1. Conceptions of Curriculum
By Carolynn and Allison

2. Why some conceptions continue to be used?
By Allison

3. ​
There are many different conceptions of curriculum and approaches that the education system can take, all with many pros and some cons. Conceptions of curriculum are considered to be “the ways in which curriculum is viewed or defined by those who develop, implement or evaluate it and include underlying beliefs about what is real, true and valuable” (Thomas, 1990). It is important that whatever conception of curriculum that is being used is believed in and valued.

4. Academic rationalism is said to be the most mainstream approach and the one that is used the most in the education system. Academic rationalism is predominately focused on giving the child the tools to participate in society and provide them with the access to some of the world’s greatest ideas (Eisner & Vallance, 1974). This conception continues to be used over time because it focuses on realizing that the education system cannot possibly teach children everything but instead gives them knowledge and ability to learn how to find the answers themselves and understand where to look (Eisner & Vallance, 1974). This still holds true for curriculum today. Although we try to teach our students as much as we can, we understand that not every child will learn all they are suppose to. Instead it is crucial that we give students the ability to teach themselves and find the answers they need. This will help them once they leave the school and our out in the world. Being given the ability to gain knowledge themselves will help them navigate through society.   There are many other conceptions of curriculum such self-actualization, which are not considered as mainstream because of their inability to always implement. Self- actualization refers to personal purpose and to the need for personal integration, and satisfying experiences for each individual learner (Eisner & Vallance, 1974). I see this as an immensely important part of curriculum and education. Seeing each child as an individual coming into school with different experiences is crucial. However, for educators this could be a difficult task to implement. We are given specific things we need to teach and although we try and create different ways of teaching to cater to all the children’s needs this can be difficult when having many students at once.   All of these conceptions of curriculum hold value and can be an important part of education, however it is clear that some are used more than others for many different reasons. With education continuously changing it is important that these conceptions of curriculums remain in effect but also are able to be tweaked and shifted to cater to todays society. 

5. Understanding of Conceptions of Curriculum
By Carolynn

6. Technology Humanistic Social reconstruction Academic Cognitive process
Main
Conceptions of Curriculum
Humanistic
Academic
Technology
Cognitive process
Social reconstruction

7. Conceptions of curriculum can be used to look at a curriculum through various viewpoints. It’s simply a way to see how a curriculum is defined by others.  When you're looking at a curriculum is it focusing on social and culture needs, the individuals needs or subject matter (Sowell, 2005). This is what you notice when you look deeply into the curriculum and see how it should be used or what we should focus on.  Some people may believe in one conception where others can believe in more than one. This means that various ideas from different conceptions can be used in the curriculum at the same time. The main conceptions are technology, cognitive process, social reconstruction, humanistic and academic rationalism which also can be called different names.

8. Technology and Cognitive Process
The technology conception of curriculum (also called systemic and behavioural) focuses on how curriculum should be taught or how knowledge should be communicated.  It looks for a system of instruction that can be used to teach any content. (Eisner & Vallence, 1974; Vallence, 1986). Curriculum technologists believe that learning is preplanned and that goals, standards, expectations and objectives should be predetermined.   The content, lesson plans, learning outcomes, assessment measures must align with these elements. (McNeil, 2006; Orstien & Hunkins, 2009) It helps the learner see what’s expected of them and where they can improve (McNeil, 2009). Through this conception you're focusing less on the individual and their relationship to materials and more on the organization and presentation of materials to the learner. Everything is decided before students come into the classroom (Eisner & Vallence, 1974). Curriculum technologists also use technology sometimes to transmit learning through audio visual aids or computer assisted programs giving students immediate knowledge. (Eisner & Vallence,1974; Sowell, 2005) Another conception is the cognitive process approach (also relates to the technology and self actualization conception) focuses on the development of the intellectual process. The curriculum should shape the intellectual and cognitive skills of the learner. Once they gain the skills the learner can apply it to other forms of learning and in any context. It focuses mainly on the learner, the materials and the learning process where they see the individual as interactive. (Eisner & Vallance, 1974; Sowell, 2005) This approach believes if the learner is provided with the correct set of intellectual skills they can grow to be intellectually independent and can use them in situations outside of school (Eisner & Vallance, 1974).

