Post on 27-Dec-2015
transcript
College of Saint RoseCenter for Integrated Teacher Education
Curriculum Development Created By:Dr. Rich Hawkins &
Dr. Deb DeLucaPresented By:Laura Mastrogiovanni
Good Morning!
Welcome to our 3rd Session! Check-In ~ What did it take for you
to get here today? Social Forces~ How do they impact
curriculum and instruction? Human Development ~ What do we
need to consider? Raising Cain ~ How are we doing
with our boys? Have “we” considered the social forces and human development?
Learning & Learning Styles
Social Forces: Present & Future
Since education reflects the goals and values of a society, schools must harmonize with the lives and ideas of people in a particular time and place. Curriculum planners, therefore, must understand how schools and school systems mirror the surrounding societal milieu.
Human Development
Knowledge of human development enables curriculum planners to design curricula that are shaped, in part, by the nature and needs of individual learners
Human Development
Goal: Curricula
and learning
experiences appropriate to learners’
nature and needs
Biological Basis of
Individual Differences
Physical Maturation
Intellectual Development
And Achievement
Emotional Growth
And Development
Cultural And
Social Development
Curriculum Planning Planning for Instruction
Dr. D’s Boy; L.I. Football Champ!
According to her, Alex raises Cain all of the time! I try to shift her MM’s about teenage males.
Learning & Learning Styles
Behavioral Learning Theories Emphasizes observable changes in
behavior that result from a stimulus-response association made by the learner
Learning is a conditioning process by which a person acquires a new response
Rewarded responses and rewards vary from learner to learner
Ivan Pavlov’s dogs
Learning & Learning Styles
Social Learning Theories Believe many of the principles of
behavioral learning but they place greater emphasizes social expectations
Learning occurs through socialization
Modeling or observational learning
Learning & Learning Styles
Cognitive Learning Theories Focus on the mental processes people
use as they acquire new knowledge and skills
Emphasizes personal meaning, generalizations, discovery learning, and connectedness of knowledge
Learning & Learning Styles
Constructivist Learning Theories Scaffolding ~Lev Semenovich
Vygotsky~ Russian Psychologist ~ zone of proximal development
Learning & Learning Styles
How Students Learn The Learning Brain
Recognizes Patterns Generates Patterns Determines Priorities Incorporates Prior Experiences Incorporates Prior Knowledge
Learning & Learning Styles
Learning is reflected in the way we respond to environmental, social, emotional and physical stimuli, to understand new information. Learning style is defined as the way that information is processed. It focuses on strengths, not weaknesses. There is no right or wrong learning style. Most children show a preference for one of the following basic learning styles: visual, auditory, kinesthetic/ tactile.
Learning & Learning Styles
Learning Styles: Auditory learners tend to learn by
listening and remembering facts. Visual learners learn by watching. They
call up images from the past when trying to remember. They picture the way things look in their heads.
Kinesthetic/ Tactile learners learn best through movement and manipulation. They like to find out how things work and are often successful in the practical in the arts, such as carpentry or design.
Learning & Learning Styles
Intelligence Measured by IQ assessments
How accurate are these assessments?
Is IQ malleable of finite? How does one explain the
Pygmalion effects?
Learning & Learning Styles
Multiple Intelligences Verbal / Linguistic Logical / Mathematical Visual / Spatial Musical / Rhythmic Intrapersonal Interpersonal Body / Kinesthetic Naturalist
Learning & Learning Styles
The Goal for Curriculum Planners and Supervisors is to Ensure that Teachers;
Instruct to: Address Students’ Learning Styles and
Assess to: Students’ Strengths
Learning & Learning Styles
How do we determine students’ Multiple Intelligences?
1. Through Observation2. Through “Running Records”3. Through Multiple Assessments
Learning & Learning Styles
Verbal-Linguistic Sensitivity to spoken/written
language Capacity to use language to
accomplish goals Ability to effectively express oneself
rhetorically/ poetically
Learning & Learning Styles
Verbal-Linguistic Learners Have always been successful in
traditional classrooms since they demonstrate strength in reading, writing, speaking, and listening
Discuss: What can educators do to engage and
successful assess these students?
Learning & Learning StylesVerbal-Linguistic Learners
Can be engaged and appropriately assessed by:
Reading selections Journal Writing Creating Writing Assignments Verbal Debates Storytelling
Learning & Learning Styles
Logical / Mathematical Capacity to analyze problems Ability to detect patterns, reason
deductively and think logically
Learning & Learning Styles
Logical / Mathematical Learners Have also been successful in traditional
classrooms where teaching is logically sequenced
Excel when given numbers, word problems and tasks requiring problem solving and reasoning
Discuss: What can educators do to engage and
successful assess these students?
Learning & Learning Styles
Logical / Mathematical LearnerCan be engaged and appropriately
assessed by: Outlining Graphic Organizers Pattern Games Problem Solving Deciphering Codes
Learning & Learning Styles
Musical – Rhythmic Skill in the performance,
composition and appreciation of musical patterns
Capacity to recognize and compose musical pitches, tones, and rhymes
Learning & Learning Styles
Musical – Rhythmic LearnersLearn best when provided with: Rhymes Patterns (tonal and rhythmic) Songs Instruments Music Discuss: What can educators do to
engage and successful assess these students?
