Your SlideShare is downloading. ×
0
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Session 1
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Session 1

513

Published on

key note for the first session of curriculum and instruction TTI

key note for the first session of curriculum and instruction TTI

Published in: Education
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
513
On Slideshare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
0
Comments
0
Likes
1
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Curriculum and Instruction Christianne Cowie de Arroyo November 2nd and 3rd 2012Te ach er Tra in ing In st it u te
  • 2. What will be our agenda for this week? Date Content ✤ Who are we and why are here? ★ Teacher Introduction and participants introduce themselves collectively ★ What are the aims of this course? Setting the scene: ★ Our Expectations ★ Course objectives and outline ★ course readings and assignments ★ Class WIKI, class website and DropBox ✤ Learning about Learning: Establishing personal connections with curriculum ★ Who we are as learners?November ★Share “artefacts” and discuss 2nd and ★create a visual representation and share with whole group. 3rd ★Lina´s Letters ★1st learning Log Reflection ★The brain compatible classroom ✤ Where does curriculum fit in the bigger picture? ★ Exploring our own ideas about curriculum ★ Curriculum models and beliefs ★ Learning Log reflection ★ The modern perspective of curriculum ★ Standards and Benchmarks Ef f Cla e c t i v s t r s s ro o e a te m gy
  • 3. Who are we and why are we here?Le a rn ing is a so ci a l act iv it y. Much ca n be le a rn tfrom th e ex pe rien ce s a n d pe rs pe ct ives of o th ers.
  • 4. Who are we?Christianne Cowie M.A. Cum Laude in Education - Universidad de Los Andes Deputy Head of Preschool, PYP and Curriculum Coordinator - Colegio Anglo Colombiano CIS visiting team member IB workshop leader and visiting team member for IB Americas and Asia Pacific PYP Consultant Online workshop facilitator IB Curriculum Development team and workshop developer Member of the Board of the IB Journal of teaching practice TTI teacher
  • 5. Who are we? Your table is looking for a job; We need your background, tell us (collectively) Name Current and previous held jobs Number of years in education Extra curricular activities Any other pertinent info (languages, nationalities, etc) Be ready to present to the whole group ve e c t i omEf f s s ro y C l a r a te g st
  • 6. What are the aims of this course?Th e co urse w ill fo cus on un de rs ta nding ho w ch ildre n le ar n,w ha t fa ct ors in fl ue nc e le ar ni ng an d ho w te ac he rs ca nfaci lit ate a de ep er un de rs ta nding of th ei r subjec t area .
  • 7. What are our course Cou rs e S p ag y l l a b objectives? e 1 us Understand the basic principles of several different schools of thought and how they have influenced education. Plan and develop an academic unit using a variety of instructional models among them Backwards Design. Apply knowledge of Bloom´s taxonomy, Gardner´s multiple intelligences, Maslow´s Hierarchy and differentiated instruction to prepare lesson plans. Use research skills in order to complement the class readings and offer oral presentations. Describe the characteristics and steps involved in implementing a variety of instructional models. veEf f e c t i omC l a s s ro y s t r a te g
  • 8. Our expectations Pin Board ve Ef f e c t i om C l a s s ro y s t r a te g
  • 9. Cou r p ag s e S y What is our course e 4 llab a n d us 5 outline? Date Content Required readings • Who are we and why are we here? General introductions, Course contents, overview and expectations. Lina´s letters Session 1 • Learning about learning: Establishing personal connections with Towards a coherent curriculum and instruction; learning about learning (What do we mean curriculum – James ANovember 2nd by a brain compatible classroom? and Constructivism) Beane and 3rd • Where does curriculum fit in the bigger picture? Exploring The Brain Compatible classroom curriculum models. Reflecting on the kind of teachers we are – Standards and benchmarks. • Oral presentations: Skinner, Piaget, Montessori, Freire, John Dewey, Understanding by design Session 2 Vygotsky Chapters 1 and 2 – Wiggins and Mc Tighe • Understanding by design – Establishing curriculum priorities andNovember 9th designing unit plans. The Futility of trying to teach everything of and 10th • What do we mean by understanding? The six facets of importance – Grant Understanding Wiggins • Oral presentations: Brunner, Gardner, Johnson & Johnson, Carol Ann Integrating Differentiated Session 3 Tomlinson, Marzano, Jane E Pollock. instruction Understanding by Design andNovember 16th • How can we differentiate instruction? Meeting learner needs and Chapters 3 and 4 – Carol differentiation strategies Ann Tomlinson and Mc Tighe Improving student learning and 17th • Instructional Planning and Delivery – looking at different planning One teacher at a time models, Using the GANAG planning scheme Chapter 3 – Jane E Pollock
