Homework answers / question archive / Learning Guide Unit 8 Overview Unit 8: Multiple Approaches to Curriculum Design   Topics:   How learning is dependent upon context Considering a multidisciplinary approach to teaching Principles that underlie curriculum design Learning Objectives: By the end of this Unit, you will be able to: Question the ways in which learning is situationally-dependent Examine the reasons why no single teaching theory applies to every student Evaluate factors important to curriculum design Tasks: Peer assess Unit 7 Written Assignment Read the Learning Guide and Reading Assignments Complete the Discussion Assignment by posting in the Discussion Forum Respond to three of your fellow classmates’ posts in the Discussion Forum Complete and submit the Portfolio Activity Complete the Course Evaluation Learning Guide Unit 8 Introduction Although the nature of the content and the measured benchmarks of what teachers are expected to provide to students is often predetermined by influences outside of the classroom (e

Learning Guide Unit 8 Overview Unit 8: Multiple Approaches to Curriculum Design   Topics:   How learning is dependent upon context Considering a multidisciplinary approach to teaching Principles that underlie curriculum design Learning Objectives: By the end of this Unit, you will be able to: Question the ways in which learning is situationally-dependent Examine the reasons why no single teaching theory applies to every student Evaluate factors important to curriculum design Tasks: Peer assess Unit 7 Written Assignment Read the Learning Guide and Reading Assignments Complete the Discussion Assignment by posting in the Discussion Forum Respond to three of your fellow classmates’ posts in the Discussion Forum Complete and submit the Portfolio Activity Complete the Course Evaluation Learning Guide Unit 8 Introduction Although the nature of the content and the measured benchmarks of what teachers are expected to provide to students is often predetermined by influences outside of the classroom (e

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Learning Guide Unit 8

Overview

Unit 8: Multiple Approaches to Curriculum Design
 

Topics:
 

• How learning is dependent upon context
• Considering a multidisciplinary approach to teaching
• Principles that underlie curriculum design

Learning Objectives:

By the end of this Unit, you will be able to:

1. Question the ways in which learning is situationally-dependent
2. Examine the reasons why no single teaching theory applies to every student
3. Evaluate factors important to curriculum design

Tasks:

• Peer assess Unit 7 Written Assignment
• Read the Learning Guide and Reading Assignments
• Complete the Discussion Assignment by posting in the Discussion Forum
• Respond to three of your fellow classmates’ posts in the Discussion Forum
• Complete and submit the Portfolio Activity
• Complete the Course Evaluation
• Learning Guide Unit 8
• Introduction

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• Although the nature of the content and the measured benchmarks of what teachers are expected to provide to students is often predetermined by influences outside of the classroom (e.g., state mandates, district goals, etc.), the ways in which teachers achieve those expectations can vary widely. There are numerous philosophies of teaching that draw on several approaches. When to use an approach relies, in part, on the professional judgment of the teacher, the level of comfort with the selected style, and consideration of the context in which the learning goals are situated. In fact, there are several factors that drive how a teacher unpacks a curriculum. Our last unit in the course explores some of these salient issues.
•  The readings will draw your attention to research about multidisciplinary approaches and how experiential learning can be used to draw from several philosophies. The aim of the readings emphasizes how learning is dependent and contextual with no single theory universally applying to every student in every situation. You’ll be asked to think about the process of engaging students in activities which enable them to acquire the content knowledge and skills sets necessary for classroom success. 

Learning Guide Unit 8

Reading Assignment

 

1. Calnin, G. (n.d.). Establishing the conditions for student learning growth. Retrieved from here.

•  Read pages 1-15. The article summarizes major developmental models that have influenced teaching strategies. It also provides a review of effective pedagogical approaches that have been shaped by the learning theories you have examined across several units of this course. Finally, the article acknowledges the role that affective factors have in educational approaches and teaching strategies.

***NOTE: To access this learning resource you will be prompted to log in as, "Returning Users - Login to MyNAP" or "New Users". Under the heading "New Users", choose Download as Guest. A new window will appear and you will be prompted to enter your email address in the field provided. Be sure to check the box next to, Yes, I accept the terms of use. Click Continue and you will be prompted download the full book or individual chapters. 

2. Hudson, C. C. & Whisler, V. R. (2008). Contextual teaching and learning for practitioners. Retrieved from http://www.iiisci.org/journal/cv$/sci/pdfs/e668ps.pdf

•  Read pages 1-5. This journal article defines and explains contextual teaching and learning as a conception that “helps teachers relate subject matter content to real-world situations; and motivates students to make connections between knowledge and its applications to their lives as family members, citizens, and workers; and engage in the hard work that learning requires”.