9. Other Conceptions that Relate to Technology
There are also other conceptions of curriculum that can be used to view the curriculum. The system approach means dividing the curriculum into systems. Through this approach you have the curriculum developer such as the superintendent or director who organizes and plans the curriculum. They plan the curriculum stages and structures. People who believe in this approach are constantly looking at curriculum issues and theory. The managerial approach sees the school as an interactive system between students, teachers and administrators. This approach mainly focuses on the organization and implementation aspect. Educators who use this conception develop the curriculum according to the schedule, space, and resources available. (Orstien & Hunkins, 2009) Lastly, the social efficiency approach focuses on schools meeting the needs of society. They believe that a curriculum should be taught to train children to function better in society (Schiro, 2008).

10. Social Reconstruction and Humanistic
The second lens of curriculum is social reconstruction (also called social transformation or reconceptualist) which focuses on society needs (Eisner & Vallence, 1974). We should create an education where subject matter focuses on environmental, economic, social and political issues or perspectives happening in society (ie. pollution).  This conception sees the curriculum as a way to produce social change. (Eisner & Vallence, 1974; McNeil, 2006; Orstien & Hunkins, 2009; Pratt, 1994; Sowell, 2005)  Education should be structured to prepare students for living in a changing society by providing them with tools they can use to function appropriately. It’s about giving the learner real life situations they can experience in the curriculum.  (Eisner & Vallence, 1974; Sowell, 2005) Students can develop a better society so the school should be an extension of it (Orstien & Hunkins, 2009; Sowell, 2005). This allows young learners to have a better understanding and connection with society where in the curriculum they are learning ways on how to live (Sowell, 2005).   Another way of viewing the curriculum is through the humanistic conception which refers to self actualization, individual fulfillment and learner centred.   This conception focuses on the individual and their needs and interests (Orstien & Hunkins, 2009; Schiro, 2008).  Its student oriented and child centred meaning children can pursue their individual choices. This lens helps the learner discover and construct learning for themselves. (Eisner & Vallence,1974; Schiro, 2008; Sowell, 2005) It sees education fully supporting an individual's life and development meaning the whole child (Eisner & Vallence, 1974; Orstien & Hunkins, 2009; Pratt, 1994; Sowell, 2005).  The curriculum, content and subject matter should bring personal meaning to each individual that relates to experiences unique to the learner.   This can allow the individual to learn ways on how to manage things of personal significance. (McNeil, 2006; Pratt, 1994; Sowell, 2005) This conception is truly about developing the child’s fullest potential where the curriculum should be responsible for developing a child identity, personal growth, individuality, personal freedom and autonomy (Eisner & Vallence, 1974; McNeil, 2006; Orstien & Hunkins, 2009; Schiro, 2008)

11. Academic Rationalism
You can also use academic rationalism (also called cultural transformation, scholar academic or tradition of organized knowledge) to view the curriculum.  This conception is the oldest and traditional way of approaching curriculum (Eisner & Vallence,1974; Sowell, 2005). This conception focuses more on subjects, cognition and knowledge. The main mode of teaching is that the individual needs to learn various academic subjects (math, English, science, history, social studies) in school. (Eisner & Vallence,1974; McNeil, 2006; Schiro, 2008; Sowell, 2005)  In each academic area there are a set of academic standards. Academic thinkers believe school should be structured to help repair needs and gaps in an individual's understanding. The transmission of information should also be taught by teachers through verbal or written means. (Pratt, 1994) Basically, the curriculum should be used to help individuals understand knowledge (skills, tools, concepts) that they need to participate actively on their own and support their cultural needs (Eisner & Vallence, 1974; Sowell, 2005).   All these conceptions of curriculum really show you how a curriculum can be defined by going into the logistics of how it is structured, organized and planned.

