Please enable JavaScript.

Coggle requires JavaScript to display documents.

Philosophical Foundations, Curriculum Design, & Role of Assessment,…

- - - - Perrenialism
        
        Realism
        
        Traditional Values
        
        Timeless knowledge
  - - - Problem Solving
      - Observable
      - Learning how to learn
      - Cognitive - Thinking Strategies
    - - Technology as Curriculum
      - School-to-Work Curriculum
      - Core Curriculum
    - - Provides new opportunities for novel and effective means of evaluating student learning
      - Standards-Based Instruction
      - Technology must match purpose
      - Creators of objective tests
      - Rote recall
      - Running records for fluency
      - Written summaries for comprehension
- - - - Reconstructionism
        
        Pragmatism
        
        Improve Society
        
        Teacher serves as agent of change
        
        Social Sciences
        
        Equality
  - - - Serves interests of society
      - Created with the people
      - Socialization
    - - Problem Centered Designs - Ornstein and Hunkins
        
        Life Situations Design
        
        Reconstructionist Design
        
        Real life
        
        Cultural traditions
        
        Unmet needs
        
        Collaboration and inquiry
        
        Society-Culture/Problem-Based Designs
        
        Planning and Instruction
        
        Learning built on prior knowledge, experiences, backgrounds, and interests
        
        Learning best when self regulated
        
        Equal opportunity
        
        Backward Mapping
        
        Peaceful coexistance
        
        Incorporating understandings of land, stewardship, Indigenous history, knowing - Teachers play a role
        
        Restorative principles
        
        Build positive affect
        
        Address without shaming
        
        Relationships are respectful
        
        Classroom Circles
        
        Restorative practices
        
        Good teachers plan/instruct with the needs and interests of learns in mind
        
        Every child wants to respected while learning
        
        Different ways of knowing and doing
        
        Inquiry Based
        
        Social Change
        
        Experiential Learning
        
        Outdoor learning
        
        Building resiliency
        
        Multifaceted - video, music, story, artists in residence, local elders
        
        Shifting Paradigms
        
        Challenging Assumptions
        
        Creative, critical thinking
        
        FNESC - help educators make appropriate decisions
        
        Authentic Indigenous Resources - important social and cultural issues
        
        Culturally Responsive
        
        Foster greater understanding
        
        Society problems
        
        School learning should be authentic and connected to the world outside of school not only to make learning more interesting and motivating to students, but also to develop the ability to use knowledge in real-world settings
        
        Relevant connections to communities and world around us
        
        Assessment
        
        Assessment Methods
        
        Constructed-Response
        
        Success criteria
        
        Interpret charts, analyze poems
        
        Write a letter to analyze
        
        Teacher Observations
        
        Observe informally
        
        Nonverbal communication
        
        Informal feedback
        
        Metacognition to monitor learning strategies
        
        Self assessment
        
        High standards
        
        Self report
        
        Backward mapping
        
        Oral questioning
        
        Formative, throughout unit(s)
        
        Cross Curriculuar
        
        Real world issues
      - Society-Culture Based Designs - Sowell
        
        Social Functions and Activities Designs
        
        Social Living
        
        Problems of Community
        
        Social Action
        
        Problem solving, not content
        
        Not prescribed
        
        May be in part of curriculum in schools
- - - - Stimulates and develops minds of learners
      - Plato influence
    - - Lasting Truths - Content Based
      - Some subjects are important
      - Still in private schools
      - Spirituality not religion
    - - Subject Centered Designs - Ornstein and Hunksins
        
        Subject Design
        
        This design draws heavily on Plato's academic idea
        
        Discipline Design
        
        Broad Fields Design
        
        Correlated Design
        
        Process Design
        
        Most popular and used
        
        Content & knowledge
        
        Plato
        
        Subject-Centered/Subject Matter Designs
        
        Planning and Instruction
        
        Commonly accepted objectives
        
        Mostly content driven
        
        Lacks capacity building
        
        Heavy handed system of rewards
        
        Accountability leads to scores up but student learning unchanged
        
        Teacher instructs the student
        
        Assessment
        
        Assessment Methods
        
        Selected-Response
        
        Objective
        
        Multiple Choice
        
        True/Fase
        
        Matching
        
        Assessing procedural knowledge
        
        Simple understanding
        
        Scored quickly
        
        Subject matter assessment
        
        Constructed-Response
        
        Single topic essay, not necessarily choice
        
        High stakes testing
        
        Accountability
        
        Important Consequences
        
        Starting Point Targets
        
        1 more item...
        
        Race to the top
        
        Judging performance
        
        1 more item...
        
