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Assess ability and process used to solve a problem

Assess the students "capacity for, and skills in, analysis and problem solving and the ability to communicate ideas and information, to plan and organize activities and to collaborate with others" (Hayes, 2003, p. 230)

Assess the students "capacity to exercise judgement and responsibility in matters of morality, ethics and social justice (Hayes, p.230)

Assess the students "capacity to think about how things got to be the way they are, and to be active and informed citizens" (Hayes, p.230)

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Assessment

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Teacher facilitates learning with a focus on relevant problems, aids in making connections to community

Learning and cognitive skills develop through the process of critical thinking, analysis, and problem-solving

Formative (ongoing|) assessment is used to determine and individualize learning

integration of the different subject matters and their relevance to students and society.

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Instruction

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Specific meaningful feedback is essential

Focused on the overall growth of the learner

Can be difficult to assess, subjective in nature

Use multiple modes of assessment that allow flexibility in how students demonstrate knowledge and understanding.

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Assessment

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Ongoing (formative) assessment of students progress to inform teaching

Students actively receive, interpret and relate information on to what they already understand and experience (McMillin, 2014)

Teacher facilitates the learning experience based students needs and strengths

Students self-reflect on learning

Provide individualized feedback to see the connection between effort and performance.

Provide feedback that encourages internal attributions, especially effort.

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Instruction

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Summative Assessment (post-learning)

Standards-based

Can be high-stakes testing

Administered uniformly

No child left behind

Adequate Yearly Progress

Objective exams with measurable results

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Assessment

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Traditional methods

The objective is mastery of content

Teacher is expert

Lecture-based

Some content is more important than other

Must be aligned with state standards

"Teach to the test"

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Instruction

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Essential learning will relate to societal,  local and individual concerns.

Scope and sequence may not be well defined

Needs of individual,  local issues, and societal injustices are framed as problems for solving

What problem solving skills do students need? How can we develop these?

Teacher required to have understanding of global, local, and individual issues

"The social living or persistent life situation approaches based on the belief that the curriculum design should follow the persistent functions, areas, or life situations in humanity's existence" (Sowell, 2005, p. 57)

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Dependent on individual student needs

Goals related to self-actualization and personal growth

Plan for many social and co-operative activities

Teacher must be skilled in assessment of individual student needs and strengths

Development of cognitive and critical thinking skills, connect to emotions, feelings, personal relevance.

Backwards design. Plan the instruction based on the desired outcomes

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Expectations for content is  clear and sequenced, focused on traditional disciplines.

Standards-based, curriculum is based on the premise that all students can learn, all standards need to be high, equal opportunity is essential (McMillin, 2014).

Content is sequenced to build on previous content-linear

Teacher is expert of subject matter

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Focuses on real-life problems of individuals and society.  What are the students needs, concerns, and abilities.
CONCEPTIONS: Social Reconstructivism

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More progressive, valuable to students.  Individualized learning.  CONCEPTIONS: Self-actualization, humanistic, development of cognitive processes
Socialization (social reconstruction), and Rousseau's Developmental idea.

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Knowledge and content are integral.  This Design is most popular and widely used
CONCEPTIONS: Academic Rationalism, technology, Systems Approach

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Knowledge and content are integral.  Teachers are experts of subjects. CONCEPTIONS: Academic Rationalism, technology.
Teacher focused.

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"Curriculum defines what counts as valid knowledge, pedagogy defines what counts as valid transmission of knowledge,  and assessment defines what counts as valid realization of this knowledge on the part of the taught"
(Hayes, 2003, p. 227)

"Pedagogy [Instruction] is best shaped by the curriculum [planning] and assessment" (Hayes, p.240)

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How does Planning, Instruction and Assessment 'Play Out' in Subject-Centered, Learner-Centered and Problem-Centered/Society-focused Curricular Designs?

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How does Planning, Instruction and Assessment 'Play Out' in Subject-Centered, Learner-Centered and Problem-Centered/Society-focused Curricular Designs?

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Indigenizing the Curriculum Chart: how could planning, instruction, and assessment be 'indigenized'? How could this be enacted in the 3 types of curricular design we have been studying? 

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Indigenizing the Curriculum Chart: how could planning, instruction, and assessment be 'indigenized'? How could this be enacted in the 3 types of curricular design we have been studying? 

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Please click on the chart to see the all columns and rows

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In the following chart I have used Adrienne Castellon's article "A call to Personal Research: Indigenizing your curriculum' (2017) to outline how planning, instruction and assessment can become 'indigenized'.  I have separated this further into subject, learner, and problem-based curricular designs.  Some of the recommendations for planning and instruction fit under both learner and problem-focused designs and are for this reason repeated under both headings.

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The "Indigenization of the British Columbia curriculum requires new constructs for leadership, Indigenous pedagogical practices, perspectives and content, and a vision for changing paradigms" Adrienne Castllon (2017).

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Referred to as 'Learner-Based' Designs by Sowell (2005)

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Referred to as 'Learner-Based' Designs by Sowell (2005)

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Types:
Organic
Developmental

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Referred to as Society or Culture-Based Designs by Sowell (2005).