  • 10. Cou r p ag s e S y What is our course e 4 llab a n d us 5 outline? Date Content Required readings • Oral presentations: Maslow, Lynn Erickson (Concept based Making thinking visible – curriculum), Making thinking visible (David Perkins and Ron Ritchhart) Session 4 • Curriculum and Instruction for the Thinking classroom – Concept Perkins & Richhart Designing & AssessingNovember 30th based instruction and Making thinking visible strategies, collaborative Educational Objectives – Marzano Chapter 1 thinking strategies Curriculum and instruction for and Dec 1st • Using Bloom´s taxonomy to plan instruction – The new taxonomy the thinking classroom – Chapter 2 revised, strategies and digital tools to use with the taxonomy Why are school buses always yellow? Chapter 2 – John Barell According to selection, to be decided in class: Joy in • Oral presentations:, Inquiry based curriculum (Kathy Short, Kath School – Steven Wolk - Help Session 5 Murdoch, etc.), Peter Senge, DoFour & DoFour Learning Communities) (Professional us care enough to learn – Kathleen Cushman -December 14th • Inquiry based teaching: What do we mean by Inquiry? Designing Insufficient questioning, Ivan Hannel – The Joys of strategies for Inquiry classrooms across the curriculum teaching the upper and 15th • Final Reflections: Developing a positive learning environment, Course elementary years – Talk in the classroom, Brenda Power feedback and final reflections – I Got Grouped Cris Tovani - Hallmarks of good homework – Cathy Vatterot – Book discussion on classroom instruction, Marzano
  • 11. Cou r p ag s e S y e 1 llab a n d us Course requirements 2Attendance andpreparednessOral presentationLearning JournalUdB unit Plan and 2Lesson plans
  • 12. Cou r p ag s e S y e 2 llab a n d us Oral Presentation 3TASK:Research several different educational theoriesand/or theorists as to their philosophy ofeducation and present your findings to the classusing either a Power Point, Prezzi, video or anyother visual form. What are your theorist or theory main points? What are aspects you personally see positive and challenging about his/ her proposal? How could this particular proposal enrich your personal or your school´s practice? Rubric for pre sen tat ion
  • 13. Cou r p ag s e S y e 2 llab a n d us Oral Presentation 3Participants will answer questions and receivefeedback on their presentation from colleagues usingtheI wonder, I value, I worry and I suggest strategyStudent presenting will be asked to place thepresentation in our class WIKI
  • 14. Cou r p ag s e S y e 4 llab a n d us Oral Presentation 5Each one will choose the author or theory according to preference ... Skinner Tim Piaget Vygotsky Diana - Montessori Patricia Freire Liliana John Dewey Vygotsky Ma Clara H Brunner Mara Gardner Ma AlejandraJohnson & Johnson Clemencia
  • 15. Cou r p ag s e S y e 4 llab a n d us Oral Presentation 5 Each one will choose the author or theory according to preference ... Carol Ann Tomlinson Patricia Marzano Erika Jane E Pollock Maslow LuisaLynn Erickson (Concept based curriculum) Ma Clara R Making Thinking Visible Maureen - YobanaInquiry based curriculum Catalina Reggio Lina Quintero Professional Learning communities Juan Barrero
  • 16. Cou r p ag s e S y e 4 llab a n d us Journal or Learning Log 5 Weekly assignment Reflective practice Explore individual tensions regarding curriculum and instruction Provide room for differentiation Engage you as a teacher researcherYou can choose the format of this Log, it could be a Blog, e-journal, paper and pencil, etc
  • 17. When teachers engage in reflective practice,collegiality, and shared leadership, they come tounderstand themselves and their work differently. Thisnew understanding causes a shift in their beliefs andnorms. This shift in turn creates new opportunities,new visions of what can be done. The newprofessional development is a cultural, not a delivery,concept. Linda Lambert,Educational Leadership, September 1988
  • 18. Cou r p ag s e S y e 4 llab a n d us Unit Plans 5One unit plan using the UdB model that can be used in your schoolTwo lesson plans using the GANAG scheme (Criteria will be discussed when we discuss each framework)
  • 19. Ou r cl as s W IK I http:// tticurriculumandinstructi on.wikispaces.com/home
  • 20. Who are we as learners?Bel ie ve w h at lie s be h in d us a n d w h at lie s ah ead of usa re in sign if ic a n t com p a re d to w h at lie s w it h in us .
