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Implications for written curricula

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Presentation on theme: "Implications for written curricula"— Presentation transcript:

1 Implications for written curricula
Working Table 1, Thessaloniki Jonathan Winterton Jenne van der Velde

2 Questions 0. Starting points for a written curriculum?
What are the characteristics and features of written curricula that are intended to reflect an outcome-approach? What are the strengths of a competence-based/outcome-oriented curriculum? What are the weaknesses of a competence-based/outcome-oriented curriculum? Jenne van der Velde

3 Curriculum Experienced
Curriculum Process Curriculum Developed Curriculum Content Curriculum Assessed Curriculum Terms Curriculum Intended Curriculum Enacted Curriculum Experienced Curriculum Learned Hidden Curriculum

4 Resulting learning outcomes of learners Goodlad, Van den Akker, Kuiper
Intended Ideal Formal written Vision (rationale or basic philosophy underlying a curriculum) Intentions as specified in curriculum (documents and/or materials) Implemented Perceived Operational Curriculum as interpreted by its users (especially teachers) Actual process of teaching and learning (also: curriculum-in-action) Curriculum Attained Experiental Learned Learning experiences as perceived by learners Resulting learning outcomes of learners Goodlad, Van den Akker, Kuiper

5 Process Feedforward Output Input Evaluation Process 1 Feedforward
Environment Feedback

6 Quality aspects of a process
Input Output (Smart) Feedforward Time Money Quality Information Organisation Specific Measurable Acceptable Reasonable Time related Process Evaluation Process Set up Feedforward Environment Measured reality Comparison Desirable Feedback Quality aspects of a process

7 What did you say, sometimes agreed and sometimes disagreed?

8 I am very competence based

9 Starting points for a written curriculum
What is a curriculum for? ( Participation as a responsible citizen, employable etc.) How does input and process relate to outcome? At what stage are the outcome defined? Who designs the curriculum, how are stakeholders involved? How do you write learning outcomes? Can we find something in common when we look to written curricula in different countries? What is the unit for defining outcomes and what is the point of reference and how defined?

10 Educational levels supra Macro Meso Micro Nano CDEC-SBCD

11 Outcome based seems to be difficult

12 Characteristics and features of written curricula
Outcome based, what is it not? It is not academic, not a demotivating route, not irrelevant and boring, not teacher oriented, not in a traditional class, not fragmented, not traditional pedagogy and not traditional assessment. Outcomes expressed in knowledge, skills, attitudes (competences) integrated or not, holistic? Interdisciplinary? Active verb in the statement of a learning outcome What the learner should to know and to be able to do Pedagogic guidelines are included, in some countries Holistic approach, no starting from the subjects( disciplinary approach) but from modules and units based on occupational task for example Labour market relevance Policy driven and relevant for students Jenne van der Velde

13 Our strong point is that we cooperate very well
Jenne van der Velde

14 The strengths of a competence-based/outcome-oriented curriculum
Learning outcomes are holistic (integrated) rather than fragmented. Learning outcomes are more long term, flexible for future skills needs/ labour market needs Individual learners benefit Because learning outcomes are more application based learners are more motivated, understanding the purpose Benefits all and particularly for disadvantaged students Benefits for teacher in new ways of working (inclusing teamworking) Benefits for the system by involvement of practitioners from the labour market Involvement of different stakeholders is beneficial for inclusion Jenne van der Velde

15 My weakness is that I don’t want to be an adult
Jenne van der Velde

16 The weaknesses of a competence-based/outcome-oriented curriculum
A risk of neglecting inputs and processes ( a need for balance) Teacher have to deal with it, and be properly trained (team effort) Competences can be over-specified (bureaucratic tick boxes) Knowledge, skills and competencies can remain separated Risk of atomized approach of formulating outcomes, can’t cope with complex situations. Confusion around terminology ( outcome based, competence based learning) leads to different approaches May detract from general academic excellence Tendency to generate inequity A risk that it is not flexible enough for further education or to switch to other professions Jenne van der Velde

17 The spiderweb Van den Akker Time Assessment Location Aims & Objectives
Rationale Subject matter and target group analysis: see Smith & Ragan Grouping Content Materials & Resources Learning activities Teacher role Van den Akker

18 The answer my friend is blowing in the wind
CDEC-SBCD Jenne van der Velde

19 See video available in a separate file
Jenne van der Velde

20 Thank you for your attention
wish you a nice conference CDEC-SBCD Jenne van der Velde

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