Philosophy of Education The Big Idea

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Co-creating criteria

Pre-Assessment “Preassessment is what you will do before instruction to ascertain students' knowledge, attitudes, and interests” (McMillan, 2014). including examining scores on previous tests testing knowledge of facts, concepts and methods from prerequisite courses Assessment strategies include: Assessment of Prior Knowledge Explicit Criteria Formative Assessment “Formative assessment information is used to monitor learning, check for progress, diagnose learning problems, and specify instructional adjustments” (McMillan, 2014). Assessment strategies include: Dynamic Assessment Dynamic Feedback Evaluation of Teaching Summative Assessment “Summative assessment is conducted after instruction primarily as a way to document what students know, understand, and can do” (McMillan, 2014). Assessment strategies include: Summative feedback Students’ self-assessment

Classical approach: instruction is separated from assessment. "Assessment and instruction are often conceived as curiously separate in both time and purpose" (Graue, 1993, as cited in Shepard, 2000) Interactive Instruction Synchronized with Formative Assessment (McMillan, 2014)

Scaffolding and Ongoing Checks for Understanding

KWL Strategies

Understanding the End Goal of Learning

Choice in Project

Ensuring the Instruction is Culturally Responsive

Designing an Experientially Relevant Classroom

Getting to Know the Environment of Learners

Accessing Previous Knowledge

Portfolios of Learning

Self-Assessment

Ongoing Formative Assessment

Shepard emphasizes the importance of aligning the assessments with the goals of problem based learning
Teachers use self assessment, peer assessment and teacher feedback to support student learning by providing feedback to identify weakness and strengths and areas of improvement.
Hayes suggest using rubrics, feedback and student reflection to evaluate how well the students work together communicate ideas and problem solve as a team.

Adjust to support learning

Identify areas for improvement

Feedback

Portfolios

Checklist

Rubric

Teachers develop a problem design template leaving space to 1) identify the problem, 2) intended learning outcomes, 3) background knowledge needed and 4) potential solutions

Teachers develop a Learning Activity Template that state to 1) Learning objective 2) Instructional strategy 3) Resources needed 4) Assessment method

Teachers develop a series of Rubric and Checklists that provide clear criteria of what is expected in terms of learning outcomes and problem solving process

Provide Assessment method

Provide Course Resources

Provide Instructional strategies

Provide Learning Objective

McMillan emphasized the importance of aligning instruction with the goal of problem based learning
Teachers begin by identifying real world problems or scenarios to engage students in critical thinking and problem solving
Hayes emphasized that Students should work in groups, to research potential solutions and develop a presentation to share findings to promote engagement

Design Presentation

Identify potential solutions

Work Collabortively

Research the Problem

Identify the Problem

Assessment

Summative Assessment

Formative Assessment

Pre-assessment

Instruction

Interactive Instruction

Classical Approach

Planning

Learning Goals

Backward Mapping

Forward Mapping

Similar thoughts on Dimension's and Organization

Whereas Ornstein calls it Design Dimensions, Sowell calls it Content Organization

scope, sequence, continuity, integration, and Ornstein adds: articulation and balance: these words refer to key components needed to be taken into consideration in order to design an appropriate curriculum

Integration

Linking all curriculum within a curriculum plan (Hunkins, 2013.).

Continuity

Vertical repetition (repeating the same skill over and over, over a period of time) of curriculum components to achieve a predetermined objective (Hunkins, 2013.).

Sequence

Determining how curriculum should be taught. (Hunkins, 2013.)

Scope

Determining what information should be taught in a curriculum. (Hunkins, 2013.)

Other

Core

Seeks to develop competencies with individual students and relates problem solving to a variety of scenarios. (Sowell, 2005.)

School to Work

This curriculum focused on job specific content to help students prepare themselves for specific career pathways by shadowing and learning about the necessary components of a career. (Sowell, 2005.)

