Upload
izza-rahmat
View
217
Download
0
Embed Size (px)
Citation preview
7/28/2019 Currciulum Overview
1/15
MBE2253 Currculum Development in TVET
Curriculum Overview
o Introduction
o Curriculum Models and Design Principles
o Learning Principles
o Educational Beliefs
Building Curriculum at a Program Level
o Overview of Program Development
o Provincial Guidelines for Program Developmento Program Learning Outcomes
o Working with Advisory Committees
Curriculum Mapping
o Purposes
o Samples
o Additional Resources
Building Curriculum at a Course Level
o Introduction
o Basic Course Design Principles
o Assessing the Achievements of Learning
o
Building Learning Activitieso Selecting Learning Resource Materials
o Documenting Course Curriculum
Curriculum Review and Revision
o Program Quality Assurance Process Audit (PQAPA)
o Some Resources to Support PQAPA
o Informal Curriculum Review
http://abcresource.loyalistcollege.ca/overview.htmhttp://abcresource.loyalistcollege.ca/overview.htm#introhttp://abcresource.loyalistcollege.ca/overview.htm#modelshttp://abcresource.loyalistcollege.ca/overview.htm#learninghttp://abcresource.loyalistcollege.ca/overview.htm#beliefshttp://abcresource.loyalistcollege.ca/program.htmhttp://abcresource.loyalistcollege.ca/program.htmhttp://abcresource.loyalistcollege.ca/program.htm#overviewhttp://abcresource.loyalistcollege.ca/program.htm#guidelineshttp://abcresource.loyalistcollege.ca/program.htm#learninghttp://abcresource.loyalistcollege.ca/program.htm#workinghttp://abcresource.loyalistcollege.ca/mapping.htmhttp://abcresource.loyalistcollege.ca/mapping.htm#purposehttp://abcresource.loyalistcollege.ca/mapping.htm#sampleshttp://abcresource.loyalistcollege.ca/mapping.htm#additionalhttp://abcresource.loyalistcollege.ca/course.htmhttp://abcresource.loyalistcollege.ca/course.htmhttp://abcresource.loyalistcollege.ca/course.htm#introhttp://abcresource.loyalistcollege.ca/course.htm#basichttp://abcresource.loyalistcollege.ca/course.htm#assessinghttp://abcresource.loyalistcollege.ca/course.htm#buildinghttp://abcresource.loyalistcollege.ca/course.htm#learninghttp://abcresource.loyalistcollege.ca/course.htm#documentinghttp://abcresource.loyalistcollege.ca/review.htmhttp://abcresource.loyalistcollege.ca/review.htm#introhttp://abcresource.loyalistcollege.ca/review.htm#somehttp://abcresource.loyalistcollege.ca/review.htm#informalhttp://abcresource.loyalistcollege.ca/overview.htm#introhttp://abcresource.loyalistcollege.ca/overview.htm#modelshttp://abcresource.loyalistcollege.ca/overview.htm#learninghttp://abcresource.loyalistcollege.ca/overview.htm#beliefshttp://abcresource.loyalistcollege.ca/program.htmhttp://abcresource.loyalistcollege.ca/program.htm#overviewhttp://abcresource.loyalistcollege.ca/program.htm#guidelineshttp://abcresource.loyalistcollege.ca/program.htm#learninghttp://abcresource.loyalistcollege.ca/program.htm#workinghttp://abcresource.loyalistcollege.ca/mapping.htmhttp://abcresource.loyalistcollege.ca/mapping.htm#purposehttp://abcresource.loyalistcollege.ca/mapping.htm#sampleshttp://abcresource.loyalistcollege.ca/mapping.htm#additionalhttp://abcresource.loyalistcollege.ca/course.htmhttp://abcresource.loyalistcollege.ca/course.htm#introhttp://abcresource.loyalistcollege.ca/course.htm#basichttp://abcresource.loyalistcollege.ca/course.htm#assessinghttp://abcresource.loyalistcollege.ca/course.htm#buildinghttp://abcresource.loyalistcollege.ca/course.htm#learninghttp://abcresource.loyalistcollege.ca/course.htm#documentinghttp://abcresource.loyalistcollege.ca/review.htmhttp://abcresource.loyalistcollege.ca/review.htm#introhttp://abcresource.loyalistcollege.ca/review.htm#somehttp://abcresource.loyalistcollege.ca/review.htm#informalhttp://abcresource.loyalistcollege.ca/overview.htm7/28/2019 Currciulum Overview
2/15
Curriculum Overview
1. Introduction
Curriculum development models abound. Generally they suggest an iterative and cyclicalpattern.
