CURRICULUM 101 Dr. Carol Fabrey AGENDA Welcome Introductions KWL Chart PPT Tasks: Define CURRICULUM...
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CURRICULUM 101 Dr. Carol Fabrey
CURRICULUM 101 Dr. Carol Fabrey AGENDA Welcome Introductions KWL Chart PPT Tasks: Define CURRICULUM Rank Employment Skills for your program Develop Educational
AGENDA Welcome Introductions KWL Chart PPT Tasks: Define
CURRICULUM Rank Employment Skills for your program Develop
Educational Goals and Learning Outcomes for your program
Slide 4
A starting point How do we define curriculum?
Slide 5
How Do We Define Curriculum? Curriculum is that which is taught
at school. Curriculum is a set of subjects. Curriculum is content.
Curriculum is a sequence of courses. Curriculum is a set of
performance objectives.
Slide 6
How Do We Define Curriculum? Curriculum is all planned learning
for which the school is responsible. Curriculum is all the
experiences learners have under the guidance of the school. John
Delnay (1959)
Slide 7
How Do We Define Curriculum? The most common definition derived
from the word (Latin root), means racecourse. For many students,
the school curriculum is a race to be run, a series of obstacles or
hurdles (subjects) to be passed. Bandi and Wales, 2005
Slide 8
Multiple Definitions All the learning which is planned and
guided by the school, whether it is carried on in groups or
individually, inside or outside the school, whether it is carried
on in groups or individually, inside or outside the school. (John
Kerr, as quoted in A. Kelly 1999) Anything and everything that
teaches a lesson, planned or otherwise. (Leslie Wilson, 2005) What
is taught in school or what is intended to be learned. Curriculum
represents a set of intentions; a set of intended learning
outcomes. (Posner & Rudnitsky, 1986)
Slide 9
Before developing YOUR definition Review the various types of
curricula Handout: Types of Curricula
Slide 10
Types of Curricula OVERT, EXPLICIT, OR WRITTEN CURRICULUM
Refers to documents, texts, resources, and supportive teaching
materials that are overtly chosen to support the intentional
instructional agenda of a school. SOCIETAL CURRICULUM The ongoing,
informal curriculum of family, peer groups, neighborhoods, church
organizations, occupations, mass media and other socializing forces
that educate all of us throughout our lives.
Slide 11
Types of Curricula HIDDEN OR COVERT CURRICULUM The kinds of
learning derived from the very nature and organizational design of
the learning institution, as well as from behaviors and attitudes
of instructors and administrators which may include both positive
or negative messages. We learn simply by the exposure of living.
Much that passes for education is not education at all but ritual.
That fact is that we are being educated when we know it least.
Gardner
Slide 12
Types of Curricula NULL CURRICULUM Since it is impossible to
teach everything, many topics and subject areas must be
intentionally excluded from the written curriculum. Eisner (1994)
indicates that when certain subjects or topics are left out of the
overt curriculum, messages are sent to students that certain
content and processes are not important enough to study.
Slide 13
Types of Curricula PHANTOM CURRICULUM The messages prevalent in
and through exposure to any type of media. CONCOMITANT CURRICULUM
What is taught or emphasized at home, or those experiences that are
a part of a familys experiences, or related experiences sanctioned
by the family.
Slide 14
Types of Curricula RHETORICAL CURRICULUM Comprised of ideas
offered by policymakers, school officials, administrators or
politicians. May also come from publicized works offering updates
in pedagogical knowledge. CURRICULUM-IN-USE The actual curriculum
that is delivered and presented by each instructor.
Slide 15
Types of Curricula RECEIVED CURRICULUM Those things that
students actually take out of the classroom; concepts and content
that are truly learned and remembered. INTERNAL CURRICULUM
Processes, content, knowledge combined with the experiences and
realities of the learner to create new knowledge. ELECTRONIC
CURRICULUM Information learned through searching the Internet or
through using e-forms of communication.
