College of Saint Rose Center for Integrated Teacher Education Curriculum Development

College of Saint RoseCenter for Integrated Teacher Education Curriculum Development Created By:Dr. Rich Hawkins & Dr. Deb DeLuca Presented 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 Planning for Instruction Curriculum Planning

Something to Think About • Social & Human Development

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? • Through Observation • Through “Running Records” • 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 Styles Verbal-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 Learner Can 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 Learners Learn 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 Learners Can 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 Learners Can 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 Learners Can 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 Learners Can 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 Learners Can 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 Learners Can 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 Styles Emotional 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: • What educational purpose should the school seek to attain? • What educational experiences can be provided that are likely to attain these purposes? • How can these educational experiences be effectively organized? • 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

College of Saint Rose Center for Integrated Teacher Education Curriculum Development