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Curriculum 510

Dr. Jeff sapp

Instructional Unit You will design an instructional unit and present an overview to your classmates. The write-up is limited to ten double spaced pages plus a reference list and appendices (handouts, etc.). The following sections should be included:

Instructional Unit Introduction – Provides a brief overview, including setting, grade level, subject, student characteristics.

Instructional Unit Rationale •  A rationale/justification for the design

of your unit based on student data. What student performance data justifies the creation of this unit using these strategies/activities? How might your design change the situation?

Instructional Unit Rationale •  A theoretical, research-based rational/

justification for the design of your unit. In paragraph form, describe the curriculum philosophy/theory that forms the foundation for your design. Locate 5 articles that support the strategies and methods that you are using. Cite these articles (APA format) within the justification section and include a reference list (APA format) at the end of the write-up.

Instructional Unit Rationale •  A theoretical, research-based rational/justification for

the design of your unit. In paragraph form, describe the curriculum philosophy/theory that forms the foundation for your design. Locate 5 articles that support the strategies and methods that you are using. Cite these articles (APA format) within the justification section and include a reference list (APA format) at the end of the write-up.

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Google Scholar Instructional Unit •  Guiding Questions – List the questions that your students will be able to answer after completing all unit activities (should be related to the summative assessment)

“Guided Questions” Instructional Unit •  California Standards – List the specific standards addressed by the unit as a whole. You can also use Common Core if you’d like.

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Instructional Unit •  Subunits – You will most likely break up your unit

into smaller subunits (3-5 days). For each subunit, include the following items: –  Learning Outcomes –  General Teaching Strategies –  Technology –  Vocabulary –  Thinking Skills –  Differentiation –  Assessment –  Resources

Instructional Unit •  Summative Assessment – Create a summative assessment (and include it in the appendix with a rubric)

•  References – Cite the 5 articles you included in your rationale

Instructional Unit

Presentations are on November 19th & December 3rd

Chapter 7 Curriculum Development

“…the school’s function is to educate, not to mold students who just regurgitate

information or perform mindless skills.”

Curriculum Development as a series of games engaged

in by various people…

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Technical  

Nontech

nical  

The Model of Bobbitt Activities…to objectives (backwards design)

The Model of Charters 1.   Selecting objectives 2.   Dividing them into ideals and

activities 3.   Analyzing them to the limits of

working units 4.  Collecting methods of achievement

The Tyler Model 1.   Determine the school’s purposes (objectives) 2.   Identify educational experiences related to

those purposes 3.   Ascertain how the experiences are organized 4.   Evaluate the purposes

The Taba Model 1.   Diagnosis of needs 2.   Formulation of objectives 3.   Selection of content 4.  Organization of content 5.   Selection of learning experiences 6.  Organization of learning

activities 7.   Evaluation and means of

evaluation

The Backward-Design Model

1.   Begins with a statement of desired results. What do you want to accomplish? What should students know and be able to do? What values and attitudes should they have? What skills should they possess and be able to demonstrate?

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The Backward-Design Model

2. Next, the backward-design model involves determining how the curriculum will be evaluated once it is in place. How will we know students have met the standards? What evidence will be collected to assess the curriculum’s effectiveness?

The Backward-Design Model

What Happens

In The

Middle?

The Task-Analysis Model In subject-matter analysis, the key question is “What knowledge is most important for students?” In learning analysis, the key question is “What learning processes are required for students to learn the selected content?”

Nontechnical-Nonscientific Approach

Less or not measurable

The Deliberation Model In this model, educators communicate their views to their colleagues and sometimes to students regarding education’s goals and what should be taught. Noye suggests it has 6 stages: 1.   Public sharing – everybody shares all ideas and points-of-view. 2.   High-lighting agreement and disagreement – all views are

respectfully considered. 3.   Explaining positions – to arrive at a consensus, group members

must appreciate one another as professionals and not consider their colleagues to be adversaries. The group leader must have considerable skill in guiding groups.

4.   Highlighting changes in positions – group members change their opinions in response to presented data and arguments. People who change their minds inform the group that they have done so.

5.   Negotiating points of agreement – curriculum content, instructional approaches, and educational goals are negotiated, with some being persuaded and others persuading.

6.   Adopting a decision – the group achieves consensus regarding the curriculum’s nature and purpose. The curriculum reflects the group’s social, political, and philosophical composition, but some uncertainty remains.

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Curriculum Teams •  Federal & state curriculum teams generate programs, policies, and laws like NCLB & Race to the Top.

•  District curriculum teams •  School curriculum teams •  Members include teachers, principals, support staff, outside curriculum experts, community members

Curriculum Teams •  Federal & state curriculum teams generate programs, policies, and laws like NCLB & Race to the Top.

•  District curriculum teams •  School curriculum teams •  Members include teachers,

principals, support staff, outside curriculum experts, community members

Curriculum AIMS 1.   Intellectual 2.   Social-Personal 3.   Productive – center on educating

students to function w/i the home, on the job, and as a citizen.

4.  Physical 5.   Aesthetic 6.   Moral – dealing with values &

appropriate conduct 7.   Spiritual – dealing with

transcendence of self

Curriculum AIMS can also focus on social issues

Yadda, yadda, yadda Blah, blah, blah

•  Generating Goals/Standards •  6 Factors Regarding Generating Objectives/Types of Objectives – Nonbehavioral General Objectives – use words such as appreciate, know, and understand (Postmodern peeps).

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O. M. G. The Affective Domain The affective domain dominates metacognitive self-knowledge.

The Affective Domain

Self-knowledge is a crucial component of metacognition. Reflecting on self-knowledge, we record our strengths and weaknesses as they relate to our educational adventures.

The Affective Domain Self-knowledge also relates to individuals’ apprehension of their temperament. Research has shown that temperament is biologically based, with an additional impact by genes, environment, and experience. Individuals have no “voice” regarding their genes, but they do have voice regarding their environment and, certainly, experience. Teachers must schedule time for students to engage in metacognitive thought and build self-knowledge.

Yadda, yadda, yadda Blah, blah, blah

•  Selecting Curriculum Content •  Criteria For Selecting Content •  Selecting Curriculum Experiences •  Selecting Educational Environments

The Players •  Teachers •  Students •  Principals •  Curriculum Specialists •  Assistant (Associate) Superintendents •  Superintendents •  Boards of Education •  Lay Citizens •  The Federal Government •  State Agencies •  Regional Organizations •  Other Participants

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Have a game plan! Have a game plan…and be ready to turn it in and present about it on November 19th & December 3rd!