Slide 16
Broad Definition Is Curriculum Scope and sequence? The study of
any and all educational phenomena? The experiences or activities
that engender these experiences? What is intended to be learned? A
course of study in one subject at a school or college? All the
courses of study offered by an educational institution?
Slide 17
Broad Definition Is CURRICULUM An integrated course of academic
studies? Any program or plan of activities? A group of related
courses, often in a special field of study? A set of subject
matter, planned or unplanned, implemented by the academic
institution, to meet general and specific needs of students in
order to prepare them for their future roles? Schooling?
Slide 18
Your Turn Define CURRICULUM
Slide 19
Next Consideration What must be considered in making curriculum
decisions?
Slide 20
Factors Influencing Curriculum Decisions 1. The nature of the
learner 2. The nature of society 3. The nature of the subject
matter
Slide 21
Factors Influence on Educational Goals and Learning
Outcomes
Slide 22
Who is the Learner? Who are the learners at San Juan
College?
Slide 23
What is the Nature of our Society and its Needs? What are
employers looking for in our San Juan College graduates? Rank
Employment Skills for your program Handout: Skills Sought by
Employers Chart
Slide 24
The Importance of the Subject Matter? What is the nature of the
subject matter taught at San Juan College? How important is the
subject matter taught at San Juan College?
Slide 25
A Curriculum that Enables Learners to Linger longerto secure
learning to follow through to recap Dig deeperto reach conceptual
understanding go beneath the surface Cross boundarieslink subjects
apply to real world situations
Slide 26
A Curriculum for Society For the 21 st centuryfor our changing
society economy technology Adaptablefor different needs expands
horizons Challengingreal audiences real purposes real skills
Slide 27
A Curriculum Emphasizing the Importance of the Subject Matter A
curriculum that supports: the learner and the quality of the
learning experience and learning environment relevance and
real-world issues affective and hands-on learning as well as
cognitive thinking critical and systemic thinking rather than only
informational learning
Slide 28
Much More A curriculum that is more than the sum of its parts
Coherentbuilding on and able to build upon, not repetitive
Meaningful for all studentsWhy am I doing this? How can I use this?
Utilizes resourcessupports learning objectives through instructor
expertise
Slide 29
Educational Goals What are our EDUCATIONAL GOALS at San Juan
College? How can we define our Educational Goals? What are your
Learning Outcomes?
Slide 30
SJC Mission/Vision Statement (Draft) To inspire and support the
pursuit of knowledge and the achievement of personal and community
goals through quality education and services. SJC is recognized as
a progressive, dynamic learning environment built on mutual
respect, meaningful participation and a collective commitment to
the core values of the college and the community. Handout: SJC
Mission/Vision Statement and CSLOs
Slide 31
San Juan College Common Student Learning Outcomes Upon
completion of San Juan College programs and degrees, the student
will LearnStudents will actively and independently acquire, apply
and adapt skills and knowledge to develop expertise and a broader
understanding of the world as lifelong learners. Think.Students
will think analytically and creatively to explore ideas, make
connections, draw conclusions, and solve problems.
