Planning curriculum connections ebook

Curriculum designers must not only be considered with the design of classroom curriculum and digital curriculum, but also how they interact together in a unified learning environment. The broad adoption of mobile devices have also caused innovations in curriculum design. For example, designing curriculum that is responsive across different types of devices with different screen sizes is a basic innovation influencing the field.

In addition, designing curriculum for other mobile device features such as geo-positioning, imaging, and content creation capabilities offer exciting and often challenging situations. Many modern mobile devices now have immersive virtual space capabilities such as virtual reality and augmented reality.

These capabilities highlight the need for new curriculum design approaches that have not traditionally been required. In addition to collaborative design processes, mobile learning, and extended reality innovations, one of the more profound innovations influencing curriculum design processes is adaptive learning. Adaptive learning is a general concept that describes the process of providing learners with dynamic learning experiences based on their prior performance Educause, This is commonly used for recommending remediated learning experiences and encouraging peak learning performance.

The reason adaptive learning is such a profound innovation for curriculum design processes is because it introduces the dynamic layers that have not traditionally been used. For example, a curriculum designer would create a defined path for learners to follow based on assumptions and requirements set forth in the design process. Adaptive learning shifts this decision making to programmatic algorithms or a more complex map of learning experience options.

This requires curriculum designers to think and make design decisions about much more complex and dynamic learning environments. Curriculum design processes are essential to effective learning experiences across education and professional contexts.

Without effective curriculum design processes, learners often lack the structure and guidance necessary for optimal learning and organizations lack the ability to effectively measure results and optimize their return on investments. While we have all experienced curriculum, the process of designing curriculum is changing, becoming more complex, and incorporating new technologies and strategies.

One of the most profound shifts is expanding the scope of curriculum design to consider how curriculum connects to broader and more networked learning environments. Curriculum design is an essential skill for emerging education and learning professionals and will continue to be a dynamic, innovative, and exciting field of practice for years to come. American Educational Research Association n. Learning Environments SIG Bloom, B. Taxonomy of educational objectives: The classification of educational goals.

Burning Glass Program Insights [Electronic Database]. Educause Gibbons, A. An architectural approach to instructional design. New York, NY: Routledge. Wiggins, G. Understanding by design. Design for Learning Cover Introduction Part I. Instructional Design Practice Instructional Design Knowledge Sources of Design Kn owledge Instructional Design Processes Designing Instructio nal Activities Mobile PDF Optimized for tablets 5.

Embed Code QR Code. Simple Downloads Share Search. Instructional Design Practice Understanding 1. Becoming a Learning Designer 2. Designing for Diverse Learners 3. Conducting Research for Design 4. Determining Environmental and Contextual Needs 5.

Conducting a Learner Analysis Exploring 6. Problem Framing 7. Task and Content Analysis 8. Documenting Instructional Design Decisions Creating 9. Generating Ideas You will study there in more detail in the modules that come later.

Regardless of the methods and materials evaluation will utilize, a suggested plan of action for the process of curriculum evaluation is introduces. These are the steps. Will it be the subject area, the grade level, the course, or the degree program? Specify the objectives of evaluation. Collect or having the information. Information is made up of data needed regarding the object of evaluation.

Organize the information. This step will require coding, organizing, storing and retrieving data for interpretation. Analyze information. An appropriate way of analyzing will be utilized. Report the information. The result of evaluation should be reported to specific audiences. Reporting can be done formally in conferences with stakeholders, or informally through roundtable discussions and conversations. Recycle the information for continuous feedback, modification and adjustments to be made.

In summary, the components of a curriculum are distinct but are interrelated to each other in a curriculum design as shown in figure 2. Figure 2 — Interrelationship of the Components of a Curriculum Curriculum Approaches There are five curriculum approaches that will be presented in this lesson. Curriculum practitioners and implementers may use one or more approaches in planning, implementing and evaluating the curriculum.

Even textbook writers or instructional material producers have different curricular approaches. Let us study and understand each example. Behavioral Approach — Anchored on the behaviorist principles, behavioral approach to curriculum is usually based on a blueprint. In the blueprint, goals and objectives are specified, contents and activities are also arranged to match with the learning objectives.

The learning outcomes are evaluated in terms of goals and objectives set at the beginning. Behavioral approach which was started with the idea of Frederick Taylor is aimed to achieve efficiency. In the factory for example, the worker will be paid according to his output produced with in a specific period of time. In education, behavioral approach begins with educational plans that start withthe setting of goals or objectives. These are considered as important ingredients in curriculum implementation as evaluating the learning outcomes as a change of behavior.

The change in behavior indicates the measure of the accomplishments. The general manager sets the policies and priorities, establishes the direction of change and innovation, and planning and organizing curriculum and instruction. School administrators are less concerned about the content than about organization and implementation.

