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The Curriculum : Selecting and Setting Learning expectations

The Curriculum : Selecting and Setting Learning expectations. Chapter 4 EDU 380 -600. The Curriculum.

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The Curriculum : Selecting and Setting Learning expectations

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  1. The Curriculum: Selecting and Setting Learning expectations Chapter 4 EDU 380-600

  2. The Curriculum • This past week we studied setting up the classroom learning environment, which included creating classroom procedures and policies, using positive rewards as motivators, and dealing with student misbehavior. • Although we have already started learning about curriculum by designing lesson plans, Chapter 4 will teach us how to plan for instruction, organize our lessons, and prepare instructional objectives. This is really the introduction chapter to curriculum as the next several chapters go into greater detail.

  3. The Curriculum • While there are various definitions of curriculum, the text identifies four programs that comprise curriculum: • Program of studies • Program of student activities • Program of services • The “hidden curriculum” • There core subjects that NCLB considers core subjects include the arts but not HHP…why do you think this is? And do you think that NCLB (and the laws that accompany it) have priorities of importance for these subjects? Where would the arts fall in that priority?

  4. Planning for Instruction • Planning for the School Year • Planning Units • Planning Individual Lessons • Look at page 125; how is this instructional plan format different from the MAUB ETP format? • CURRICULUM STANDARDS • LOCAL - You have been given Billings’ ABC curriculum guides as well as what SD2 uses for music, art and health. • STATE – You will find these on the Office of Public Instruction (OPI) • NATIONAL – p. 126 (notice health and P.E. is there, but nothing for music and art; we did find those in class, however). • USE ALL THREE OF THESE IN YOUR LESSON PLANS

  5. PREPARING INSTRUCTIONAL OBJECTIVES • Educational goals are “general statements of intent and are prepared early in course planning.” (p. 133) • Instructional objectives indicate what a student will be able to do once the instruction is completed and should be measureable. • Classification of Learning Objectives • Cognitive domain – intellectual information from basic facts to critical thinking skills • Affective domain – emotions, feelings, attitudes, etc. • Psychomotor domain – from simple material manipulation to creative performance • It’s important to include all of these to address different learning styles.

  6. Blooms Taxonomy (1956) Knowledge Comprehension Application Analysis Synthesis Evaluation Anderson & Krathwohl (2001) Remember Understand Apply Analyze Evaluate Create Cognitive Domain Hierarchy(notice the difference in the last two-they are reversed: Anderson and Krathwohl believe to create or synthesize is more difficult than to evaluate something; I agree with this)

  7. Affective Domain Hierarchy (p. 138-139) • Receiving – “being aware of the affective stimulus and beginning to have favorable feelings toward it” • Responding - “taking an interest in the stimulus and viewing it favorably” • Valuing – “showing a tentative belief in the value of the affective stimulus and becoming committed to it” • Organizing – “placing values into a system of dominant and supporting values” • Internalizing – “demonstrating consistent beliefs and behavior that has become a way of life”

  8. Psychomotor Domain Hierarchy • Moving • Gross Motor Coordination • Manipulating • Fine Motor Coordination • Communicating • Communication of feelings and ideas • Creating • Coordination of thinking, learning, and behaving

  9. Review • The 5 LEVELS of Curriculum Integration • The 7-step process for Planning Instruction • Content of a Syllabus

  10. Weekly Checklist Feb. 15-21 • Read Chapter 4 • Personal Learning Strategy: Reviewing the Table of Contents (it is almost an outline) will show you main ideas and important concepts. • Many of the exercises at the end of this chapter deal with looking at National, State and Local standards. We have already done this but can you take your specific content standards and see how they relate to those first exercises? You don’t have to turn them in, but just do them in your head. • Participate in Threaded Discussion C (Feb. 16-20) • Keepworking on those SMART board projects; if you wait until the end, you might not have access or run into technological difficulties. We’re going to share our projects with each other so we’ll all have many different activities…

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