3. Gollub, J. P., Bertenthal, M. W., Labov, J. B., & Curtis, P. C. (2002). Learning and understanding: Improving advanced study of mathematics and science in US high schools. Retrieved from https://www.nap.edu/download/10129#

•  Read Chapter 6, pages 117-133. When you access the site, you can either download the entire book or select only Chapter 6: Learning with understanding- Seven principles. This chapter explains how meaningful learning is grounded in seven research-based principles. These principles are used as the framework for the design of curricula, instruction, and assessments as well as for the design of professional development. The reading tends to focus on math and science, but the principles can be applied to all subject areas.

***NOTE: To access this learning resource you will be prompted to log in as, "Returning Users - Login to MyNAP" or "New Users". Under the heading "New Users", choose Download as Guest. A new window will appear and you will be prompted to enter your email address in the field provided. Be sure to check the box next to, Yes, I accept the terms of use. Click Continue and you will be prompted download the full book or individual chapters

4. Schwartz, M. (2012). Best practices in experiential learning. Retrieved from https://www.mcgill.ca/eln/files/eln/doc_ryerson_bestpracticesryerson.pdf

•  Read pages 1-18. Many of the theories this course has examined are based in a specific approach with a particular set of assumptions and methodologies. This article explores how encouraging lesson construction through experiential learning can create a more meaningful learning experience. Drawing from several of the learning domains and multiple approaches you have examined in previous units, this discussion of experiential learning is grounded in an interdisciplinary philosophy which draws heavily from your knowledge of the constructivist approach.

 

• Discussion Assignment
• In the discussion forum, you are expected to participate often and engage in deep levels of discourse.  Please post your initial response as early in the unit as possible and continue to participate throughout the unit. You are required to post an initial response to the question/issue presented in the Forum and then respond to at least 3 of your classmates’ initial posts.  You should also respond to anyone who has responded to you. 
• Review the reading from Schwartz, M. (2012). Best practices in experiential learning.
• Focus on pp 1-2: Experiential learning: An expanded definition. In this section of the reading, Schwartz outlines nine activities that have the potential to be experiential learning experiences depending on the situation. Select one of the nine activities and post a scenario or short lesson that clearly illustrates how your selected activity fulfills the definition of experiential learning. Because the activity must be embedded in the context of the situation to be truly experiential, be sure to include sufficient details in your post to justify your example.
•  As you reply to your peers, share your thoughts about the experiential activity described in the post. How do you feel about the activity that was posted—was it clearly described in such a way as to reflect experiential learning? Are there changes you would recommend or problems you might foresee with its execution in a classroom?
• Discussion Forums will be assessed using this rubric.

Portfolio Activity

You’ve reached the end of our course. Congratulations!

Think back to your Reflective Portfolio Activity from Unit 1. In the first unit, you were asked to consider the way in which you defined ‘learning’ and how that definition might influence your classroom expectations about student performance. In this last reflection, consider your understanding of ‘teaching’. This final unit included readings that suggest that there is no one theory or approach that applies to each student. Different students with different needs require various approaches; different curricular benchmarks require different delivery styles; different teaching experiences require differentiated approaches.

 Given the materials from this unit, as well as any of the earlier materials you have completed, how would you characterize your pedagogical philosophy? Your pedagogy refers to the way in which you construct lesson plans, deliver instruction, evaluate student learning gains, and the strategies you include in your best practices of teaching. If you are currently not teaching, how would you respond if you were? For your consideration, think about:

• How do you teach or plan to teach?
• Moving forward in your teaching career, what values do you consider a priority?
• Which theoretical principles will drive your classroom planning?
• Which student characteristics do you think are critical to successful learning?

You may want to review your first Reflective Portfolio Activity in order to ensure you have a complete concept of both ‘teaching and learning’ in your reflection. This final Reflection Activity should serve as a culmination of the course objectives. They are provided here as a reminder to inspire your reflection:

• Identify the parameters and crucial features relevant to a learning situation and students
• Examine the major theories and models for understanding how students learn—behaviorism, cognitive information processing, observational and social learning, constructionism.
• Identify the cognitive, affective, and sensory/psychomotor domains and implications for learning through differing modalities
• Explore the contributions of neuroscience to adolescent brain research and understanding behavior
• Explain structural barriers to learning such as stereotype threat, curriculum-home mismatch, and use of particularized materials and approaches
• Describe the interplay of learner characteristics, prior experiences, learning styles, the medium of instruction, and cultural influences and understand that learning is dependent and contextual with no single theory universally applying to every student in every situation

This activity will be assessed by your instructor using the Portfolio Activity Rubric.