Columbia University K 12 Science Curriculum Paper CDI Assessment 4
The Coherent Curriculum
Due date: 3 June, 2020
2000 words (excluding appendices)
Purpose
To produce a coherent and innovative curriculum document.
Note: I will give you feedback on the rubric only unless you ask me for oral feedback (say that you would like feedback under your title). I am happy to give oral feedback to anyone who will listen to it and use it for further thinking and work.
Introduction
This final assessment of CDI is to be a culmination of the course, where you apply the skills, knowledge and values you have learned or consolidated, to develop a coherent curriculum document. You need to use literature to identify learning and teaching issues within a specific course or learning context. For example, you may decide the issue concerns: effective flipping of a curriculum; the use of Bloom’s Taxonomy throughout the course; specific problems with student learning; or other issues.
You will need to use relevant pedagogical content knowledge, and consider the use of contemporary and context-appropriate technology (TPCK) in the design of a curriculum which has alignment of course aims, objectives, assessment and evaluation to promote high-quality student learning via a coherent program.
You will identify problems or issues with a course you have taught or studied in the past or imagine a future possible course, and explain why it is to be redesigned to cater for higher order thinking and maximum student engagement with the learning.
You are required to consider the academic research literature to identify an issue to focus on, develop relevant pedagogical content knowledge, and develop learning elements utilising contemporary technology.
You are required to explain how these and other elements fit together.
It is critical that you demonstrate the alignment of your course aims, objectives, learning outcomes, learning sequence, assessment criteria and task and course evaluation to promote high-quality student learning via a coherent program.
Task Develop (or redevelop) a course, and produce a ‘Curriculum Document’ for a course, course segment or a program, with the following elements under the headings below in bold
❑ Clear title that coveys the curriculum document content
❑ Introduction to the curriculum, including the context and students targeted.
❑ Information from literature on learning and teaching ‘issue’to be focussed on is utilised, highly pertinent to the document, represented concisely and ‘backgrounded’ (all sources cited).
❑ Stated conceptual framework or specified rationale. Eg Bloom’s Taxonomy, MELT, etc
❑ Goals and Objectives clearly stated and assessment tasks andlearning activities that are well-aligned (includes overview of assessment and learning tasks)
❑ Comprehensive curriculum mapof all elements (see page 4: use this map or another way of arranging visually)
❑ How the curriculum elements explicitly address relevant learning issues in the literature
❑ Evaluation strategy is able to determine clearly the degree to which students are successful at achieving the course aims, from multiple perspectives (ie not just SELTS)
❑ Citing and referencing following consistent convention (eg APA)
❑ Coherent document that is highly communicative.
State the word count at the end, not including references.
In appendices and marked (but not included in the word count.)
❑ Locates in Appendix 1 a Scholarly response to feedbackthat tells me how feedback from Assignment 2 was used to improve this Assessment 4.
❑ Locates in Appendix 2, a self-assessment of this assignment, based on the rubric below, including reasons for each score.
❑ You are welcome to use additional appendices to keep together resources you find, but I will not mark these.
18 references are needed, please must see the example and course materials I’ve attached. Use the flipped classroom to start writing the curriculu Curriculum Development and Innovation, 2020
CDI Assessment 4
The Coherent Curriculum
Due date: 3 June, 2020
2000 words (excluding appendices)
Purpose
To produce a coherent and innovative curriculum document.
Note: I will give you feedback on the rubric only unless you ask me for oral feedback (say that you
would like feedback under your title). I am happy to give oral feedback to anyone who will listen to it
and use it for further thinking and work.
Introduction
This final assessment of CDI is to be a culmination of the course, where you apply the skills,
knowledge and values you have learned or consolidated, to develop a coherent curriculum document.
You need to use literature to identify learning and teaching issues within a specific course or learning
context. For example, you may decide the issue concerns: effective flipping of a curriculum; the use of
Bloom’s Taxonomy throughout the course; specific problems with student learning; or other issues.
