careful and thoughtful planning.The need for behavior management is
reduced when teaching is engaging andmeaningful to the learners.
Teachers job is not to cover textbook. The
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Framing understandings:Frame the understanding in a full sentence
generalization. Complete the phrase,students will understand that.
Avoid understandings that are true or toovague
Triangles have three sides
Musicians work with soundsFractions are important
Avoid How to statements
These tend to be skills, not understandings
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Essential questionsA provocative question designed to engage
student interest and guide inquiry into theimportant ideas in a field of study. Rather
than yielding pat answers, essential questionsare intended to stimulate discussion andrethinking overtime.
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Samples of essential
questionsWhere do artists get their ideas?
When is it okay deviate from a recipe?
In what ways can motion evoke emotion?How does where we live influence how we
live?
How should we balance the rights of
individuals with the common good?How can a diet be healthy for one person and
not another?
Who is a winner?
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Essential questions
summary.Have no right answer
Designed to provoke and sustained studentinquiry, while also focusing learning.
Often address the conceptual or philosophicalfoundations of the discipline.
Raise other important questions
Naturally and appropriately recur