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Relationships of Different Conceptions of Curriculum to the Different…

- - - - Thematic instruction may or may not fit as an interdisciplinary study. For instance, if the teaching style is focused on a common concept, then it should be referred to as multi-disciplinary.
      - In order to effectively teach, the content should be organized before instruction begins. It should also be focused on guiding students through logical steps so they can complete their learning.
      - Organization of subject areas is also beneficial as it allows students to develop a deeper understanding of cultural heritage. Having a well-rounded knowledge of the subject can also help prepare students for higher education.
      - Among the disadvantages of having a subject matter design is that it can easily forget the students' previous knowledge. Instead of focusing on the content that's already in their worlds, subject matters tend to ignore their students' abilities and interests.
      - Also, having a subject matter design prevents students from learning by rote. Also, it keeps them from accidentally learning about new topics.
    - - Deep understanding of fundamental concepts of important content areas
      - Disciplines
      - Cognitive skills such as problem solving, decision making, critical thinking,
      - Metacognition
      - Creativity and innovative thinking
      - Effective communication skills
      - Effective social skills
      - Global understanding and perspectives
      - Dispositions such as responsibility, flexibility, self-direction, determination
      - Perseverance, risk taking, and integrity
    - - Clear and appropriate learning targets
        
        Questions to consider (McMillan, 2014, pg. 58-59) :
        
        Are the targets consistent with your overall goals and the goals of the school and district?
        
        Are the targets comprehensive, covering all major dimensions that you hope to change and need feedback about?
        
        Is there adequate balance among different types of targets?
        
        Are the targets at the right level of difficulty to motivate students?
        
        Are the criteria for judging student performance clear?
      - Alignment of assessment methods and learning targets
        
        McMillan (2014) states four major categories of assessment methods (pg. 60)
        
        Constructed-responses
        
        Teacher Observation
        
        Selected-responses
        
        Student self-assessment
      - Validity
        
        "Validity is a characteristic that refers to the appropriateness of the inferences, uses, and consequences that result from the assessment" (McMillan, 2014, pg. 64).
        
        Inferences, use, consequences
        
        Types of evidence
      - Reliability
        
        Improve Classroom Assessment Reliability (McMillan, 2014, pg. 75).
        
        Consider the number of students
        
        Collaborate with colleagues about assessment methods and decision
        
        Include clear and specific directions for students to complete assessmnets
        
        Determining factors (McMillan, 2014, pg. 74)
        
        Little errors
        
        Estimating preformance
      - Fairness
        
        Key considerations to implement (McMillan, 2014, pg. 76)
        
        Prerequisite knowledge and skills
        
        Avoiding student stereotyping
        
        Opportunity to learn
        
        Avoiding bias in assessment tasks and procedures
        
        Student knowledge of learning targets and assessments
        
        Accommodating special needs students and English language learners
      - Positive consequences
        
        Positive impacts on students
        
        Positive impacts on educators
      - Alignment
      - Practicality and efficiency
        
        Factors to consider (McMillan, 2014, pg. 86-87)
        
        Complexity
        
        Ease of scoring
        
        Time
        
        Ease of interpretation
        
        Familiarity with method
        
        Cost
  - - - An elementary curriculum aims to introduce the various social activities and the various problems of community life. A secondary curriculum aims to improve society through the involvement of the students.
      - Despite the prevalence of social problems and issues that children and youth face in today's society, the concept of social reconstruction is not yet widely developed as a curriculum design.
      - The advantages of this curriculum design are that it integrates the various subject matters into one comprehensive curriculum. Its goal is to make the content interesting and challenging for the students.
      - The content of this curriculum may not provide enough exposure to the cultural heritage. Also, its lack of organized content could prevent the students from absorbing the cultural heritage.
    - - In 1900, academic subjects that did not serve a social purpose were under attack. The term "social efficiency" was often used to describe the lack of academic rigor.
      - According to Butts, the social efficiency movement had two main thrusts. One was to prepare individuals for society's roles as it exists, and the other was to develop strategies and methods to manage the education of society's members.
      - Dewey's views were influential in the establishment of the Commission on the Restructure of Secondary Education. It included several principles that address social concerns.
    - - The prevalence of technology in education has significant implications for assessment. Not only are we using more tech in classrooms, but we also use it more often in assessing student learning.
  - - - making a commitment to put forth effort to learn
      - putting forth continued effort to succeed
      - goals
    - - Motivation increased by assessments that:
        
        use learning goals that incorporate specific performance standards
        
        are meaningful and authentic
        
        show how mistakes are essential to learning
        
        use tasks that are challenging but attainable
        
        are aligned with learning goals set by students
        
        use short-term goals
        
        are open-ended
        
        provide credible attributional feedback
        
        are designed around student interests
        
        emphasize progress
        
        are relevant to students' lives
        
        include student self-assessment
        
        use immediate and specific feedback
      - Motivation decreased by assessments that:
        
        emphasize quantity rather than quality
        
        compare students to one another
        
        disclose or display student performance publicly
        
        are artificial and abstract
        
        use feedback to manage students
        
        use tasks at which only some students can be successful
        
        are summative Are closed-ended
        
        use long-term goals
        
        are irrelevant to students' lives
        
        provide little and/ or inaccurate attributional feedback
        
        emphasize end products