Curriculum does not happen sequentially. Decisions made at one point often need to be revisited
and revised in light of later decisions. What is important is that the curriculum be coherent-- thatthere is congruence and a match among all the components.
Some find it helpful to have a visual image of the process in mind when you work with
curriculum. The curriculum road map on the home page of this web site may provide such an
image. When we create a curriculum, we need to be sure that decisions made in each area fitwith all the others.
A dynamic curriculum is constantly changing and growing-- responding to feedback,
assimilating new ideas, adapting to learner needs and learning contexts. These decisions areguided and informed by our belief systems, our understanding of how students learn and
curriculum principles and practices. Collectively, they form the decision screens for the
curriculum decisions that we make.
7/28/2019 Currciulum Overview
3/15
Curriculum Models and Design Principles
Learning Principles
Educational beliefs
2. General Concepts and Design Principles
There are several concepts that can guide the development and review of all types of curricula at
both the program and course level.
Alignment and Coherence - all parts of the curriculum must be logically consistent with each
other. There must be a match or a fit between parts.
Scope - the range or extent of content (whether information to be learned, skills to be acquired
etc.) that will be included in a course or program. It must be sufficient to lead learners to achieve
the program or course outcomes. However, there is a constant tension between breadth and depthwhen considering scope. In general, when deep learning is required, lean is best.
Sequence - is the ordering of learning experiences so that learners build on previous experiences
and move to broader, deeper or more complex understandings and applications. Common ways
of sequencing content within courses include simple to complex, wholes to parts (or part towholes), prerequisite abilities, and chronological.
Continuity - refers to the vertical repetition of major curriculum elements in different courses
over time (also known as vertical organization or articulation). It is important to identify the
themes or skills that need to run through a program and to map how they will be addressed at
each level.
Integration - refers to the horizontal relationship among major curriculum components at any
given point in time (also known as horizontal organization). Integration fosters reinforcement of
key learning and is needed to promote application of learning across course boundaries.
Gordon Cawelt (1990) of The Association for Supervision and Curriculum Development(ASCD) offered theseprinciples to guide course planning.
1. Offer a balanced core of learning in each course.
2. Adopt the belief that in-depth study of a limited number of important topics will have a
more lasting effect than a course that tries to cover too many disconnected bits and piecesof information.
3. Design course outcomes to focus on results, with multiple indicators (assessments) of
performance.4. Design authentic assessments that will encourage originality, insightfulness, and
problem-solving, along with master of important information.
5. Design courses to encourage active involvement.
http://abcresource.loyalistcollege.ca/designprinciples.htmhttp://abcresource.loyalistcollege.ca/learningprinciples.htmhttp://abcresource.loyalistcollege.ca/beliefsystems.htmhttp://abcresource.loyalistcollege.ca/designprinciples.htmhttp://abcresource.loyalistcollege.ca/learningprinciples.htmhttp://abcresource.loyalistcollege.ca/beliefsystems.htm7/28/2019 Currciulum Overview
4/15
6. Get students doing early in the course rather than studying all the principles and basics
prior to performing.
back to top
3. Some Common Curriculum Frameworks
There are several different patterns frequently used to organize programs. Some of those morecommonly found in college programs are listed here.
Subject or Discipline-Centered- the curriculum is organized around separate, specific subjects or
disciplines. For example anatomy (subject) or life sciences (discipline)
Broad Fields - the curriculum is organized to cut across subject lines and to emphasizerelationships between subjects. It usually if organized into a 3 to 5 fields. For example, fields for
technical career learning, professional and personal growth, supporting sciences, etc.
Spiral- the curriculum is organized around key concepts/skills that are introduced and revisitedfor deeper understanding as the learner moves through the program of study
Inquiry or Problem-Based- the curriculum is organized around a set of problems or areas ofinquiry.