12. Relationship to Philosophies and Curriculum Designs

13. What are the two types of philosophies?

14. Traditional Philosophy
Traditional philosophy relates to the educational philosophy of perennialism and essentialism
Focuses on the past
Believes in filling the learner with information
Subject matter focus
Teachers are seen as an authority figure
Teacher uses control and direction
Lessons are based on lectures and explanation
Knowledge prepares students for other contexts outside of school
(Ornstein, 1994) By Carolynn

15. Contemporary Philosophy Progressivism & Reconstructionism
Having knowledge promotes growth and development
Believes in student motivation
Emphasizes active participation and meaningful learning
Takes into consideration the whole individual (both psychological and sociological)
The teacher is the guide and resource for the student
Promote hands on learning based on individuals experiences
Student centered approach in which their needs and interests are important
Is interdisciplinary in subject matter, activities and projects
(Ornstein, 1991) By Allison

16. Reconstructionism:
Believes that education can promote social change
Focuses on improving society
That students learn from real life experiences and environments (not just sitting in a classroom)
Learning is seen as active
Believes that the teacher is the agent and leader
Subjects should help the individuals become knowledgeable about issues such as social, economic and political
(Ornstein, 1991) By Allison

17. What are the different curriculum designs?

18. Subject-Centered
Classified as a single subject, interdisciplinary, thematic instruction etc.
Materials for teaching subjects are standard and traditional
Its focus is on subject matter and subject oriented curriculum
Stressed content (pre-planned) – students must learn it
Based on textbooks and teacher training
Curriculum is designed to introduce individuals to essential knowledge
(Ornstein & Hunkins, 2009) By Allison

19. Learner-Centered
Classified as organic, developmental, child or experience centered
The child should have indirect contact with knowledge
Focus is on child and their experiences
Believe in creativity and self direction
Concerned with the whole child
Wants the students to actively participate in the design of their curriculum, content and activities
Want the children to be actively involved in their own learning
Teaching style needs to suit the child’s development
Children should explore problems and topics of their interest
Teacher is seen as the observer
Focus is on child’s point of view rather than the adult
Learning should not be separate from an individuals life
(Ornstein & Hunkins, 2009) By Allison

20. Problem-Centered (Ornstein & Hunkins, 2009) By Allison
Classified as life situation, social function, or reconstructionist design
Integration of subject matter to study social or life situations that lead to improving society
Focus on real life issues or situations of both individuals and society
Educators should provide students with learning for altering social and economic realities
Based on societal issues and needs
Schools should engage children in critical thinking of society
Emphasis on problem solving and social/human skills
(Ornstein & Hunkins, 2009) By Allison

21. The relationship of each conception to the different philosophies and curriculum designs

22. Overview of Relationships By Carolynn
Conceptions of curriculum
Philosophical Foundations
Curriculum Design
Traditional:
perennialism
Traditional: Essentialism
Contemporary:
Progressivism
Reconstruction
Subject
centred
Learner centred
Problem/
society
Academic
Technology
Cognitive
Humanistic
Social reconstruction

23. Academic Conception By Carolynn
Traditional Philosophy: Perennialism
Subject Matter/Centred Design

24. Educators who follow this philosophy and conception believe in….
Academic conception focus on subject matter and single subject design
If you follow this conception and curriculum designs both see curriculum as….
A subject oriented curriculum – where students learn about one subject and the content within that subject.
(Sowell, 2005)
Having a variety of courses to meet students needs
Based on textbooks and teacher training in a subject area
Teachers having a role in direction, lectures and large group discussions
Introducing individuals to essential knowledge
Stressing content
(Ornstein & Hunkins, 2009)
Having materials for teaching subjects that are standard and traditional
By Carolynn
Academic conception comes from the traditional philosophy of perennialism
Educators who follow this philosophy and conception believe in….
Educating the individual (rational)
The mastery of facts and knowledge
Focusing on classical subjects
Teaching traditional values
Teachers helping students think logically
(Ornstein, 1991)
Content and knowledge focused curriculum
The teacher lecture approach
Teachers providing the knowledge to children
(Hill, 1994)

25. Technology/Cognitive Conception By Carolynn
Technology & Cognitive Process
Subject Matter/ Centred Design
Traditional Philosophy: Essentialism

