Unit Four: Quality, Quantity, and Relatedness in the curriculum
Author: Carmita Sanchez-Fong
Go to: ETAP 623 Spring 2012
Go to portfolio page: A Pathfinder as a Coordination and Teaching Tool
Go to the mini-course: The Pathfinder Building Blocks
Target Objective
Learners will be able to contribute and share quality resources of substance that will contribute to the relatedness in the curricular conversation.
Unit Objectives
- Understanting Gagné's Nine Events of Instruction.
- Understanding the Five Components of Unambiguous Objectives
- Understanding the use of the ADDIE Model to improve teaching and learning
Let's Get Started
- Watch this video which is "Dedicated to everyone who has ever sat through a boring lecture on a topic they like and stayed awake."
- Read the attached presentation and think of what is the most important feature in effective teaching and learning. If the parts do not relate, does it still make sense? Relatedness in the curriculum makes "cumulative conversations possible". Media:BuildingBlocksPresentation.pdf
- Visit Donals Clark's The Performance Juxtaposition Site at:
- <http://www.nwlink.com/~donclark/hrd/history/gagne.html>
- Presents Robert Gagné’s nine instructional events detailing the conditions necessary for learning as a companion to Bloom’s Taxonomy. These events are important for the design of instructional materials and the selection of appropriate media.
Build Your Research
- Read "Toward Thoughtful Curriculum: Fostering Discipline-Based Conversation" (1994) by Arthur N. Applebee.
- Arthur N. Applebee explores recent developments that affect educational quality and the need to teach students how to participate in the ongoing curricular conversation.
- Read "Inside the Black Box: Raising Standards Through Classroom Assessment" (2001) by Paul Black and Dylan Wiliam.
- This is an excellent article on how interactive learning and formative assessment improve outcomes.
- Read "Student perceptions and motivation in the classroom: exploring relatedness and value" (2008) by Annette Kaufman and Tonya Dodge:
- This abstract explores the effects of relatedness and its values influence motivation and performance outcomes in the academic setting.
Reflect
What did you think of the video? How would you TEACH after it? Think if there is enough quality content to make the conversation complex and intellectually challenging? What could you add or subtract from the resources in the pathfinder to maintain its quality? Should any resource be modified to better support the curriculum content?
How do you ...
- Gain attention
- Inform learners of the objective
- Stimulate recall of prior learning
- Present the content
- Provide learning guidance
- Elicit performance
- Provide feedback
- Assess performance
- Enhance retention and transfer
As teachers, we are in the business of improving outcomes. How would you instructions change, after the video and readings, that will help you improve outcomes. What ingredients should be in the pathfinder that will improve the learning objectives?
References and Resources
Applebee, Arthur N. "Toward Thoughtful Curriculum: Fostering Discipline-Based Conversation." The English Journal. Vol.
- 83.3 (March 1994):45-52. Web. 26 Feb. 2012.
Black, Paul and Wiliam, Dylan. "Inside the Black Box: Raising Standards Through Classroom Assessment." Discovery
- Education Blog. Web. 14 Mar. 2012.
Clark, Donald. The Performance Juxtaposition. Web site. 19 Mar. 2012.
Darling-Hammond, Linda et al. Powerful Learning: What We Know About Teaching for Understanding. San Francisco, CA:
- Jossey-Bass/John Wiley & Sons, 2008. Print.
Gagné, Robert M. et, al. Principles of Instructional Design. Fifth ed. Belmont, California: Wadsworth/Thomson Learning,
- 2005. Print.
Go to Unit One: Building a Pathfinder
Go to Unit Two: Course Coordination and Educational Quality
Go to Unit Three: Formal Curriculum vs. Enacted Curriculum
Go to Unit Four: Quality, Quantity, and Relatedness in the curriculum