  • 21. Who are we as Learners? If I walked into your home, how would I know you as a learner? Ef fe C l a s c t i ve s s t ra ro om te g y
  • 22. Who are we as Learners?What do you enjoy learning about?How do you go about learning?What do you plan to personally learn this year?
  • 23. Are you ready for a shuffle?Take one coloured stick from your table, get all your belongings and move to a table with all the other people having the same colour.
  • 24. Who are we as Learners?Write your name on thename plate.On that same name plate,create a symbol of yourselfas a learner to share withthe whole group.
  • 25. What type of education did I have? Share with your table your “artefacts” No more than 2 minutes per person What did they tell about the curriculum and instruction in your school? (as a student) Connecting with the previous exercise... do you think this type of education matched with your own learning needs? Why? Why not? In light of what you have discussed so far in the TTI... What would you change? Maintain ? e ecti vEf f o om rC l a s s te g y s t ra
  • 26. How can we show our thinking visually? Using the paper provided, your group might want to make a mind map, list, visual representation, etc. to show your discussion. Use only BLACK markers ve e c t i omEf f s s ro y C l a r a te g st
  • 27. Lina´s LettersWhat connections doyou find between ourdiscussions so far andwhat you have read in“Lina´s letters”? ve e c t i om Ef f s s ro y C l a r a te g st
  • 28. Log i ng n ar n c t ioLe f le Re In which ways do you think your own experience as a learner shape your identity as an educator?
  • 29. Good morning!
  • 30. What will be our agenda for this week? Date Content ✤ Who are we and why are here? ★ Teacher Introduction and participants introduce themselves collectively ★ What are the aims of this course? Setting the scene: ★ Our Expectations ★ Course objectives and outline ★ course readings and assignments ★ Class WIKI, class website and DropBox ✤ Learning about Learning: Establishing personal connections with curriculum ★ Who we are as learners?November ★Share “artefacts” and discuss 2nd and ★create a visual representation and share with whole group. 3rd ★Lina´s Letters ★1st learning Log Reflection ★The brain compatible classroom ✤ Where does curriculum fit in the bigger picture? ★ Exploring our own ideas about curriculum ★ Curriculum models and beliefs ★ Learning Log reflection ★ The modern perspective of curriculum ★ Standards and Benchmarks Ef f Cla e c t i v s t r s s ro o e a te m gy
  • 31. What do we know about learning? The brain compatible classroomAs we lea rn more ab ou t th e brai n, te ache rs w ill be ex pe cted to ga in a th orough hi ngun de rs ta nding of th e lea rn ing proc es s an d, co ns eq ue nt ly, im prove te ac s be st.prac tic es in ac co rd an ce w ith ho w th e brai n lea rn
  • 32. What are our course Cou rs e S p ag y l l a b objectives? e 1 us Understand the basic principles of several different schools of thought and how they have influenced education. Plan and develop an academic unit using a variety of instructional models among them Backwards Design. Apply knowledge of Bloom´s taxonomy, Gardner´s multiple intelligences, Maslow´s Hierarchy and differentiated instruction to prepare lesson plans. Use research skills in order to complement the class readings and offer oral presentations. Describe the characteristics and steps involved in implementing a variety of instructional models. veEf f e c t i omC l a s s ro y s t r a te g
  • 33. Thinking about the brain...Read the article on the Brain Compatible classroom (pages 7to 11)As you read, use the paper in front of you as a GraffitiBoard ve e c t i om Ef f s s ro y C l a r a te g st
  • 34. Graffiti BoardAt various points during the reading, stop and write yourobservations and reflections on the paper in the form ofgraffiti.Each person takes his or her own corner of the paper andworks alone, sketching and writing images, words, andphrases that come to mind. There is no particularorganisation to those images and words. They are simplywritten randomly on the graffiti board. ve e c t i om Ef f s s ro y C l a r a te g st
  • 35. Thinking about the brain... Once you finish reading, use the Graffiti Board to share your thoughts Each group takes one discussion question and prepare to present their answer to the class. Compare and contrast the reptilian portion of the brain, the limbic system, and the neocortex Review the names and functions of the four lobes in the cortex part of the brain, How can you activate all four lobes in your students´ brains? Why does an infant´s brain have so many more neurones than the brain of an adult? What impact does this have in your teaching? Is the growth of dendrites, connecting neurones together, a good occurrence or a bad occurrence? Why? How could this impact you as a teacher veEf f e c t i omC l a s s ro y s t r a te g
  • 36. Learning and the brain... veEf f e c t i omC l a s s ro y s t r a te g
  • 37. g Log ar nin onLe Re f le c t iWhich strategies do you think could beincorporated into your classroom inorder to create a Brain compatibleenvironment for your students?
