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P9 Curriculum Reform

Page history last edited by Jenna Ream 13 years, 7 months ago

 

P9 Curriculum Reform.

 

Framing of this issue:

Need focus on 21st Century skill set requirement, and increased focus on "Science, Technology, Engineering and Math" (STEM).

 

Problem Dimensions (ecosystem domain & boundaries):

a) This is related to P3 Standards, but is more focused on content than data. What should our objectives be in this area?

b) Question of Architecture- the physical and virtual spaces in which teaching and learning occurs

c) Structural architecture of content- curricular scope and sequence- how specific? common core? skill and experience based or knowledge based?

d) Taxonomies: remembering, comprehending, analyzing, applying, evaluating,synthesizing and creating; across 4 dimensions: factual, conceptual, procedural, metacognitive  http://www.uwsp.edu/education/lwilson/curric/newtaxonomy.htm 

e) Role of National Governors Association Common Core Standards Initiative http://www.corestandards.org/ 

f) Role of National Assessment of Educational Progress (NAEP)  http://nces.ed.gov/nationsreportcard/ 

g) National Council of Teachers of English- 21st C Literacies   http://www.ncte.org/positions/statements/21stcentdefinition

 

 

 

  • We need to shift our curriculum from strictly content-based to a mix of cognition/thought and content. Find balance. 
  • Yes, great questions. Make students set context. Change it. Examine differences. Understanding "it depends"
  • start with current standards and curriculum and negotiate big ideas in community; initially all stakeholders to identify scope- teachers and students id specifics and sequence  
  • Trying to force students into a mold is counterproductive. Much better to shape instruction around individual needs
  • We have to employ more Critical Thinking with our students. My Critical (Higher Order) Thinking page: http://bit.ly/q7HUm 
  •  focus on big ideas, essential questions and not so much on the minutia of content, as a means of limiting add-ons  
  • In the age of access to unlimited content, how can we work with stdnts to develop a toolbox of skills 2 know what 2 do with the info 
  • Hi-Q higher-ed institutions use hybrid of F2F, online, and student teams outside of class.  
  • Stds are more appropriate in their current usage for some developmental levels and not other 
  • Set the baseline for knowledge, not just info access. Not the same due to cog load.
  • when kids are deficient and curriculum rules, we can't close the gap. Increasing student voice- place to start; finding shared interests, and bringing students funds of knowledge into conversation- critical for engagement 
  • meaning, in history standards and curr. focuses on amassing facts/rote knowledge, rather than larger skills of analysis  
  • "Found that all students have knowledge that can be used as basis for teaching abstraction" ... or anything, really
  • Doing that will lead to continued mass failure by those unable to do so. Education needs to be expansive, not exclusive. 
  • Why do we expect students to be the only nimble ones, in the sense they should adapt to us?
  • consumer, pop culture, a sociocultural issue- identifying values.
  •  

 

 

 

 

What data can we review to drive this analysis?

 

Who Has the Problem (supervising jurisdictions & implementation focus):

State Departments of Education

Teachers (wanting to do this, but not able; not sure what 'this' entails)

 Parents and Students (wanting this but not sure what 'this' entails) 

 

A. Problem Statement:

  •  

 

B. Process Description (if applicable):

  •  

 

C. Actors & Behaviors (desired, undesired):

  • State Departments of Education (set policy) - see also P3 Standards.
  • Administration (administer policy)
  • Teachers (drive)
  • Employers (benefit) - see also P5 Workforce/Jobs.
  • Students (benefit)

 

D. Process Model (picture(s) & flow(s) as needed):

  • diagrams of flow that may be relevant to understanding or solutions for this issue? 

 

E. Process Rules:

  • what are constraints, actual or implied? 

 

F. Outcomes (desired, undesired):

  • Fundamentally higher quality of Education retained.
  • Positive impact to P5 Workforce.

 

G. External Context: 

  •  

 

Other sources or references relative to this topic

  • ... and Charles Fault- School Architecture in the Context of 21st Century Learning- recorded eluminate session 5/18 

 

 

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