THE CURRICULUM:
SELECTING AND
SETTING LEARNING
EXPECTATIONS
Chapter 4
EDU 380-600
The Curriculum
• This past week we studied setting up the classroom learning
environment, which included creating classroom procedures and
policies, using positive rewards as motivators, and dealing with
student misbehavior.
• Although we have already started learning about curriculum by
designing lesson plans, Chapter 4 will teach us how to plan for
instruction, organize our lessons, and prepare instructional
objectives. This is really the introduction chapter to curriculum
as the next several chapters go into greater detail.
The Curriculum
• While there are various definitions of curriculum, the text identifies
four programs that comprise curriculum:
•
•
•
•
Program of studies
Program of student activities
Program of services
The “hidden curriculum”
• There core subjects that NCLB considers core subjects include the
arts but not HHP…why do you think this is? And do you think that
NCLB (and the laws that accompany it) have priorities of
importance for these subjects? Where would the arts fall in that
priority?
Planning for Instruction
• Planning for the School Year
• Planning Units
• Planning Individual Lessons
• Look at page 125; how is this instructional plan format different from the
MAUB ETP format?
• CURRICULUM STANDARDS
• LOCAL - You have been given Billings’ ABC curriculum guides as well as
what SD2 uses for music, art and health.
• STATE – You will find these on the Office of Public Instruction (OPI)
• NATIONAL – p. 126 (notice health and P.E. is there, but nothing for music
and art; we did find those in class, however).
• USE ALL THREE OF THESE IN YOUR LESSON PLANS
PREPARING INSTRUCTIONAL OBJECTIVES
• Educational goals are “general statements of intent and are
prepared early in course planning.” (p. 133)
• Instructional objectives indicate what a student will be able to do
once the instruction is completed and should be measureable.
• Classification of Learning Objectives
• Cognitive domain – intellectual information from basic facts to critical
thinking skills
• Affective domain – emotions, feelings, attitudes, etc.
• Psychomotor domain – from simple material manipulation to creative
performance
• It’s important to include all of these to address different learning
styles.
Cognitive Domain Hierarchy
(notice the difference in the last two-they are reversed: Anderson and
Krathwohl believe to create or synthesize is more difficult than to evaluate
something; I agree with this)
Blooms Taxonomy
(1956)
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Anderson & Krathwohl
(2001)
Remember
Understand
Apply
Analyze
Evaluate
Create
Affective Domain Hierarchy (p. 138-139)
• Receiving – “being aware of the affective stimulus and beginning to
have favorable feelings toward it”
• Responding - “taking an interest in the stimulus and viewing it
favorably”
• Valuing – “showing a tentative belief in the value of the affective
stimulus and becoming committed to it”
• Organizing – “placing values into a system of dominant and
supporting values”
• Internalizing – “demonstrating consistent beliefs and behavior that
has become a way of life”
Psychomotor Domain Hierarchy
• Moving
• Gross Motor Coordination
• Manipulating
• Fine Motor Coordination
• Communicating
• Communication of feelings and ideas
• Creating
• Coordination of thinking, learning, and behaving
Review
•The 5 LEVELS of Curriculum
Integration
•The 7-step process for Planning
Instruction
•Content of a Syllabus
Weekly Checklist Feb. 15-21
• Read Chapter 4
• Personal Learning Strategy: Reviewing the Table of Contents (it is
almost an outline) will show you main ideas and important concepts.
• Many of the exercises at the end of this chapter deal with looking at
National, State and Local standards. We have already done this but can
you take your specific content standards and see how they relate to
those first exercises? You don’t have to turn them in, but just do them
in your head.
• Participate in Threaded Discussion C (Feb. 16-20)
• Keep working on those SMART board projects; if you wait until
the end, you might not have access or run into technological
difficulties. We’re going to share our projects with each other so
we’ll all have many different activities…