You will need to use relevant pedagogical content knowledge, and consider the use of contemporary
and context-appropriate technology (TPCK) in the design of a curriculum which has alignment of course
aims, objectives, assessment and evaluation to promote high-quality student learning via a coherent
program.
You will identify problems or issues with a course you have taught or studied in the past or imagine a future
possible course, and explain why it is to be redesigned to cater for higher order thinking and maximum
student engagement with the learning.
You are required to consider the academic research literature to identify an issue to focus on, develop
relevant pedagogical content knowledge, and develop learning elements utilising contemporary technology.
You are required to explain how these and other elements fit together.
It is critical that you demonstrate the alignment of your course aims, objectives, learning outcomes, learning
sequence, assessment criteria and task and course evaluation to promote high-quality student learning via
a coherent program.
Task Develop (or redevelop) a course, and produce a ‘Curriculum Document’ for a course, course
segment or a program, with the following elements under the headings below in bold
1
Curriculum Development and Innovation, 2020
❑ Clear title that coveys the curriculum document content
❑ Introduction to the curriculum, including the context and students targeted.
❑ Information from literature on learning and teaching ‘issue’ to be focussed on is utilised, highly
pertinent to the document, represented concisely and ‘backgrounded’ (all sources cited).
❑ Stated conceptual framework or specified rationale. Eg Bloom’s Taxonomy, MELT, etc
❑ Goals and Objectives clearly stated and assessment tasks and learning activities that are wellaligned (includes overview of assessment and learning tasks)
❑ Comprehensive curriculum map of all elements (see page 4: use this map or another way of
arranging visually)
❑ How the curriculum elements explicitly address relevant learning issues in the literature
❑ Evaluation strategy is able to determine clearly the degree to which students are successful at
achieving the course aims, from multiple perspectives (ie not just SELTS)
❑ Citing and referencing following consistent convention (eg APA)
❑ Coherent document that is highly communicative.
State the word count at the end, not including references.
In appendices and marked (but not included in the word count.)
❑ Locates in Appendix 1 a Scholarly response to feedback that tells me how feedback from Assignment
2 was used to improve this Assessment 4.
❑ Locates in Appendix 2, a self-assessment of this assignment, based on the rubric below, including
reasons for each score.
❑ You are welcome to use additional appendices to keep together resources you find, but I will not mark
these.
2
Marking Rubric for CDI Assessment 4
Satisfactory 6
❑ Title is clear but does not covey
the ideas in the document
Distinctive 8
❑ Title is clear and coveys the ideas in the
document
Introduction
❑ Partial introduction to the
❑ Complete introduction to the
❑ Complete introduction to the curriculum, ❑
❑ Information on learning and
teaching issue is present but
either dominates the document,
or does not fit in with the context
❑ Curriculum map lacks …..
❑ Information on learning and
teaching issue is relevant to the
rest of the document
❑ Information on learning and teaching
issue is highly pertinent represented
concisely and ‘backgrounded’.
❑ curriculum map is complete
❑ Complete and comprehensive curriculum ❑
map
❑ Curriculum elements do not
obviously address relevant
learning issues
❑ Unclear how evaluation links to
course aims
❑ Curriculum elements implicitly
❑ Curriculum elements explicitly address
address relevant learning issues
relevant learning issues in the literature
❑
❑ Provides evaluation which is
linked to course aims
❑
❑ Statement on improvements to
Assessment 4 is located in
Appendix 1, but barely uses
feedback from Assignment 2
❑ Systematic errors in referencing
❑ Responds to feedback from
Assignment 2 to improve this
Assessment, and locates
response in Appendix 1.
❑ A few errors only in citing and
referencing
❑ The section headings of the
document are logical, and the
information within is coherent
❑ Self-assessment of this
assignment, based on this
rubric criteria only is in
Appendix 2
❑ Provides evaluation which is able to
determine clearly the degree to which
students are successful at achieving the
course aims, from multiple perspectives.
