Transcript Document 7903825

Standards-based Curriculum
What is curriculum?
• All experiences conducted under the
jurisdiction of the school (broad view)
• A plan or set of outcomes (narrow view)
• Planned sequence of formal instructional
experiences
– What students are to learn
– How students acquire that learning
– How students’ learning is verified
• Is curriculum the expected means of education, such as
the instructional plan?
• Or is curriculum, the expected ends of education, such
as the intended learning outcomes?
– To define either way would indicate philosophical or political
neutrality
– Typically, a curriculum is not neutral
Concurrent Curricula
• Official: the written curriculum. Scope and
sequence, guides, syllabi, standards &
objectives
• Operational: what is actually taught and
expressed as being important to students
– Content emphasized through allocated time
– What counts determined by what gets tested
Concurrent Curricula
• Hidden curriculum: issues that are
implicitly taught; often norms and values
– While subtle, these messages may have a
more enduring impact
• Gender roles, good behavior, status, authority
• Null curriculum: subject matter not taught
– Health education, dance education, parenting
education, creation/evolution
Concurrent Curricula
• Extra curriculum: experiences outside of
the typical ‘subject’ areas
– Voluntary participation
– Based on students’ interests
• Athletics, vocal music, marching band, drama,
yearbook, etc.
• These experiences may teach more long-lasting
lessons than the official curriculum
Standards Movement
– Educational reform policies
• Nationally and globally
– Climate of accountability within schools
– Tangible outcomes for physical education
Relationship of
Curriculum and Standards
• Curriculum
– The planned,
sequenced learning
experiences that allow
students to reach
goals
• Standards
– Statements that reflect
what students should
know and be able to
do
Developing a
Standards-Based Curriculum
• Define essential skills, knowledge, and
dispositions
• Select content and activities that align
• Determine assessment scheme
Dilemma in Physical Education
• No national curriculum
• No definition of competence
– Some states are developing performance
standards
• NASPE standards act as the framework
• Individual teachers develop assessments
• States vary in their approach to assessment
Influential Factors
in Curriculum Development
• Societal interest
– Interest of age group students
• Mobility
– How do students apply learning once they move to another
geographical area?
• Accessibility
• Choice:
– How much should student choice influence curricular decisions?
• Accountability
– Busy, happy, & good? Vs. learning & achievement
• Time
Role of Assessment
• Types of evidence to be gathered
• When to assess progress
– How many assessments are realistic?
• Mandated assessment
• Align with standards
– Performance based: videotaped?
• Accountability
Standards Movement
• Presents opportunity
• Requires careful consideration of
– Purpose of physical education
– Goals of individual programs
• Requires a committee to determine what
can realistically be covered to meet the
standards
– “less is more”
In class study
• Identify a course or grade level that you
teach
• Identify what students are to learn
(objectives) and in what order this content
should be taught (sequence)
– Identify rationale as to why the learning
objectives are important