Transformative curriculum


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This presentation includes the most important features of the transformative curriculum proposed by Henderson and Hathowrne. It also includes a practical activity I designed for EFL teachers to see how the 3 kinds of learning can be promoted.

Published in: Education, Technology

Transformative curriculum

  2. 2. PHILOSOPHY Mainstream C. Transformative C. Predetermined skill-based  Thinking- centered and subject learning subject learning Standarized instructional  Multiliterate expressive outcomes outcomes Reliance on standardized  Reliance on personally tests tailored performance- based tests Learning obedience to authority  Learning diversified, lifelong, inquir y responsibilities Learning cooperative/  Learning complaint behaviours for a informed, democratic competitive educational citizenship meritocracy
  3. 3. An integrated approach to TC Should be concerned with: Enhancing personal and social integration Organizing Curriculum around significant problems and issues identified collaboratively Without regard for subject area boundaries
  4. 4. An integrated approach to TC focuses on Thematically based learning Curriculum Organizers such as:  Drugs, Diseases and Health  Job, Money, Careers
  5. 5. Changes needed in TC:From maintaining to creating andorganization and control  sustaining inquiry relationships AFrom a school culture responsible, accoungoverned by rules,regulations table, and creative and policies  learning community
  6. 6. Usual curriculum organization vs TC organization  Usual  TC O. Curriculum O.  Philosophy  Philosophy  Teaching  Program design  Designing  Classroom planning  Planning  Teaching  School Development  Evaluation  Community Development
  7. 7. Seven Overlapping reform topics
  8. 8. Types of Learning in TC 3S Scaffolding SUBJECT LEARNING  SELF LEARNING SOCIAL LEARNING
  9. 9. Subject Learning: Thinking centered learning  Thought demanding questions  Collaborative learning- sharing learning responsibilities  Problem based learning  Project based learning  Understanding performance  Critical + creative thinking  Authentic open-ended problems
  10. 10. Self-learning : Inquiry reponsibility  Active, lifelong, informed decision makers  Develop a sense of self-based locus of control  A “self-actualizing individual” (Combs, 1962)  Caring and mutually respectful of social relations  “Wide awakeness” Greene (1988)  Developing „emotional intelligence‟: using your feelings to make good decisions in life  Lifelong learners
  11. 11. Social learning : equity, diversity, civility Equity: class, race, gender, and sexual orientation Fostering awareness acceptance and appreciation of human diversity (Banks, 1994) Civility: „ the right to dissent stands on a commitment to listening to those who disagree with us‟ (Scherer,1997)
  12. 12. TRANSFORMATIVE CURRICULUM Design and Planning Implies needs analysis  an evolving vision of the life to be lived  Definition of features of the program  An overall structure  A set of technical expectations - standards
  13. 13. Purposes of Curriculum Design To guide classroom curriculum planning To guide the development of plans for student assessment To inform the community what is worth learning & teaching approaches
  14. 14. Parts of curriculum design A platform : aims, assumptions about teaching and learning An overall vision of the relationships: content, organizers, materials, students‟ engagement, classroom, scenarios of learning activities. An overview of assessment
  15. 15. PRACTICAL ACTIVITY How can you use the fable of the “RED HEN” to foster subject learning, self-learning and social learning within a transformative curriculum framework?
  16. 16. LEARNING PERFORMANCES1. Discrete content skills2. Structured task performance3. Higher order competencies4. Complex unstructured performances5. Complex role performances6. Life role functioning
  17. 17. LEARNING Transformative subject-learningPERFORMANCES Students will be able toDiscrete content Tell/identify the main ideas of the fable. skillsStructured task Identify the elements and structure of the fable. performanceHigher order Analyze the story to identify the values promoted in competencies the fable.Complex Identify and discuss about the values modern fables unstructured should try to foster. performances Define by groups the elements their own fables should have and the criteria to evaluate its quality. Achieving consensus among students and teacher..Complex role Create collaboratively a fable which emphasizes the performances importance of one of those values identified by them.Life role functioning Analyze the quality of their fables against the criteria the class set beforehand.
  18. 18. LEARNING Transformative Social LearningPERFORMANCES Students will be able toDiscrete content skillsStructured task performanceHigher order Analyze each other‟s ideas regarding the value competencies being promoted, in a respectful and caring atmosphere.Complex unstructured performancesComplex role Prepare by groups a campaign to promote the performances development of an essential value related to equity/diversity/civility at schoolLife role functioning Carry out the campaign assigning roles to each group member.
  19. 19. LEARNING Transformative Self- learningPERFORMANCES Students will be ableDiscrete content skillsStructured task performanceHigher order Analyze own ideas regarding the value being competencies promoted.Complex unstructured Find different ways and examples to promote performances that value in the school and family context.Complex role Prepare by groups a campaign to promote the performances development of an essential value at schoolLife role functioning Carry out the campaign and evaluate everybody‟s contribution to complete or partial success.
  20. 20. Assessing student learning What have students learnt? What students can do with what they know & how + insights Quality of school life + quality of sts‟ learning – ACTION RESEARCHForms:1. Performance assessment2. Portfolio assessment