Transcript Curriculum Development and Instructional Design

EDUC 640
Curriculum Development and
Instructional Design
Dr. Rodney H. Clarken ©
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© Rodney H. Clarken 2004
Introduction of course
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This course introduces students to the
fundamentals of
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Curriculum development
Instructional design
Theories of learning
Systematic frameworks for training activities
July 14-18, 2003, 9:00-12:30, 2:00-5:30,
Seminar presentation Monday July 14,
7:30-9:00 pm.
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EDUC 640 Curriculum
Development & Instructional
Design (CRES Institutional II)
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The purpose of this section is to offer a graduate
level course of study on curriculum development
and instructional design. It is an inquiry into
major theories of curriculum and emerging areas
in curriculum development with references to the
application of curriculum planning to instruction,
issues involved in designing instruction and
assessment, and the cultivation of moral values
as a basis for reinventing curriculum.
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Furthermore, the idea of curriculum development as
an organic process intimately linked with the whole
culture will be examined. Curriculum theory,
its epistemological aspects, and its relationships
with the scheme of the sciences will be explored.
Theories of learning & instruction and issues related
to curriculum improvement and evaluation will be
discussed as well. There will be special emphasis
on curricular approaches that promote the unity of
learning and harmony between science and the
humanities and the social sciences. Aspects of critical
thinking will also be examined.
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Introduction of Dr. Clarken
– Experience:
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Professor, Director, Dean, Consultant, Teacher, Curriculum
and Instruction Development
– Education:
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Ph.D. Administration and Supervision; M.A. General and
Experimental Psychology; M.S.T. Elementary Education;
B.S. Elementary Education; A.A. Liberal Arts
– Background:
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Iowa farm boy, Bahá'í, teacher, born ’51;
value unity, knowledge, justice, effort, service and character
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What is the relevant background
and interests of the students?
Education
 Experience
 Interests
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What do we know already about
the topic?
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KWL process
– What you know-V-8 yrs teaching; S-internal training,
M-2 yrs sub HS, after school, curr. dev.; F-develop
curr for civil engineering for Belize U, HS science
teacher 1 yr.
– What you want to know-efficiency, why, what is the
learning process, combine science with values,
cultural differences, relevance, empowering,
motivation, vision, agency,
– What you have learned
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Why are you taking this
course?
Get the credits for program
 Able to apply the knowledge
 Integrate ethics and knowledge
 Cohesive whole
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What are the students goals?
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What do the students hope to do with the
knowledge, skills and attitudes acquired in
this course?
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Training, concrete methods, evaluation,
Develop or assist others to develop curriculum
Violence prevention, virtues and EFP
To be better teacher
To be a better individual
To develop potential in ourselves and others
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How do you best learn?
How can I as the course instructor help
you? lectures, combined with practice,
how to implement,
 How can your fellow students help you?
 What class guidelines and structures will
facilitate our learning process?
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How can we best achieve our
goals?
Reading
 Discussion
 Projects
 Consultation
 Portfolios
 Designing and developing this course
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How will we know we have
achieved our goals?
What can we show as evidence of our
learning?
 How can we demonstrate a change of
knowledge, skills and attitudes?
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How will we evaluate the success
of the course and students?
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Authentic assessment
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Good practice in undergraduate
education:
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Encourages contacts between students and
faculty.
Develops reciprocity and cooperation among
students.
Uses active learning techniques.
Gives prompt feedback.
Emphasizes time on task.
Communicates high expectations.
Respects diverse talents and ways of learning.
(http://aahebulletin.com/public/archive/sevenprinciples1987.asp)
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Several General Practices That
Promote Learning For College
Students:
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Social learning experiences, such as peer teaching and group projects,
particularly those that promote group construction of knowledge, allow a
student to observe other students' models of successful learning, and
encourage him or her to emulate them;
Varying instructional models that deviate from the lecture format, such as
visual presentations, site visits, and use of the Internet);
Varying expectations for students' performance, from individual written
formats to group work that includes writing and presentation, interpretation
of theatrical, dance, musical, or artistic work, and performance of actual
tasks at a work site;
Choices that allow students to capitalize on personal strengths and interests;
Overt use of socio-cultural situations and methods that provide authentic
contexts and enculturation into an academic disciplinary community;
Course material that demonstrates valuing of diverse cultures, ethnic groups,
classes, and genders. (Stage, F., Muller, P., Kinzie, J., Simmons, A., 1998).
http://chiron.valdosta.edu/whuitt/interact.html
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Together they employ six powerful
forces in education:
Activity
 Expectations
 Cooperation
 Interaction
 Diversity
 Responsibility
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What will you learn in this course?
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The basics to develop curriculum and
design instruction.
