1. Types of Classroom Assessment
1.1. Pre-assessment
1.1.1. Ascertain student's knowledge
1.2. Formative Assessment
1.2.1. Provide feedback
1.3. Summative Assessment
1.3.1. Documentation
2. Encouraged by the work and writings of Descartes, Kant, F. Hegel and, Royce
3. Character development and self-realization are important aims of an idealistic education
4. Philosophies of Curriculum
4.1. Idealism
4.1.1. Opposing Specialization
4.1.2. Curriculum is a vehicle by which students are taught to conceptualize, to develop thinking skills and to reach self-actualization. (Hill, 1994)
4.2. Realism
4.2.1. Facts and information about the external world are of great importance in a realistic education.
4.2.2. Performance and competency based learning - which are concerned with measurable ends - are all supported by and applied in a realistic education.
4.3. Pragmatism
4.3.1. Pragmatic education aims at the development of both the psychological and the sociological aspects of the individual.
4.3.2. Their methods are flexible and easily adapted to different subject areas and grade levels, and to individual students differences.
4.3.3. curriculum is composed of both process and content, but it is not fixed or an end in itself
4.4. Pragmaticism
4.4.1. Based on the work of Peirce
4.4.2. A method for clarifying ideas
5. Philosophical Bases
5.1. Perrenialism
5.1.1. Focus on the Past
5.1.2. Cultivate the Intellect
5.1.3. Classical Subjects
5.2. Essentialism
5.2.1. Intellectual Growth
5.2.2. Essential Skills (Three R's & Arithmetic)
5.2.3. Teacher is the authority in their field
5.3. Progressivism
5.3.1. Promoting democratic, social living
5.3.2. Focus on growth and development
5.3.3. Teacher is a guide
5.3.4. Based on Student Interests
5.4. Reconstructionsim
5.4.1. To improve and reconstruct society
5.4.2. Teacher as agent of change
5.4.3. Skills and topic used to address societal problems
6. Guiding Factors
6.1. Ontology: What is Real?
6.2. Epistemology: What is True?
6.3. Axiology: What is Good(valuable)?
7. Assessment
7.1. Traditional Models
7.1.1. Social Efficiency
7.1.1.1. Scientific management of schools like factories
7.1.1.2. Utilitatrian
7.1.1.3. precise standards
7.1.1.4. curriculum differentiated based on predicted social roles
7.1.2. Associationist and Behaviorist Learning
7.1.2.1. IQ is Innate and fixed
7.1.2.2. stimulus response associations
7.1.2.3. Learning tightly sequenced and hierarchical
7.1.2.4. test-teach-test
7.1.3. Scientific Measurement
7.1.3.1. IQ tests to sort pupils
7.1.3.2. Objective Tests to measure achievement
7.2. Progressive Models
7.2.1. Focus on authentic learning, not feigning competence
7.2.2. Dynamic and Ongoing, more formative
7.2.3. Embracing prior knowledge
7.2.4. Use of feedback
7.2.5. Making knowledge transferable
7.2.6. Using explicit criteria
7.2.7. Use of self-assessment
7.3. High Quality Assessment
8. High Quality Assessment
8.1. Selecting appropriate methods
8.1.1. Selected response (multiple choice, fill in the blank
8.1.2. Constructed response (essays, products and performance)
8.1.3. Teacher observation (formal and informal)
8.1.4. Student self assessment (self report inventories and and evaluations)
8.2. Clear and appropriate learning targets
8.2.1. Transparancy
8.3. Validity
8.3.1. Clear expectations
8.3.2. Increasing student samples
8.3.3. Conferencing with colleagues
8.4. Reliability
8.5. Practical and efficient
8.6. Positive Consequences
8.6.1. Increasing Motivation
8.6.1.1. Relevance
8.6.1.2. Open Ended
8.6.1.3. Meaningful and Authentic
8.6.1.4. Emphasize Progress
8.6.2. Decreasing motivation
8.6.2.1. public display of performance
8.6.2.1.1. Not true for Bart, he loves to get up on stage or on the youtubes
8.6.2.2. Artificial or abstract
8.6.2.3. Summative and closed-ended
8.6.2.4. Emphasize the product
8.7. Fairness
8.7.1. Knowable targets
8.7.2. Unbiased expectations
8.7.3. Equal opportunities to learn
8.8. Alignment
9. it was teachers who held beliefs more consistent with traditional principles of scientific measurement (Shepard, 20xx)