❑ Scholarly response to feedback from
Assignment 2 to improve Assessment 4,
and locates response in Appendix 1.
❑ Citing and referencing of numerous
articles follows conventions
❑ Coherent document structure that
communicates clearly
❑
❑ Self-assessment of this assignment
based on this rubric criteria with reasons
is in Appendix 2
❑
curriculum, including the context
and students targeted.
Find & Generate
Learning and teaching issue
Organise & Manage
Curriculum map with
objective/outcomes, online and
face to face learning tasks,
assessment of student learning &
evaluation of the program
Analyse & Synthesise
Curriculum elements address
relevant learning issues
Evaluate & Reflect
Evaluation strategy for curriculum
improvement
Communicate and Apply
ethically
Respond to feedback from
Assignment 2
Referencing
Organise & Manage
Document is coherent
Evaluate & Reflect
Self-assess on this rubric
❑ The document lacks aspects of
useful structure, such as …
❑ A minimal self-assessment of this
assignment is in Appendix 2
curriculum, including the
context and students targeted.
3
Highly 😀 10
❑
including the context and students
targeted is compelling
❑
❑
❑
Distinctive plus surprising, evocative, enlightened, fresh, innovative, novel, publishable, has
the spark, creative, exhaustive …
Communicate and Apply:
Title
Unsatisfactory 3
❑ Title lacks clarity or not
representative of the document.
A Model of Curriculum Design
Title of
Course
Aims
Assessment Criteria
Objectives
Students will be able to:
_______________________________
_______________________________
_______________________________
The big picture of
what you want to
achieve
_______________________________
_______________________________
Evaluation
What specifically do you want to achieve?
How will you know to what extent these
objectives have been achieved?
How will you determine to what extent
your aim(s) have been achieved?
Teaching/Learning Experiences
Pre-face-to face
Face-to face
After Face-to face
4
Additional (eg laboratory, field, etc.
5
6
Curriculum Development and Innovation
Assignment 4: The Coherent Curriculum
Improving English Access Microscholarship Curriculum:
A Problem-based Learning Approach
1. Introduction
English Access Microscholarship Program is a two-year special English course program
for 20 underprivileged high school students aged 15 to 17 in Aceh, Indonesia. The
Access Program was supported by Regional English Language Office (RELO) of the U.S.
Embassy in Jakarta to help motivated students from unfortunate family background.
English Access curriculum aimed to improve student’s communication skills in English
and problem-solving skills to be a potential global leader. Unlike typical English course,
this program emphasises on improving student 21st century skills while learning
English communication skills. Thus, the curriculum should encourage active learning
and improve students’ higher order thinking skills. Higher order thinking skills are
demanding skills to teach as they are also described as the 21st-century skills (Saavedra
& Opfer, 2012). To face globalisation, students need to be taught the seven survival
skills: (1) Critical thinking and problem solving; (2) collaboration and leadership; (3)
agility and adaptability; (4) initiative and entrepreneurialism; (5) effective written and
oral communication; (6) accessing and analysing information; (7) curiosity and
imagination (Wagner, 2008).
Although the program emphasised on 21st century skills, the previous curriculum
elements did not enhance problem-solving skills; it focuses only on mastering English
skills. The class was still more teacher-centred than student-centred so that teacher
often did not enough time for in-class active learning activities. Thus, this report will
Curriculum Development and Innovation
Assignment 4: The Coherent Curriculum
propose a coherent curriculum for English Access Microscholarship Program to
enhance student problem solving skills, improve student engagement and increase
the efficiency of learning time. This report only covers one semester curriculum of the
program.
