Curriculum, Instruction, Assessment Radwa El Shafei M. Ed. 2014
Objectives • Define and Understand Curriculum • Compare and contrast between curriculum and syllabus • Compare and contrast between traditional and progressivism view points. • Develop an understanding of Curriculum Structure • Discuss and demonstrate methods of Curriculum Design • Align among curriculum, instruction and assessment • Design sample curriculum plan • Conclusion
““In true education, anything that comes to our hand is as good as a book: the prank of a page- boy, the blunder of a servant, a bit of table talk - they are all part of the curriculum.” Michel de Montaigne
Curriculum • There is a misunderstanding between what defines curriculum from syllabus. Although both are interrelated and interdependent. But both have definite meaning and purpose. • For many educators, curriculum is often associated with subject text books where students needs to pass by at the end of course or semester. Teachers and students interact via utilizing only one basic resource “Textbook” with an end goal of achieving scores.
Market Place , Oooooooops !!!!!!!
Curriculum Cycle
Curriculum Curriculum: In formal education, a curriculum is the planned interaction of pupils with teachers, instructional content, materials, resources, and processes for evaluating the attainment of educational objectives.
Syllabus: A syllabus is an outline and summary of topics to be covered in an education or training course. It is descriptive (unlike the prescriptive or specific curriculum). A syllabus usually contains specific information about the course, such as information on how, where and when to contact the instructor; an outline of what will be covered in the course; a schedule of test dates and the due dates for assignments; the grading policy for the course; specific classroom rules; etc..
Curriculum • A curriculum is prescriptive, and is based on a more general syllabus which merely specifies what topics must be understood and to what level to achieve a particular grade or standard. • A curriculum may also refer to a defined and prescribed course of studies, which students must fulfill in order to pass a certain level of education. For example, an elementary school curriculum.
Traditional Versus Progressivisms • In the early years of the 20th century, the traditional concepts held of the "curriculum is that it is a body of subjects or subject matter prepared by the teachers for the students to learn." It was synonymous to the "course of study" and "syllabus". • On the other hand, to progressivism, curriculum is defined as the total learning experiences of the individual
Curriculum Structure • Standards • Benchmarks • Learning Outcomes • Grade Level Expectations • Subject Level Expectations
Curriculum Structure Standards: Defines minimum requirement of what the student should know and be able to do. Academic standards are the benchmarks of quality and excellence in education such as the rigor of curricula and the difficulty of examinations Benchmarks: It seeks to identify standards, or "best practices," to apply in measuring and improving performance. A benchmark is an interpretation of a standard; it’s an articulation of various
pieces needed to achieve the standard. Achieving benchmarks helps show the student has addressed the standard. Benchmarks are more specifically stated than standards are. Benchmarks contain specific action verbs that reflect higher-order thinking skills, skills which are necessary for the youngest students all the way through high school.
Curriculum Structure Grade/Subject Level Expectations: ďƒ˜ is found under the benchmark. It's a very specific expectation of students that help precisely define and differentiate the work expected from students in different grade levels, since students continually grow in their development, skills and intelligence.
Curriculum Design Scope & Sequence
Curriculum Framework
Curriculum Design Scope: ďƒ˜ Quantity of in-depth Knowledge and skills
Sequence: ďƒ˜ Set of skills and information to be taught, typically organized by grade level.
Scope & Sequence
Curriculum
Scope & Sequence S.1 The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by
a)
Identifying the causes and events that led to American involvement in the war, including the attack on Pearl Harbor.
b)
locating and describing the major events and turning points of the war in Europe and the Pacific;
c)
describing the impact of the war on the home front.
Curriculum Framework Curriculum–a plan developed for and by teachers to use in classrooms by which the standards, content, and scope and sequence of content is defined. The process of arranging standards and benchmarks as building blocks within a timeframe (a unit of weeks, a semester, a school year, or a sequence of years) is the infrastructure of a curriculum. The curriculum is the interplay among standards, assessments, content, and instruction. As such it describes activities that will lead students to understand the knowledge and skills they should acquire.
Curriculum Definition Intended Curriculum
The content specified by the state, district, or school to be addressed in a particular course or at a particular grade level.
Delivered Curriculum
The content actually delivered by the teacher.
Achieved Curriculum
The content actually learned by students.
Curriculum Curriculum-Describes possible activities that will lead students to understand the things that they should know and be able to do. This is also known as the INTENDED curriculum. Remember a textbook is NOT the curriculum, only a guide in helping you form your curriculum. Instruction-Illustrates how to effectively teach what students should know and be able to do. This becomes the DELIVERED curriculum –the instruction and opportunities to learn that actually occurs in the classroom.
Curriculum Assessment-Demonstrates what students know and are able to do. This becomes the ACHIEVED curriculum –what the assessment data says that students know and are able to do.
Curriculum Design • Learning Outcomes: Identify what the learner will know and be able to do by the end of a course or program.
Align Curriculum, Instruction, Assessment Curriculum Standards Frameworks Benchmarks Scope and Sequence Learning Goals Essential Questions Instructional Plan Instructional Strategies Coherent Learning Activities Teaching Resources Student Opportunities to Learn
Align Curriculum, Instruction, Assessment Assessment Systems Formative/Summative Assessment Plans Common Assessments Rubrics Performance Assessments Portfolio Assessment Peer/Self Assessments
Curriculum Framework S.1
The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by
a.
a) identifying the causes and events that led to American involvement in the war, including the attack on Pearl Harbor.
Essential Knowledge
Essential Skills
Essential Questions
Instruction
Assessment
Resources
Understand causes of World War II, Political instability and economic devastation in Europe resulting from World War I: Worldwide depression High war debt owed by Germany High inflation Massive unemployment
Make connections between the past and the present
How did postWorld War I Europe set the stage for World War II?
• Watch multimedia on Pearl Harbor attack .
Create timeline for students events showing the activities took place in the past and how it affected their current status.
• Video • Computers
• Generate discussion
• Worksheets
Activity In your group, Design a curriculum plan that includes the following: Benchmarks Learning outcomes identifying knowledge, skills, and values Essential knowledge, skills and questions Resources Instructional and assessment methods
Lesson Planning Grade
Subject
Unit
Chapter
Date
Duration
Collaboration
Tech Literacy
Onsite People
Community/ Fieldtrip
Objectives: Entry Event Content Standards to be Taught and Assessed 21st C Skills
Problem Solving
Critical Thinking
Communicatio n
Activity 1 Activity 2 Products
Group Individual
Resources
Online
Assessment
During Lesson
Textbook/Works heets
Equipment
THANK YOU