  • 38. Where does curriculum fit in the bigger picture? ct ic e. to p u t a se t of be lie fs in to praKathy ShortC ur ricu lum is
  • 39. Are you ready for a shuffle?On top of your table you have cards... Each card has the title of a songwritten on it, you have to sing this song until you find the people with the same song you have. Group yourself accordingly
  • 40. Exploring our beliefs about curriculum and instruction The"wri. assessm en"curriculum, ent"are"c "t ompone eaching"prac6ce nts"of"a"s s Success"c riteria"sh chool"cu "and" teaching o rriculum " "process uld"be"determin children "has"beg e "and"how un"so"yo d"once"the" "they"ha u"know"y ve"respo ou Planning "should"s nded"to"w r" tart"from hat"is" you"will" "designing"the"a Planning use"in"cla c6vi6es" "should"s ss" inten6on s,"goals"o tart"from"deter r"what"y m ou"expec ining"learning" t"to"achie Assessm end." ve"at"the ent"shou " ld"be"pla nne Lesson"p been"tau d"once"lessons"h la ght" ave" the"scho ns"should"be"de ol´s"wri. v en"curric eloped"taking"in S"Agree" ulum,"st t expecta6 andards o"account" o n s. " "and"ove Teacher rall" Agree" s"should "play"a"c entra curriculu l"role"in"wri6ng Disagree m" "the" The"wri. " assessm en"curriculum, ent"are"c "t S"Disagre ompone eaching"prac6ce e" nts"of"a"s s The"wri. chool"cu "and" en"curric rriculum ulum"is"a " n"essen6 school" al"featur e"of"any" 0" 2" ve 4"Ef f e c t i 6" 8" om 10"C l a s s ro y 12" 14" s t r a te g
  • 41. Exploring our beliefs about curriculum and instruction The"wri. assessm en"curriculum, ent"are"c "t ompone eaching"prac6ce nts"of"a"s s Success"c riteria"sh chool"cu "and" teaching o rriculum " "process uld"be"determin children "has"beg e "and"how un"so"yo d"once"the" "they"ha u"know"y ve"respo ou Planning "should"s nded"to"w r" tart"from hat"is" you"will" "designing"the"a Planning use"in"cla c6vi6es" "should"s ss" inten6on s,"goals"o tart"from"deter r"what"y m ou"expec ining"learning" t"to"achie Assessm end." ve"at"the ent"shou " ld"be"pla nne Lesson"p been"tau d"once"lessons"h la ght" ave" the"scho ns"should"be"de ol´s"wri. v en"curric eloped"taking"in S"Agree" ulum,"st t expecta6 andards o"account" o n s. " "and"ove Teacher rall" Agree" s"should "play"a"c entra curriculu l"role"in"wri6ng Disagree m" "the" The"wri. " assessm en"curriculum, ent"are"c "t S"Disagre ompone eaching"prac6ce e" nts"of"a"s s The"wri. chool"cu "and" en"curric rriculum ulum"is"a " n"essen6 school" al"featur e"of"any" 0" 2" ve 4"Ef f e c t i 6" 8" om 10"C l a s s ro y 12" 14" s t r a te g
  • 42. Exploring our beliefs about curriculum and instruction The"wri. assessm en"curriculum, ent"are"c "t ompone eaching"prac6ce nts"of"a"s s Success"c riteria"sh chool"cu "and" teaching o rriculum " "process uld"be"determin children "has"beg e "and"how un"so"yo d"once"the" "they"ha u"know"y ve"respo ou Planning "should"s nded"to"w r" tart"from hat"is" you"will" "designing"the"a Planning use"in"cla c6vi6es" "should"s ss" inten6on s,"goals"o tart"from"deter r"what"y m ou"expec ining"learning" t"to"achie Assessm end." ve"at"the ent"shou " ld"be"pla nne Lesson"p been"tau d"once"lessons"h la ght" ave" the"scho ns"should"be"de ol´s"wri. v en"curric eloped"taking"in S"Agree" ulum,"st t expecta6 andards o"account" o n s. " "and"ove Teacher rall" Agree" s"should "play"a"c entra curriculu l"role"in"wri6ng Disagree m" "the" The"wri. " assessm en"curriculum, ent"are"c "t S"Disagre ompone eaching"prac6ce e" nts"of"a"s s The"wri. chool"cu "and" en"curric rriculum ulum"is"a " n"essen6 school" al"featur e"of"any" 0" 2" ve 4"Ef f e c t i 6" 8" om 10"C l a s s ro y 12" 14" s t r a te g
