Curriculum Design and Development

1. Curriculum Design and Development Symmetry

2. Our Area of Focus • Target Level: Primary 4 • Subject: Mathematics • Unit Title: Symmetry • Unit Objective: Pupils to be able to determine if a straight line is a line of symmetry of a symmetric figure. They will complete a symmetric figure with respect to a given vertical/horizontal line of symmetry.

3. Rationale Piaget’s theory of cognitive development Concrete Operational (7-11 years) Can think logically about objects and events  Achieves conservation of number (age 6), mass (age 7), and weight (age 9)  Classifies objects according to several features and can order them in series along a single dimension such as size.  Read more: Piaget's developmental theoryhttp://www.learningandteaching.info/learning/piaget.htm#ixzz1bbwPM4n6Under Creative Commons License: Attribution Non-Commercial No Derivatives

4. Piaget’s test of Concrete Operations • According to John L Sheppard, in his article published in Developnetal Psychology, 1974, Vo. 10, No.1 pg 116) “if concrete operations can be described by groupings, operational subjects can establish closure in a mathematical group.”

5. Piaget’s test of Concrete Operations • Concrete operational children could be predicted to perform on a mathematical group task not at the formal operational level of sophistication but at a more elementary level of establishing closure in a mapping. Children approaching the stage of formal operations to which the group model has been applied should show superior performance to younger subjects. ( pg 117)

6. Piaget’s test of Concrete Operations • The major interest of the present research was to extend these findings and see whether children at the stage of concrete operations could use materials to show they could consistently make the combinations involved in a mathematical group, as illustrated with rotations or in our case in symmetry and repeated patterns. ( pg 117)

7. Piaget’s test of Concrete Operations • If operational thought at that stage is characterized by a grouping structure, then the child should be able to do it. (pg 117)

8. Concrete operational thought in children with learning disabilities and children with normal achievement • This study compared Piagetian cognitive development in normal achieving children and two groups of children with learning disabilities designated as either auditory-linguistic or visual-spatial on the basis of IQ tests. • The constructivist perspective of Jean Piaget has been one of the most frequently cited theories of cognitive development in children. ( pg 87) • Piaget’s third stage, the concrete operational period, is felt to be especially important because of its relationship to the beginning of formal education. • Williams, Morgan & Kalthoff, The journal of genetic Psycholology, 153(1), pg 87-102

9. Concrete operational thought in children with learning disabilities and children with normal achievement • During this stage : • the child relies less heavily on the figurative aspects of thought • With perceptual features becoming less salient • He or she manages more and more in operative thought • Which involves conceptualization and analytical thinking. Williams, Morgan & Kalthoff, The journal of genetic Psycholology, 153(1), pg 87-102

10. Concrete operational thought in children with learning disabilities and children with normal achievement • This theory helps our project to rationalize why we are using symmetry as our topic for our project. • These tasks were chosen because they have been found to be valid measures of overall cognitive development and to contribute significantly to the prediction of early math and reading skills.

11. Working memory in children • Developmental differences and differences in ability • In the present study, they have found out that 11 year old as compared with 8 year olds, the research has found out that this age range covers a significant developmental increase in WM functions. Pg 3-4 • So the age group we have chosen is about 10 year old ( Pri. 4) to carry out our curriculum planned. • With respect to developmental effects, we expected older children as compared with younger children to show faster processing in both domains. • Pupils with learning difficulties requires alternative modes of learning • Expect Working Memory capacity would increase with age in both domains. • Developmental Psychology, WORKING Memory in children: Tracing Age differences and Special Needs to parameters of a formal model. Gothe, Esser, Gendt & Kliegl ( 2011, Oct 3)

12. Our initial Curriculum • Insert the hyperlink for the 1st rigorous summative assessment. • Insert the hyperlink for the initial Lesson Plan.

13. Background of stakeholder • Name of pupil: Nizam • Age: 10 years old • Level: Primary 4 • Ability of child: Middle-ability • Type of LD: ADHD • Method of data collection: One-to-one Interview, classroom observation of child

14. Learning Needs Analysis • Hyperlink to LNA.

15. What is Human Dynamics? Human Dynamics is a systemic approach to the complexities and wonders of how we process information, learn, communicate, maintain well- being, respond to stress, and above all develop as whole systems of mental-emotional-physical- spiritual functioning, so that we may more readily realize our individual and collective human potential. Dr Sandra Seagal and David Horne

16. What is Human Dynamics? • 3 universal principles – the mental (thoughts), the emotional (interactions with others & ourselves) and the physical (actions). • The central principle of each individual has a profound impact on how we function.

17. Observation of stakeholder • Hyperlink to profile of the pupil.

18. Gaps between Initial Lesson Plan & LNA

19. Review of Curriculum • Hyperlink to amended Rigorous Summative Assessment 2 • Hyperlink to amended Lesson Plan 2

20. Learning Points • Curriculum should focus on student-centred learning. • There is a need to focus on the diverse needs of the learners. • Learning has to be meaningful so that they are able to apply the skills learnt into real-life situation.