Philosophical Foundations of Education and Curriculum Design Planning

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References for Module 3: C. (2013, March 11). The Power of Student Voice to Enhance Teacher Practice. Retrieved from https://www.youtube.com/watch?v=TmXM1jT8j54 Canadian Education Association. (2014, January 30). A Teacher's P.O.V. on Starting Inquiry-Based Learning in the Classroom [Video File}. Retrieved from https://vimeo.com/85470752 Castellon, A. (2017, May 28). A call to personal research: Indigenizing your curriculum. Canadian Journal for Teacher Research. Retrieved from https://www.teacherresearch.ca/detail/post/a-call-to-personal-research-indigenizing-your-curriculum Hayes, D. (2003). Making learning an effect of schooling: aligning curriculum, assessment and pedagogy. Discourse: Studies in the Cultural Politics of Education, 24(2), 225-245. McMIllan, J.H. (2014). The Role of assessment in teaching. In Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction (pp. 1-20). Upper Saddle River, NJ: Pearson. McMillan, J.H. (2014). High-quality classroom assessment. In Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction (pp. 57-64, 74-88). Upper Saddle River, NJ: Pearson. Robinson, K. (2013, May 10). How to escape education's death valley. Retrieved from https://www.ted.com/talks/ken_robinson_how_to_escape_education_s_death_valley Shepard, L. (2000, October). The role of assessment in a learning culture. Educational Researcher 29(7), 4-14.

Cons: -Stressful for students and teachers -Unfairly tests students -Causes teachers to "teach to the test" -Not all students can process material at the same rate, or can test fairly the same way

Pros: -Track student progress -Allows for efficiently targeted RTI -Can encourage well-rounded education

Benefits: -Develops communication skills -More inclusive (ex. students with Dyslexia) -Encourages critical thinking

Benefits: -Fosters self-monitoring and self-regulated learning -assists learning by motivation and understanding through engagement in the assessment process

Maximizing outputs with a minimum of inputs

Reliability

Fairness

Assessment - Purpose - Measurement - Interpretation - Use

Dynamic & On-going Assessment

- prior knowledge or learning?

Alternative Assessments (required the active construction of meaning) - performance assessment - portfolios - exhibitions - demonstrations - journals

Rubrics - provide clear targets and guidance - transparency of assessment - explicit criteria

Oral Assessments

Teacher Reflections

High quality assessments are practical and efficient

Colleague Collaboration - can assist in reducing bias

Student Self- Assessment

Instruction

"Walk to Academics" (Group similarly levelled learners together)

Planning

Pre-Assessment

Choosing topics students are interested in - a student's prior knowledge affects their learning and interpretation of new material

Backwards Design - forces a consideration of how performances (outcomes) will be achieved, measured and taught - places assessment up front and requires it to be planned prior to beginning learning activities

-Allows to identify Big Ideas and desired results -Determines appropriate evidence to collect -Creates concentrated and specific learning events

Standardized-Testing

Form over content - emphasis on deliverables and efficiency

Curricularists

James Popham

Ralph Tyler

Franklin Bobbitt

References for Module 2: Eisner, E., & Vallance, E. (1974). Five conceptions of curriculum: Their roots and implications for curriculum planning. In E. W. Eisner & E. Vallance (eds.), Conflicting Conceptions of Curriculum (pp. 1-18). Berkeley, CA: McCutchan. Ornstein, A.C. (1990-1991). Philosophy 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 (pp. 149-173). Upper Saddle River, NJ: Pearson. Samuelsson, I.P., Sheridan, S., & Williams, P. (2006). Five preschool curricula - comparative perspective. International Journal of Early Childhood 11(1), pp. 11-30. Sowell, E. (2005). Sections from Chapter 3, 4, 5. In Curriculum: An Integrative Introduction (3rd ed.). (pp. 52-61, 81-85, 103-106). Upper Saddle River, NJ: Pearson.

Reconstructionist Design

Life-situations Design

Humanistic Design

Radical Design

Experience-Centered Design

Child-Centered Design

Continuity - vertical repetition of components

Integration - links all types of knowledge & experiences within the plan

Balance - curriculum advances personal, social & intellectual goals

Sequence - fosters cumulative & continuous learning

Logical Approach

Psychological approach

Articulation

Scope - breadth & depth of content

Te Whariki (TW) - New Zealand

Swedish National Curriculum for Preschool (Lfpo) - Sweden

Reggio Emilia (R/E) - Italy

High/Scope (H/S) - USA

Experiential Education (EXE) - Belgium

Reconstructionism - to improve & reconstruct society - teacher is agent of change & reform

Progressivism - based on student interest - teacher is a guide for inquiry & problem solving

Pragmatism

Idealism

Essentialism - teacher is the authority - educate the competent person

Perrenialism - cultivate intellect - educaete the rational person

Realism

Components of Design - beliefs about people, what and how they should learn and how that knowledge should be used

Conceptual Frameworks

Vertical Organization

Horizontal Organization

Curricula Designs

Learner Centered Designs

Finland Schools - broad approach; no standardized testing - no drop out rate - individualization of teaching & learning - teachers given support and status within the education system

Indigenizing Curriculum - Experiential Learning, incorporating environment and the environment's story - restorative principles - practical application with classroom circles - knowledge sharing

Inquiry Based learning -Pose questions -Find resources -Interpret information -Interpret findings

Winnipeg Seven Oaks School Division - leveraging student voice - hearing - interacting - guiding

Problem Centered Designs

No Child Left Behind (United States) - based on conformity - focused on STEM disciplines - significant drop out rate in some areas of the US - role of the teacher is diminished or devalued -heavy direct instruction by teacher

Subject Centered Designs

Subject Design

Discipline Design

Broad Fields Design

Process Design

Correlation Design

Design Dimensions and Considerations

Sources of Curriculum Design

The Learner

Knowledge

Moral Doctrine

Society

Science

Philosophical Foundations (Ornstein, 1990/1991)

Conceptions of Curriculum (Eisner & Vallance, 1974)

Technological - make learning systematic & efficient

Cognitive Processes - develop intellectual processes through subject matter

Academic Rationalism - academic disciplines - subject matter

Self-Actualized - needs & interests of learners

Social- Reconstructionist - prepare for change and reform society