Experiential- learners engage is a set of experiences and then are helped to process and draw
meaning from them.
Spiral- the curriculum is organized around key concepts/skills that are introduced and revisitedfor deeper understanding as the learner moves through the program of study.
back to top
4. Outcome-Based Curriculum
All college programs leading to an Ontario College Credential are guided by standards that are
expressed as learning outcomes. Students need to be able to show what they knowto
demonstrate achievement of these learning outcomes. The curricula that we develop for theseprograms can be very different across different colleges but all must lead to the achievement of
these program level learning outcomes. In this context, some of the concepts and principles
linked to outcomes-based curriculum design can guide our work.
What is Outcomes-Based Education (OBE)?
The High Success Network (1992) defines Outcomes-Based Education as defining,organizing, focusing, and directing all aspects of a curriculum on the things we want all learners
to demonstrate successfully when they complete the program.
Outcomes-based education is a student-centered, results oriented design premised on the beliefthat all individuals can learn. The strategy of OBE implies the following.
http://abcresource.loyalistcollege.ca/designprinciples.htm#tophttp://abcresource.loyalistcollege.ca/designprinciples.htm#tophttp://abcresource.loyalistcollege.ca/designprinciples.htm#tophttp://abcresource.loyalistcollege.ca/designprinciples.htm#tophttp://abcresource.loyalistcollege.ca/designprinciples.htm#tophttp://abcresource.loyalistcollege.ca/designprinciples.htm#top7/28/2019 Currciulum Overview
5/15
What students are to learn is clearly identified
Each students progress is based on demonstrated achievement
Each students learning needs are addressed through multiple instructional strategies and
assessment tools
Each student is provided time and assistance to realize his/her potential.
- Boschee and Baron 1993
Some Key Concepts and Principles of Curriculum in an OBE Context
The focus is on results of learning. What learners are expected to learn is clearly identified,expressed as learning outcomes and known to all. Expectations are clear and public.
Curriculum and instruction maintains a clear focus on culminating outcomesthe performances
learners must demonstrate to graduate. These are significant performances critical for success inlife and work.
Design down (from the performances expected of graduates) and deliver up. Courses andlearning experiences are focused and built to help learners achieve the learning outcomes.
Create learning opportunities to help different learners achieve learning outcomes. Learning
experiences are activity-based and allow learners to apply and practise what they learn. There
can be multiple paths to the achievement of the learning outcomes. OBE suggests that expandedopportunity and flexible paths promote success.
Assessment is standards-referenced and matches the learning outcomes. Learners show that theycan perform the learning outcome. Learner progress and the earning of credit is based in ademonstration of the achievement of learning outcomes
This article provides a summary of OBE
http://www.cdtl.nus.edu.sg/link/nov2003/obe.htm
Algonquin College has published a Lifesaver on Program Standards that identifies principles that
move us towards a standards-based college curriculum. You will find them on page 2.http://www.algonquincollege.com/profres/lifesavers/documents/01-
ProgramStandardsintheCollegeSystem.pdf
http://www.cdtl.nus.edu.sg/link/nov2003/obe.htmhttp://www.algonquincollege.com/profres/lifesavers/documents/01-ProgramStandardsintheCollegeSystem.pdfhttp://www.algonquincollege.com/profres/lifesavers/documents/01-ProgramStandardsintheCollegeSystem.pdfhttp://www.cdtl.nus.edu.sg/link/nov2003/obe.htmhttp://www.algonquincollege.com/profres/lifesavers/documents/01-ProgramStandardsintheCollegeSystem.pdfhttp://www.algonquincollege.com/profres/lifesavers/documents/01-ProgramStandardsintheCollegeSystem.pdf7/28/2019 Currciulum Overview
6/15
back to top
5. An Inquiry Approach to Curriculum Development
Those who adopt an inquiry approach to curriculum recognize that there is no single recipe for
developing an effective curriculum. They realize that curricula are living, dynamic entities in
constant flux. They use strategic questions and a variety of people and other data sources to
collect information that will help them make curriculum decisions that are best for the learners,for the context and for the curriculum purpose. They investigate curriculum options then
critically explore and assess their findings.