10. References: Al Mousa, N. (2013). An examination of cad use in two interior design programs from the perspectives of curriculum and instructors, pp. 21-37 (Master’s Thesis). EdCan Network/Le Reseau Edcan (2014, January 30) A Teacher's P.O.V. on Starting Inquiry-based Learning in the Classroom. [Video File] Retrieved from A Teacher's P.O.V. on Starting Inquiry-based Learning in the Classroom EdCan Network/Le Reseau Edcan (2011, August 31) John Ralston Saul: Where is the Standardized Testing Trend Taking Us? [Video File] Retrieved from http://vimeo.com/28412154 Hayes, D. (2003) Making learning an effect of schooling: aligning curriculum, assessment and pedagogy, Discourse: studies in the cultural politics of education, 24(2), 225-245 Hill, A. M. (1994). Perspectives on philosophical shifts in vocational education: From realism to pragmatism and reconstructionism. Journal of Vocational and Technical Education, 10(2), 37-45. McMillan, J. H. (2014). Classroom assessment: Principles and practice for effective standards-based instruction (6th ed., pp. 1-20, 57-64,74-88). Boston, MA: Pearson. Ornstein, A. C. (1990/1991). Philosophy as a basis for curriculum decisions. The High School Journal, 74, 102-109. Ornstein, A. C., & Hunkins, F. P. (2013). Curriculum: Foundations, principles, and issues (6th ed.). Boston, MA: Pearson. Read Chapter 6, pp. 149-173. Robinson, K [Ted Talks] (2013, May 10) How to Escape Education’s Death Valley. [Video File] Retrieved from http://www.youtube.com/watch?v=wX78iKhInsc Schiro, M. S. (2013). Introduction to the curriculum ideologies. In M. S. Schiro, Curriculum theory: Conflicting visions and enduring concerns (2nd ed., pp. 1-13). Thousand Oaks, CA: Sage. Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4-14. doi:10.3102/0013189X029007004 Sowell, E. J. (2005). Curriculum: An integrative introduction (3rd ed., pp. 52-54, 55-61, 81-85,103-106). Upper Saddle River, NJ: Pearson.
11. Instructional Decision Making
11.1. Before Instruction
11.1.1. Needed to set learning goals
11.2. During Instruction
11.2.1. Needed to adjust the delivery of lessons
11.3. After Instruction
11.3.1. Reflect on process to improve instruction
12. Curriculum Design
12.1. Curriculum Sources:
12.1.1. Science
12.1.1.1. Problem Solving Focus
12.1.1.2. Emphasizes How To Learn
12.1.1.2.1. Strengths
12.1.1.2.2. Weaknesses
12.1.1.2.3. Opportunities
12.1.1.2.4. Threats
12.1.2. Society
12.1.2.1. Socialization of Students
12.1.2.2. Serves interests of society
12.1.2.3. Political Views
12.1.2.3.1. Conservatives want schools to instill traditional values
12.1.2.3.2. Liberals want schools to make students effective professionals or workers
12.1.2.3.3. Radicals want schools to accept interests and knowledge of underrepresented groups
12.1.3. Moral Doctrine
12.1.3.1. Relationship between knowledge and spirituality
12.1.3.1.1. Title
12.1.3.1.2. Industry
12.1.3.1.3. Geography
12.1.3.1.4. Business Size
12.1.3.2. Spirituality fosters mindfulness, attentiveness, awareness of the outside world and self-awareness - Moffett
12.1.3.3. Ask questions about nature of world, purpose of life, and what it means to be human and knowledgeable
12.1.4. Knowledge
12.1.4.1. Teaching valued knowledge stimulates the mind of learners
12.1.4.2. Particular structure and particular method by which scholars extend boundaries
12.1.5. The Learner
12.1.5.1. Focus on how minds create meaning
12.1.5.2. Learning activities facilitate perceiving, thinking, and learning
12.2. Horizontal vs Vertical
12.2.1. Horizontal
12.2.1.1. Blends curriculum elements at same level
12.2.2. Vertical
12.2.2.1. Sequencing curriculum elements
12.3. Dimension Considerations
12.3.1. Scope
12.3.1.1. Breadth and depth of content
12.3.1.2. All content, topics, learning experiences, and organizing threads compromising the educational plan (Tyler)
12.3.1.3. Consider learning's cognitive, affective, and psychomotor domains
12.3.2. Sequence
12.3.2.1. Curriculum should foster cumulative and continuous learning
12.3.2.2. Based on psychological principles or content and experiences
12.3.3. Continuity
12.3.3.1. Vertical repetition of concepts
12.3.3.2. Important concepts are revisited to ensure student understanding
12.3.4. Integration
12.3.4.1. Interdisciplinary curriculum
12.3.4.2. Emphasizes horizontal relationship of topics from all knowledge domains
12.3.4.3. Brings into close relationship the concepts, skills, values that constitute a curriculum so that the elements are mutually reinforcing for learners (Goodland & Su, 1992)
