Chapter 1. Foundation for Curriculum Development. Defining Curriculum. How would you define curriculum? DON’T PEAK. How would you define curriculum?. How would you define curriculum?. Curriculum - definition.
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Foundation for Curriculum Development
How would you define curriculum?
How would you define curriculum?
“Outcomes project” defined physically educated person
** = mastery expected, -- = introduced, R = reviewed
3. Scope & sequence – Mathematics example
2Basic Concepts in Curriculum
What are some examples for integrating the following subjects into PE (don’t peak at the next slide)?
Language Arts –
Social Studies –
Other subjects –Basic Concepts in Curriculum
Math – target heart rates, pedometers, sport statistics, angles of pursuit, probability of success, add up team scores, sport word problems, measurement recording (long jumps), orienteering angles and unit conversions, addition tag, probability with different strategies or techniques, tag with math problems to get free, calculate THR, orienteering with angles and distance (use problems to determine next course)
Science – physics of the body (biomechanics), care of injuries, physiology/anatomy, nutrition effects, study of movement (kinesiology), exercise physiology (what is physiologically happening in the body), nature walkBasic Concepts in Curriculum
Music – rhythms, group exercise, motivation, creation of dances, counting beats, stop/start command, activities with songs
Art – wall paintings, PE uniform design, sketches of sport skills being performed at each cue, forming letters with bodies, draw progression of activities, students create topic related bulletin boardsBasic Concepts in Curriculum
1. Top Down – Decide on the exit outcomes for physical education program and then design down by creating lower-level outcomes for each course (if applicable), each unit, and every lesson plan (stated as objectives). As the outcomes are created for each level down, the program or instructional practices are also created. After the program has been designed, it is “delivered up” meaning educators start teaching the lesson plans whose objectives lead towards the unit outcomes which then help fulfill the program outcomes. This entire approach is known as “design down and deliver up.”
For example, the NASPE outcomes project was partly an attempt to drive curriculum planning by creating generic outcomes for a physical education program.
2. Bottom Up – Lesson plans are created and then linked together to form units. The units may be linked together into seasons, categories (net games, invasion games, etc) or some other organizational scheme. In some cases, there is no organizational scheme and units are delivered randomly.
Generally, this approach is less organized, less efficient in terms of managing available instructional days, and results in less student learning. Unfortunately, this approach is somewhat common but due to its limitations, it should be avoided. Really, this approach does not represent or build a curriculum.
Types of value orientations:
Disciplinary Mastery – mastering knowledge and performance of the subject matter.
Back to basics, testing, skills
Self Actualization - achievement of one's full potential through individual growth and self-management.
Be all you can be, self esteem, personal growth
Social Reconstruction – curriculum is seen as a vehicle for creating a better society.
Race, gender, occupations, family life, disease prevention, cooperating, sensitivity