Here are examples of some questions that might be asked when developing or revising aprogram. These are simply examplesnot a comprehensive list of questions to be asked.
Why is this program needed? What is the rationale for the program?
What are graduates of this program expected to know and to be able to do?
Are there standards or expectations from professional associations that need to be
considered in this curriculum?
What credential is appropriate for this program?
How does this program relate to others in this college? Elsewhere?
Who are the learners likely to be attracted to this program? What abilities will students entering the program need to be successful?
Who are the groups and individuals that should be consulted as we develop/revise this
program?
back to top
6. Other Helpful Sites
http://abcresource.loyalistcollege.ca/designprinciples.htm#tophttp://abcresource.loyalistcollege.ca/designprinciples.htm#tophttp://abcresource.loyalistcollege.ca/designprinciples.htm#tophttp://abcresource.loyalistcollege.ca/designprinciples.htm#tophttp://abcresource.loyalistcollege.ca/designprinciples.htm#tophttp://abcresource.loyalistcollege.ca/designprinciples.htm#top7/28/2019 Currciulum Overview
7/15
Dee Fink is the author of several publications related to supporting significant learning and
integrated curriculum design approaches. This self-directed guide for designing courses for
significant learning can be accessed from his web-site. A word of cautionthe text is completebut some of the illustrations do not download well.
http://www.finkconsulting.info/files/Fink2005SelfDirectedGuideToCourseDesign.doc
This site at the University of Guelph provides information about Universal Instructional Design
(UID). This was originally developed to help develop instruction that would help learners withdisabilities but is now recognized as a useful approach to support learning for all learners.
http://www.tss.uoguelph.ca/projects/uid/
This website presents a scholarly view of curriculum concepts past and current.http://www.infed.org/biblio/b-curric.htm
There are many variables to consider when making curriculum decisions. A critical oneis deciding if the curriculum decision is consistent with what we know about how collegestudents learn. Will the action we propose result in better learning for our students? Weare fortunate to be building curriculum at a time when our knowledge about how peoplelearn is growing very quickly. Understanding how people learn and using accepted
principles of learning as decision screens will help us make more effective curriculumdecisions.
Constructivist Learning Theory
Brain Friendly Learning
Multiple Intelligences Adult Learning Principles
Learning Styles
Exploring different views of learning
1. Constructivism
Those who hold a constructivist view of learning believe that we build our ownknowledge and understanding of the world. We do this by reflecting on and makingsense of our experiences, constantly linking new experiences to what we already knowso that our mental models are constantly changing.
http://www.finkconsulting.info/files/Fink2005SelfDirectedGuideToCourseDesign.dochttp://www.tss.uoguelph.ca/projects/uid/http://www.infed.org/biblio/b-curric.htmhttp://abcresource.loyalistcollege.ca/learningprinciples.htm#constructivisthttp://abcresource.loyalistcollege.ca/learningprinciples.htm#brainhttp://abcresource.loyalistcollege.ca/learningprinciples.htm#multiplehttp://abcresource.loyalistcollege.ca/learningprinciples.htm#adulthttp://abcresource.loyalistcollege.ca/learningprinciples.htm#learninghttp://abcresource.loyalistcollege.ca/learningprinciples.htm#exploringhttp://www.finkconsulting.info/files/Fink2005SelfDirectedGuideToCourseDesign.dochttp://www.tss.uoguelph.ca/projects/uid/http://www.infed.org/biblio/b-curric.htmhttp://abcresource.loyalistcollege.ca/learningprinciples.htm#constructivisthttp://abcresource.loyalistcollege.ca/learningprinciples.htm#brainhttp://abcresource.loyalistcollege.ca/learningprinciples.htm#multiplehttp://abcresource.loyalistcollege.ca/learningprinciples.htm#adulthttp://abcresource.loyalistcollege.ca/learningprinciples.htm#learninghttp://abcresource.loyalistcollege.ca/learningprinciples.htm#exploring7/28/2019 Currciulum Overview
8/15
The website, Constructivism as a Paradigm for Teaching and Learning, provides a freeworkshop on constructivism from concept to classroom. The classroom examples areall drawn from elementary and secondary schools but can be easily applied to learningin colleges.http://www.thirteen.org/edonline/concept2class/constructivism/index.html
You will find a definition and brief, easily understood, discussion of constructivismathttp://www.funderstanding.com/content/constructivism
Check out the link below to find an article written by a history teacher who finds studentsin his post-secondary classroom respond well to constructivist teaching. He provides apractical description of a history class that could be applied when teaching any subject.http://www.historycooperative.org/journals/ht/36.1/henry.html#REF1
back to top
2. Brain Friendly Learning
Recent discoveries in the fields of both neuroscience and cognitive science have helpedus to understand a great deal about how the brain works to acquire process, store andretrieve information. Building curriculum that works with the brain fosters improvedlearning.