  • 43. Exploring our beliefs about curriculum and instruction The"wri. assessm en"curriculum, ent"are"c "t ompone eaching"prac6ce nts"of"a"s s Success"c riteria"sh chool"cu "and" teaching o rriculum " "process uld"be"determin children "has"beg e "and"how un"so"yo d"once"the" "they"ha u"know"y ve"respo ou Planning "should"s nded"to"w r" tart"from hat"is" you"will" "designing"the"a Planning use"in"cla c6vi6es" "should"s ss" inten6on s,"goals"o tart"from"deter r"what"y m ou"expec ining"learning" t"to"achie Assessm end." ve"at"the ent"shou " ld"be"pla nne Lesson"p been"tau d"once"lessons"h la ght" ave" the"scho ns"should"be"de ol´s"wri. v en"curric eloped"taking"in S"Agree" ulum,"st t expecta6 andards o"account" o n s. " "and"ove Teacher rall" Agree" s"should "play"a"c entra curriculu l"role"in"wri6ng Disagree m" "the" The"wri. " assessm en"curriculum, ent"are"c "t S"Disagre ompone eaching"prac6ce e" nts"of"a"s s The"wri. chool"cu "and" en"curric rriculum ulum"is"a " n"essen6 school" al"featur e"of"any" 0" 2" ve 4"Ef f e c t i 6" 8" om 10"C l a s s ro y 12" 14" s t r a te g
  • 44. Exploring our beliefs about curriculum and instruction The"wri. assessm en"curriculum, ent"are"c "t ompone eaching"prac6ce nts"of"a"s s Success"c riteria"sh chool"cu "and" teaching o rriculum " "process uld"be"determin children "has"beg e "and"how un"so"yo d"once"the" "they"ha u"know"y ve"respo ou Planning "should"s nded"to"w r" tart"from hat"is" you"will" "designing"the"a Planning use"in"cla c6vi6es" "should"s ss" inten6on s,"goals"o tart"from"deter r"what"y m ou"expec ining"learning" t"to"achie Assessm end." ve"at"the ent"shou " ld"be"pla nne Lesson"p been"tau d"once"lessons"h la ght" ave" the"scho ns"should"be"de ol´s"wri. v en"curric eloped"taking"in S"Agree" ulum,"st t expecta6 andards o"account" o n s. " "and"ove Teacher rall" Agree" s"should "play"a"c entra curriculu l"role"in"wri6ng Disagree m" "the" The"wri. " assessm en"curriculum, ent"are"c "t S"Disagre ompone eaching"prac6ce e" nts"of"a"s s The"wri. chool"cu "and" en"curric rriculum ulum"is"a " n"essen6 school" al"featur e"of"any" 0" 2" ve 4"Ef f e c t i 6" 8" om 10"C l a s s ro y 12" 14" s t r a te g
  • 45. Exploring our beliefs about curriculum and instruction The"wri. assessm en"curriculum, ent"are"c "t ompone eaching"prac6ce nts"of"a"s s Success"c riteria"sh chool"cu "and" teaching o rriculum " "process uld"be"determin children "has"beg e "and"how un"so"yo d"once"the" "they"ha u"know"y ve"respo ou Planning "should"s nded"to"w r" tart"from hat"is" you"will" "designing"the"a Planning use"in"cla c6vi6es" "should"s ss" inten6on s,"goals"o tart"from"deter r"what"y m ou"expec ining"learning" t"to"achie Assessm end." ve"at"the ent"shou " ld"be"pla nne Lesson"p been"tau d"once"lessons"h la ght" ave" the"scho ns"should"be"de ol´s"wri. v en"curric eloped"taking"in S"Agree" ulum,"st t expecta6 andards o"account" o n s. " "and"ove Teacher rall" Agree" s"should "play"a"c entra curriculu l"role"in"wri6ng Disagree m" "the" The"wri. " assessm en"curriculum, ent"are"c "t S"Disagre ompone eaching"prac6ce e" nts"of"a"s s The"wri. chool"cu "and" en"curric rriculum ulum"is"a " n"essen6 school" al"featur e"of"any" 0" 2" ve 4"Ef f e c t i 6" 8" om 10"C l a s s ro y 12" 14" s t r a te g
  • 46. Exploring our beliefs about curriculum and instruction The"wri. assessm en"curriculum, ent"are"c "t ompone eaching"prac6ce nts"of"a"s s Success"c riteria"sh chool"cu "and" teaching o rriculum " "process uld"be"determin children "has"beg e "and"how un"so"yo d"once"the" "they"ha u"know"y ve"respo ou Planning "should"s nded"to"w r" tart"from hat"is" you"will" "designing"the"a Planning use"in"cla c6vi6es" "should"s ss" inten6on s,"goals"o tart"from"deter r"what"y m ou"expec ining"learning" t"to"achie Assessm end." ve"at"the ent"shou " ld"be"pla nne Lesson"p been"tau d"once"lessons"h la ght" ave" the"scho ns"should"be"de ol´s"wri. v en"curric eloped"taking"in S"Agree" ulum,"st t expecta6 andards o"account" o n s. " "and"ove Teacher rall" Agree" s"should "play"a"c entra curriculu l"role"in"wri6ng Disagree m" "the" The"wri. " assessm en"curriculum, ent"are"c "t S"Disagre ompone eaching"prac6ce e" nts"of"a"s s The"wri. chool"cu "and" en"curric rriculum ulum"is"a " n"essen6 school" al"featur e"of"any" 0" 2" ve 4"Ef f e c t i 6" 8" om 10"C l a s s ro y 12" 14" s t r a te g
  • 47. Exploring curriculum models and beliefs veEf f e c t i omC l a s s ro y s t r a te g
  • 48. Exploring curriculum models and beliefs Teacher centred veEf f e c t i omC l a s s ro y s t r a te g
  • 49. Exploring curriculum models and beliefs Teacher centred Student centred veEf f e c t i omC l a s s ro y s t r a te g
  • 50. Exploring curriculum models and beliefs Teacher centred Student centred LearningEf f e c t i ve centred omC l a s s ro y s t r a te g
  • 51. Exploring curriculum models and beliefs Socioculturalism Progressivism Behaviourism Co- Cognitivsm constructivism Autho rs Piaget, Chomsky, Geselle, Vygotsky, Rogoff, Bruner, Skinner, Pavlov, Thorndike Rousseau Hillocks, Dewey All knowledge is socially and culturally constructed. What andfor instruction Both teacher and student are Students have biological limits how the student learns depends on Implications passive; curriculum determines that affect when and how they can what opportunities the teacher/ the sequence of timing of learn; Knowledge is a ‘natural’ parent provides. Learning is not instruction. product of development. ‘natural’ but depends on interactions with more expert others. Observe learners closely, asRole of the Create the environment in which individuals and groups. Scaffold teache r individual learner can develop in learning within the zone of proximal Transmit the curriculum set stages-implies single and development, match individual and natural course collective curricula to learners’ needs. Create inquiry environment.
