College of Saint Rose Center for Integrated Teacher Education Curriculum Development Created By:Dr. Rich Hawkins & Dr. Deb DeLuca Presented By:Laura Mastrogiovanni.

College of Saint RoseCenter for Integrated Teacher Education

Curriculum Development Created By:Dr. Rich Hawkins &

Dr. Deb DeLucaPresented 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

Goal: Curricula

and learning

experiences appropriate to learners’

nature and needs

Biological Basis of

Individual Differences

Physical Maturation

Intellectual Development

And Achievement

Emotional Growth

And Development

Cultural And

Social Development

Curriculum Planning Planning for Instruction

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?

1. Through Observation2. Through “Running Records”3. 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 StylesVerbal-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 LearnerCan 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 LearnersLearn 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 LearnersCan 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 LearnersCan 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 LearnersCan 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 LearnersCan 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 LearnersCan 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 LearnersCan 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 StylesEmotional 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:

1. What educational purpose should the school seek to attain?

2. What educational experiences can be provided that are likely to attain these purposes?

3. How can these educational experiences be effectively organized?

4. 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

The Journey Continues…