Technology as a Curriculum

Technology as curriculum includes very specifically chosen curriculum in a sequenced pattern to foster learning. Technology is used as a guide to acquiring the knowledge. (Sowell, 2005.)

Characteristics of Contemporary Orientations

Student centric

Creative

Liberal

Innovative

Inquiry Based

Correlative

Heterogenous

All subjects have value

Problem Solving

Subjective & Relative

Characteristics of Traditional Orientations

3 R's

Subject Focused

Cognitive

Discipline

Conforming

Conservative

Competitive

Teacher Led

Homogenous

Fixed & Absolute

Realism

Idealism

Pragmatism

Progressivism Philosophy

“[Progressivism focus is] based on students’ interests” (Ornstein, 1990/1991).

-focus on positive change and problem solving

- students develop and participate in acquiring knowledge

-child interest

-teacher acts as a guide

Reconstructionism Philosophy

“[Reconstructionism focus is] to improve and reconstruct society”.

-tools to solve societal problems like poverty or violence

-promotes interest in participating in science and technology as tools for making solutions

-involves discussion of moral dilemmas

“The curriculum should foster social action aimed at reconstructing society” (Ornstein & Hunkins, 2013)

Essentialism Philosophy

“[The instructional objective is] to promote the intellectual growth of the individual” (Ornstein, 1990/1991)

-teaching basics skills

-focus in historical content and progressing to more difficult topics

Perennialism Philosophy

“[The instructional objective is] to educate the rational person; to cultivate the intellect” (Ornstein, 1990/1991)

Focus on the classics
Mastery of content and reasoning/logic
Sequential learning, you must know how to read and write before learning history
Teacher asks leading questions to encourage debate

Philosophy of Curriculum Design

Subject Centered Designs

Process/Thematic

Attention given to the method of knowledge acquisition rather than the knowledge itself. The process design is intended to foster a process based education. (Hunkins, 2013.)

Correlation/Correlated Subjects

Connecting information to make sense of both sets of information (Hunkins, 2013.)

Broad Field/Broad Field

A generic view of content areas to give a general overarching idea of the curriculum content (Hunkins, 2013.)

Discipline Design/Interdisciplinary Integration

Acquiring very specific information as the process of learning (Hunkins, 2013.)

Subject Design/Subject Matter Design

Emphasizing the teacher as the expert, this form of curriculum delivery/acquisition is organized according to the development of knowledge in various subject areas (Hunkins, 2013.)

Traditional Orientation

Curriculum as Technology Conception

This approach is intended to encourage an efficient and effective process of learning (Vallance, 1986.) This design theory is a conscientious sequence of activities to facilitate learning (Sowell, 2005.). This theory is delivered using technology in the classroom.

Academic Rationalism Conception

Knowledge in this approach is organized in a format that is intended to target specific subject matter (Darby, 2009.)

Cognitive Process Conception

The humanistic approach is intended to provide an enjoyable learning experience that requires the educator to be a facilitator of learning, essentially being the guide of learning rather than the provider of information (Schiro, 2013.)

Problem Centered Designs

Problem-centered designs are intended to focus on real-life problems of individuals in society. (Hunkins, 2013.)

Social Function & Activity

Reconstructionist

A curriculum based in formulating social justice. This curriculum development is intended to become directly involved with reforming society. (Hunkins, 2013.)

Life Situations

The life-situations design focuses on problem solving methods, builds on previous learner knowledge, and integrates subject matter. This draws on problem solving skills, and ability to make connections from school to real world scenarios. (Hunkins, 2013.)

Learner Centered Designs

The Learner Centered Design is intended to provide an enjoyable learning experience that requires the educator to be a facilitator of learning, essentially being the guide of learning rather than the provider of information (Schiro, 2013.). The Learners play a role in the development of curriculum and instruction as it is a more personalized approach. Educators are seen as facilitators of healthy, virtuous, and beneficial growth. The child is actively participating in their learning and this curriculum is often emphasized as the child-centered approach to curriculum (Hunkins, 2009.).