26. Technology and cognitive process conceptions are based on the discipline and correlated design
Why?
It focuses on correlating subjects where learning in one or two subject areas relate to each other (In other words, sequencing content).
Helps students progress in their learning
Teachers believe in teaching the intelligence and the intellectual process
It focuses on thematic instruction where content is planned before instruction
(Sowell, 2005)
It aims to foster student thinkers
People who study content in their field provide the ways that students learn content
Individuals need to experience the subjects and be able to comprehend the information
Students don’t need teachers to present information all the time
Students are to function as little scholars
(Orstein & Hunkins, 2009)
By Carolynn
Technology and cognitive process conception comes from the traditional philosophy of essentialism
Educators who follow this philosophy and conceptions believe in….
Focusing on essential skills and academic subjects
Mastery of concepts, skills and principals in each subject matter are important
Developing the intellectual growth of young individuals
Educating the individual (competent)
(Orstein, 1991)
Teaching basic ideas
The teacher focused approach
(Hill, 1994)

27. Social Reconstruction
The main purpose is to engage students in critical analysis of different communities (local, national, international) in order to speak to humanities problems on all different scales
Social reconstruction is a concept that is less fully developed as a curriculum design and more developed as an educational philosophy
Social reconstruction relates to the contemporary philosophy of reconstructionism and problem centred curriculum design
(Ornstein & Hunkins, 2009)
(Sowell, 2005)
By Allison

28. Humanistic
Humanistic educators explain that certain domains such as cognitive, affective, social, and spiritual are important aspects and should be addressed through curriculum
The humanistic approach also stress, intuition, creative thinking, and a holistic perception of reality
This conception relates to the contemporary philosophy of progressivism and learner-centered designs
(Ornstein & Hunkins, 2013) By Allison

29. Planning, Assessment and Instruction for the different curriculum designs

30. Planning, Instruction and Assessment
Planning: How teachers plan and the type of planning they do within the curriculum.
Instruction: How teachers teach children and the type or mode of instruction they use to implement lesson plans.
Assessment: How teachers assess and document children’s learning and understanding. How they use assessment to support or enhance learning.
By Carolynn

31. Learner/Student Centred Curriculum Design By Carolynn
What educators can use in a learner centred curriculum design to formulate their assessment, planning and instruction:
Inquiry: Exploring inquiry questions of students in the classroom (Canadian Associate Education, 2014).
Democracy education: Students have a voice and freedom in school .
Co-construction: Students are actively involved in constructing their own meaning and learning with others (Hayes, 2003).
Instruction
Student based
Planning
Students are co-planners
Assessment
Indivdualized

32. How planning is done in a learner/student centred curriculum design By Carolynn
Students are co-planners where they get to participate and be involved in the planning (Canadian Education Association, 2013). Teachers do plan some units and topics at the beginning but they don’t plan it all. The students will have interests, topics or inquiry questions they show excitement for as the year progresses. The students are given a say in the ideas and topics they want to explore. Teachers tend to plan with their students as they go. (Canadian Education Association, 2014) They use their ideas and opinions as the bases in their plans. In other words, it comes from the students not the teacher. (Canadian Education Association, 2013)
Teachers adapt the planning to each child’s learning needs (Canadian Education Association, 2013).
Teachers understand the curriculum better when they focus on the learner (Canadian Education Association, 2014).
When teachers plan they go through the curriculum backwards. Teachers before they plan know and understand the outcomes. Then they use the topics from the children to plan around it.(Canadian Education Association, 2014)
Topics and learning opportunities focus on one or more curriculum areas or outcomes. Teachers incorporate other curriculum areas that would supplement the topic. (Canadian Education Association, 2014)
Using this approach teachers can integrate all the outcomes without realizing it. When teachers don’t do an outcome they either incorporate it into another topic or extend the current topic they are doing with the students. (Canadian Education Association, 2014) Teachers try to add a new outcome each time (Canadian Education Association, 2013).

33. How instruction is done in a learner/student centred curriculum design
Instruction is student based
Instruction can be done in peer groups and at tables not desks. Students work together on activities or learning opportunities. At the beginning of the year teachers will teach how to work in groups where they talk to their students about strategies so they understand how groups work. Once students understand they act more as a guide. At this point, children are naturally able to work in peer groups. This is shown in students where if another peer is not doing their work they are able to tell the student and help their peer get re engaged by encouraging them to share their ideas. (Canadian Education Association, 2014)
This is the same for a new topic or content teachers will teach them at first to give students background knowledge. Then the students are on their own and they can construct their own learning and discoveries. (Canadian Education Association, 2013) At this point, teachers instruct more as a mentor, a resource or a facilitator with the students (TEDTalks, 2013).
They use different teaching styles with their students during instruction- If students are visual learners, hands on learners, or auditory learners. They gear their activities or teaching to each child. (Canadian Education Association, 2013)
Children have a voice on what to do or how they want to implement a learning opportunity (Canadian Education Association, 2014).
During instruction children are given time to work on projects and activities. If the work takes longer teachers provide extra days or time slots to finish. There is not a set time frame (McMillan,2014).
Instruction is interactive and active between teachers and students (Canadian Education Association, 2013). Teachers also instruct using videos, films, music, dance, doodling to teach the students. Teachers also teach using the arts- this speaks to the children more then other subjects. (TEDTalks, 2013) It gives the students an image to go along with what the teachers is saying. (Canadian Education Association, 2013)
By Carolynn

