Designing Programs for Learners: Curriculum and Instruction Chapter 12 Designing Programs for Learners: Curriculum and Instruction

Defining Curriculum Curriculum, environment that is created by the interaction of all the efforts to support learning. Curriculum includes: Content taught Materials selected Teaching strategies used Learning activities in which students engage Way a school is organized Foundations of American Education, 15e Johnson, et al

Developing Curriculum Individuals have divergent ideas about curriculum Curriculum development involves three questions: What should be taught? Who should decide? How will it be taught? Foundations of American Education, 15e Johnson, et al

Seven Steps to Curriculum Determine what needs to be learned Describe the desired learning outcomes Select the specific content Organize the content Select the learning activities Sequence the learning activities into a whole Evaluate the effectiveness of the material, instruction Foundations of American Education, 15e Johnson, et al

Design reflective questions Curriculum value-laden questions To what extent should the learning outcomes support preserving a democratic society? Which outcomes are important for the individual self-worth? Is the curriculum biased in some way against certain individuals or groups? Will the curriculum be available to all? Or is it too expensive, too hard to teach, or does it have components that are inaccessible to some? Is it built around the essential center of the discipline, or is it composed of peripheral and isolated items? Foundations of American Education, 15e Johnson, et al

Curriculum Designs Subject-centered, focuses on content disciplines Themed curriculum, teaching generalizations or big ideas Spiral curriculum, big ideas repeated across grade levels Core curriculum, focuses on key concepts and skills Mastery curriculum, very specific content, skills, process Problem-based, authentic, contemporary problems Standards-based, standards are key component Foundations of American Education, 15e Johnson, et al

“Other” Curriculum Co-curriculum or Extra-curriculum integral for a school Refers to non-core subjects, after-school activities, clubs Argument that core curriculum as crucial as academics Co-curriculum often primary reason for staying in school Hidden curriculum, messages sent to students Teaches expectations, what is important to succeed, etc. Foundations of American Education, 15e Johnson, et al

Curriculum Resources Include: guides, textbooks, workbooks, technology, etc. Also include: schoolwide resources, facilities Standards are most important resources Standards include professional, state, district (power) Syllabi prepared by the school or district Curriculum frameworks often replace guides Foundations of American Education, 15e Johnson, et al

Curriculum influences Several outside forces influence the curriculum Influences work against local control Interest groups include: teacher and administrator organizations, political parties, religious advocacy groups Community values and interests, student backgrounds School Site, teacher assumptions, impacts curriculum Foundations of American Education, 15e Johnson, et al

Managing Curriculum State legislature and State BOE determine curriculum District, schools and teachers play important function States establish standards, determine instructional material Standards usually set by state committee of professionals States vary in selection of educational materials Open adoption or state adoption determined by state Foundations of American Education, 15e Johnson, et al

District’s Role in Curriculum Curriculum coordinator, guides, support, curriculum Coordinators are usually content specialists Districts also include generalists, help with strategies Generalists might include induction specialists, experts in general teaching strategies, staff developers, etc. Foundations of American Education, 15e Johnson, et al

Local School’s Role Schools and teachers are final curriculum arbitrators Teachers collaborate on curriculum in departments, grades Teachers decide, utilize strategies to help students learn Foundations of American Education, 15e Johnson, et al

Evaluating the Curriculum Teachers evaluate curriculum in implementation process Assessment of student learning, important indicator Researchers, curriculum evaluators, analyze classrooms District and state evaluate based on test scores Nationally, NAEP and state standardized test Internationally, test scores used to compare students Foundations of American Education, 15e Johnson, et al

Teacher’s Role Teachers ultimately deliver the curriculum Instruction begins with what students need to learn Teachers select teaching strategies Schoolwide efforts to improve learning also have impact Foundations of American Education, 15e Johnson, et al

Objectives and Student Learning Objectives, short statements of expected student learning Objectives address the daily learning expectations Objectives should be known and understood by students Should be written as output statements Foundations of American Education, 15e Johnson, et al

Types of Objectives Type of objectives vary, assessment must match type Behavioral objectives, observable performance or task Bloom’s Taxonomy, different level of cognitive demand Affective domain objectives, measures attitudes, values Psychomotor domain objectives, applies physical skills Foundations of American Education, 15e Johnson, et al

Teaching Strategies Direct instruction, teacher provides clear, brief information Indirect instruction, students more actively engaged Guided Discovery, activities that require investigation Inquiry, problem solving approach Problem-based learning, problem-solving in small groups Model-Centered, explore, evaluate, create models Foundations of American Education, 15e Johnson, et al

Other Curriculum Issues Increasing focus on science and technology Teachers should know how to group effectively Homogeneous grouping, students same ability levels Heterogeneous grouping, students at different levels Cooperative learning, flexible, mixed group for specific task Differential instruction, varied instructional strategies Teachers should consider how strategies fit diverse needs Select strategies that work for ELL and special ed. students Foundations of American Education, 15e Johnson, et al