This is a good site to start your exploration of brain friendly learning. It provides a briefoverview and has links to other related sites.http://eduscapes.com/tap/topic70.htm
William Bender said, for engaged learning the brain needs novelty, emotion,meaning and relevance. This webs site has practical suggestions for teachers whowant to achieve these four conditions.http://web.rbe.sk.ca/learningplus/brain/engagedlearning.html
This article, Brain-Compatible Learning, written by a well respected educator, provideseasily accessible information about how the brain supports learning and discussesapplications for teachers.http://www.greenteacher.com/articles/McGeehan.pdf
back to top
3. Multiple Intelligences
Howard Gardner is reported to have said, Dont ask, how smart I am. Ask, how am Ismart? We know now that people learn many different ways. Keeping this in mind aswe design learning experiences and build curriculum enriches learning for all.
http://www.thirteen.org/edonline/concept2class/constructivism/index.htmlhttp://www.funderstanding.com/content/constructivismhttp://www.historycooperative.org/journals/ht/36.1/henry.html#REF1http://abcresource.loyalistcollege.ca/learningprinciples.htm#tophttp://eduscapes.com/tap/topic70.htmhttp://web.rbe.sk.ca/learningplus/brain/engagedlearning.htmlhttp://www.greenteacher.com/articles/McGeehan.pdfhttp://abcresource.loyalistcollege.ca/learningprinciples.htm#tophttp://www.thirteen.org/edonline/concept2class/constructivism/index.htmlhttp://www.funderstanding.com/content/constructivismhttp://www.historycooperative.org/journals/ht/36.1/henry.html#REF1http://abcresource.loyalistcollege.ca/learningprinciples.htm#tophttp://eduscapes.com/tap/topic70.htmhttp://web.rbe.sk.ca/learningplus/brain/engagedlearning.htmlhttp://www.greenteacher.com/articles/McGeehan.pdfhttp://abcresource.loyalistcollege.ca/learningprinciples.htm#top7/28/2019 Currciulum Overview
9/15
This site, hosted by PBS, provides an overview of Gardners Multiple Intelligences, tipsand resources for its use.http://www.pbs.org/wnet/gperf/education/ed_mi_overview.html
Tapping into Multiple Intelligences is a free, online workshop from Thirteen Ed. You will
learn useful background information, tips and strategies for using multiple intelligencesto help students learn.http://www.thirteen.org/edonline/concept2class/mi/index.html
back to top
4. Adult Learning Principles
Although there is some dispute over whether or not adult learning really is any differentthan learning at any age, we do know that adults bring with them a wealth of experiencethat influences new learning. Current adult educators have drawn on many different
views of learning to identify helpful principles that support adult learning.
