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Purpose/Philosophy: Answer school's purpose, determines goals of…

- - - - Subject Centered Design
        -most commonly used design
        -typical especially at secondary level
        -focus on knowledge and content
        -school resources support this design
        
        Subject Design:
        
        Based on academic idea.
        
        Teachers role is lecturing, direct instruction, recitation and large group discussion.
        
        Discipline Design
        
        teaching for intelligence
        
        emphasizes science, math, history, English, etc.
        
        Broad-Fields Design
        
        interdisciplinary
        
        related subjects combined into one area of study
        
        Correlation Design
        
        between subject design and broad-fields design
        
        separate subjects interrelating
        
        Process Design
        
        student as meaning-maker
        
        developing intellectual character
        
        learners develop frameworks for analyzing reality
        
        Planning
        -
        
        -Teacher-led
        -Narrow focus on standard disciplines
        -Information from textbooks and pre-made resources
        -Content driven
        -Forward mapping (starts with policy's intent and moves into increasingly more specific steps)
        
        Instruction
        
        -Teaching to the test
        -Follows knowledge disciplines
        -Pass on valuable knowledge
        -Learning is linear
        -Based on conformity
        -Focused on process
        -Verbal activities (E.g.lectures)
        -Homogeneous grouping of students by ability
        -Mastery of subjects
        
        Assessment
        
        -Assessment occurs after learning
        -Delayed feedback
        -Standardized Testing
        -Assessment of Learning (conducted at the end of a unit to rant students)
        -Passive regurgitation of isolated facts
        -High-stakes testing
        -Summative assessment
        -Selected response
        -Essays, oral expositions, etc.
        Process design:
        -Unfamiliar problems (applying knowledge)
        -Constructed response
- - - - Learner-Based Design
        -focus on socialization and developmental stages
        -more common at elementary level
        
        Child-Centered Design
        -students must be active in their learning
        -learner's needs & interests emphasized in design
        
        Experience-Centered Design
        -teacher reacts to each child
        -curriculum cannot be pre-planned
        -learning is social
        
        Humanistic Design
        -empower the individual
        -holistic education (cognitive, affective, psychomotor + spiritual, social)
        
        Radical/Romantic Design
        -teachers make students aware of flawed society
        -learning is reflective
        -curricula is everywhere
        -learners critique knowledge, status quo
        
        Instruction
        
        -Inquiry based
        -Experiential learning (place-based)
        -Collaborative
        -Follows student interests & developmental level
        -Reinforce passion, motivation and interests
        -Learning is recursive
        -Based on diversity/differentiation
        -Focused on thought
        -Teacher reacts to each child
        -Heterogeneous grouping of students (ability, age, gender, race)
        
        Assessment
        
        -Assessment is tied into learning and instruction
        -Portfolios, observation, exhibitions, demonstrations, journals, technology enhanced items (require active construction of meaning), rubrics
        -Self-assessment
        -Reflection
        -Emphasis on assessment for learning and assessment as learning
        -Assessment is tied into learning and instruction
        -Dynamic/on-going/formative
        -Feedback is immediate and ongoing
        
        Planning
        
        -Student-led
        -Focus on all disciplines
        -Teacher as guide/mentor
        -Students may participate in planning
        -Assess prior knowledge
  - - - Problem-Based
        -focus on real-life problems of the individual and/or society
        -content and learner are emphasized
        
        Life-Situations Design
        -curriculum for complete living
        -learners will improve society by studying social/life situations
        -learners see content as relevant
        
        Reconstructonist Design
        -promotes the development of society politically, economically, & socially
        -students engaged in critical analysis of issues on local, national, & international scale
        
        Planning
        
        -Society-led
        -Local resources (elders)
        -Problem-driven
        -Planning for present and future trends
        -With focus on local, national and international issues
        -Planning with real-world situations in mind
        
        Instruction
        
        -Problem-based inquiry
        -Based on diversity/differentiation
        -Solving society’s issues and challenges
        -Heterogeneous grouping of students (ability, age, gender, race)
        -Collaborative
        
        Assessment
        
        -Projects
        -Self-evaluation
        -Peer-evaluation
        -Assessment is tied into learning and instruction
        -Portfolios, observation, exhibitions, demonstrations, journals, technology enhanced items (require active construction), rubrics
        -Feedback is immediate and ongoing