Reflect on these quotes

1. Reflect on these quotes “It is not proposed that the children of the poor should be educated in a manner to elevate their minds above the rank they are destined to fill in society… Utopian schemes for an extensive diffusion of knowledge would be injurious and absurd.” (Colquhoun, 1806, writing about education in England) “We must get away from the idea that it is only the people at the top who should be thinking, and the job of everybody else is to do as told. Instead we want to bring about a spirit of innovation, of learning by doing, of everybody each at his own level all the time asking how he can do his job better.” (The Prime Minister of Singapore, Mr Goh Chok Tong, 1997, at the opening of the 7th International Conference on Thinking)

2. Educational Aims “Human beings have potential for developing in many directions and the problem of educational aims is deciding which kinds of development should be fostered and which discouraged” Wringe, C., 1988, ‘Understanding Educational Aims’, P.43)

3. Key Questions for Curriculum • What knowledge is most useful to attain? • Why is this knowledge most useful to attain? • How is this knowledge most effectively attained or created?

4. Major influences on curriculum Practitioners Educational institutions Industry Curriculum Dominant political ideology Dominant educational perspective Students “Curriculum can be seen as the battlefield of many competing influences and ideologies” (Kelly, 1995, p.149)

5. Curriculum Development Cycle Needs Analysis Learning Outcomes Evaluation Resources Content Assessment Instructional Methods

6. Aligned Curriculum Design Model Learning Outcomes Types of Thinking Assessment System Instructional Strategies In basic terms this means that the types of thinking incorporated in the Learning Outcomes must be effectively taught through the Instructional Strategies used and accurately measured in the Assessment System.

7. Differences Between Instructionaland CurriculumDevelopment Write a Lesson Plan Plan a Unit Obtain Student Instructional Resources Develop Learning Experiences Select Media Select Equipment Obtain Supplies Prepare Teacher-made Instructional Materials Develop Curriculum Goals Make Curriculum Planning Decisions Obtain School-related Data Obtain Community – Related Data Determine Curriculum Content Make Curriculum Content Decisions Write Objectives Sequence Objectives Determine Student Needs and Interests Develop Curriculum Materials Evaluate Curriculum Materials Effectiveness Curriculum Development Instructional Development Finch, C.R. and Crunkilton,J.R. (1999). Curriculum Development in Vocational and Technical Education,p.13.

8. Overview

9. Parameters of the Curriculum

10. Purpose of the curriculum Defined as the major learning goals and learning objectives of the curriculum

11. Competency standards • Competency elements • Performance criteria • Underpinning knowledge • Range and context • Evidence sources

12. Subject matter • Subject matter can be determined with a literature review of the latest findings on the field of knowledge

13. Target groups Profiled in terms of both demographic and psychological factors

14. Three Dimensions of Learning Model

15. Curriculum qualification WSQ System: Seven qualifications (but six levels)

16. Factors to Consider

19. Analysis of the purpose of the curriculum

20. Analysis of Competency and Competency Standards

21. Analysis of the Subject matter

22. Analysis of the Target Learners

23. Analysis of the Qualification Levels

24. Chap 2: Design Methods Session 1

25. Lets do some modelling Think of the best and the worse programme you attended • What made it very good or very bad for you? • What specific experiences or components in the curriculum made the difference?

26. Major curriculum paradigms(the Academic Perspective)

27. Curriculum as Framework

28. Overview CDIO+ Design Thinking General Education Academic Mentors Faculty Development GRADUATE ATTRIBUTES Skills T Technical knowledge

29. Curriculum Models • Curriculum models help designers to systematically and transparently map out the rationale for the use of particular teaching, learning and assessment approaches • The curriculum is then structured based on the key principles of the model Main Models: • Product Model (plans and intentions) • Process Model (learning activities and the experience) Some Specific Models: • Outcomes-based • Standards-based • Competency-based • Problem-based learning • Understanding by Design • Integrated curriculum • Spiral Curriculum