This site provides a good introduction to adult learning with links to other resources.http://agelesslearner.com/intros/adultlearning.html
Although written over a decade ago, this article by Stephen Lieb describes principles ofadult learning and tips for educators that hold true with todays learners.http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-2.htm
Another older article with messages that are relevant to todays learners. This article byRon and Susan Zemke originally appeared in Innovation Abstracts. It details 30 things
we know for sure about adult learners. Included in this list are 14 items specificallylinked to curriculum design.http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-3.htm
Jay Cross is credited with coining the term elearning. You can read here his ideas oninformal learning for adults. http://internettime.com/Learning/The%20Other%2080%25.htm#_Toc40161531
The Movement for Canadian Literacy offers seven succinct principles of adult learning.http://www.literacy.ca/?q=literacy/literacyprofessionals/principles
This site outlines six principles of adult learning and suggests implications for educators.http://www.teachermentors.com/adultLrng.php
back to top
5. Learning Styles
http://www.pbs.org/wnet/gperf/education/ed_mi_overview.htmlhttp://www.thirteen.org/edonline/concept2class/mi/index.htmlhttp://abcresource.loyalistcollege.ca/learningprinciples.htm#tophttp://agelesslearner.com/intros/adultlearning.htmlhttp://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-2.htmhttp://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-2.htmhttp://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-3.htmhttp://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-3.htmhttp://internettime.com/Learning/The%20Other%2080%25.htm#_Toc40161531http://internettime.com/Learning/The%20Other%2080%25.htm#_Toc40161531http://www.literacy.ca/?q=literacy/literacyprofessionals/principleshttp://www.teachermentors.com/adultLrng.phphttp://abcresource.loyalistcollege.ca/learningprinciples.htm#tophttp://www.pbs.org/wnet/gperf/education/ed_mi_overview.htmlhttp://www.thirteen.org/edonline/concept2class/mi/index.htmlhttp://abcresource.loyalistcollege.ca/learningprinciples.htm#tophttp://agelesslearner.com/intros/adultlearning.htmlhttp://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-2.htmhttp://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-2.htmhttp://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-3.htmhttp://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-3.htmhttp://internettime.com/Learning/The%20Other%2080%25.htm#_Toc40161531http://internettime.com/Learning/The%20Other%2080%25.htm#_Toc40161531http://www.literacy.ca/?q=literacy/literacyprofessionals/principleshttp://www.teachermentors.com/adultLrng.phphttp://abcresource.loyalistcollege.ca/learningprinciples.htm#top7/28/2019 Currciulum Overview
10/15
We know that we all learn differently and that each student will have his/her ownpreferred way of perceiving and making sense of the world around them. Differentlearning style inventories address different variables. Knowing some of these variablescan help us to design curriculum that we support all learners.
This article provides clear, easily understood description of learning styles, an overviewof learning styles and links to other resources. A good starting point.http://agelesslearner.com/intros/lstyleintro.html
This site from Western Nevada College was designed to help their students identify anduse their learning style to be successful with their college studies. This site provides auseful overview of the Myers-Briggs Personality Inventory. It also describes anadaptation of this inventory with implications for learning.http://www.wnc.edu/mbti/
Solomon and Felder have created a Learning Style Index that can be taken (without
charge) online. You will find it at http://www.engr.ncsu.edu/learningstyles/ilsweb.html
VARK (visual, auditory, read/write, kinesthetic) identifies how we like to take ininformation. You can read more about VARK and take the inventory at http://www.vark-learn.com/english/index.asp.
David Kolb was one of the early developers of a learning style inventory. It was closelylinked to his view of experiential learning. You can read more about Kolbs LearningStyle Inventory athttp://www.businessballs.com/kolblearningstyles.htm
The Profs Resource site at Algonquin College has some information on learning styles.
http://www.algonquincollege.com/profres/enhance/learnstyles.htm
back to top
6. Exploring Different Views of Learning
There are many other theories and views of how people learn. If you want to checkthese out, you might find these sites helpful starting points.
This site provides many an overview of a range of theories and links to many othercredible sites.