  • 52. What instructional strategies are used? Socioculturalism ProgressivismBehaviourism Co- Cognitivsm constructivism Teacher-guided participation in both small-and large-group work;Teacher lectures; students Student-selected reading, student- recording and analysing individualmemorise material for tests selected projects, discovery learning student progress; explicit assistance to reach higher levels of competence
  • 53. Who is responsible if the student does not progress? Socioculturalism Progressivism Behaviourism Co- Cognitivsm constructivism The student: He has a The more capable others: They have The student: He can’t keep up with not observed the learner closely, ‘developmental delay’, a disability,the curriculum sequence and pace of problem-solved the learner’s or is not ‘ready’ for the school’s lessons or meet the demands of difficulty, matched instruction to the program. Often, family or social learner, made ‘informed’ decisions, prescriptive school program conditions are at fault. or helped the learner ‘get ready’.
  • 54. The “traditional”perspective of Curriculum
  • 55. The “modern” perspective of Curriculum Learners constructing meaning
  • 56. The “modern” perspective of Curriculum Written Curriculum Learners constructing meaning
  • 57. The “modern” perspective of Curriculum Written Curriculum Learners constructing meaning Taught Curriculum
  • 58. The “modern” perspective of Curriculum Written Curriculum AssessedCurriculum Learners constructing meaning Taught Curriculum
  • 59. The big curriculum picture Government - Local - State laws - Accreditation AgenciesWhy? School´s Philosophy - School´s essential understandings School´s Standards and BenchmarksWhat? Scope and Sequence documentation (Knowledge, Understandings, Skills, Dispositions)How? Unit Plans - Essential teaching strategiesWhether? Assessment guidelines - Tasks Resources
  • 60. What connections do you see between what we have just discussed and Beane´s text? veEf f e c t i omC l a s s ro y s t r a te g
  • 61. What is a coherent curriculum?A "coherent" curriculum is one that holdstogether, that makes sense as a whole; andits parts, whatever they are, are unified andconnected by that sense of the whole. The ideaof coherence begins with a view of thecurriculum as a broadly conceived concept—as THE curriculum—that is about "something." Itis not simply a collection of disparate parts orpieces that accumulate in student experiencesand on transcripts.
  • 62. g Log ar nin onLe Re f le c t iWhat tensions do you have regardingcurriculum at this point, after our initialdiscussion? What aspects or issues wouldyou like to continue exploringthroughout the course?
  • 63. Assignments and readings for next session: Oral presentations: Skinner, Piaget, Montessori, Freire, John Dewey, Vygotsky Learning Log due (Blog, electronic, paper, etc) Readings: Understanding by design Chapters 1 and 2 – Wiggins and Mc Tighe The Futility of trying to teach everything of importance – Grant Wiggins Bring: examples of curriculum documents from your school, we will use them to start working on our unit. veEf f e c t i omC l a s s ro y s t r a te g
  • 64. What will be our agenda for this week? Date Content ✤ Who are we and why are here? ★ Teacher Introduction and participants introduce themselves collectively ★ What are the aims of this course? Setting the scene: ★ Our Expectations ★ Course objectives and outline ★ course readings and assignments ★ Class WIKI, class website and DropBox ✤ Learning about Learning: Establishing personal connections with curriculum ★ Who we are as learners?November ★Share “artefacts” and discuss 2nd and ★create a visual representation and share with whole group. 3rd ★Lina´s Letters ★1st learning Log Reflection ★The brain compatible classroom ✤ Where does curriculum fit in the bigger picture? ★ Exploring our own ideas about curriculum ★ Curriculum models and beliefs ★ Learning Log reflection ★ The modern perspective of curriculum ★ Standards and Benchmarks Ef f Cla e c t i v s t r s s ro o e a te m gy
  • 65. Exit card Two stars and a wish Two positive aspects of our first session (yesterday and Today) One wish for next week veEf f e c t i omC l a s s ro y s t r a te g
  • 66. See you next week!

×