34. How is assessment done in a learner/student centred curriculum design
Assessment is done at the beginning, middle and end of each unit or topic in the form of pre assessment, formative assessment and summative assessment(McMillan, 2014).
Teachers use many modes of assessment which gives flexibility in how students demonstrate knowledge and understanding (McMillan, 2014, pg. 6).
At the beginning of the year they assess each students. Teachers will physically ask the children how they learn, what learning opportunities they want to do or what they need from their teachers. They use that to adapt their curriculum and build on it. This helps them see what the students want in their education. (Canadian Education Association, 2013)
Teachers assess during each unit or topic using dynamic assessment (ongoing assessment)- To see what a child can do independently and what they can do with adult guidance. (Shepard, 2000). Teachers also provide ongoing feedback that is specific and individualized to each child. This can encourage and develop a child self confidence and motivation in their learning. (McMillan, 2014)
Teachers assess at the end of each unit or topic using student self assessments. This helps increase students responsibility for their own learning and to make the relationship between teachers and students more collaborative (Shepard, 2000, pg. 12).
Teachers also use other alternative forms of assessments such as teacher observations. Teacher observation is used constantly in a learner/student centred design. This helps teachers assess their students progress, interests and understanding. This can be done before, during and after instruction. Other forms of assessment that these teachers use are performance based assessments such as an exhibition, demonstrations or paintings of children works and knowledge. This gives children the freedom in their responses to the topic. (McMillan, 2014)
By Carolynn

35. Tests and exams is not fundamental for a learner/student centred design (Canadian Education Association, 2011). Independent and individualized tests are more important (Bombicino, 2012). It’s more supplementary and used to support learning instead (TEDTalks, 2013).
Reporting cards and reporting are individualized to each student (Bombicino, 2012).
Teachers create different assessment rubrics. Teachers may not have the same marking tools for every child. It makes it more individualized. But they do have set marks for some subjects such as math. (Canadian Education Association, 2014)
Children are able to choose their own learning activities or projects. Since they have a choice on what to do children are not assessed the same way as other children. (Canadian Education Association, 2014) This gives students more choices in how to show mastery and competence (McMillan, 2014, pg. 6).
Teachers assess students through oral questioning or conversations (McMillan, 2014). Teachers will know if their students are understanding the knowledge or not just by the conservations they are having with them or other students. (Canadian Education Association, 2014) They may also do this through individual interviews or conferences (McMillan, 2014.
Children create journals of their learning or create portfolios – Teachers use these to assess children’s learning (Canadian Education Association, 2014).
Teachers also assess their own practice. The reflections are publicly displayed. It’s a way for teachers to assess themselves in the classroom to see what works or what did not work or see what they could do next time. Teachers learn from each other. (Canadian Education Association, 2014)

36. Outcome on Students and Teachers
Outcome on the students when they have a voice in the classroom:
Students are more engaged and excited to come to school.
Students are not bored about the content because each unit they get a new experience.
They interact and participate more in their learning because it provides relevance to their personal lives.
Students have more connections to the topic and show more passion in their work.
Students express themselves more.
Students are seen as individuals.
Canadian Education Association, 2013)
You see the room full of student based projects. The children get motivated to talk to others about their projects they have done in the classroom. (Canadian Education Association, 2014)
It give students the chance to use their curiosity. When you open students curiosity they will learn without assistance. (TEDTalks, 2013)
By Carolynn
Teachers outcomes when students have a voice:
Teachers have more connections and knowledge of each students.
Teachers respond better to their students.
Teacher get excited to come to the classroom.
Teachers have more passion of the curriculum.
Teachers push themselves to be better.
(Canadian Education Association, 2013)

