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Conceptions of Curriculum - Coggle Diagram
Conceptions of Curriculum
Theoretical based
Philosophers
Vygotsky
Dewey
Doll
Traditional Philosophies
Systemic Design:
Structures programs (instructional materials, programs, etc.)based on set standards and assessments to determine success.
Essentialism
Fixed
Objective
The purpose of education is to instruct knowledge is the product of this direct instruction from the teacher
Teachers have an authoritative role (subject matter, plans, lessons, activities, and providing knowledge effectively)
Perrenialsim
Subject-Centered Designs
Academic Rationalism Design:
Content-based, encouraging learners to acquire particular skills, and knowledge that will allow them to participate fully in Western society.
Social Reconstructionism Relevance:
Concerned with the role of education and curriculum in the context of how the learner is able to contribute society. Values society's needs over the needs of the individual.
Contemporary Philosophy
Child-Centered Design:
are literally child directed.
Self-Actualization and Consummatory Experiences
: The purpose of curriculum is to provide learners with satisfying experiences, as educational experiences are to be liberating.
Humanistic Curriculum Design:
Focussed on creativity, problem-solving and innovation. Mutual respect for students and their learning experiences.
Organic Curriculum Plans:
children can integrate learning together.
Progressivisim
Reconstructivisim
Growth
Concern for society, future, and the impact one will have on it
Values are flexible and changeable
Creativity is encouraged
Teachers are guides
Students learn on their own independently - guiding and facilitating many collaborative learning experiences with peers and others in the learning community
Problem-Centered Designs
Learner-Centered Designs
Learner-Based Designs:
is based on students interest.
Learner-Centered Ideology:
Promotes natural development at school while prioritizing the needs of the learner, not society.
Experience-Centered Design:
not planned, spontaneous. Lots of exploration. Learning is asocial activity. Learners design their own learning.
Problem-solving design:
encourages creative thinking when solving complex problems
Personal Success
Use of
technology
to deliver curriculum
Assessment
Vary based on the priorities of the curriculum design.
Accommodations
Examples include (extra time to process information, highlight/ underline main text, check-ins, & alternative space to write test).
Assistive Technology
supports all learners and is fair
Use diagnostic assessments to form instruction
ongoing
Assessment is made visable to learners and feedback is provided by verbal and written
Different learning styles
Kinsthetic
Visual
Auditory
Social
Solitary
Logical
Different forms of assessments
Presentations, tests with rubrics, exit cards, conferences, anecdotal notes, student/peer assessments, and observing students during class tasks
Students can demonstrate their learning by a method of their choice
Assessments that are innovative and high quality
Assess students various developmental domains
Emotional
Social
Language and Literacy
Cognitive
Physical
Providing feedback
Diagnostic, formative, summative
Carefully planned
What influences Curriculum Design?
Content
Objectives
Learning Experiences
Evaluation
Confluent:
Students thoughts, feelings, are the basis for inquiry and learning.
Consciousness:
Spiritual and personal experiences we have through our perspective.
Indigenous Content
Topics that can be covered
Smudging Ritual (Voluntary Participation)
Residential Schools (Orange Shirt Day & Blanket Exercise)
Medicine Wheel
Indigenous Sports (Lacrosse)
Going on a nature walk (Medicine Garden)
Pow Wow Event (Field Trip)
story telling & community circle
Grandfather Teachings
Indigenous literacy (books)
Importance of making lessons relevant
Student Voice
Practicing a CRRP (Culturally Relevant and Responsive Pedagogy)
Inclusive lessons reflecting diverse student populations
Land Acknowledgment
Importance of integration
Ontario Curricular Documents - Cross-Curricular Conenctions
Truth and Reconciliation Act
Promote healing and moving towards reconciliation
School Environment
Acknowledging diversity within Indigenous Communities
Collaborative
Respectful
Building communities
Decolonizing education
Balancing Western and Indigenous perspectives
Inclusivity - including Indigenous and non-Indigenous learners
Knowledge keepers
Having empathy
Bravery is encouraged
Recognizing the injustices
Teacher Actions
Developing relationships with families (Expanding awareness of family practices, so we can celebrate them)
Participating in professional development activities (workshops, meetings, watching videos, collaborating with other professionals and local community members
Interacting with a local elder
Enrolling in post-secondary courses entered around Indigenous cultures
Using inclusive language
Retrieving Indigenous language
Acknowledging intergenerational trauma
Learning resources reflecting Indigenous culture and content (e.g. literacy books)
Listening to Indigenous Voices
Professional reflection
Are all learners given opportunities?
Do Indigenous learners see themselves in the curriculum?
Are all voices heard?
Knowing when to ask for support
Non-Indigenous teachers can teach Indigenous content
Incorporate personal experiences (teacher education program course - introduction to Indigenous culture in the classroom/school environment)
Inquiry
Backwards planning
Student voice/interest
Makes the content relevant and increases engagement
Diverse forms of assessments (recording students throughout the inquiry process)
Addresses big ideas
Curious learners
Involves questioning
Discussions (Collaborative, mixed-ability groups, think-pair-share, whole class, peer)
Effective discussion practices
Critical Thinking
Open-ended questions, thought provoking questions
Research
Projects
Investigation
Outdoor learning experiences
Adaptive
Relevant
