Hello all,
In order for our viewers to distinguish work completed in Module 2 from new concepts implemented in Module 3, we highlighted titles in our slides and flowchart in orange.
May and I wanted to continue our visual representation to showcase the relationships of different philosophical foundations, curriculum conceptions, curricular designs and align them the newly acquired concepts in Module 3 including planning, instruction, and assessment. As educators, we often use a variety of assessment practices; hence, we also delineated information on assessment purposes, measurements, interpretations, and uses for the various curricular designs. Furthermore, we implemented examples of videos on curricular designs to showcase our understanding of the variations of teaching models of instruction. Viewers can discern which model they align closely with!
Here is a list of changes for Module 3:
1. Guiding Questions (slide 2)
2. Overview flowchart (slide 4)
3. A new chart including planning, instruction, and assessment (slide 13)
3. A new chart including planning, instruction, and assessment (slide 13)
4. Curricular Designs (new charts) – linking all aspects together including education philosophies, curriculum conceptions, curriculum designs, planning, instruction, and assessment (slide 20)
5. Subject-centred designs (slide 23)
a. Planning, instruction, and assessment.
b. Purpose, measurement, interpretation, and use (slide 24)
6. Subject centered process designs (slide 26)
a. Planning, instruction, and assessment.
b. Purpose, measurement, interpretation, and use (slide 27)
7. Learner-based designs (slide 29)
a. Planning, instruction, and assessment
b. Purpose, measurement, interpretation, and use (slide 30)
8. Society-culture-based designs (slide 32)
a. Planning, instruction, and assessment
b. Purpose, measurement, interpretation, and use (slide 33)
9. Videos examples of curricular designs in action (slide 34)
10. Takeaways (slide 37)
Hi Karissa (and May),
ReplyDeleteI enjoyed looking at your visual model again with the extensions for Module 3. I liked how you distinguished the extension parts using orange. It made it very clear and helped me decipher information from Module 2 with the new information from Module 3. I found that slide 20 broke down planning, instruction and assessment under each philosophy very well, especially talking about summative and formative assessment. I hadn't thought of these types of assessments on a sliding scale such as summative/mostly summative and mostly formative/largely formative.
I also want to comment on the videos that you embedded in your visual to further explain subject-centered design, learner-based design and society-culture based designs. I enjoyed watching these videos and had an 'aha' moment watching Ayla Postenek speak about student-centered learning. I have always had difficulty understanding how students who are taught based on learner-centered or problem-centered designs (which I appreciate and gravitate towards as an educator) move on, and thrive, in a very subject-centered world of university. My 'aha' moment came with Ayla's powerful question of "Is this within my potential?" If we can develop this kind of growth mind set in our students then regardless of where they go in life they will succeed. University students will be okay in a subject-centered curriculum if they can ask themselves this powerful question and have the mind set that they can achieve what they set out to achieve. It is about building character in our students to help them be resilient in life after high school. Thanks for enlightening me with this video!
Nicole Preymak