2. Learning and Teaching Issues
The previous English Access curriculum has three main learning and teaching
problems. First, the curriculum is not sufficiently coherent to achieve the expected
learning outcome which is acquiring problem-solving skills. The learning activities are
not aligned to the learning objectives because students still rely heavily on the teacher
for constructing knowledge. In constructive alignment curriculum, students need to
construct their own knowledge through relevant teaching learning activities (Biggs,
2003). Teachers are facilitators who provide students effective learning environments,
appropriate teaching methods and relevant assessment tasks to achieve the learning
outcomes. Thus, to improve students higher order thinking skills, teachers should
promote student engagement with the assessment tasks that encourage learning
activities to apply, analyse, synthesise, and evaluate knowledge (Yen & Halili, 2015).
Besides, it is also reported that higher order thinking skills and student engagement
are significantly related (Alsowat, 2016).
Second, student engagement in the classroom is still low due to the tendency of
teacher-centred instruction. The teacher often gave lecture, focusing on grammatical
lessons in class and asked students to complete homework after class. Consequently,
the class were not very engaging unlike in student-centred approach. Student-centred
Curriculum Development and Innovation
Assignment 4: The Coherent Curriculum
instruction encourages participation, problem solving, critical thinking, collaborative
work and meaningful interactions instead of rote learning which leads to passive
learners (Alsowat, 2016). Besides, critical thinking-oriented learning in English as a
Foreign Language (EFL) class can create more meaningful learning experience for
students instead of merely understanding English grammatical aspects (Jansatrakul,
2012).
The last teaching and learning issue is the inefficiency of learning time. This issue may
arise due to low student engagement. Students in traditional teaching class often have
problems with pacing (Goodwin & Miller, 2013). Some students may feel confused and
frustrated when working on homework alone after lecture. As a result, teachers take
additional teaching hours to clarify the lessons in the next session. Furthermore,
students spend less amount of time for giving and receiving feedback both from their
teacher and peers. Feedback has powerful impact on student learning outcomes
(Hattie, 2012). It tells teachers and students what works and what does not work for
their teaching and learning.
3. Conceptual Framework
The English Access curriculum in this report uses Models of Engaged Learning and
Teaching (MELT) from a modification of Research Skill Development (RSD) framework.
This framework can be used to improve student problem-solving skills and increase
teacher’s capacity to teach problem solving (Missingham et al., 2018). There are six
facets of thinking in MELT Pentagon: Embark and Clarify, Find and Generate, Evaluate
and Reflect, Organise and Manage, Analyse and Synthesise, and Communicate and
Curriculum Development and Innovation
Assignment 4: The Coherent Curriculum
Apply (see Appendix 3). These six facets of thinking help teachers to scaffold thinking
skills for students (The University of Adelaide, 2018). It considers the level of student
autonomy in teacher-centred instruction. The MELT framework is practical to adapt
into this curriculum context to develop students’ problem solving skills and improve
student engagement. Since the targeted students are not familiar with active learning,
the repeated used of MELT framework in this curriculum can develop thinking routines
to achieve higher order thinking skills.
Furthermore, to address issues regarding student engagement and efficiency of
learning time, this curriculum applies Problem-based Learning (PBL) approach and
Flipped classroom strategy because they are fundamentally learner-centric. PBL is a
student-centred method that assists students to improve thinking skills and
autonomous learning (Khoiriyah et al., 2015). Students learn from solving problems
assigned to them and the teachers facilitates the learning process. The teacher assigns
students into groups for discussions and distribute the learning tasks which usually
require extensive reading. This group discussion allows greater student engagement
in the classroom. PBL approach is beneficial in improving student language skills,
communicative skills, reading skills, critical thinking skills, collaborative learning and
social skills (Othman & Shah, 2013). In short, implementing PBL in this curriculum can
assist teachers to provide minimal content instruction and motivate students to be
active learners. Moreover, students are given opportunities to exercise their problemsolving skills and to be independent learners.