37. Subject Centred Curriculum Design By Carolynn
Planning
Knowledge and subject focused
Instruction
Teacher focused
Assessment
Traditional and used to support standards

38. How planning is done in a subject centred curriculum design
Planning is done based on the subjects coming first and organizing what needs to be learned within each of those subjects
Planning comes from the curriculum directly and is based on the specific subjects and what students are expected to know about those subjects
The students likes and inquiry is not taken into consideration during planning as much as in the student/learner approach. Rather the subject is taught regardless of where the child is at academically and what their interests are
Planning is standardized and focused on
the main subjects expected to mastered
By: Allison

39. How instruction is done in a subject centred curriculum design
Instruction is done based on standardization
It is done through the curriculum and very narrow minded in how gaining these skills within the student can be achieved
It is done through testing, assignments and basic lessons done by the teacher
As Ken in the Ted Talks discusses, this does not help foster children’s creativity or diversity. Not all children learn the same, and therefore subject centered design, although it has some benefits need to be able to be geared at more than one type of learner (Ted Talks, Robinson, 2013)
By: Allison

40. 3 Principles that drive human life…
Human’s are naturally different and diverse
Education can be seen as currently based on conformity not diversity based on this model
Curiosity
Curiosity keeps children interested, if they are not fostered in their curiosity they will become bored and unengaged
Instead of curiosity we have a culture of compliance
Human life is creative
We currently have a life of standardization rather than fostering creativity
Standardized testing only focuses’ on certain “important subjects” of leaving other things out
Ken Robinson, Ted Talks, 2013

41. How assessment is done in a subject centred curriculum design
Teachers align assessment to state standards and content driven standards using the standard based education.
There are common objectives that are used to assess each student ‘s learning. In doing this student’s achieve better on tests.
One form of assessment that is most commonly used is high stake tests or standardized tests. These types of tests influence teacher ‘s effectiveness and the content they provide in the classroom. When they have these large scale tests teachers use it as bases for assessment.
They focus a lot on test prep by aligning tests in the classroom to support these large scale test formats.
Teachers use technology in evaluating and assessing students learning.
Assessment is usually done after instruction but it is also done throughout in both formal or informal ways. Some assessments that are done in a subject centred classroom include both selected response assessments or constructed response assessments. This could come in a form of multiple choice, matching, true and false, short answer, label a diagram or show your work responses. There is usually one right answer. This can be seen in tests and exams which is fundamental to assessing children’s understanding and knowledge in this type of curriculum design. But essays and papers with restricted responses and teacher created portfolios are also used. These questions or responses are the same for every child.
Teachers also use oral questioning and teacher observations in formal ways. They use it as a way to test or as a way to determine students understanding (pg. 61).
By Carolynn

42. Teachers provide children with the same scoring criteria and how they will be evaluated before the assessment.
Teachers use the same form of assessment for every student making it standardized.
Reporting and report cards are standard for each student.
(McMillian, 2014)
Assessments are done to support specific instructional goals that the teacher puts in place.(Shepard, 2000).
Assessments are usually preplanned before the learning activities are determined (Hayes, 2003).
Assessments are seen as separate from instruction. (Shepard, 2000).
Teachers provide a set time frame for assessments to be completed where they may not allow for extra time.
Teachers provide feedback to the learner about performance which will lead to self correction and improvement ( Shepard, 2000, pg.11).
By Carolynn

43. Outcomes on students and teachers
Outcomes on students using this design:
The students abilities are not being given its full potential to develop and achieve. They don’t get to be individuals and use their unique talents. (Canadian education Association, 2011)
It can hold children back from greatness (Canadian education Association, 2011).
Children are less connected, engaged and excited to do the work (TEDTalks, 2013).
It limits students passion and individual expression (TEDTalks, 2013).
The students have a better understanding of what is expected of them.  
By Carolynn
Outcomes on teachers using this design:
Sometimes teachers may not get as accurate of a view of the child’s intelligence or achievement level (Canadian education Association, 2011).
It allows teachers to see who is on track and who is not on track (Canadian education Association, 2011).
Teachers are more confidence in themselves because they know the content, lesson plans and assessments support the outcomes and standards. Since they know the children are gaining the knowledge they need.
It can sometimes make teachers disconnected with their students.