        Test prep/teaching to the test
        
        Standardized tests
        
        Summative Assessment
        
        Formal exams
        
        Assessment based on summative
        
        Assessment at end of unit
        
        Benchmarks for evaluating students
        
        Pre-prepared prior to addressing needs of students
        
        Single subject, not cross-curricular
      - Subject Matter Designs - Sowell
        
        Single Subject
        
        Correlated Subjects
        
        Broad Fields
        
        Interdisciplinary Integrated Studies
        
        Thematic
        
        Traditional
        
        Standard
        
        Public comfortable
        
        Content-based
  - - - Essentialism
        
        Subject Matter
        
        Academic Subjects
        
        Realism
        
        Idealism
- - - - Progressivism
        
        Pragmatism
        
        Democratic, Social
        
        Active and interesting learning
  - - - teachers should be guided by the children’s interest and questions focussing on here and now. This is the core of preschool pedagogy, and the expected approaches of the teacher are deeply rooted in the preschool tradition (Bruce, 1990).
      - Psychological foundations
      - Minds create meaning
      - Learning is the primary source of curriculum design
    - - Learner Centered Designs - Ornstein and Hunkins
        
        Child-Focused
        
        "children should be taught within the context of their natural environment, not in an artificial one like their classroom"- Rousseau
        
        To be valued as high quality practitioners, the teachers have to organise preschool activities, approach the children and act in accordance with the programs’ aims and value orientation. (Samuelsson)
        
        Experience-Centered Designs
        
        Dewey wanted educators to analyze children's experiences and see how these experiences shaped children's knowledge
        
        Romantic (Radical) Designs
        
        Humanistic Designs
        
        Socialization
        
        Developmental ideas
        
        Learner-Centered/Learner-Based Designs
        
        Planning and Instruction
        
        Student motivation
        
        Goals
        
        Effective communication skills, social skills, creativity and innovative thinking
        
        Effort to learn
        
        Effort to succeed
        
        Dispositions such as responsibility, flexibility, self-direction, determination, perseverance, risk-taking, and integrity
        
        Differentiated Instruction
        
        Open ended
        
        Co-constructed
        
        Inquiry
        
        Backwards Design
        
        All students can learn
        
        Needs based
        
        Self efficacy
        
        Restorative Practices
        
        Every child wants to be respected
        
        Teachers learn the needs and interests of students
        
        Learning must be built on students' prior knowledge, background, and interests.
        
        1 more item...
        
        Restorative Principles
        
        Relationships are respectful of learners
        
        Discharging negative affect
        
        Assessment
        
        Assessment Methods
        
        Constructed Response
        
        Varied student responses
        
        Real-world contextual responses (i.e., Numeracy Tasks)
        
        Performance assessments
        
        Teacher Observation
        
        Observe informally
        
        Nonverbal communication
        
        by providing specific and meaningful feedback to students and encouraging them to regulate their own learning, teachers encourage students to enhance their sense of self-efficacy and self-confidence, which are important determinants of motivation (Brookhart, 2008)
        
        Student self assessment
        
        Criteria Based
        
        Assessment for learning
        
        Metacognitive strategies development
        
        1 more item...
        
        Assessment as learning
        
        Formative assessment
        
        2 more items...
        
        Dynamic
        
        Ongoing
        
        Global understanding and perspectives
        
        1 more item...
        
        Prior knowledge
        
        Feedback
        
        Explicit Criteria
        
        Student self assessment
        
        Provides self-direction, self-reflection, self-determination, and self-monitoring
        
        Evaluation of Teaching
        
        in addition to using assessment to monitor and promote individual students' learning, classroom assessment should also be used to examine and improve teaching practices
        
        Transfer of ideas
        
        Curriculum needs to show students how learning is connected to the world outside school.
        
        "Assessment that enhances learning is as important as assessment that documents learning" Macmillan
        
        4 essential components to implementing classroom assessment: purpose, measurement, interpretation, and use
        
        Cross Curricular
        
        Relevant to learner
      - Learner-Based Designs - Sowell
        
        Organic Curriculum
        
        Developmental Curriculum
        
        Active learning needs, interests
        
        Students select purposes of learning
- - - - Use
        
        Validity
        
        Appropriateness of inferences, uses and consequences
        
        Consequences
        
        Students learn and study in a way that is consistent with assessment tasks
        
        Positive Consequences
        
        Instruction
        
        Reliability
        
        Process
        
        Instantly or after instruction
        
        Planning
        
        Made upon reflection
        
        Combination of measurement error and instructional decision making
        
        Practicality and Efficiency
        
        Time, ease, interpretation, cost
      - Fairness
        
        Equal opportunity to demonstrate achievement
    - - Selected response
      - Constructed response
      - Performance assessments
      - Essay items
      - Oral questioning
      - Observations
      - Self assessment
  - - - Students and teachers understand the nature of learning that is expected
- - - - Rough
        
        Good
        
        Refind