MSE 236 Physics Teaching Curricula PDF

MSE 236 PHYSICS TEACHING CURRICULA Dr. Ali ERYILMAZ 1 Department of Secondary Science and Mathematics Education, Faculty of Education, MIDDLE EAST TECHNICAL UNIVERSITY, 06800- Ankara  This PowerPoint File was prepared by; Dr. Ali ERYILMA...

MSE 236 PHYSICS TEACHING CURRICULA Dr. Ali ERYILMAZ 1 Department of Secondary Science and Mathematics Education, Faculty of Education, MIDDLE EAST TECHNICAL UNIVERSITY, 06800- Ankara  This PowerPoint File was prepared by; Dr. Ali ERYILMAZ Dr. Nilüfer DİDİŞ 2 M. Şahin BÜLBÜL Belkıs GARİP OUTLINE  Elements (basis) of curriculum  Relation of elements of curriculum 3 ELEMENTS (BASIS) OF THE CURRICULUM  learners,  teachers,  school environment,  materials,  values of society,  learning methods,  assessment,  content The figure is taken from Saylor, Alexander, & Lewis, 1981, p.30 4 RELATION OF ELEMENTS OF CURRICULUM  Scope,  Sequence, ELEMENTS OF CURRICULUM  Continuity,  learners,  teachers,  Integration (Articulation),  school environment,  Balance.  materials,  values of society,  learning methods,  assessment,  content 5 RELATION OF ELEMENTS OF CURRICULUM Scope  “breadth of the curriculum at any level or any given time” (Henson, 2001, p.199)  “Scope consists of all the content, topics, learning experiences and organizing threads comprising the educational plan” (Ornstein & Hunkins, 1998, p.238) 6 RELATION OF ELEMENTS OF CURRICULUM Sequence (of concepts)  “Sequence is order of the topics over time” (Henson, 2001, p.199)  “Sequence is based on psychological principles draw on an understanding of and research on human growth, development, and learning” (Ornstein & Hunkins, 1998, p.239) 7 RELATION OF ELEMENTS OF CURRICULUM Sequence  Spiral Curriculum “Spiral curriculum recommending that the same topics be turned to the curriculum at a later date, sometimes at a higher grade level” (Henson, 2001, p.195-196) 8 RELATION OF ELEMENTS OF CURRICULUM - SPIRAL CURRICULUM 9 RELATION OF ELEMENTS OF CURRICULUM Sequence  Sandwich Courses: “Curriculum addresses each topic at only one level, providing time needed to pursue each topic in depth” (Henson, 2001, p.196) 10 RELATION OF ELEMENTS OF CURRICULUM Continuity  “Smoothness or the absence of disruptions in the curriculum over time. A curriculum might have a good sequence but might also have disruptions” (Henson, 2001, p.200)  Example: Curriculum A: H, G, F, E, D, C, B, A Curriculum B: H, G, -, E, D, -, B, A Curriculum C: H, G, F, E, C, D, B, A (Curricula B and C lack continuity) (Henson, 2001, p.200) 11 RELATION OF ELEMENTS OF CURRICULUM Integration  “Integration is linking of all types of knowledge and experiences contained within the curriculum plan” (Ornstein & Hunkins, 1998, p.240)  “It emphasizes a relationship among various content topics and themes involving all domains of knowledge organized” (Ornstein & Hunkins, 1998, p.240) 12 RELATION OF ELEMENTS OF CURRICULUM Balance  “When designing a curriculum, educators are also concerned that appropriate weight be given to each aspect of the design so that distortions do not occur” (Ornstein & Hunkins, 1998, p.242)  “In a balanced curriculum, students have opportunities to master knowledge and internalize and utilize it in ways that are appropriate for their personal, social and intellectual goals” (Ornstein & Hunkins, 1998, p.242) 13  SSME 301 CURRICULUM DEVELOPMENT AND INSTRUCTION IN SCIENCE/MATHEMATICS EDUCATION (3-0)3 Dr. Ali ERYILMAZ 14 Department of Secondary Science and Mathematics Education, Faculty of Education, MIDDLE EAST TECHNICAL UNIVERSITY, 06800- Ankara OUTLİNE OF THİS WEEK  Purpose and Function of Behavioral Objectives  Taxonomies of Educational Objectives:  Cognitive domain  Affective domain  Psychomotor domain  How to write Behavioral Objectives  Writing Educational Objectives for Physics Courses 15 TAXONOMIES OF EDUCATIONAL OBJECTIVES “Begin with the end in mind…” General Objectives (Non-behavioral )  Not measurable  To broad Behavioral Objectives/Specific outcomes  Observable and measurable: Precise statement of outcomes in terms of observable behavior 16 expected of students after instruction. VARIOUS ALTERNATIVE NAMES FOR “GENERAL OBJECTIVES”  Intents  Aims  Competencies 17 VARIOUS ALTERNATIVE NAMES FOR “BEHAVIORAL OBJECTIVES”  Learning Objectives  Outcomes  Enabling Objectives  Terminal Objectives  