PME 810 Module 3: Planning, Instruction, and Assessment Approaches in Different Curricular Designs

Here is the link if needed: https://www.mindomo.com/mindmap/ff1fdf02ef4d49768feafa969f2c57ae

Module 2 (*Please see below for addition in Module 3)

In this module we looked at the philosophical foundations of education and how they relate to curriculum and curriculum design. We based our map around the Philosophies of Education and noted the division between the Contemporary and Traditional philosophies. Although the map may look confusing we made the decision to leave the philosophies in the middle as they are the core element to both the concepts of curriculum and curriculum design. "Philosophy becomes the criterion for determining the aims, means, and ends of curriculum" (Orenstein, 1990).

At the top of the map are the five concept of curriculums and their links to philosophies and at the bottom are the types of curriculum designs and their links to both the philosophies and concepts of curriculum.The three bars button to the right of each title will bring you to a description of each of the concepts.

Floating to the right of the curriculum designs are curriculum considerations. These are different design components that help create the curriculum designs listed.

Module 3 Updates

While reflecting on our concept map after completing Module 2 and after this week's readings, we wanted to highlight the fact that our map is not linear or 'neat' but that is done purposefully. Curriculum development, curriculum design and the connections to curriculum concepts and philosophies is not always easy or clear. Many designs or concept may connect to more than one philosophy and there are not always direct correlations. We noticed this as well when adding to our visual in module 3. Assessments often pull from different curriculum designs and although some connections are more easily made (subject centered design and perenialism) others are more fluid and less easily connected.

In the module we added to the right (connecting off of curriculum designs) the types of assessment approaches. This is to be seen as a link or place to go to look deeper into assessment (hence the bolded red line connector). We broke down the assessment approaches into three categories (Planning, Instruction and Assessment). From here you can see the factors that influence those three areas.

We also noted that many of the assessment strategies related to a learner based design, which is why we highlighted those in orange. The readings also seemed to emphasize this. We thought this was important to note as there seems to be trend and a shift towards a learner based design where students are the focus.

We also include a section on mapping that is connected to the planning of each curriculum design. Mapping can be used to help set a direction for the planning process.

We also acknowledge the importance of High-Quality Assessments in the classroom, as well as, the components used when implementing assessment in the classroom. Finally, attached to assessments is also the three main types of assessments used in the classroom. These three types of assessments help create instructional decisions in the classroom.

We hope you enjoy exploring our concept map. Please leave and comments or questions in the comment section of the blog.

By Riley Wood and Amy Dryer