Learning & Learning Styles
Musical – Rhythmic LearnersCan be engaged and appropriately
assessed by: Music Performances Audiation Patterns Music Composition and Creations Instrumental Sounds Singing Ability to improvise
Learning & Learning Styles
Bodily / Kinesthetic
Potential of using one’s whole body or parts of the body to solve problems
Learning & Learning Styles
Bodily / Kinesthetic Learners
Achieve success when learning is paired
with movement, motor tasks, and games
Discuss: What can educators do to engage and
successful assess these students?
Learning & Learning Styles
Bodily / Kinesthetic LearnersCan be engaged and appropriately
assessed by: Role Playing Physical Exercise Inventing Physical Gestures Drama
Learning & Learning Styles
Visual-Spatial Potential to recognize and use the
patterns of wide and more confined areas
Learning & Learning Styles
Visual-Spatial Learners Learn best when presented with
visual information that is presented in an organized manner.
Discuss: What can educators do to engage and
successful assess these students?
Learning & Learning Styles
Visual-Spatial LearnersCan be engaged and appropriately
assessed by: Maps Charts Outlines Illustrations/ Pictures Patterns & Designs Drawing
Learning & Learning Styles
Naturalist Ability to recognize, categorize
and draw upon certain features of the environment
Learning & Learning Styles
Naturalist Learners Love the outdoors, field trips, and
animals These learners always display an
understanding of the subtle differences in meanings
Discuss: What can educators do to engage and
successful assess these students?
Learning & Learning Styles
Naturalist LearnersCan be engaged and appropriately
assessed by: Nature Cultural Artifacts Sorting Activities
Learning & Learning Styles
Intrapersonal Capacity to understand oneself Ability to appreciate one’s feeling,
fears, and motivations Ability to use self-realization to
regulate one’s life
Learning & Learning Styles
Intrapersonal Learners Tend to be in touch with feelings,
values, and ideas These learners appear to be intuitive
Discuss: What can educators do to engage and
successful assess these students?
Learning & Learning Styles
Intrapersonal LearnersCan be engaged and appropriately
assessed by: Metacognition Techniques Higher-order Reasoning Thinking Strategies Silent Reflection Methods Focusing and Concentration Skills
Learning & Learning Styles
Interpersonal Are outgoing individuals and learn
best in cooperative situations.
Discuss: What can educators do to engage and
successful assess these students?
Learning & Learning Styles
Interpersonal LearnersCan be engaged and appropriately
assessed by: Feedback and Conferencing Cooperative Learning Strategies Group Projects Division of Labor Activities Collaborative Skills
Learning & Learning Styles
Multiple Intelligences: Final Thoughts…
Supports and enhances instructional planning Recognizes unique attributes of individual
students Applauds diversity in a classroom Creates viable venues for Differentiation of
Instruction Fosters and supports student engagement in
the learning process Explores assessment options
Learning & Learning StylesEmotional Intelligence
Exactly what is Emotional Intelligence? The term encompasses the following five characteristics and abilities:
Self-awareness--knowing your emotions, recognizing feelings as they occur, and discriminating between them
Mood management--handling feelings so they're relevant to the current situation and you react appropriately
Self-motivation--"gathering up" your feelings and directing yourself towards a goal, despite self-doubt, inertia, and impulsiveness
Empathy--recognizing feelings in others and tuning into their verbal and nonverbal cues
Managing relationships--handling interpersonal interaction, conflict resolution, and negotiations
Emotional Intelligence
Why Do We Need Emotional Intelligence?Research in brain-based learning suggests that emotional health is fundamental to effective learning. According to a report from the National Center for Clinical Infant Programs, the most critical element for a student's success in school is an understanding of how to learn. (Emotional Intelligence, p. 193.) The key ingredients for this understanding are:
1. Confidence 2. Curiosity 3. Intentionality
4. Self-control 5. Relatedness
6. Capacity to communicate 7. Ability to cooperate
Emotional Intelligence
These traits are all aspects of Emotional Intelligence. Basically, a student who learns to learn is much more apt to succeed. Emotional Intelligence has proven a better predictor of future success than traditional methods like the GPA, IQ, and standardized test scores.
Good Afternoon
We have spent time learning about creating a learning community, the significance of vision/ goals, values, the three bases of curriculum planning~ social forces, human development, learning and learning styles. Who are we as teachers and leaders; what do we believe and what will be determined as our non-negotiables? {All Planning}
What is next??
Developing & Writing Curriculum
There is no easy-to-follow set of procedures for developing a curriculum
Tyler (1949) posed four salient questions for planning a curriculum:
1. What educational purpose should the school seek to attain?
2. What educational experiences can be provided that are likely to attain these purposes?
3. How can these educational experiences be effectively organized?
4. How can we determine whether these purposes are being attained?
The Focus of Curriculum Development
The target can be either on a macro-or on the micro-level. *Target & Time page 222 old addition, page 252 new
addition*
Student-Centered vs. Subject-Centered Curricula
The Curriculum Development Process~ What do we want the end result to be? What should the student know and be able to do? {U.B.D. & Grant Wiggins}
The Focus of Curriculum Development
Standards and Curriculum Development Content and Performance Standards
Content~ know and be able to do Performance ~ how good is good enough
Standards Developed by Professional Organizations {NAESP}
Aligning Curriculum and Textbooks with Standards Horizontally aligned Vertically aligned Math bands & spirals Textbooks
The Focus of Curriculum Development
Standards and NCLB States create their standards Assessment Benchmarks AYP ~ School Report Cards What if a district fails?
E:\NCLBProgression1 BP.ppt Technology and Curriculum
Development Technology Literate by the end of 8th grade;
what does that mean? Students and Curriculum Development