Educational Objectives  Curriculum Objectives  Performance Objectives  Operational Objectives  Instructional Objectives 18  Specific Objectives DEFINITIONS/CHARACTERISTICS OF “BEHAVIORAL OBJECTIVE(S)”  “Intended change brought about in a learner.” (Popham, et. al. 1969)  “A statement of what students ought to be able to do as a consequence of instruction.” (Goodlad, in Popham et al., 1969)  “Explicit formulations of ways in which students are expected to be changed by the educative process.” (Bloom, 1956)  “What the students should be able to do at the end of a learning period that they could not do beforehand.” (Mager, 1962)  "An objective is a description of a performance you want learners to be able to exhibit before you consider them competent. An objective describes an intended result of instruction, rather than the process of instruction itself." (Mager, 1975) 19 PURPOSE AND FUNCTION OF BEHAVIORAL OBJECTIVES  Guide for the teacher relative to the design of instruction  Guide for the teacher for evaluation/test design (e.g. written tests, OSCEs, etc)  Guide for the learner relative to learning focus  Guide for the learner relative to self assessment  Statements of objectives tell others what we value.  Causes careful thinking about what is to be accomplished through instruction.  Helps relationship between teacher and learner because with explicit objectives the instructor is viewed less in an adversarial role because students are not forced to guess what is to be learned.  Enhances possibility to create focused independent learning materials.  Makes teaching more directed and organized. 20 http://med.fsu.edu/education/FacultyDevelopment/objectives.asp PURPOSE AND FUNCTION OF BEHAVIORAL OBJECTIVES  Communicates to colleagues what you are teaching thus enhancing collaboration and teamwork with colleagues.  Helps facilitate those situations in which we want students to demonstrate competency (The objectives can be specified in such as way as to specify competency.)  Aids in program evaluation  Forces teacher to think carefully about what is important  Helps avoid unnecessary repetitions in teaching  Helps bridge the gap between vague, but relevant, and important, institutional goals and actual instruction  Provides visibility and accountability of decisions made by teachers and learners.  Provides models for the creation of objectives by students  Helps students make decisions regarding prioritizing  Provides feedback to learners as objectives are accomplished. 21 http://med.fsu.edu/education/FacultyDevelopment/objectives.asp WHY ARE OBJECTIVES IMPORTANT?  Selection of content,  Development of instructional strategy,  Development and selection of instructional materials,  Construction of tests and other instruments for assessing and then evaluating student learning outcomes (Arreola, 1998) 22 MAGIC TRIANGLE 23 DIMENSIONS OF INSTRUCTIONAL OBJECTIVES  Mastery vs Developmental Outcomes  Ultimate vs Immediate Objectives  Single-course vs Multiple-course Objectives 24  GAGNE’S GROUPS OF LEARNING OUTCOMES o Verbal information o Intellectual skills o Cognitive strategies o Motor skills o Attitudes Gagne, Wagner, and Briggs (1992) 25 DOMAINS OF BEHEVIORAL OBJECTIVES  Cognitive Domain (THINK)  Refers to intellectual learning and problem solving  Cognitive levels of learning include: knowledge, comprehension, application, analysis, synthesis, and evaluation  Affective Domain (FEEL)  Refers to the emotions and value system of a person  Affective levels of learning include: receiving, responding, valuing, organizing, and characterizing by a value  Psychomotor Domain (DO)  Refers to physical movement characteristics and motor skill capabilities that involve behaviors requiring certain levels of physical dexterity and coordination  Psychomotor levels include: perception, set, guided response, mechanism, complex overt response, adaptation, and 26 origination. DOMAINS OF BEHEVIORAL OBJECTIVES 27 DOMAINS OF BEHEVIORAL OBJECTIVES Cognitive Domain 28 TAXONOMIES OF EDUCATIONAL OBJECTIVES COGNITIVE DOMAIN  First systematic approach,  1956, by Benjamin Bloom (Henson, 2001, p.216)  2001, Anderson and Krathwohl  6 hierarchical levels: from simple to complex and abstract mental processes/skills. 