They are less concerned about subject matter, methods and materials than improving curriculum. Curriculum managers look at curriculum changes and innovations as they administer the resources and restructure the schools.

Some of the roles of the Curriculum Supervisors Ornstein and Hunkins, are the following: 1. Plan curriculum with students, parents, teachers and other stakeholders. Design programs of study by grade levels.

Plan or schedule classes or school calendar. Prepare curriculum guides or teacher guides by grade level or subject area. Help in the evaluation and selection of textbooks.

Observe teachers. Assist teachers in the implementation of the curriculum. Encourage curriculum innovation and change. Develop standards for curriculum and instructional evaluation. System Approach — The systems approach to curriculum was influenced by systems theory. In the systems approach to curriculum, the parts of the total school district or school are examined in terms of how they relate to each other.

The organizational chart of the school represents a systems approach. To George Beauchamp, the systems theory of education sees the following to be of equal importance are 1 administration 2 counselling 3 curriculum 4 instruction and 5 evaluation.

The humanistic approach considers the formal or planned curriculum and the informal or hidden curriculum. It considers the whole child and believes that in curriculum the total development of the individual is the prime consideration.

The learner is at the center of the curriculum. Activity 1 will be on the elements or components of the curriculum and Activity 2 will be on the approaches to curriculum. Activity1 — Lesson Plan: A Curriculum? Get a copy of the best written lesson plan of your favorite teacher in the elementary or high school. Add this to your portfolio collection. Read every detail of the lesson plan and specifically look into the following: 1. What are the objectives of the lesson plan?

What is the subject matter content? What strategies or methods of teaching are utilized? What evaluation procedure is used? Do the four components fit or match with one another? Can you consider a lesson plan as a curriculum?

Activity 2 — Mr. Make an interview protocol regarding curriculum approach with your groupmates. Show your output to your teacher for comments. Refine your instrument and place a sample in your portfolio.

Choose a school with a principal as your respondent. Secure permission to interview the principal at a certain time of the school day. Record all the answers to your protocol. From your interview, what kind of curriculum approach is the principal using?

Why do you say so? Let us reflect on this issue. Choose a particular level elementary,secondary,tertiary and a specific subject area Science, Math, English as a point of reference. In your own experiences as a student: a. Identify at least 3. Describe the weaknesses or difficulties.

Are there solutions to these conditions? What do you propose? Can a school curriculum succeed without a clear vision? Will subject matter dictate the approach in curriculum? Should the learning activities be congruent to the objectives of the curriculum? Should evaluation of learning outcomes be based on the experiences of the learners? As a student of curriculum, will you put equal emphasis on the four curricular components?

Does a principal with a humanistic approach to curriculum emphasize most memorization of subject matter? Does the systems approach to curriculum consider only each part? Can there be a curriculum without evaluation? Can experiences be measured? Bilbao, Ed,D. This description implies that the crux of a curriculum is the different planned and unplanned activities which have been lived, acted upon or done by the learners with the guidance of the teacher.

Hence in curriculum development, the teaching and learning are actions necessary to accomplish a goal in education. What is the role of teaching in the curriculum development? Who does it? This lesson will focus on the teaching and learning processes as salient components of the curriculum. Both processes provide experiences which will accomplish the goals of education. What knowledge is needed to understand this process?

This section clarifies the process of the teaching as it relates to the experiences in the curriculum, an important ingredient. Good teaching is difficult to agree upon. While it remains to be difficult to agree on what good teaching is, effective teaching can be demonstrated. Effective teaching is one that will bring about intended learning outcomes. Because of the changing paradigms of teaching, several definitions have evolved based on the theories of teaching and learning that have come about.

Some view teaching as an organization of meaningful learning. To the traditionalists, teaching is process of imparting knowledge and skills required to master a subject matter. It is a process of dispensing knowledge to an empty vessel which is the mind of the learner.

Teaching is showing, telling, giving instruction, making someone understand in order to learn. In this instance, the person who teaches, controls learning. This person is a teacher, a dispenser of knowledge, an ultimate authority, a director of learning. On the other hand, as progressive and humanist education advance, the meaning of teaching broadened to fit the psychological meaning of the term.

Teaching is now perceived as stimulating, directing, guiding the learner and evaluating the learning outcomes of teaching. It looks similar to curriculum development. Definitely, it is because the process of teaching replicates the process of curriculum development. The implementation phase of curriculum development is the actual teaching and experiencing of a curriculum. The teaching process is shown in Figure 3 below. Teaching plans maybe short term like the daily plan or long term plan like the unit plan or a yearly plan.

