curriculum development and assessment: a balanced approach · thinking like an….. • economist...
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Curriculum Development and Assessment:
A Balanced Approach
Bill Huitt – Capella & Walden Universities
Ollie Hartwright – Head of Humanities
Harry Lock – High School Principal
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Workshop Outline
• Foundations
• Curriculum development in the Humanities Department
• Whole-school perspective
@whuitt @olliehartwright @helock
#ECIS2013 #balancedbydesign
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Part of a Strategic Planning Process
Driven by Strategic Plan
Whole-school assessment
workshop as part of
curriculum development
process
Understanding by Design
as a whole-school initiative School-wide strategic
planning
Assessment Workshop
Understanding By Design
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Curriculum Development
Stefani, L. (2004-05). Assessment of student learning: Promoting a scholarly approach. Learning and Teaching in Higher
Education, 1, 51-66. Retrieved from http://www2.glos.ac.uk/offload/tli/lets/lathe/issue1/articles/stefani.pdf
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Humanities learners will be knowledgeable thinkers who
can gather and organize information, create meaning and
communicate what they know.
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In addition to use of
• Strategic Planning Process
• Understanding by Design
The humanities department was also guided by
• Bloom et al.’s Taxonomy of Cognitive Domain
• Anderson and Krathwohl’s Revision of Cognitive Taxonomy
• Narvaez’s Components of Moral Thinking
• Partnership for 21st Century Skills
• Huitt’s Curriculum Mapping Project
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@whuitt @olliehartwright @helock
#ECIS2013 #balancedbydesign
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What do they have in common?
Humanities learners will be knowledgeable thinkers who can gather and
organize information, create meaning and communicate what they know.
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Characteristics of excellence in humanities K-12
Analysing information
Evaluating cause or effect relationships
Creating interpretations or models to explain or predict
How to move from consensus on the characteristics of
excellence to designing a curriculum which scaffolds the
student path to excellence?
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Thinking like an…..
• Economist
• Geographer
• Historian
• What are the key thinking skills for success?
Critically analysing sources
Evaluating models and paradigms
Creating interpretations and models
Contextualising – using sources to infer and predict
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From thinking skills to standards
Humanities thinking skills
• Critically analysing sources
• Creating evaluating
interpretations and models
• Contextualising – using
sources to infer and predict
Standard for Humanities
Standard 3.
Students will evaluate the
interactions and relationship
between human societies and
their physical environment.
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How can a whole-school Humanities standard be relevant in
both Grade 5 & 12?
Benchmarking
Standard 3. Students will evaluate the interactions and
relationship between human societies and their physical
environment.
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Grade 12 History
Students will critique the role of physical environmental factors in the development of human societies in
order to challenge historical interpretations.
Grade 11 History
Students will prioritise the role of physical environments in the development of change or continuity in
human societies.
Grade 12 Geography
Students will challenge interpretations of the role of human activities on the physical environment
Grade 11 Geography
Students will analyse the role of physical environments in the development of human societies
Grade 12 Business & Management
Students will evaluate the impact of the physical environment (workplace) on a workforce
Grade 11 Business & Management
Students will examine the impact of the physical environment on a workforce to establish the existence of
connections
Standard 3. Students will evaluate the interactions and relationship between
human societies and their physical environment.
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How do teachers use benchmarks to create the most effective
economists, geographers and historians?
Backwards design of units
http://www.edpsycinteractive.org/fis/humanities/
Lessons which are focused on developing the skills of great
humanities thinkers, measured by authentic assessments as
historians, economists and geographers.
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Mission &
Vision
Thinking
Skills
Backwards
design of
units
Approaches
to learning
Bechmarked
Standards
K-12
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@whuitt @olliehartwright @helock
#ECIS2013 #balancedbydesign
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Teamwork by design
• Teaching is a ‘team sport and a public act’
• Shared responsibility for outcomes, not a ‘franchise’
approach.
• Requires trust and builds trust
• Outcome: a Professional Learning Community
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Coaching by Design
• Common definition of student achievement: ‘what does
excellence look like?’
• What student behaviours are required: ‘thinking like’
• What teacher behaviours are required: higher order thinking
tasks
• Criteria for effective lessons and the focus for instructional
coaching from a UbD approach
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Mission & Vision by design
• Desired student behaviours are modelled by teachers
• FIS M&V ‘Caring & Co-operative environment’
• Planning, implementation- co-operation
• Assessment approach- co-operation
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Curriculum Sustainability by Design
• Standards & Benchmarks ensure alignment at the
implementation stage. Design together (what): Implement
together (how)
• Incoming teachers have goals for student achievement,
student behaviours and teacher behaviours built into the
curriculum and driving it.
• The ‘curriculum in a suitcase’ is left at the door. Diversity is
accepted, but within a shared understanding of how learning
occurs.