Curriculum Development and Innovation
Assignment 4: The Coherent Curriculum
Finally, flipped classroom strategy will be implemented in this curriculum to optimise
the teaching and learning time. The homework element in traditional lecture is
reversed in flipped classroom (Alsowat, 2016). Students are required to complete prereadings in pre-face-to-face session so that students become more prepared to learn
the course content during face-to-face session. This can provide greater amount of
time for student-teacher interaction, opportunities for real-time feedback, self-paced
learning, and more meaningful homework(Goodwin & Miller, 2013). In flipped
classroom, students have opportunities to apply and to practice their skills with
immediate feedback from peers and teachers during in-class session. Most current
flipped classrooms are usually connect face-to-face session with online learning.
However, pre-face-to-face is not necessarily in online mode (Alsowat, 2016). Although
online platform can be more effective, papers and hard copies materials can be
distributed to students as part of flipped classroom strategy in certain learning
context. Therefore, considering the limitation of students’ socio-economic
background and technology resources, this curriculum will apply flipped classroom
strategy but without online environment settings.
4. Goals and Objectives, Assessment Tasks, and Learning Activities
This sections shows how the curriculum elements (goals and objectives, assessment
tasks, and learning activities) are constructively aligned.
a) Goals and objectives
The English Access Microscholarship Program aims to develop student English
communication skills, critical thinking and problem-solving skills to prepare
Curriculum Development and Innovation
Assignment 4: The Coherent Curriculum
them to be a potential global leader. After completing one semester of this
program, students are expected to be able to:
– Embark and clarify steps in problem-based learning (PBL) approach.
– Find and generate information on current issues around human
rights/environment.
– Organise and manage project work/community project plan.
– Communicate and apply: present a project work/community project and
write the report (as poster) in appropriate English.
– Analyse current issues on human right/environment and synthesise new
knowledge to tackle the issues based on research.
– Evaluate the information/data used in project work/community project
and reflect on the experiences and research processed used.
b) Assessment tasks
The assessment tasks for English Access curriculum will be divided into two
categories: formative and summative assessment.
Formative assessment includes active participation in class and peer feedback.
However, this assessment will not be graded and included in final grade.
Summative assessment tasks are included in the final grade. There are four
assessment tasks for the summative assessment:
1. Participation and attendance – 10%
Students are required to attend the class and sign the attendance list on
each teaching learning session. 10 % of the total attendance will be
calculated and added to the final grade.
Curriculum Development and Innovation
Assignment 4: The Coherent Curriculum
2. 2 language quizzes – 10%
The language quizzes aim to test students’ understanding in using correct
and appropriate English expressions. The quiz is in multiple-choice
questions and given in pre-face-to-face session. Each quiz weighs 5 points
for 10 questions. 10 % of this assessment tasks will be added to the final
grade.
3. 2 reading quizzes (10 multiple-choice questions and 5 open-ended
questions) – 20%
To ensure student readiness for discussions and improve student
engagement, there will be reading quizzes. Each reading quiz weighs 20
point and will be distributed for pre-face-to-face sessions. 20% of this
assessment task will be added to the final grade.
4. Individual project work presentation – 30%
Students will be required to individually research current human right
issues and present it in the class for 3-5 minutes. This assessment task will
be assessed using MELT rubric (see Appendix 5). The students need to be
able to demonstrate their critical thinking and problem solving skills in this
assessment task, and communicate effectively in English. 30% of the total
points from MELT rubric will be added to the final grade.
5. Group poster presentation – 30%
Student in groups of 4 will research and plan a community project on
environmental issues. Then, students write a report in a poster and present
it to the class for 10-15 minutes. The report should reflect on the overall
process of community project. Students are required to demonstrate
Curriculum Development and Innovation
Assignment 4: The Coherent Curriculum
higher order thinking skills and fluently communicate in English . The MELT
rubric will also be used for this assessment task (see Appendix 5). 30% of
the total points from the rubric will be added to the final grade.
c) Learning activities
The learning activities in this curriculum are divided into pre-face-to-face
session and face-to-face session. In pre-face-to-face session, students are
required to spend learning time outside the classr…
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