Curriculum Planting the Seeds of Knowledge

Curriculum Planting the Seeds of Knowledge

1. Progressive Approach Week 3 Pg 121

   • empowerment
   • John Dewey
   • Child Centered
   • "Learner-centered curriculum as a concept draws heavily on what is known about learning, growth, and development (psychology and biology), on philosophy (particularly from one school of philosophy, progressivism) and on Sociology" Pg 12
   • Scientific Method pg 123
   • Gestalt Psychology Pg 123
   • Experimentalist Psychology pg 123

2. Thematic Approach

   • Content Centered
     • Aims, Goals, Standards and Benchmarks Week 4 pg 161
       • Curriculum Guides
       • Data and Evidence pg 168
   • Cyclical "Continuity is the planned repetition of content at successive levels, each time increasing level of complexity" Tyler Pg 41
     • Grade Level
     • Yearly
   • Scaffolding
   • Evaluations Week 5 and Week 6
     • Formative assessment "during instruction" Tomlinson, Moon Pg 209
     • Summative "after instruction" Tomlinson, Moon Pg 209
     • Pre-assessment "before instruction" Tomlinson, Moon Pg 209

3. Factors Influencing Curriculum

   • Economic and Community Business needs
   • Enviornmental
   • Social issues
     • Gay, Transgender and Sexual preference Education
     • Multicultural education
   • National and Global Issues
   • Levels and developers personal philosophies Week 1
     • Levels- "Classroom, Individual School, School District, State, Nation, International" Pg 51 Week 2
     • Theories-"Reconstruction, progressive, essentialism, and perennialism" Pg 117
     • Models of the Curricular-Instruction Relationship-" Dualistic, interlocking, concentric, cyclical" Week 1 Pgs 9-10
     • Models of Curriculum Development Week 3 Pg 95
       • Tyler Model Pg 99
         • Student as Source
         • Society as Source
         • Subject Matter as
         • Screens- philosophy of education and Psychology of Learning
       • Oliva Model pg 101
         • 12 Components
           • Planning Phases 1-4 and 6-9
           • Planning and Operational Phase 5
           • Operational Phases 10-12
       • Gordon Taylor Model pg 105
         • Objectives and Standards
         • Examine Data
         • Pacing Guides
         • Professional Learning
         • Implement
         • Evaluate
       • Taba Model Pg 100
         • Introduce and implement new units
         • Determine a structure
         • Revise and merge
         • Practice Experimental Units
         • Create learning unit for each grade

4. Definitions Week 1

   • "a plan for learning" Taba Pg 4
   • "structured series of intended learning outcomes" Gagne pg 4
   • "all the experiences children have under the guidance of teachers" Caswell, Campbell pg 4
   • "a Field of utter confusion" Grumet Pg 1
   • "a course of life" Connelly pg 5
   • My definition of Curriculum is the content, materials and evaluations used during the learning process to impart knowledge

5. Cognative-Social Approach Week 5

   • Experiences
     • Prior Knowledge
     • Scaffolding
     • Relevance to the child
   • Society
     • "Defining and providing insight for the needs of the community" Pg 77
     • "school leaders seek stakeholder engagement and strategize to receive input from a representative demographic of the community the school serves" Pg 78
   • Domains of Learning Week 5 Pg 185
     • Cognitive Domain- thinking and knowledge
       • Blooms Classification System
     • Affective Domain- feelings
     • Psychomotor-physical Skills

6. Tracey Clark 10/17/2019 Curriculum Mind Map

7. Instruction is the "How" and Curriculum is the "What"

8. Source Gordon, W.R., Taylor, R.T., & Oliva, P.F. (2019). Developing the Curriculum: Improved outcomes through systems approaches (9th ed.) New York, NY: Pearson Education Inc.