CommunicateStudents will exchange ideas and information with
clarity and originality in multiple contexts. Integrate..Students
will demonstrate proficiency in the use of technologies in the
broadest sense related to their field of study. Act.....Students
will purposefully, reflectively, and respectfully in diverse and
complex environments. (Handout)
http://www.sanjuancollege.edu/documents/FSPDocuments/AssessmentCommittee/downloads/CSLO%20Rubrics.pdf
Slide 32
Learning Outcomes - Defined Learning Outcomes specify the
observable and/or measurable knowledge, skills and judgment which a
person is expected to have developed or acquired as the result of a
course of study or a set of identifiable experiences. Learning
Outcomes describe what a person should know or be able to do or
demonstrate at a given point in his/her development. Learning
Outcomes: are broad use plain language use verbs requiring
verifiable performances
Slide 33
Blooms Taxonomy Blooms Taxonomy is a multi-tiered model of
classifying thinking according to six cognitive levels of
complexity
Slide 34
Levels of Knowing Blooms Taxonomy Blooms Taxonomy is a
multi-tiered model of classifying thinking according to six
cognitive levels of complexity The levels, often depicted as a
stairway, direct many teachers to encourage students to climb to a
higher level of thought The taxonomy is hierarchical, each level
subsumed by the higher levels This hierarchical arrangement leads
to natural divisions of lower and higher level thinking The
taxonomy is frequently used when writing learning outcomes to
describe the cognitive level that is expected in student work
Handout: Blooms Taxonomy Revised
Slide 35
For example
Slide 36
Samples SJC Associate of Applied Science -Business
Administration and the Associate of Arts Business
Administration(Draft) Program Learning Outcomes: The student will
demonstrate understanding and application of general business
concepts in the American and global free market system. The student
will demonstrate understanding and application of basic Management
Principles and Organization Practices in modern business. The
student will demonstrate understanding and application of common
Marketing Principles and concepts. The student will demonstrate
understanding and application of General Accounting as it pertains
to business decisions. The student will demonstrate understanding
and application of the Management of Human Resources concepts and
principles and identify how these principles affect the
relationship between employers and employees. The student will
demonstrate understanding and application of the Communication and
Group Interaction skills necessary for a business career.
Slide 37
Samples SJC Occupational Safety On-line AAS Degree School of
Energy (Draft) The student will be able to: Appraise and control
occupational safety, health and environmental hazards that may
exist in the workplace. Understand and apply various federal
regulations pertaining to safety issues, as well as voluntary
industry best practices. Effectively communicate safety issues at
all levels of an organization. Promote and promulgate appropriate
safety training for all levels of an organization. Provide top
management with appropriate cost analysis and budgeting information
for an effective safety program.
Slide 38
Samples of Program Learning Outcomes Paralegal Studies, AS The
successful graduate will: Understand the United State judicial
system, the jurisdiction of all its courts, and the relationship of
the courts to one another and demonstrate this understanding.
Demonstrate the correct application of legal vocabulary and the
court rules in a number of substantive legal fields. Create a
number of written assignments that consist of documents frequently
utilized in legal settings and the use of several software programs
developed for and used in courts and law offices. Analyze fact
situations in order to conduct legal research (utilizing print
materials, as well as computer assisted research) and draft legal
documents based on that research as demonstrated. Demonstrate the
ability to apply the Code of Professional Responsibility to a
number of situations commonly occurring in legal settings and
recommend an ethical course of conduct. Have experience doing
substantive legal work in a legal setting under the supervision of
a lawyer. Green Knowledge, Blue Skills, Red - Judgment Accounting
ABA The successful graduate will: Analyze accounting issues;
research and evaluate alternatives; then formulate and communicate
an ethical solution. Assess risk, evaluate the internal control
structure, and design and implement an audit plan. Analyze business
transactions, problem solve, and apply Generally Accepted
Accounting Principles (GAAP) to make reporting decisions as
demonstrated. Identify and research a global accounting issue
through the successful completion of a prescribed research paper.
Understand and employ current technology, especially spreadsheet
applications. Compare and contrast the stances between the various
regulatory bodies. Identify and analyze various business
transactions from accounting and tax aspects.
Slide 39
Your Turn WHAT ARE THE EDUCATIONAL GOALS AND LEARNING OUTCOMES
FOR YOUR PROGRAM?
Slide 40
Questions to consider
Slide 41
WHAT ARE THE EDUCATIONAL GOALS FOR YOUR PROGRAM? How do you
know these are appropriate ?
Slide 42
WHAT ARE YOUR SPECIFIC LEARNING OUTCOMES? How do you know these
are appropriate ?