http://www.texascollaborative.org/Learning_Theory.htm
This site provides an index of learning theories and models.http://www.learning-theories.com/
This paper is more scholarly. It compares four broad orientations to learning.http://www.infed.org/biblio/b-learn.htm
http://agelesslearner.com/intros/lstyleintro.htmlhttp://www.wnc.edu/mbti/http://www.engr.ncsu.edu/learningstyles/ilsweb.htmlhttp://www.vark-learn.com/english/index.asphttp://www.vark-learn.com/english/index.asphttp://www.vark-learn.com/english/index.asphttp://www.businessballs.com/kolblearningstyles.htmhttp://www.algonquincollege.com/profres/enhance/learnstyles.htmhttp://abcresource.loyalistcollege.ca/learningprinciples.htm#tophttp://www.texascollaborative.org/Learning_Theory.htmhttp://www.learning-theories.com/http://www.infed.org/biblio/b-learn.htmhttp://agelesslearner.com/intros/lstyleintro.htmlhttp://www.wnc.edu/mbti/http://www.engr.ncsu.edu/learningstyles/ilsweb.htmlhttp://www.vark-learn.com/english/index.asphttp://www.vark-learn.com/english/index.asphttp://www.businessballs.com/kolblearningstyles.htmhttp://www.algonquincollege.com/profres/enhance/learnstyles.htmhttp://abcresource.loyalistcollege.ca/learningprinciples.htm#tophttp://www.texascollaborative.org/Learning_Theory.htmhttp://www.learning-theories.com/http://www.infed.org/biblio/b-learn.htm7/28/2019 Currciulum Overview
11/15
Oxford Brooks University presents short summaries of a range of learning theories.http://www.brookes.ac.uk/services/ocsld/resources/theories.html
I see and I believe. Or
I believe and I see.
The second statement is as true as the first. As curriculum workers, our values and ourbeliefs influence and shape the decisions that we make as we build and review
curriculum. Our beliefs also contribute to the conceptual framework and philosophicalfoundation of the curriculum. You may want to review some of these resources to helpclarify your values and beliefs.
Teaching Perspectives developedby Pratt and Collins
Curriculum Orientations
Developing an EducationalPhilosophy
1. Teaching Perspectives developed by Pratt and Collins
Daniel Pratt and John Collins have developed a Teaching Perspectives Inventory.
The inventory summarizes five approaches to teaching.
Transmission: Effective teaching requires a substantial commitment to the content orsubject matter.
Apprenticeship: Effective teaching is a process of enculturating students into a set ofsocial norms and ways of working.
Developmental: Effective teaching must be planned and conducted from the learnerspoint of view.
Nurturing: Effective teaching assumes that long-term, hard, persistent effort to achievecomes from the heart, as well as the head.
Social Reform: Effective teaching seeks to change society in substantive ways.
http://www.brookes.ac.uk/services/ocsld/resources/theories.htmlhttp://abcresource.loyalistcollege.ca/beliefsystems.htm#teachinghttp://abcresource.loyalistcollege.ca/beliefsystems.htm#teachinghttp://abcresource.loyalistcollege.ca/beliefsystems.htm#curriculumhttp://abcresource.loyalistcollege.ca/beliefsystems.htm#developinghttp://abcresource.loyalistcollege.ca/beliefsystems.htm#developinghttp://www.brookes.ac.uk/services/ocsld/resources/theories.htmlhttp://abcresource.loyalistcollege.ca/beliefsystems.htm#teachinghttp://abcresource.loyalistcollege.ca/beliefsystems.htm#teachinghttp://abcresource.loyalistcollege.ca/beliefsystems.htm#curriculumhttp://abcresource.loyalistcollege.ca/beliefsystems.htm#developinghttp://abcresource.loyalistcollege.ca/beliefsystems.htm#developing7/28/2019 Currciulum Overview
12/15
To learn more about these teaching perspectives gotohttp://www.one45.com/teachingperspectives/tpi_html/tpi_summaries.htm
To take the Teaching Perspectives (TPI) inventory goto http://teachingperspectives.com/
back to top
Curriculum Orientations
John Miller and Wayne Seller in their book, Curriculum: Perspectives and Practice haveidentified three curriculum metaorientations.
Transmission orientation: Curriculum is designed to transmit facts, skills and values tostudents. Students master specified content and certain values and mores needed to
function in society or work effectively in a career area. What is to be learned is analyzedand broken into small units that are then arranged sequentially and taught using specificinstructional strategies.
Transaction orientation: The curriculum is designed to create a dialogue between thestudents and the curriculum in which students reconstruct knowledge through theirengagement with the curriculum. There is an emphasis on curriculum strategies thatfacilitate problem-solving and the development of cognitive skills.
http://www.one45.com/teachingperspectives/tpi_html/tpi_summaries.htmhttp://teachingperspectives.com/http://abcresource.loyalistcollege.ca/beliefsystems.htm#tophttp://www.one45.com/teachingperspectives/tpi_html/tpi_summaries.htmhttp://teachingperspectives.com/http://abcresource.loyalistcollege.ca/beliefsystems.htm#top7/28/2019 Currciulum Overview
13/15
Transformation orientation: The curriculum is more open ended and focuses onpersonal and social change. Students learn skills that promote social and personalchange. Learning experiences are viewed holistically. The interdependent nature of theworld and the interrelatedness of phenomena are key values in this orientation. Thecurriculum and the student interact with each other in a holistic manner.
