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DC&E Curriculum Day 2

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by

David Shallenberger

on 20 March 2016

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Transcript of DC&E Curriculum Day 2

Teach me to Dance
Bringing it together into a cohesive whole
Learning and Curriculum
Other examples?
Stage 1 – Desired Results
Established Goals
Understandings
Essential Questions
Students will know . . .
Students will be able to . . .
Stage 2 – Assessment Evidence
Stage 3 – Learning Plan
Backward Design
Curriculum development, con’t
Curriculum development, con’t
Adding to these theories
-- what do they actually mean for how we teach?

Review the relevant readings to make sure you answer questions about purpose, content, and learners

Each team/ group choose an instructional approach to use – Stark & Lattuca, Spencer & Tuma, backward by design, multiple intelligences, other?

Discuss and agree on sequence and instructional resources

Design lesson/activity that addresses the purpose and content of your program
Team Class Assignment
Stage 1 – Desired Results
Stage 2 – Assessment Evidence
Stage 3 – Learning Plan
What learning activities and instruction will enable students to achieve the desired results?
Backward Design
Stage 1 – Desired Results
Stage 2 – Assessment Evidence
Performance Tasks:
Authentic performance tasks that demonstrate understandings?
Criteria for judging performances of understandings?
Other Evidence:
Other evidence that demonstrate achievement of the desired results?
Students’ reflection upon and self-assessment of learning?
Stage 3 – Learning Plan
Backward Design
Stage 1 – Desired Results
Stage 2 – Assessment Evidence
Stage 3 – Learning Plan
Backward Design
Curriculum development:
Considering the Learners’ …
Constructing academic plans:
Curriculum Development
Other programmatic and “higher” level practices:
Peer and Accreditation Review
Environmental scan and comparator review
Blogs and comments (content analysis)
Post-program “successes” (e.g., hiring)
Enrollments
Student evaluations
Interviews
Students
Community
Faculty / Staff
Observations
Grades
Other outcome measures
Budgets
What are we talking about here?
Examples of individual assessment practices:
Surveys
Concept maps
Reports and papers
Ongoing discussion and academic prompts
Informal checks for understanding
Rubrics
Tests and exams
Interviews
Performance
Simulations
Observations
Portfolios
What are we talking about here?
Approaches to instructional design
Learning and Curriculum
From Stark & Lattuca
Curriculum
support
and
coordination
Administrative
Role
COURSE
PROGRAM
COLLEGE
Academic plan
development
and
implementation
Faculty
Role
Faculty and Administrative Role in Academic Planning at the
College level
Constructing Academic Plans
Purpose:
Assessment:
Content:
Sequence:
Curriculum Development
Setting educational goals and objectives
Selecting subject matter
Organizing content appropriately
Measuring the student's and your success
Key characteristics
Goals and Needs
Abilities
Instructional
Resources
Instructional
Processes
CURRICULUM DESIGN
materials and
settings
learning and
teaching activities
Assessment &
Evaluation
Adjustment
We're always learning, we're always teaching
What do we think we know about how people learn?
There are scores of theories, each of which has its own assumptions and approaches
Models of Learning
We tend to focus on three:
From this range of "pedagogical" approaches
They are Constructivist

They focus on Significant learning, as opposed to rote learning.

They have similar Learning Implications
The similarities are key
Learners construct knowledge for themselves.

Each learner individually (and socially) constructs meaning as she/he learns.
Constructivist
T: “perspective transformation”

E: going through the whole learning cycle

A: self-directed, linked to life tasks (though this is true of the others, it has particular emphasis in adult learning)
Significant vs. rote learning
Learning is an active process
People learn to learn as they learn
Crucial action of constructing meaning is mental
Learning involves language
Learning is a social activity
Learning is contextual
One needs knowledge to learn
It takes time to learn
Motivation is a key component in learning
Learning implications
Corbin, Inside The Teenage Brain:
9 Powerful Ideas
1. Constructing new knowledge
2. Different ways of learning
3. Whole brain learning
4. Multiple memory pathways
5. Physical activity and movement
6. Memory, learning and emotion
7. Reflection and self-assessment
8. Social interaction and learning
9. Time and timing
Reviewing
Why these three?
Adult/ Adolescent
Experiential
Transformative
Introducing one more theory -- the theory-application link
What "speaks" to you?
What works best for your program?
Spencer & Tuma: Amel & Uhrskov; Hovde)
Provider models (IES 3-D, SIT, CIEE)
International Baccalaureate
Stark & Lattuca
Universal Design
Other?
Review of
Needs Assessment and Evaluation Plans
Next Week
Required readings:

Fantini, A. (2004). Assuring quality in intercultural educational programs.

Brockington, J. L. and Wiedenhoeft, M. D. (2009). The liberal arts and global citizenship: Fostering intercultural engagement through integrative experiences and structured reflection.

Kinsella, J., Smith-Simonet, & Tuma, K. (2007). Orientation and re-entry.

Paige, R.M. (1993). On the nature of intercultural experiences and intercultural education.
Recommended readings:

Cultural Tool Kit (on NAFSA website). Additional sites are available through the Forum and other organizations. See the professors for more information.
Curriculum and Learning -- Day 2
In 5 minutes, tell us:
The desired result
Your approach to assessment
A description of the activity
Review Curriculum Assignment
Full transcript