30. Curriculum as Content (or product)

31. Content –based model

32. Process-based Model

33. Process-based Model

34. Comparison of Product & Process-based models

35. Interaction between Curriculum

36. Outcomes-based Curriculum

37. Standards-based Curriculum

38. What is PBL? “The principal idea behind problem-based learning is…that the starting point for learning should be a problem, a query or a puzzle that the learner wishes to solve” (Boud. D, 1995, p.13. Enhancing Learning through Self Assessment. London: Kogan Page) Problem-based courses start with problems rather than with exposition of disciplinary knowledge. They move students towards the acquisition of knowledge and skills through a staged sequence of problems presented in context, together with associated learning materials and support from teachers

39. What I know best I have taught “…the individuals learning the most in the teacher-centred classrooms are the teachers there. They have reserved for themselves the very conditions that promote learning: actively seeking new information, integrating it with what is known, organising it is a meaningful way, and explaining it to others” (Huba & Freed, 2000)

40. “The search for educational methodologies that emphasise real world challenges, higher order thinking skills, multi-disciplinary learning, independent learning, teamwork and communication skills has a confluence in the holistic approach to problem-based learning”. (Tan Oon Seng, 2000)

41. Competencies for a Knowledge-Based Economy (KBE) • Problem-solving • Communication and team-working • Creativity and innovation • Leadership • Adaptability • Learning-to-learn skills

42. Key Features of PBL Activities PBL activities can vary in terms of size, structure and discipline involvement. However, they typically involve: • Working on real world tasks – developing specific and generic competences • Process driving content • Active and collaborative learning • Accessing, organising and making sense of relevant content knowledge • Developing learning to learn skills and dispositions

43. Content - Process relationship Problem Scenario Process skills (Thinking, Communication, Teamwork) Content Derived from the world of practice Emphasis on essential concepts

44. PBL Sequence of Activity There is no universal approach to PBL, but the following features are characteristic of the process • Presentation of problem as a simulation of professional practice or a ‘real life’ situation • Generation of questions and use of thinking to explore the problem and plan a course of action that will lead to its solution • Collaborative research activity to access and explore information sources in order to build up of knowledge base of relevant resources relating to the problem • Presentations of information found, peer teaching and application of the learning to the problem situation • Review of the problem in relation to new knowledge and evaluation of the learning process

45. Example: PBL Approach

46. Pedagogic benefits attributed to PBL • Is consistent with established knowledge on how we learn. The active learning ‘real world’ approach helps students to create knowledge structures/mental models that facilitate understanding (deep learning). This enables rapid recall in situations of future practice and transfer of learning • Promotes both independent and cooperative learning by empowering students in the organisation of the learning process • Fosters core competencies and dispositions essential for lifelong learning • Models the world of what professionals actually do -hence a better means of preparation for work than traditional content based curricula.

47. PBL problems should… • contain ‘cues’ that trigger learners to identify the desired learning outcomes • be at the appropriate level of complexity for learners profile • integrate knowledge, skills and attitudes across topics • mirror the real world of professional practice • promote collaborative and active learning • sufficiently identify the expected task and context

48. Checklist for developing a problem Have I: • Selected appropriate content relating to the Curriculum (learning outcomes) • _______________________________________________________________ • Determined the availability of necessary resources • (personnel, equipment, learning materials, etc)  • ________________________________________________________________ • Written a problem statement that: • Is grounded in the student experience • Is appropriate for developmental/competence level • Provides a focused question • Is sufficiently ill structured to allow more than one correct answer • Allows for a variety of teaching/learning strategies • ________________________________________________________________ • Chosen an activity that will motivate students • _________________________________________________________________ • Produced an assessment strategy and necessary marking scheme

49. Problem Evaluation • Did the problem create student interest  • Did the problem build core content knowledge  • Did the problem promote types of thinking  • Was the problem sufficiently real world based  • Did the problem allow sufficient student choice  • Was the problem at the right level for the students  • Were the students able to access sufficient resources  In what ways can this problem be improved: _____________________________________________________________________________________________________________________________________________

50. The Director of DACE has requested us to consider the usefulness of problem-based learning as a means of making the curriculum more suited to the needs of a knowledge-based economy. • The above could be a PBL activity for us as teaching • professionals. You will notice that the problem is: • Real world based- relevant to our professional lives • Involves much research activity, good thinking and the • development of a rich knowledge base • Requires collaborative learning • Challenging but achievable