Curricular frameworks
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Curricular frameworks

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Curricular frameworks Curricular frameworks Presentation Transcript

  • Dr. Mary Byrne, Ed.D. Missouri Coalition Against Common Core October 5, 2013
  •  The state board of education shall convene work groups composed of education professionals to develop and recommend academic performance standards. Separate work groups composed of professionals with appropriate expertise shall be convened for each subject area listed in section 160.518. Active classroom teachers shall constitute the majority of each work group. Teachers serving on such work groups shall be selected by professional teachers' organizations of the state.
  •  The state board of education shall develop written curriculum frameworks that may be used by school districts. Such curriculum frameworks shall incorporate the academic performance standards adopted by the state board of education pursuant to subsection 1 of this section. The curriculum frameworks shall provide guidance to school districts but shall not be mandates for local school boards in the adoption or development of written curricula as required by subsection 4 of this section.
  • Tyler stated his curriculum rationale in terms of four questions: 1.What educational purposes should the school seek to attain? 2.What educational experiences can be provided that are likely to attain these purposes? 3.How can these educational experiences be effectively organized? 4.How can we determine whether these purposes are being attained? These questions may be reformulated into four-step process:  stating objectives  selecting learning experiences  organizing learning experiences (organized by scheduled formative assessments)  evaluating the curriculum According to Tyler, curriculum evaluation is the process of matching initial expectations in the form of behavioral objectives with outcomes achieved by the learner.
  • http://www.bing.com/images/search?q=Curriculum+Models+in+Education&q pvt=Curriculum+Models+in+Education&FORM=IGRE#view=detail&id=C506FF9 627262DF2CF62FB2A47F9DE2E12628406&selectedIndex=78
  •  The approach to organization is different ◦ product models, such as Tyler and Biggs) are prescriptive ◦ process models are descriptive  The role of assessment is different. ◦ The product models have clear objectives and aligned assessment strategies (generally prepared before the start of classes) designed to test how well students have achieved the learning outcomes; ◦ Process models may have assessment strategies designed to find out what students have learned, and a highly diluted focus on learning outcomes.
  • http://www.fao.org/ docrep/W9699E/w9 699e02.gif Learners & Parents are Outnumbered
  • At the most general level, the emphasis in our educational systems need to be on helping individuals make sense out of the world and how to operate effectively within it. (p. 3)[italics added]
  • Criteria for High-Quality Assessment . . . , policymakers in nearly every state have adopted new standards intended to ensure that all students graduate from high school ready for college and careers. . . . Achieving that goal will require a transformation in teaching, learning, and assessment . . . This transformation will require an overhaul in curriculum and assessment systems . . . Ministries of education around the world have been redesigning curriculum and assessment systems to emphasize these skills. . . .[citing Singapore Education Minister Tharman Shanmugaratnam], [We need] . . . The building of character, so that students can . . . Develop the attributes, mindsets, character and values for future success. (p. 1) The United States is poised to take a major step in the direction of curriculum and assessments for this kind of deeper learning with the adoption of new Common Core State Standards (CCSS) in more than 40 states. (p. 2) Darling-Hammond, L., Herman, J., Pellegrino, J., et al. (2013). Criteria for high-quality assessment. Stanford, CA: Stanford Center for Opportunity Policy in Education. Retrieved from https://edpolicy.stanford.edu/sites/default/files/publications/criteria-higher-quality- assessment_2.pdf
  • Mom: “Son, why did you do your math in pen?” Son: “Because I didn't have a pencil.” Mom: “What happened to the two boxes of 24 we brought on the first day of school?” Son: “We had to turn them in to share with everyone and Mr. C hasn't given us more. Everyone took the mechanical pencils I brought in and I didn't get any. Besides, the kid in my table group just chews them up.” The implicit curriculum: redistribution of wealth (Personal Communication Oct, 4, 2013)
  • Issues of validity Does an item measure what it purports to measure? Read the story, critique the construction of the item and response options for ELA academic knowledge and skills posted on http://www.utahnsagainstcommoncore.com/a- real-common-core-assessment-problem- indoctrinating/ What else is being assessed? Is the item valid?
  • The Standards Building on the excellent foundation of standards states have laid, the Common Core State Standards are the first step in providing our young people with a high-quality education. It should be clear to every student, parent, and teacher what the standards of success are in every school. Teachers, parents and community leaders have all weighed in to help create the Common Core State Standards. The standards clearly communicate what is expected of students at each grade level. This will allow our teachers to be better equipped to know exactly what they need to help students learn and establish individualized benchmarks for them. The Common Core State Standards focus on core conceptual understandings and procedures starting in the early grades, thus enabling teachers to take the time needed to teach core concepts and procedures well—and to give students the opportunity to master them. With students, parents and teachers all on the same page and working together for shared goals, we can ensure that students make progress each year and graduate from school prepared to succeed in college and in a modern workforce. Retrieved from http://www.corestandards.org/the-standards
  • (Standards)
  • http://www.ucdoer.ie/index.php/Using_Biggs'_Model_of_Const ructive_Alignment_in_Curriculum_Design/Introduction The main theoretical underpinning of the outcomes- based curriculum is provided by Biggs (2003). He calls the model constructive alignment. . . . As currently articulated, the model is attributed to Biggs (2003, 1999) but the essentials were formulated by Tyler (1949)
  • http://scholar.lib.vt.edu/ejournals/JOTS/v35/v35n2/images/l ocke1.jpeg
  • Copyright (http://www.corestandards.org/terms-of-use) This website and all content on this website, including in particular the Common Core State Standards, are the property of NGA Center and CCSSO, and NGA Center and CCSSO retain all right, title, and interest in and to the same. Public License (http://www.corestandards.org/public-license) NGA Center/CCSSO shall be acknowledged as the sole owners and developers of the Common Core State Standards, and no claims to the contrary shall be made. Any publication or public display shall include the following notice: “© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.” States and territories of the United States as well as the District of Columbia that have adopted the Common Core State Standards in whole are exempt from this provision of the License.
  •  Recommend academic performance standards ◦ standards and evaluations of attributes, mindset, character and values is incompliant  Active classroom teachers shall constitute the majority of each work group. ◦ CCSS development team does is incompliant  Teachers serving on such work groups shall be selected by professional teachers' organizations of the state. ◦ CCSS development team is incompliant