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Curriculum Design (Objectives (UbD: Desired Results (Established Goals…
Curriculum Design
Objectives
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Starting points: (UBD) content standards, real-world applications, key resources or favorite activity, important skills, key assessments, existing unit
Starting points: (Tyler) learners interests, contemporary life, subject specialists, philosophy, psychology of learning.
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Distinction: Tyler focused primarily at administrators and policy makers; UBD focused more at the classroom or school level
Point of connection: both focus on both knowledge and behavior: Tyler "behavior" and "content" as axis on planning chart; UbD "students will know and be able to do..."
Constructivists have objectives but are flexible in how the students understand them and are able to show the knowledge.
Learning Experiences
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Distinction: Tyler mentions that the teacher's activity does not always correlate with the students' learning experiences, and that each student's experience is different (p. 64); UbD is inherently more focused on looking at the curriculum design from the students perspective, such as with the Essential Question
Constructivist: hands on, experiments, collaboration
Assessment
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Point of connection: Tyler's 1st general principle for learning experiences (p. 65) is that learners be able to practice behavior and engage with target content; cf. UbD emphasis on performance tasks for assessment