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.

1. TRANSFORMATIVE
CURRICULUM
Based on HENDERSON AND
HAWTHORNE, 2001
By Esperanza Vera

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. 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. An integrated approach to TC
focuses on
 Thematically based learning
 Curriculum Organizers such as:
 Drugs, Diseases and Health
 Job, Money, Careers

5. Changes needed in TC:
From maintaining to creating and
organization and control  sustaining inquiry
relationships
A
From a school culture
responsible, accoun
governed by rules,regulations table, and creative
and policies  learning community

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. Seven Overlapping reform topics

8. Types of Learning in TC
3S Scaffolding
 SUBJECT LEARNING
 SELF LEARNING
 SOCIAL LEARNING

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. 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. 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. 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. 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. 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. 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. LEARNING PERFORMANCES
1. Discrete content skills
2. Structured task performance
3. Higher order competencies
4. Complex unstructured performances
5. Complex role performances
6. Life role functioning

17. LEARNING Transformative subject-learning
PERFORMANCES Students will be able to
Discrete content Tell/identify the main ideas of the fable.
skills
Structured task Identify the elements and structure of the fable.
performance
Higher 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. LEARNING Transformative Social Learning
PERFORMANCES
Students will be able to
Discrete content skills
Structured task
performance
Higher order Analyze each other‟s ideas regarding the value
competencies being promoted, in a respectful and caring
atmosphere.
Complex unstructured
performances
Complex role Prepare by groups a campaign to promote the
performances development of an essential value related to
equity/diversity/civility at school
Life role functioning Carry out the campaign assigning roles to each
group member.

19. LEARNING Transformative Self- learning
PERFORMANCES
Students will be able
Discrete content skills
Structured task
performance
Higher 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 school
Life role functioning Carry out the campaign and evaluate
everybody‟s contribution to complete or partial
success.

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 RESEARCH
Forms:
1. Performance assessment
2. Portfolio assessment

21. HOW WOULD YOU ASSESS
THE SUBJECT, SOCIAL, AND
SELF LEARNING IN THE
PREVIOUS UNIT?