44. Society/Problem Centred Design
instruction
“we are in an era of standardization and accountability and society-culture-based designs do not focus on subject content, but on social issues”
Planning
assessment
By: Allison

45. How is instruction done in a society/problem centred design?
Instruction is done through looking at society as a whole
Knowledge needs to be connected to the outside world and what is going on outside the walls of the school
It is important to share the problems of society with students rather than shelter them from it as they may have ideas of their own on how to make their society and world a better place
Instruction needs to based on society because all our students are submerged into society inevitably

46. How is planning done in a society/problem centred design?
Planning is done based on what is going on within society
Planning is based on what is going on within society and the problems society is facing
Ursula Franklin made a good point that when something is going wrong or not working, you need to look at the main problem; the big picture. Everything stems from something bigger and broader and needs to be understood through that lens to be fully fixed or tweaked (Ursula Franklin, CBC Radio)
By: Allison

47. How is assessment done in a society/problem centred design?
Assessment in a society/problem centered design is based on a changing world
Encompassing the traits listed in the diagram from the Ursula Franklin Academy means assessing real issues and making sure the child is better prepared to be submerged in a society that is constantly facing challenges and changing

48. Professional Context

49. Conceptions of Curriculum in FDK (full day kindergarten)
​I currently teach in the full day kindergarten program at a Catholic elementary school. It is interesting to read about these conceptions of curriculum while teaching an inquiry-based program. Education is constantly changing so I think it is important to incorporate all of these conceptions rather than just constantly using one. I will try to incorporate as many different ones while completing planning, instruction and assessment within my classroom. All of the conceptions of curriculum hold value within the education system so it is important to pick out bits and pieces from each and decide which aspects of the different conceptions will work within my class and with my students. 
While learning about the different designs that exist (student, subject and society/problem) it occurred to me that it is important to encompass all of these in my teaching. While working in the full day kindergarten, it is clearly mostly student directed in the way they learn, however we are always meeting their curriculum needs. We just implement in ways that we know interest them, science is based on things they are talking about (animals, flowers etc.) and so on.
By learning how to teach the subjects needed, while implementing it in a way that is of interest to the students and fosters their creativity and individuality I think we will see more true learning, which as Ken Robinson explains, is very different than the word education.
By: Allison

50. Conceptions of Curriculum in FDK (full day kindergarten) Continued…
Bringing forth all these curriculum designs although challenging I think is absolutely attainable. Since learning about all these designs, I found with the new FDK curriculum, a lot of these designs are already being used.
Every day the children’s inquiries are being explored within the class, while the teachers implement through those interests the subjects that also need to be taught.
By teaching in this way, I am finding the children are more engaged because they are learning about things they chose and that are of interest to them.
I will continue to work towards the society based curriculum design and trying to implement all of them on a daily bases to ensure the 3 core principles that Ken Robinson describe are being met; fostering diversity and differences, fostering curiosity and fostering their creativity.
By: Allison