29 TAXONOMIES OF EDUCATIONAL OBJECTIVES COGNITIVE DOMAIN 30 http://www.celt.iastate.edu/teaching/RevisedBlooms1.html TAXONOMIES OF EDUCATIONAL OBJECTIVES COGNITIVE PROCESS DIMENSION Bloom taxonomy Revised Bloom taxonomy  Evaluation  Creating  Synthesis  Evaluating  Analysis  Analysing  Application  Applying  Comprehension  Understanding  Knowledge  Remembering 31 Taken from http://www.kurwongbss.eq.edu.au/thinking/Bloom/blooms.htm TAXONOMIES OF EDUCATIONAL OBJECTIVES COGNITIVE PROCESS DIMENSION 32 TAXONOMIES OF EDUCATIONAL OBJECTIVES COGNITIVE PROCESS DIMENSION 33 TAXONOMIES OF EDUCATIONAL OBJECTIVES COGNITIVE PROCESS DIMENSION 34 http://larryferlazzo.edublogs.org/2009/05/25/the-best-resources-for-helping-teachers-use-blooms-taxonomy-in-the-classroom/ TAXONOMIES OF EDUCATIONAL OBJECTIVES COGNITIVE PROCESS DIMENSION 35  The knowledge dimension — major types and subtypes factual conceptual procedural metacognitive knowledge of knowledge of knowledge of strategic terminology classifications subject-specific knowledge knowledge of and categories skills and knowledge about specific details knowledge of algorithms cognitive tasks, and elements principles and knowledge of including generalizations subject-specific appropriate knowledge of techniques and contextual and theories, models, methods conditional and structures knowledge of knowledge criteria for self-knowledge determining when to use appropriate procedures 36 http://www.celt.iastate.edu/teaching/RevisedBlooms1.html  The cognitive processes dimension — categories, cognitive processes (and alternative names) remember understand apply analyze evaluate create recognizing interpreting executing differentiating checking generating (identifying) (clarifying, (carrying out) (discriminating, (coordinating, (hypothesizing) paraphrasing, distinguishing, detecting, recalling representing, implementing focusing, selecting) monitoring, planning (retrieving) translating) (using) testing) (designing) exemplifying organizing (illustrating, (finding coherence, critiquing producing instantiating) integrating, (judging) (construct) classifying outlining, parsing, (categorizing, structuring) subsuming) summarizing attributing (abstracting, (deconstructing) generalizing) inferring (concluding, extrapolating, interpolating, predicting) comparing (contrasting, mapping, matching) explaining (constructing 37 models) http://www.celt.iastate.edu/teaching/RevisedBlooms1.html TAXONOMIES OF EDUCATIONAL OBJECTIVES COGNITIVE DOMAIN (REVISED BLOOM TAXONOMY) REMEMBERING  “remembering of previously learned material” (Gronlund, 1971, p. 528)  “represents the lowest level of learning outcomes in the cognitive domain” (Gronlund, 1971, p. 528) Verbs: Defines, describes, identifies, labels, lists, matches, names, outlines, reproduces, selects, states (Gronlund, 1971, p. 529), 38 TAXONOMIES OF EDUCATIONAL OBJECTIVES COGNITIVE DOMAIN UNDERSTANDING  “ability to grasp the meaning of material” (Gronlund, 1971, p. 528)  “explaining ideas or concepts” (Kurwongbah State School, 2009)  This may be shown by translating material from one form to another (words to numbers), by interpreting material (explaining or summarizing), and by estimating (extrapolation) future trends (predicting consequences or effects).” (Gronlund, 1971, p. 528)  “These learning outcomes go one step beyond the simple remembering of material” (Gronlund, 1971, p. 528) Verbs: Converts, defends, distinguishes, estimates, explains, extends, generalizes, gives examples, infers, paraphrases, predicts, rewrites, summarizes (Gronlund, 1971, p. 529), interprets, classifies 39 (Kurwongbah State School, 2009) TAXONOMIES OF EDUCATIONAL OBJECTIVES COGNITIVE DOMAIN APPLYING  “the ability to use learned material in new and concrete situations. This may include the application of such things as rules, methods, concepts, principles, laws, and theories.” (Gronlund, 1971, p. 528)  “Learning outcomes in this area require a higher level of understanding than those under comprehension.” (Gronlund, 1971, p. 528) Verbs: Changes, computes, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses (Gronlund, 1971, p. 529), implements, carries out, executes (Kurwongbah State School, 2009) 40 TAXONOMIES OF EDUCATIONAL OBJECTIVES COGNITIVE DOMAIN ANALYSING  “ability to break down material into its component parts so that its organizational structure may be understood. This may include the identification of the parts, analysis of the relationships