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Curriculum alignment and consistency

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Strijker, a. (2011 05-18). Curriculum alignment and consistency, Building curriculum based vocabularies and learning trajectories.
Edrene, Den Haag

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Curriculum alignment and consistency

  1. 1. Curriculum alignment and consistency<br />Building curriculum based vocabularies and learning trajectories.<br />Allard Strijker 2011-05-18 <br />Edrene, Den Haag<br />
  2. 2. Introduction<br />SLO – Expertise center for Curriculum Design<br />
  3. 3. This presentation<br />For you<br />Ideas for alignment<br />Approach for consistency<br />Things to think about<br />Possibilities tools<br />Current developments<br />From you<br />Suggestions<br />Related projects<br />Questions<br />
  4. 4. Quality in Relevance<br />Alignment<br />Curriculum framework<br />Learning objectives<br />Educational aims<br />Educational levels <br />Consistency<br />Within Subjects and themes<br />Learning materials<br />From publishers, Own material, Open domain<br />Assessment<br />
  5. 5. Education Trends in the Netherlands<br />More attention for individual learners<br />More or less talented<br />Teacher more in control<br />More attention for curriculum<br />Providing mix of learning materials from<br />From publishers<br />Own material<br />Open material<br />Change in finance Schoolbooks<br />
  6. 6. Solutions<br />Describe curriculum more specific<br />Learning Trajectories<br />Content specification (What should be learned)<br />Provide vocabularies<br />Terms<br />Relations<br />Support content development<br />Support in searching learning materials<br />
  7. 7. Dutch Curriculum<br />
  8. 8. Program structure Dutch curriculum<br />subject-transcending themes (Human and Nature)<br />Subject (Geography)<br />Core (Water)<br />Core objectives<br />Exam programmes<br />Common European Frame work<br />
  9. 9. Example <br />
  10. 10. Alignment European curriculum<br />Subject-transcending themes (Language)<br />Subject (English)<br />Core (Speaking)<br />Core objectives<br />Exam programmes<br />Common European Frame work<br />
  11. 11. Subject structure<br />subject-transcending themes (Human and Nature)<br />Subject (Geography)<br />Core (Water)<br />Sub core<br />Content<br />Level<br />Intermediate goal<br />
  12. 12. Geography cores<br />Citizenship, multicultural society<br />Sustainability<br />Population and area<br />Rich and poor<br />Globalisation<br />Borders and identity, Europe<br />Weather and climate<br />Forces of the Earth<br />Sources of energy<br />Water<br />
  13. 13. Geography sub cores Water<br />Water Cycle <br />Water issue too much, too little, too dirty <br />Netherlands-Waterland<br />Water in the future<br />
  14. 14. Geography (Lower Secondary Education)<br />Water (Core)<br />Water in the future (Sub Core) <br />Sustainable use of water (Content)<br />Understanding of sustainable water use and a contribution in their own environment accordingly. (Intermediate objective)<br />Water<br />Water in the future <br />Issues around availability and price of water problems<br />Assessing views water-related conflicts. <br />
  15. 15. Learning Trajectory<br />Learning Trajectories<br />Core<br />objective<br />Intermediate <br />objective<br />Intermediate <br />objective<br />Intermediate <br />objective<br />Intermediate <br />objective<br />Content<br />Content<br />Content<br />Content<br />Content<br />Materials and resources<br />Materials and resources<br />Materials and resources<br />
  16. 16. Inconsistency between subjects (Mapping)<br />Subject specific <br />Terminology (Core, Task, Skill, Domain, Concepts, Time periods, Keys) -> Mapped to Core<br />Structure (2 levels, 3 level content description) -> Sub Core = Core<br />Differences in didactics in subjects<br />Math and languages<br />Competences, knowledge, tasks, skills<br />
  17. 17. subjects / themes<br />Learning Trajectory<br />Core objectives<br />Subject core<br />Examination program<br />Subject sub core<br />Educational level<br />Content<br />Intermediate objective<br />Learning objects<br />
  18. 18. Possibilities Quality<br />Relations with formal curriculum<br />Use of learning trajectories<br />Overview of curricula, coverage<br />Showing implicit relations between learning materials<br />Show curriculum related items<br />Support in selection based on curriculum<br />
  19. 19. Possibilities Relevance<br />Repositories<br />Collections<br />Provide more specific search results<br />Improve searching, discovery<br />Improve content development<br />Tooling<br />
  20. 20. Current challenges<br />Stability of curriculum<br />Management <br />Lifecycle<br />Versions<br />Keep consistency<br />Control complexity vocabularies<br />Number of items to maintain<br />
  21. 21. Current challenges<br />Adoption, implementation <br />Publishers, Collections, Tools<br />Persistent relations<br />Vocabularies <br />List of Items<br />Hierarchical lists<br />Multiple relations<br />
  22. 22. Questions Suggestions<br />a.strijker@slo.nl<br />

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