In a plan, considerations should include the learner, availability of materials, time requirements of particular activities, the strategies needed to achieve the objectives and the teacher. The planning phase recognizes the intent that it will be the learners who will learn, hence the next phase will engage more the learner. The implementation phase requires the teacher to implement what has been planned. Based on the objectives, implementation means to put into action the different activities in order to achieve the objectives through the subject matter.

Here, two important players are involved: the teacher and the learner. Their interaction is important in the accomplishment of the plan. Most often the planning phase directs what will be done in the activity but such can also be flexible. The use of the different teaching styles and strategies should be included in the implementation phase.

In the evaluation phase, a match of the objectives with the learning outcomes will be made. The kind of information should be determined so that the type of the evaluation should be chosen to fit the purpose.

Simply, the evaluation phase will answer the question if the plans and implementation have been successfully achieved. In all the three phases of teaching, a continuous process of feedback and reflection as to whether the three phases were appropriately done and gave good results. In short, feedback is the reflection on the feedback. Is there a need to adjust something in planning, implementation and evaluation? Reflection is a process embedded in teaching where the teacher inquires into his or her actions and provides deep and critical thinking.

To further clarify, what teaching is all about there are some indicators which you can use to guide in the process of good teaching. Good teaching is one that is well planned and where activities are interrelated to each other. Good teaching is one that provides learning experiences or situations that will ensure understanding, application and critical thinking. Good teaching is based on the theories of learning. Good teaching is one where the learner is stimulated to think and reason. Good teaching utilizes prior learning and its application to new situations.

Good teaching embeds a sound evaluation process. What is learning? What are the ways of learning? When do say that we have learned? Let us now look closer at the concept of learning as it relates to the concept of curriculum.

Most learning is intentional, like when a learner acquires knowledge in the classroom or when one observes a demonstration activity. Intentional learning occurs when activities are purposefully arranged for the students to participate and experience. On the other hand, learning sometimes is unintentional like when a child touches a lighted candle and feels it is hot. All individuals are engaged in learning every waking moment, however learning occurs more when the various stimuli are properly arranged for purposes of learning.

Broadly speaking, there are two principal types of learning theories to explain how individuals learn according to educational psychologists. These are behavioral learning theories and cognitive learning theories.

Behavioral learning theories emphasize observable behavior such as new skills, knowledge, or attitudes which can be demonstrated. These forms of behavior are observable and measurable. According to this group of theories, if the individual has changed behavior, he has learned. These and many more were discussed lengthily in your previous courses. Related to these theories is the concept of meaningful learning through cognitive models. Jerome Bruner , David Ausubel and Robert Gagne described three models of teaching which are anchored on the cognitive learning theory.

Discovery learning theory of Jerome Bruner states that the individual learns from his own discovery of the environment. Learners are inherently curious, thus they can be self motivated until they find answers to the problems. Learners, when actively involved in their own learning, will continuously construct their own knowledge. Each individual is capable of learning how to learn.

Learning is flexible, exploratory and independent. Reception learning of David Ausubel poses a contrast to the discovery learning of Bruner. To Ausubel, though learners are inherently curious, they may not be able to know what is important or relevant and they need external motivation in order to learn.

However, both theories believe that learners should be actively involved in their own learning. Events of learning of Robert Gagne proposed that an act of learning involves a series of eight internal events: 1. Motivation phase — The learner must be motivated to learn by expectation that learning will be rewarding. Apprehending phase — The learner attends or pays attention if learning has to take place. Acquisition phase — While the learner is paying attention, the stage is set and the information presented.

Learner transforms information into meaningful form. The mental images formed associates the ne information with old information. This is where advance organizers are useful. This may take place by means of practice, elaboration or rehearsal. Recall phase — Recall previous learned information.

To learn to gain access to that which has been learned is a critical phase in learning. Generalization phase — Transfer of information to new situations allows application of the learned information in the context in which it was learned. Feedback phase — Students must receive feedback on their performance.

This will serve as reinforce for successful performance. Some general statements which describe learning based on the theories of learning may include the following: Learning does not take place in an empty vessel. Each learner is assumed to have prior learning and maybe able to connect these to present learning. Learning is a social process where interactions with other learners and the teacher are needed.

Learning is both observable and measurable. Learning takes place when all the senses are utilized. Teaching and Learning Go Together How does teaching and learning connect to each other? One process cannot succeed without the success or support of the other. Unless the two are fit, teachers and learners will be existing in two different worlds. Teaching as a process cannot be taken independently in its entirety.

With so many ingredients needed, the most important is still the learner. The learner being in the center of the teaching, will influence to a great extent teaching. It is therefore important that the knowledge of the learner and his learning styles be considered. With the advancement of information about the uniqueness of each learner, the multiple intelligences theory and many more, teaching has to consider more factors in order to be effective.

