Curriculum Planting the Seeds of Knowledge

Progressive Approach Week 3 Pg 121
1. empowerment
2. John Dewey
3. Child Centered
4. "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
5. Scientific Method pg 123
6. Gestalt Psychology Pg 123
7. Experimentalist Psychology pg 123
Thematic Approach
1. Content Centered
  1. Aims, Goals, Standards and Benchmarks Week 4 pg 161
    1. Curriculum Guides
    2. Data and Evidence pg 168
2. Cyclical "Continuity is the planned repetition of content at successive levels, each time increasing level of complexity" Tyler Pg 41
  1. Grade Level
  2. Yearly
3. Scaffolding
4. Evaluations Week 5 and Week 6
  1. Formative assessment "during instruction" Tomlinson, Moon Pg 209
  2. Summative "after instruction" Tomlinson, Moon Pg 209
  3. Pre-assessment "before instruction" Tomlinson, Moon Pg 209
Factors Influencing Curriculum
1. Economic and Community Business needs
2. Enviornmental
3. Social issues
  1. Gay, Transgender and Sexual preference Education
  2. Multicultural education
4. National and Global Issues
5. Levels and developers personal philosophies Week 1
  1. Levels- "Classroom, Individual School, School District, State, Nation, International" Pg 51 Week 2
  2. Theories-"Reconstruction, progressive, essentialism, and perennialism" Pg 117
  3. Models of the Curricular-Instruction Relationship-" Dualistic, interlocking, concentric, cyclical" Week 1 Pgs 9-10
  4. Models of Curriculum Development Week 3 Pg 95
    1. Tyler Model Pg 99
      1. Student as Source
      2. Society as Source
      3. Subject Matter as
      4. Screens- philosophy of education and Psychology of Learning
    2. Oliva Model pg 101
      1. 12 Components
        Planning Phases 1-4 and 6-9
        Planning and Operational Phase 5
        Operational Phases 10-12
    3. Gordon Taylor Model pg 105
      1. Objectives and Standards
      2. Examine Data
      3. Pacing Guides
      4. Professional Learning
      5. Implement
      6. Evaluate
    4. Taba Model Pg 100
      1. Introduce and implement new units
      2. Determine a structure
      3. Revise and merge
      4. Practice Experimental Units
      5. Create learning unit for each grade
Definitions Week 1
1. "a plan for learning" Taba Pg 4
2. "structured series of intended learning outcomes" Gagne pg 4
3. "all the experiences children have under the guidance of teachers" Caswell, Campbell pg 4
4. "a Field of utter confusion" Grumet Pg 1
5. "a course of life" Connelly pg 5
6. My definition of Curriculum is the content, materials and evaluations used during the learning process to impart knowledge
Cognative-Social Approach Week 5
1. Experiences
  1. Prior Knowledge
  2. Scaffolding
  3. Relevance to the child
2. Society
  1. "Defining and providing insight for the needs of the community" Pg 77
  2. "school leaders seek stakeholder engagement and strategize to receive input from a representative demographic of the community the school serves" Pg 78
3. Domains of Learning Week 5 Pg 185
  1. Cognitive Domain- thinking and knowledge
    1. Blooms Classification System
  2. Affective Domain- feelings
  3. Psychomotor-physical Skills
Tracey Clark 10/17/2019 Curriculum Mind Map
Instruction is the "How" and Curriculum is the "What"
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.

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Curriculum Planting the Seeds of Knowledge

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	Created by Tracey Clark over 5 years ago