51. Curriculum in a Childcare
The conceptions of curriculum , the different educational philosophies and curriculum designs can be used as a tool for analyzing planning, instruction and assessment in different professional settings. At any setting, you can view your content, the subject matter, the role the teachers play, how you format the curriculum, your teaching style, the evaluation and assessment procedures used, your able to see what approach is used. By analyzing these elements you can see what view is being taken to develop, organize and present the curriculum to students. At my daycare setting, we have no set curriculum. We just have a philosophy we use to plan activities. We focus on the planning, instruction and assessment aspect. When using the conceptions of curriculum, educational philosophies and curriculum designs to analyze how we plan and implement our programs I found we use different ones. We focus on the cognitive process, technology and humanistic conception. We focus on the essentialism and progressivism philosophy as well as use subject and learner centred design. When we program plan we focus on developmental areas such as social, emotional, cognitive, language, and literacy, motor and creative. In relation to the humanistic conception we focus on the whole child. In each developmental area there are skills that a child needs to learn and be taught for them to fully participate as individuals. For example, they need to learn their numbers, letters, colours, shapes, learn skills on how to socialize with others, how to share and take turns, learn how to express emotions appropriately, learn how to hold a pencil, learn how to kick a ball etc. We focus on these areas and many other skills in our activity plans. The main area that we focus on is cognitive where we integrate these skills in all activity plans. For example, we may plan an art and craft activity that will support a specific skill in fine motor, a specific skill in creative and cognitive. We hope through our program plans the children will learn the necessary skills needed to move to the next level in their development. This relates to the cognitive process conception because we believe in shaping the cognitive skills of the children so they learn the tools and skills needed to participate actively in other contexts. This idea also supports the essentialism philosophy because we believe in focusing on teaching essential skills to the children. But how we plan also supports the technology conception and the subject centred design because all the skills we incorporate into our plans are predetermined skills that a child at a specific age must achieve and we also correlate the different developmental areas together. We believe this helps a child progress better in their learning. We also incorporate humanistic ideas in our planning. We use a play based philosophy to plan our activities for the children. This philosophy believes children learn about themselves, the world and others through play and social interactions. We try to capture that in our program plans when we create hands on, playful, child centred activities that allow children to discover and explore their play materials freely. To us each child is unique and has a potential to learn, so our plans are individualized to the children’s needs and interests. If some children have an interest in cars, buildings or animals then we plan activities around that interest and we explore that topic. Also if children are at different levels in their development then we gear our activity plans towards those needs so each child can be included. This relates to the humanistic approach, the learner centred design and the progressivism philosophy where a curriculum should focus on active participation of individuals in the planning giving them the opportunity to learn on their own and gain personal fulfilment of their abilities (Orstien & Hunkins, 2013). Our activity plans and use of play materials help our children gain confidence in their own skills.

52. When looking at how we use instruction, I found we use both humanistic, academic and technology.  But it also supports the subject centred and learner centred design. There are moments where we use a teacher directed approach where we sometimes use the traditional ways of teaching children. We may focus more on the product rather then the process of learning. We feel that if we don’t teach them these skills at a young age they won’t learn the skills needed to participate in the public school system. We tend to implement teaching related activities where we teach them something like letter recognition or French. It usually involves us telling them what to do. We may also use a computer program to instruct and transmit information to the children.  For example, to teach French we use a computer with video recordings of songs for the children to listen to and sing. This relates to academic rationalism and technology as well as subject centred design because it’s a teacher focused instruction that we choose. But sometimes, we change our role and act more like a resource or a guide where we step back and let the children learn on their own where we provide individual choice or free play. The children get to choose the activities, what they want to play with and how they want the activity to be implemented.  We give the children the opportunity to work with peers or they can sit on the floor or at the table to do their activity. The children have as long as they want on their activities since there is not a set time frame. We also feel a child needs an adult who is nurturing, caring and respectful which can help a child develop in our classroom.  This is what a teacher in a humanistic and learner centred classroom displays.  
When looking at assessment we don’t focus on the formative assessments we do more informative assessments of children’s learning. This relates to the humanistic, progressivism and learner centred design. Before we plan we observe the children in their play. We observe the conservations they are having with other children or the materials they are playing with to see what their interests are and where they are developmentally. We document these ideas and interests and use them in our planning of activities and the type of teaching style we use to teach the children. We also assess the children during the implementation of activities to see how the children are learning or grasping the skills we wanted to work on. We do that through oral conversations, documentation of children’s work, taking pictures or through the use of anecdotal observations. Then we use these evaluation pieces to try to make connections to other things the children want to learn about to expand their understanding. At the end of each topic, with the help of the children we make a child centred scrapbook of all the children’s accomplishments to show the parents. In my centre we are always doing assessment not just at the end of each topic. This supports the humanistic conception and learner centred design because we are focusing on the child and their learning where they get a chance to be involved in documenting and assessing their own learning. Using the conceptions, philosophies and curriculum designs to analyze my professional context allowed me to go deeper into how educators at my work plan and implement program plans and assess the children.   I never knew we took different viewpoints to define our philosophy and incorporated them into the learning opportunities we present to the children.  It showed me that the traditional way is still being used sometimes influencing our choice of focusing strictly on the individual. I learned using these conceptions, philosophies and designs can be helpful because it makes people see what view they  are taking and what they could do to change or adjust their curriculum to make it better for the learner.
By: Carolynn

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