Thus as learners become complex individuals capable of learning on their own, the repertoire of teaching should also increase. The different teaching styles with the support of simple to sophisticated teaching materials are now necessary to effect good learning. In many cases, it has been observed that teaching is the cause and learning the effect.

Learning outcomes can indicate teaching performance. The quality of teaching is related to the quality of learning. If the students fail to learn, the grater factor is the failure in teaching. We always attribute the kind of learning to the kind of teaching. If our theories of learning and development are strong, then all individuals are teachable, therefore they are capable of learning.

The question is now raised. How can you a teacher, make someone, the learner, learn something? On the other hand, as the students learn, they are also teaching themselves how to learn. Some Ways of Doing Teaching and Learning Since both teaching and learning are interrelated processes and are important components in the curriculum, let us review some ways of doing these.

The different methods of teaching can be clustered according to the number of students being taught. Teaching methods or strategies can be clustered according to the number of students in a class.

Large group is composed of thirty or more students, small groups of two to thirty members or individualized teaching. For large group teaching, methods like lecture, expository, panel discussion, seminar, forum, demonstration or a combination of lecture demonstration are appropriate.

On the other hand, for a small group, teaching methods like role If there are various ways of teaching, there must be various ways of learning too. Since the arrays of teaching should fit the ways of learning or learning styles, let us look into ways of how human beings learn. Each of the different ways are based on learning theories. Here are some ways of learning: Ways of Learning 1.

Learning by trial and error. Reaction, action and reaction where the beginning reaction is due to a stimulus. When the result is correct or satisfying then the response will be repeated. When the reaction is wrong or negative then it will not be repeated. Learning will take place in both instance. This type of learning is oftentimes risky and time consuming because the next step will only follow depending on the result.

Making several errors would be very expensive in time, effort and money. However, trial and error is the easiest way of doing things without necessarily anticipating a definite objective. Learning by conditioning. The classical conditioning theory of Pavlov serves as the basis of this learning. Training is the simple term to describe learning here, thus even animals can be trained to do something but such action does not refer to learning.

Learning here is a product of what the individual does which will result to either pleasant or unpleasant behavior. Drill and practice are some learning activities based on conditioning.

Learning by insight. From a simple trial and error learning to learning by conditioning, educational psychologists believe that human beings learn also by insights.

In this type of learning a higher level of intelligence is being utilized. Insight is looking into oneself with deeper thinking. Learning by insight requires higher thinking skills of the learner.

Through insights the learner will also be capable of deep reflection. Learning by observation and imitation through modelling. The process of learning assumes that one learns from someone.

It is through observation and imitation from a model that a person will able to do similar thing. Teaching and Learning in the Curriculum One of the crucial issues raised today in education is not what the student should learn but rather how the student should learn how to learn. The deluges of information in our midst and the different ways of retrieving them have become a challenge to both teaching and learning.

The curriculum seems to be overloaded: to many subjects to cover, too many topics to teach. Sometimes the curriculum is fragmented or is simply boxed. Subject matter overlaps and intergrades naturally and holistically. How then should teaching approach this challenge? How should students learn?

How can curriculum be design to enhance to process of teaching? What kind of learning will be achieved from such kind of teaching? Teaching and learning give life and meaning to the curriculum. Each compliment and supplement each other. The value placed in teaching will reap the same value in learning , thus a good curriculum can be judge by the kind of teaching and quality of learning derived from it.

Activity 1 — Matching Teaching and Learning With your group mates, study the matrix below. Discuss your answers. Fill in the matrix to match teaching and learning. Consider teaching as the role of the teacher and learning as the responsibility of the learners.

Example: Memorize the different colors of the rainbow. Take student of field trip to a zoo. Organize class to conduct experiment. Assigns group to interview different professional on the their contribution to the community. Reads a story about the life of Jose Rizal You have been going to school for several years now. You were taught by several teachers while you were in the elementary, high school of college.

Can you recall what you have learned from what they taught? List the them in your notebook. Are there other things you learned which were not taught by your teachers? Make another list for these. Have your teacher in elementary. High school or college taught you how to learn on your own? Explain your answer. When you become a teacher, would it be good if you teach your students to learn how to learn?

Defend your answer. Materials include resources that come with a curriculum to help education staff learn how to use it. Research-based curricula for the home-based program option is founded on solid research around parenting concepts, skills, and practices that promote healthy child development.

Use this checklist to evaluate your home-based curriculum. When your program is selecting a home-based curriculum, use this checklist to guide the decision-making process. Resource Type: Article. Skip to main content.

Early Childhood Curriculum Resources. Research-Based Curriculum A research-based early childhood curriculum is in line with current studies and best practices on how children develop and learn.