Catey and Candice Module 3
- 1. Curriculum Designs Instruction, planning and assessment
- 3. Types of Curriculum Designs Single Subject Correlated Subjects Broad Fields Interdisciplinary subject matter Thematic Instruction Society-Culture-Based Designs Organic Curriculum Developmental Curriculum Technology as Curriculum School-to-work Curriculum Core curriculum
- 4. Subject Matter Designs Single Subject Correlated Subjects Broad Fields
- 5. Subject Matter Designs Interdisciplinary subject matter Thematic Instruction Society-Culture-Based Designs
- 6. Learner-Based Designs Organic Curriculum Developmental Curriculum Technology as Curriculum
- 7. Learner-Based Designs School-to-work Curriculum Core curriculum
- 9. Planning, Instruction & Assessment
- 10. Planning
- 11. Instruction
- 13. Assessment Methods Performance (Essays, written assignments) Constructed Response (Written tests, Journaling) Selected Response (assessment grids) Teacher Observations (oral questioning, discussions) Student Self Assessment self reports, questionnaires)
- 14. Assessment Methods Practical and efficient Align Fairness Positive consequences Reliable Valid
- 15. Assessment strategies Teacher for transfer Feedback Prior knowledge assessment Dynamic assessment Explicit criteria Student self assessment Evaluation of teaching
- 16. Types of Assessment Of (summative) As (Formative) For (Diagnostic)
- 17. References Hill, A. M. (1994). Perspectives on philosophical shifts in vocational education: From realism to pragmatism and reconstructionism. Journal of Vocational and Technical Education, 10(2), 37-45. Sowell, E. J. (2005). Curriculum: An integrative introduction (3rd ed., pp. 52-54, 55-61, 81-85,103-106). Upper Saddle River, NJ: Pearson. 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). Classroom assessment: Principles and practice for effective standards-based instruction(6th ed., pp. 1-20). Boston, MA: Pearson. McMillan, J. H. (2014). Classroom assessment: Principles and practice for effective standards-based instruction(6th ed., pp. 57-64,74-88). Boston, MA: Pearson. Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4-14. doi:10.3102/0013189X029007004
Editor's Notes
- #11: Depending on the curriculum design that is selected, planning can range from something that is more detailed to something that is decided spur of the moment by the students. Student centered or learner centered learning allows the students to plan what they would like to know with the teacher keeping in mind the concepts of the curriculum. No matter the curriculum design, planning is meant to ensure that the learning stays on track and that students are exposed to and taught the necessary elements of the curriculum in order to allow them to develop as a contributing member of society.
- #12: Regardless of the curriculum design selected or the amount of planning that is put in, instruction is something that is always and will always be present. The teacher is meant to guide students learning through instruction. Instruction methods can different between a more hands on approach or a more discovery based method, however instruction is a key component to any students learning. Changes in instruction can be based on reflection of practice and altered to meet the needs of the students.