12.3.5. Articulation
12.3.5.1. Vertical
12.3.5.1.1. Sequencing from one grade to the next
12.3.5.2. Horizontal
12.3.5.2.1. Connecting simultaneous elements
12.3.6. Balance
12.3.6.1. Appropriate weight to each aspect of design
12.4. 3 Basic Designs
12.4.1. Subject-Centred Designs
12.4.1.1. Subject Designs
12.4.1.1.1. Best Known - Textbook treatment and teachers as subject specialists
12.4.1.1.2. Classes involve lecturing, direct instruction, recitation, and large-group discussions.
12.4.1.1.3. Organized according to how essential knowledge has developed in subject areas.
12.4.1.2. Broad Field Designs
12.4.1.2.1. Interdisciplinary design
12.4.1.2.2. Sweeping understanding of all subject areas
12.4.1.2.3. Integrate content that fits together naturally
12.4.1.3. Discipline Designs
12.4.1.3.1. Emphasizes separate subject disciplines
12.4.1.3.2. Students learn in a way that mimics the way scholars study their fields.
12.4.1.3.3. Encourages students to see a discipline's logic or structure
12.4.1.4. Correlation Designs
12.4.1.4.1. Midway between separate subjects and total content integration
12.4.1.4.2. Identifies ways that subjects can be related, but maintain separate subjects.
12.4.1.4.3. Organized with reference to broad themes, problems or units
12.4.1.5. Process Designs
12.4.1.5.1. Stress learning general procedures applicable to all disciplines
12.4.1.5.2. Student as meaning maker
12.4.1.5.3. Intellectual thinking recognizes the role of attitude and affect in everyday cognition and the importance of developed patterns of behavior (Ritchhart)
12.4.2. Learner-Centred Designs
12.4.2.1. Child-centred Designs
12.4.2.1.1. Based on students' lives, needs, and interests
12.4.2.1.2. Individuals construct bodies of knowledge from a foundation of simple ideas derived from their experiences (Locke)
12.4.2.1.3. Emphasis of child replaces emphasis on subject matter
12.4.2.2. Experience-centred Designs
12.4.2.2.1. Teachers create stimulating learning environment that students explore in order to come into contact with knowledge and observe others' learning and actions
12.4.2.2.2. Celebrates students' freedom to choose
12.4.2.2.3. Emphasizes the learner's interests, creativity, and self-direction
12.4.2.3. Romantic/Radical Deigns
12.4.2.3.1. Teachers work to separate divide between "haves" and "have nots"
12.4.2.3.2. Teachers as "awareness makers"
12.4.2.3.3. Education should enlighten the masses about their oppression, prompt them to feel dissatisfied with their condition, and give them the competencies necessary for correcting identified inequities (Freire)
12.4.2.4. Humanistic Designs
12.4.2.4.1. Self-actualization
12.4.2.4.2. Environment that encourages genuineness, empathy, and respect for self and others
12.4.2.4.3. Collaborative and multidisciplinary
12.4.3. Problem-Centred Designs
12.4.3.1. Life Situations
12.4.3.1.1. Focus on problem solving procedures
12.4.3.1.2. Activities that are related to life
