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Curriculum Design, Representative Curriculum Designs, Important notes,…

- - - - Learning how to thing
      - Benefits of learning history
        
        Analyzing events
        
        Induction
        
        Deduction
        
        comparing past and present
        
        connecting ideas
  - - - Interests of local communities
      - and larger communities
    - - Social communities
      - Political communities
        as well
  - - - How they learn
        
        How they think
        
        Generate ideas
        
        Develop values
- - - - Scope
        (H)
      - Sequence
        (V)
      - Continuity
        (V)
      - Integration
        (H)
      - Articulation
        (H) (V)
      - Balance
        of all the dimentions
    - - Scope
        
        Breadth of the curriculum
        
        mesh el content , addeh 3am hot content bel curriculum
        
        when widening the scope
        
        we should consider the Learner
        
        Cognitive
        
        Affective
        
        Psychomotor
        
        there should be coordination between Breadth & Depth
        You can give manyy subject matter to the students
      - Sequence
        
        Cumulative and continuous learning
        
        the next experience is build upon past experiences
        
        Foundations
        
        Controversy
        
        Should I Sequence content based on the subject ? or the development of students ?
        ex: Piaget
        Brain development and age related
        
        Both should be considered :warning:
        
        Simple to complex
        
        Concrete => Abstract
        
        KGS: More concrete
        Higher grades : More abstract
        
        Prerequisite Learning
        
        Bits if information should be grasped before other information can be introduced
        
        Whole to part
        
        should be organized in a way that the content or experience is presented first in an Overview
        
        Provide students with a general idea of the situation
        
        Chronological Learning
        
        Timeline
        
        Times of real world occurrences
      - Continuity
        
        Repetition
        
        Vertical repetition of curriculum components
        
        The same kind of important skills will be brought into continuity
        
        Revisit critical concepts and skills
        Grade 2 : 1+1
        Grade 3 : 10+20
        Grade 7: sinx + cosx
        
        Spirally
      - Integration
        
        Linking all types of knowledge
        
        Integrate topics that are almost the same, subjects that can be linked together
        
        We link between subject matter because they do meet at a certain point
      - Articulation
        
        Vertical and horizontal interrelatedness
        
        Cross section
        
        Vertical articulation
        The sequencing of content from one grade level to another
        
        Horizontal articulation
        correlation and relationships among subjects
        
        Grade 2 English (family) social study ( family)
        Grade 3 English ( Society) social study ( Societ)
      - Balance
        
        To give an appropriate weight to each aspect
        
        balance among all the components , vertically and horizontally
        
        In a balanced curriculum the studednts aquire and use knowledge in ways that advance their
        
        Personal
        
        Social
        
        Intellectual goals
        
        Healthy curriculum = healthy citizens
- - - - Myths regarding
        
        curriculum
        very exaugurated
        
        The wright curriculum or curriculum can eliminate ignorance
        
        Education and well designed curricula can supply all the knowledge needed to manage society and earth
        
        Educational curricula are increasing human goodness
        
        Education's primary purpose is to enable students to be upwardly mobile and economically successful
      - can we really doing al this?
  - - - Nation of makers
        
        21st century skill
        
        Collaboration
        
        Communication
        
        Critical thinking
        
        Creativity
        
        ICT
- - - - Goes back to idealism
        Knowledge is of most worth
    - - more into constructionism
        maturing of indv and growth of mind
    - - Socialization stressed too much leads to
        Indoctrination
        Forcing me to have the same ideas because i was born here
- - - - Active role
        Direct instruction
        Recitation
        Large group discussion
    - - needed for communication
        
        essential knowledge of the society
        
        this addresses the big idea of socialization
        
        however this kind of socialization happens through teaching the knowledge only
        basic skills and concepts
        
        We can't really practice them in the real world
    - - prevents individualization
      - stress content
      - Ignore the learner
      - tend to foster passive students
      - Focus on the society
  - - - I need a certain field of study that I need to be using in order to teach mathematical rules and principles
        
        Problem solving
        
        Inquiry
    - - Assuming that students must adapt to the curriculum rather than the other way around
      - Assuming that all students have common learning styles
        Ignoring the diversity
  - - - Can be connected by themes
      - rather than connecting subjects and disciplines
    - - After connecting all the subjects together by themes
        
        they focused on Breadth > Depth
      - each subject lost it's own subject identity
  - - - EX
        
        Teaching Science through literature
        
        however this is still science and that is till literature
    - - Requires Cooperation among teachers
      - Meeting
        
        Planning lessons together
      - It didn't really hit :red_cross:
  - - - Intelligence
      - development of Intellectual character
    - - these examples can be developed through many different subjects
      - Even watching TV not from ideas but from the photography techniques
- - - - :warning:
  - - - to focusing on
        Experience
    - - We discover more about our students from the activities we are providing for them
  - - - Considers that schools are using curricula to control students and Indoctrinate
      - rather than educate and anticipate
      - creating people to accept what have been done to them
        manipulated
      - Radical educators are overtly political
      - Ex: Lebanon
        Same levels again and again
        Made us believe that this is normal
      - Have societies
        What they have and will learn is good
        
        Have not societies
        Gladly accept their subordinate positions
      - Related to
        
        society
        
        politics
        
        socioeconomic level
      - People see you from where you graduate from, the socioeconomic level you belong to
  - - - affections & feelings
        
        Blended between
        Affective and Cognitive Domains
      - Confluence
        
        find a relation between what we are giving to our students and what they are really feeling
    - - Extreme subjectivity of human value and behaviors
      - Fails to consider the consequences for the learner
        risking the learning process
        ex: ^ number of crimes
      - goes toward existentialism
      - overemphasis on human uniqueness
      - conflicts with emphasis on activities that students experience
      - Over emphasis on individual
        ignoring the society needs
      - Doesn't incorporate insight from behaviorism & cognitive development theory
      - There should be balance between them
      - only focused on constructionism & existentialism
- - - - they are planned before the arrival of the learner
  - - - curriculum for complete living
      - Emphasized activities that
        
        Sustain life
        
        enhance life
        
        aid in rearing children
        
        maintain the indv social and political relations
        
        enhance leisure, tasks, feeling
    - - once we are focusing on problem solving we are teaching Critical Thinking
      - bekhod el skill that i learned and i try to connect it with what i'm living
      - Transferring skill into real life
    - - Doesn't focus on the learner
      - focuses on the skills i'm teaching and the situation
  - - - To address Humanity problems
        
        Beyond society