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Referred to as Society or Culture-Based Designs by Sowell (2005).

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Social functions and activities
3 organizational themes:

1. Social living or persistent life situation approach

2. Curriculum based around problems of community life

3. Social action is primary function

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Referred to as Subject Matter Design by Sowell (2005).  

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Referred to as Subject Matter Design by Sowell (2005).  

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Types:
Single-subject
Correlated subject
Broad Fields
Interdisciplinary integrated
Thematic Instruction

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Castellon, Adrienne (2017) A Call to Personal Research: Indigenizing your Curriculum.  Retrieved from: https://www.adriennecastellon.com/2019/06/19/a-call-to-personal-research-indigenizing-your-curriculum/ July 26, 2019

Hayes, D. (2003) Making learning an effect of schooling: aligning curriculum, assessment and pedagogy, Discourse: studies in the cultural politics of education, 24(2), 225-245McNeil, J. D. (2009).  Contemporary curriculum in thought and action (7 th ed.).  Hoboken, NJ:  John Wiley.  Pages 1, 3-14, 27-39, 52-60, 71-74.

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., & Hunkins, F. P. (2013). Curriculum: Foundations, principles, and issues (6 th ed.). Boston, MA: Pearson.  Read Chapter 6, pp. 149-173.

Ornstein, A. C., & Hunkins, F. P. (2013). Curriculum: Foundations, principles, and issues (6 th ed.). Boston, MA: Pearson. Read part of Chapter 1, pp. 1-8.

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.

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Classifications  (Orstein & Hunkins, 2013):

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Classifications  (Orstein & Hunkins, 2013):

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Life-situations design
Reconstructionist design
Philosophical foundations
Reconstructionism

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Classifications  (Orstein & Hunkins, 2013):

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Classifications  (Orstein & Hunkins, 2013):

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Child-centered
Experience-centered
Romantic (radical) design
Humanistic design
Philosophical foundations
Progressivism
Reconstructionism
Existensialism

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Classifications (Orstein & Hunkins, 2013)

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Classifications (Orstein & Hunkins, 2013)

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Subject design
Discipline design
Broad Fields
Correlation
Process
Philosophical foundations
Essentialism, Perennialism,
Progressivism

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Real-life problems of individuals and society.
CONCEPTION: Social reconstructive.
Society focused

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Valuable to students.  Individualized learning.  CONCEPTIONS: Self-actualization, humanistic, development of cognitive processes
Socialization (social reconstruction), and Rousseau's Developmental idea.
Student focused

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Knowledge and content are integral.  Teachers are experts of subjects. CONCEPTIONS: Academic Rationalism, technology.
Teacher focused.

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Horizontal and Vertical
Scope...Sequence...Continuity...Integration...Articulation...Balance

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Sources of Curricular Design.....the 'aims' leading to the 'means' of Curriculum

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Sources of Curricular Design.....the 'aims' leading to the 'means' of Curriculum

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How do these relate to the conceptions of curriculum?
Science as a source

Scientific method-observable quantifiable elements only.  Problem solving-learn how to learn.

Relates to the academic rationalism and cognitive processes

Society as a source

Curriculum is drawn from analysis of current/anticipated social situation

Relates to the social reconstruction conception

Moral Doctrine as a source

Lasting truths from greatest thinkers. Bible or Religious texts guide curriculum OR uses spirituality separate from organized religion (focus on empathy and compassion)

Relates to academic rationalism and humanism and self-actualization

Knowledge as a source

Knowledge is the primary source of curriculum. "What knowledge is of the most worth?"

Relates to  academic rationalism and technology

The Learner as a source

How do students learn? How do minds create meaning?  Medical imaging of brain development

Relates to humanism, self-actualization, and cognitive processes

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The Philosophies relate to the 5 Conceptions of Curriculum 

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The Philosophies relate to the 5 Conceptions of Curriculum 

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Perennialism/Essentialism→→→Academic Rationalism and Technology

The traditional disciplines. Efficient methods of knowledge communication. Transmission of western culture.  Examine the structure of knowledge orientation

Essentialsim/Progressivism→→→Humanistic and Self-actualization

Learning has high personal relevance and feeling. Personal purpose and personal integration.  Individualized learning experiences, intellectual growth

Reconstructionism/Progressivism→→→Social Reconstructive Relevance

Emphasis on the role of education within the larger social context.  Responsibility of education to deal with current and future issues of society

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Perennialism:
cultivate the intellect, focus on timeless knowledge.
Essentialism:
Intellectual growth of the individual. Mastery of concepts, principles, subject matter
Progressivism:
Promote democratic social living. Focus on active and interesting learning.  Teacher is a guide for problem solving.
Reconstructionism:
To improve and reconstruct society.  Education is for change and social reform

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"Provides educators, especially curriculum specialists, with a framework for organizing schools and classrooms" (Ornstein, 1991/1991, p. 102).

What is your "social lenses?"  How do you see the world?  "Philosophy is a description, explanation, and evaluation of the world as seen from personal perspective..." (p. 103).

This will determine your aims, means, and ends of curriculum (p.103)