12.4.3.1.3. Relevance to students should be high as content is organized around aspects of their lives
12.4.3.2. Problem/reconstructionist Designs
12.4.3.2.1. Fosters social action aimed at reconstructing society
12.4.3.2.2. Schools should engage children in analysis of society in order to improve it (Rugg)
12.4.3.2.3. Want curricula to advance social justice
12.5. Shadow Curriculum
12.5.1. Hidden Curriculum
12.5.1.1. Arises from interactions between teachers and students
12.5.2. Implicit Curriculum
12.5.3. Null Curriculum
12.5.3.1. Topics that are omitted and recognized as being ignored by students
12.5.4. Operation Curriculum
12.5.4.1. Curriculum that gets taught as a result of teaching planned curriculum
13. Conceptions of Curriculum
13.1. 3 Main Ideas
13.1.1. Socialization
13.1.1.1. Socializes students
13.1.2. Rousseau's Developmental Idea
13.1.2.1. Maturing and growth of mind
13.1.3. Plato's Academic Idea
13.1.3.1. Knowledge of most worth
13.2. Focus of Conception
13.2.1. Individual
13.2.1.1. A means of helping the learner create meaning for themselves
13.2.1.2. Focuses sharply on content
13.2.1.3. Focused on all aspects of the learner, including personal growth and self-actualization
13.2.2. Society
13.2.2.1. Focused on needs of society as a whole.
13.2.2.2. Content is used as a means to drive social change
13.2.2.3. Learners develop awareness of issues and are equipped to participate in societal changes
13.2.3. Technology
13.2.3.1. Focused on processes and efficiency
13.2.3.2. Not very concerned about the content of the curriculum and calls for simple outcomes
13.2.3.3. Makes learning systematic
13.2.4. Academia
13.2.4.1. Focused on traditional academic disciplines and subject matter
13.2.4.2. Content is very important
13.2.4.3. Learners are expected to acquire knowledge and skills required to uphold our western culture
14. Inquiry Based Learning
14.1. Using Big Questions
14.1.1. Guiding questions that are complex, not complicated
14.1.1.1. Big ideas that require evolution, not solution
14.1.1.2. Open-ended
14.1.1.3. Multifaceted
14.1.1.4. Covering wide curriculum topics
14.2. Classrooms are alive students working
14.2.1. Students are made to feel they want to be at school, not that they have to. They GET to be there.
14.3. Students' Interests help guide the topics
14.3.1. Students learn at the appropriate time and place
14.3.2. Students learn to take responsibility for their actions
14.4. Teachers as facilitators of Learning
14.5. Making Learning Learning Visible
14.5.1. "Consider the Walls" Using Student work to enrich the classrom (P. Tarr, 2004)
14.5.2. Teacher Effectiveness Framework (Friesen, 2009)
14.5.2.1. Teachers are designers of learning
14.5.2.2. Worthwhile work
14.5.2.3. Assessment guides students and teachers
14.5.2.4. Teachers foster realtionships
14.5.2.5. Collaboration improves practice and learning
14.5.3. Significant Learning (Fink, 2009)