Humanistic/Developmental

Learning and feeling have a direct relationship and the meaning of information is more important than the method. (Hunkins, 2013.)

Radical

Learning is a reflective process that is not implemented by a person of power. (Hunkins, 2013.)

Experience Centered/Organic

A spontaneous form of learning that is on the go and on the spot. (Hunkins, 2013.). This type of learning is opportunity based and highly dependant on intrinsic motivation from the learner themselves.

Child Centered

Learning should be integrated into all parts of the learner's life. Learners should play an active role in their learning. (Hunkins, 2013.)

Contemporary Orientation

Social Re-constructionism Conception

The Social Reconstructionist approach has an external agenda focused on influencing societal change through education rather than individualistic standpoints. The purpose is to consistently influence positive societal changes (Schiro, 2013.)

Self Actualization Conception

The Self-Actualization approach is intended to facilitate learner autonomy and growth. Students invest their time and energy into choice projects and teachers remain as a guiding influence rather than a provider of content (Sowell, 2005.)

Socialization

Academic Idea

(McMillan, 2014) emphasized the importance of aligning instruction with the goal of problem based learning Teachers begin by identifying real world problems or scenarios to engage students in critical thinking and problem solving. (Hayes, 2003) emphasized that Students should work in groups, to research potential solutions and develop a presentation to share findings to promote engagement

The instruction begins with a focus on the informative planning stage. Creating a picture of what is expected of students is important for them to become invested in their learning and fosters self-efficacy. (Coumont-Golanowski, n.d.) This is also promoted through choice in project and scaffolding through ongoing checks for understanding to inform the learner of where they are at. (Hayes, 2003.) This will also help the learner to connect to the assessment stage of learning.

Developmental Idea

(Shepard, 2000) emphasizes the importance of aligning the assessments with the goals of problem based learning Teachers use self assessment, peer assessment and teacher feedback to support student learning by providing feedback to identify weakness and strengths and areas of improvement. (Hayes, 2003) suggest using rubrics, feedback and student reflection to evaluate how well the students work together communicate ideas and problem solve as a team.

Teachers develop a problem design template leaving space to 1) Identify the problem, 2) Intended learning outcomes, 3) Background knowledge needed and 4) Potential solutions Teachers develop a Learning Activity Template that state to 1) Learning objective 2) Instructional strategy 3) Resources needed 4) Assessment method. Teachers develop a series of Rubric and Checklists that provide clear criteria of what is expected in terms of learning outcomes and problem solving process.

The planning stage requires thinking about what the educator wants students to know. This is called backward mapping. (Hayes, 2003.) Then, educators look at what our students already know and can begin to develop the environment of our classroom for our learners (Shepherd, 2000.). By designing an experientially relevant and culturally relevant classroom, the planning stage will ensure that our learners will be able to have a comprehensive learning experience.

Forward Mapping “Begins at the top of the process, with as clear a statement as possible… and proceeds through a sequence of increasingly more specific steps to define what is expected … at each level” (Hayes, 2003). Backward Mapping Starts with the learning goals. Central question: “What do we want students to be able to know, value, understand and do?” (Hayes, 2003) Learning goals: Knowledge of facts, concepts and methods Depth of knowledge and understanding High order thinking

Co creating criteria is a necessary component to all parts of the design process. This is a large part of the planning stage to determine what is expected of students. This also informs a component of the instructional process and is a necessary component to the final stages of assessment. By co-creating criteria, the educator is directly involving the learner in their learning.

Assessment isn't something that happens at the end of learning and stops there. Assessment begins during the planning stages with the KWL strategies to access prior knowledge (McMillan, 2014.). Assessment then moves forward to a formative format where it is a tool used to inform and enhance the learning. When proceeding to a summative format of assessment, self assessments are included to send the learner on a reflective journey and keep them honest about their learning (Castellon, 2017.). Portfolios of learning are developed and the teacher gives a final summative report of learning to inform the learner for the next time they continue their learning journey.