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Major course topics
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Historical Background
Educational Philosophies
Current Conceptions
Change Process
Theory and Practice
Curricular and Instructional Design,
Development and Evaluation
Putting curriculum development and instructional
design issues into a perspective of holistic
development
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Some Sub-topics
Operant conditioning: specific, measurable
goals; small steps; inductive process;
praise process of growth
 Social cognition: focus on self-efficacy
and self-regulation (metacognition); have
students state learning goals before they
start; focus on mastery rather than grades;
social interaction important; create
conditions for flow
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Constructivism:
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social (Vygotsky) -- zone of proximal
development; must know what student can do
with and without assistance; social interaction;
focus on tools for processing; provide correct
symbols and signs for social and cultural
competency (look to the future and imbed these
within instructional process)
cognitive (Piaget)--active learning; create
disequilibrium; move from concrete to formal,
abstract operations
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Curriculum links
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Standards and Curriculum Frameworks
Curriculum Frameworks--from Edformatics, National
and international curriculum frameworks
Core Knowledge Curriculum popularized by E. D. Hirsch
Key-links: Practice booklets for the Stanford-9
International Baccalaureate Organization: Curriculum
designed for preparation for university entry
Teaching with the Web: Jerrie Cheek & Traci Redish,
Kennesaw State University
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Global Education links
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The Global Schoolhouse
Education for Global Citizenship
Curriculum for a Global Education
One Human Family Workshops
United Nations' Voices of Youth project: Allows young
people to communicate with world leaders on important
world issues
Human Unity in the 1990s
World Trust Educational Services: focusing on women
talking about race, gender, and class in the US
Exploring Ancient World Cultures
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LESSON PLAN SOURCES
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* The AskERIC Virtual Library (ericir.syr.edu)
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* Columbia Education Center Lesson Plans (www.col-ed.org/cur)
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* Connections+ (www.mcrel.org/resources/plus)
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* Encarta Schoolhouse (encarta.msn.com/schoolhouse)
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* Lesson Stop (www.youthline-usa.com/lessonstop)
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* TeachWeb (www.teachweb.net)
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INFORMATION INDEXES
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* Yahoo (www.yahoo.com)
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* Yahooligans, the Web Guide for Kids (www.yahooligans.com)
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* About.com (www.about.com)
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* Britannica (www.britannica.com)
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* Education Planet (www.educationplanet.com)
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* Galaxy (www.einet.net/galaxy.html)
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* LearningVista.com (learningvista.com)
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* Magellan Internet Guide (www.mckinley.com/magellan)
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* The WWW Virtual Library (vlib.org)
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STUDENT RESEARCH
RESOURCES
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* Ask Jeeves (www.aj.com)
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* InfoPlease
(www.infoplease.com)
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* Ask Jeeves for Kids
(ajkids.com)
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* iTools (www.itools.com)
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* Classroom Webivore
(www.webivore.com) feebased
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* The National Student
Research Center
(youth.net/nsrc)
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* CNN.fyi (fyi.cnn.com)
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* Refdesk.com
(www.refdesk.com)
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* Encarta Learning Zone
(encarta.msn.com)
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* Searchopolis
(www.searchopolis.com)
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* Study Web
(www.studyweb.com)
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* Homework Central
(www.homeworkcentral.com)
; (www.nosweat.com)
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* Surf Monkey
CURRICULUM PORTALS
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Portals are doors on the Web that provide integrated resources, tools
and services through single locations. Education portals offer
customized fee-based curriculum services and related school
applications.
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* SchoolTone Alliance (www.schooltone.com)
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* The LearningStation.com (www.learningstation.com)
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* NovaNET (www.novanet.com)
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* NetSchools (www.netschools.com)
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* Riverdeep Interactive Learning (www.riverdeep.net)
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GENERAL CURRICULUM
* Awesome Library
(www.awesomelibrary.org)
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* EdWeb (edweb.cnidr.org)
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* Enchanted Learning
(www.enchantedlearning.com)
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* Library in the Sky
(www.nwrel.org/sky)
* Bonus.com
(www.bonus.com)
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* Curricular Resources and
Networking Projects
(www.ed.gov/EdRes/EdCurric
.html)
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* Education World
(www.educationworld.com)
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Overview
The big picture of the subject
 How do all the individual topics fit
together
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Vocabulary
Glossary of terms
 Define the terms as used in this subject
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A Systems Model of Human
Behavior
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http://chiron.valdosta.edu/whuitt/materials/sysmdlo.html
There are therefore five major components of the
individual in this systems model of human behavior
Cognitive component -- Perceives, stores, processes, and
retrieves information
Affective component -- Can modify perceptions and
thoughts before and after they are processed cognitively
Conative component -- Directs and manages input and
output functioning
Spiritual component -- How we approach the unknowns
of life, how we define and relate to the sacred
Behavioral system -- Overt action of organism (output of
the individual)
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Systems Model cont.
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It is hypothesized that an individual's thinking
(cognition), feeling (affect), and willing (volition,
conation) as well as overt behavior and
spirituality develop as a result of:
– transactions among the various components of mind
– as influenced by biological maturation, bodily
functioning and the spiritual dimension of the
individual,
– the environment or context of the individual, and
– the feedback from the environment as a result of an
individual's overt behavior.
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Education Psychology Internet
resources
http://chiron.valdosta.edu/whuitt/materials/
internet.html#Systems
 http://chiron.valdosta.edu/whuitt/educ.html
 http://ericir.sunsite.syr.edu/
 http://tip.psychology.org/
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Summary
State what has been learned
 Define ways to apply training
 Request feedback of training session
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