To see a chart comparing these three orientations to curriculum gotohttp://parenthood.library.wisc.edu/Thomas/Thomas.html
back to top
Developing an Educational Philosophy
You may want to think about your own educational philosophy.
These prompts to help faculty develop/update their educational philosophy were
adapted from material originally developed by Georgian College for their new facultymentoring program. It is used with permission from and thanks to Georgian College.
The sentence starters and questions below can be used to generate dialogue aroundyour beliefs about teaching, learning and curriculum.
http://parenthood.library.wisc.edu/Thomas/Thomas.htmlhttp://abcresource.loyalistcollege.ca/beliefsystems.htm#tophttp://parenthood.library.wisc.edu/Thomas/Thomas.htmlhttp://abcresource.loyalistcollege.ca/beliefsystems.htm#top7/28/2019 Currciulum Overview
14/15
I believe students
I believe learning
I believe success in learning is measured by
I believe students learn best when
I believe evaluation of learning
I believe students are motivated to learn when
I believe students are de-motivated when
I believe teaching
I believe success in teaching is determined by
I believe the source of curriculum is
I believe the purpose of curriculum is
I believe that curriculum should be organized by
I believe that what to include/exclude in curriculum can be determined by
What has influenced your philosophy and how? (i.e. past teaching/learning
experiences, subject area, learning style, teaching style, knowledge about teaching orlearning, theories, writers, other educators)
Significant Influences How it influences philosophy
How will/does your philosophy impact what happens as you build and reviewcurriculum?
Tania Fera-VanGent from Niagara College produced this tip sheet to help teachersdevelop or review their philosophy of teaching. You will find additional resources forfurther exploration listed here as well. Teaching Philosophy (.pdf)
For other resources on developing an educational philosophy you may want to visit:
http://abcresource.loyalistcollege.ca/pdfs/Teachingphilosophy.pdfhttp://abcresource.loyalistcollege.ca/pdfs/Teachingphilosophy.pdf7/28/2019 Currciulum Overview
15/15
The Centre for Educational Excellence at the University of Waterloo suggests exercisesthat can help teachers develop a teaching philosophy.http://cte.uwaterloo.ca/teaching_resources/tips/teaching_philosophy_sample_exercises.html
Marie Taylor shares her teaching philosophy in this short You-TubeVideohttp://www.youtube.com/watch?v=SYW7hPOmtzw&feature=related
An interesting site if you want to see what famous philosophers and others have had tosay about education. http://www.spaceandmotion.com/Philosophy-Education.htm
You can use this site to assess your educational philosophy based on the work of GaryConti on Philosophies Used by Instructors of Lifelong Learners (PHIL)http://www.conti-creations.com/PHIL.htm#Realism
back to top
http://cte.uwaterloo.ca/teaching_resources/tips/teaching_philosophy_sample_exercises.htmlhttp://cte.uwaterloo.ca/teaching_resources/tips/teaching_philosophy_sample_exercises.htmlhttp://www.youtube.com/watch?v=SYW7hPOmtzw&feature=relatedhttp://www.spaceandmotion.com/Philosophy-Education.htmhttp://www.conti-creations.com/PHIL.htm#Realismhttp://abcresource.loyalistcollege.ca/beliefsystems.htm#tophttp://cte.uwaterloo.ca/teaching_resources/tips/teaching_philosophy_sample_exercises.htmlhttp://cte.uwaterloo.ca/teaching_resources/tips/teaching_philosophy_sample_exercises.htmlhttp://www.youtube.com/watch?v=SYW7hPOmtzw&feature=relatedhttp://www.spaceandmotion.com/Philosophy-Education.htmhttp://www.conti-creations.com/PHIL.htm#Realismhttp://abcresource.loyalistcollege.ca/beliefsystems.htm#top