Curriculum Designs & their instruction, planning and assessment

Curriculum Designs

Instruction, planning and assessment

Curriculum designs

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Types of Curriculum DesignsSingle Subject Correlated Subjects Broad FieldsInterdisciplinary subject matter Thematic Instruction Society-Culture-Based DesignsOrganic CurriculumDevelopmental CurriculumTechnology as Curriculum School-to-work CurriculumCore curriculum

Subject Matter Designs

Single Subject Correlated Subjects Broad Fields

Subject Matter Designs

Interdisciplinary subject matter Thematic Instruction Society-Culture-Based Designs

Learner-Based Designs

Organic CurriculumDevelopmental Curriculum Technology as Curriculum

Learner-Based Designs

School-to-work CurriculumCore curriculum

How They Connect/Differ

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Planning, Instruction & Assessment

Planning

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. 10

Instruction

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. 11

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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)

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Assessment MethodsPractical and efficient Align FairnessPositive consequences ReliableValid

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Assessment strategiesTeacher for transferFeedbackPrior knowledge assessment Dynamic assessment Explicit criteriaStudent self assessment Evaluation of teaching

Types of Assessment

Of (summative)As (Formative) For (Diagnostic)

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ReferencesHill, 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