Connecting Curriculum Design with Planning, Instruction, and Assessment

PHILOSOPHICAL FOUNDATIONS OF CURRICULUM

TRADITIONAL

focus on the pastglorifies cultural heritageemphasis on subject matterknowledge is prioritizedcognitive developmentcontrolled and restrained for societal indoctrination

Realism

Perrennialism

Educate rational
person

Idealism

Essentialism

Intellectual growth.
Teach the 3 R's

CONTEMPORARY

present and futureevents changeable and relativeproblem solvingstudents' interest and needs valuedequal value given to each subjectindividual expression and freedom

Pragmatism

Progressive

Democratic social living

Reconstructionism

Improved society

CURRICULUM DESIGN

Design Dimension Considerations

Scope

Sequence

Continuity

Articulation

Integration

Balance

Learner-Centred Designs (Ornstein & Hunkins, 2013);
Learner-Based Designs (Sowell, 2005)

students help select and organize the purposes for learningsubject areas become a means by which students pursue problems or topicstypically used for early childhood educationPros- students perceive learning as relevant and meaningful, actively involved in learning, Cons- do not learn a common body of knowledge, may not learn cultural heritage and achieve social goals

Child-Centred Design

Experience-Centred Design

Romantic (Radical) Design

Humanist Design

Problem-Centred Designs (Ornstein & Hunkins, 2013);
Society-Culture-Based Designs (Sowell, 2005)

needs of society and culturefocusses on the learning processPros- integration of different subject matter, relevance to students and society, meaningful and motivating to studentsCons- content not well organized, doesn't provide adequate exposure to cultural heritage

Life Situations Design

Reconstructionist Design

Subject-Centred Designs (Ornstein & Hunkins, 2013);
Subject Matter Designs (Sowell, 2005)

oldest and best known to teachers and lay peopledevelop interests and competenciescontribute to literacycurriculum is usually developed using outcome approachPro: verbal activities, socialization, easy to deliverCon: no program individualization, emphasis not on learner, little consideration of content, promotes scholarly elite, divorcing knowledge from the student's experience, student passivity

Subject Design

Discipline Design

Broad-Fields Design

Correlation Design

Process Designs

CONCEPTIONS OF CURRICULUM

What should be taught? To whom? When and how?

ACADEMIA
(Al-Mousa, 2013)
Academic
Rationalist
Traditionalist

TECHNOLOGY
(Al-Mousa, 2013)
Cognitive
Processes
Systemic

SOCIETY
(Al-Mousa, 2013)
Social
Reconstructionist-
Relevance

INDIVIDUAL
(Al-Mousa, 2013)
Humanist
Self-actualization
Learner-centered

PLANNING

INSTRUCTION

ASSESSMENT

“What is needed is a balanced approach to assessment, in which appropriate techniques are administered and used in a credible way for decision making” (McMillan, 2014, p. 20)

Components

Purpose

Measurement

Interpretation

Use

Diagnosis

Grading

Instruction

Types of Classroom Assessment

Diagnostic/Pre-Assessment

Assessment for Learning

Formative Assessment

Assessment as Learning

Summative Assessment

Assessment of Learning

What does high-quality classroom assessment look like?

Clear and appropriate
learning targets

Alignment of assessment
methods and learning targets

Validity

Reliability

Fairness

Positive Consequences

Alignment

Practicality and Efficiency

Assessment Methods

Selected Response

Multiple choice

Matching

Binary/True-False

Constructed Response

Brief (e.g. Fill in blank, label
diagrams, short answer)

Performance Tasks

Product creation

Skills demonstration

Essay Writing

Oral Questioning (e.g. conferencing,
interview, oral exam)

Teacher Observation

Formal

Informal

Student self-assessment

Self-reporting/Inventory

Self-evaluation

Peer-evaluation

PME 810 Module 3 Assignment
Nadim Hashim & Stephen DeBoer

References:

Al Mousa, N. (2013). An examination of cad use in two interior design programs from the perspective of curriculum and instructors, pp.21-37 (Master’s Thesis).

Eisner, E., & Vallance, E. (1974). Five conceptions of curriculum: Their roots and implications for curriculum planning. In E. Eisner & E. Vallance (eds.), Conflicting Conceptions of Curriculum (p. 1-18). Berkeley, CA: McCuthcan.

Mcmillan, J. H. (2014). Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction (6th ed.). Upper Saddle River, NJ: Pearson Education, Inc.

Ornstein, A.C. (1990-1991). Philisophy as a basis for curriculum decisions. High School Journal, 74 (2), pp. 102-109.

Ornstein, A.C., & Hunkins, F.P. (2013). Curriculum Design. In Curriculum: Foundations, Principles, and Issues (p. 149-173). Upper Saddle River, NJ: Pearson.

Sowell, E. (2005). Sections from Chapter 3, 4, 5. In Curriculum: An Integrative Introduction (3rd ed.). (p52-61, 81-85, 103-106). Upper Saddle River, NJ: Pearson.

Vallance, E. (2001). A Second Look at Conflicting Conceptions of Curriculum. Theory Into Practise, 24(1), 24-30