between parts, and recognition of the organizational principles involved.” (Gronlund, 1971, p. 528)  “Learning outcomes here represent a higher intellectual level than comprehension and application because they require an understanding of both the content and structural form of the materal” (Gronlund, 1971, p. 528) Verbs: Breaks down, diagrams, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, points out, relates, selects, separates, subdivides (Gronlund, 1971, p. 529), compares, organises, deconstructs, 41 interrogates, finds (Kurwongbah State School, 2009) TAXONOMIES OF EDUCATIONAL OBJECTIVES COGNITIVE DOMAIN EVALUATING  “ability to judge the value of material (statement, novel, poem, research report) for a given purpose. The judgments are to be based on definite criteria. These may be internal criteria (organization) or external criteria (relevance to the purpose) and the student may determine the criteria or to be given them” (Gronlund, 1971, p. 528) Verbs: appraises, compares, concludes, contrasts, criticizes, describes, discriminates, explains, justifies, interprets, relates, summarizes, supports (Gronlund, 1971, p. 529), checks, hypothesizes, experiments, judges (Kurwongbah State School, 2009) 42 TAXONOMIES OF EDUCATIONAL OBJECTIVES COGNITIVE DOMAIN CREATING  “the ability to put parts together to form a new whole. This may involve the production of a unique communication (theme or speech), a plan of operations (research proposal), or a set of abstract relations (scheme for classifying information).” (Gronlund, 1971, p. 528)  Generating new ideas, products, or ways of viewing things (Kurwongbah State School, 2009)  “Learning outcomes in this area stress creative behaviors, with major emphasis on the formulation of new patterns or structures.”.(Gronlund, 1971, p. 528) Verbs: Categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, 43 writes (Gronlund, 1971, p. 529), produces, invents (Kurwongbah State School, 2009) TAXONOMIES OF EDUCATIONAL OBJECTIVES AFFECTIVE DOMAIN  by Krathwohl and co-workers, in 1964 (Henson, 2001, p.225)  Growth in feelings or emotional areas (Clark, 2009) 44 TAXONOMIES OF EDUCATIONAL OBJECTIVES AFFECTIVE DOMAIN RECEIVING  “objectives at this level refer to the learner’s sensitivity to external stimuli. This includes  awareness,  willingness to receive,  selected attention” (Ornstein & Hunkins, 1998, p.280) Verbs: Asks, chooses, describes, follows, gives, holds, identifies, locates, names, points to, selects, replies, uses (Gronlund, 1971, p. 531) 45 TAXONOMIES OF EDUCATIONAL OBJECTIVES AFFECTIVE DOMAIN RESPONDING  “objectives at this level refer to the learner’s active attention to stimuli such as  acquiescence  willing responses  feelings of satisfaction” (Ornstein & Hunkins, 1998, p.280-281) Verbs: Answers, assists, compiles, conforms, discusses, greets, helps, labels, performs, practices, presents, reads, recites, reports, selects, tells, writes (Gronlund, 1971, p. 531) 46 TAXONOMIES OF EDUCATIONAL OBJECTIVES AFFECTIVE DOMAIN VALUING  “objectives at this level refer to the learner’s beliefs and attitudes of worth. They are addressed in the form of  acceptance  preference  commitment” (Ornstein & Hunkins, 1998, p.281) Verbs: Completes, describes, differentiates, explains, follows, forms, initiates, invites, joins, justifies, proposes, reads, reports, selects, shares, studies, works (Gronlund, 1971, p. 531) 47 TAXONOMIES OF EDUCATIONAL OBJECTIVES AFFECTIVE DOMAIN ORGANIZATION  “objectives at this level refer to the internalization of values and beliefs involving  conceptualization of values  organization of a value system” (Ornstein & Hunkins, 1998, p.281) Verbs: Adheres, alters, arranges, combines, compares, completes, defends, explains, generalizes, identifies, integrates, modifies, orders, organizes, prepares, relates, synthesizes (Gronlund, 1971, p. 531) 48  TAXONOMIES OF EDUCATIONAL OBJECTIVES AFFECTIVE DOMAIN CHARACTERIZATION  “This is the highest level of internalization in the taxonomy. Objectives at this level relate to behaivor that reflects  a generalized set of values  characterization or philosophy of life” (Ornstein & Hunkins, 1998, p.281) Verbs: Acts, discriminates, displays, influences, listens, modifies, performs, practices, proposes, qualifies, questions, revises, serves, solves, uses, verifies (Gronlund, 1971, p. 531) 49 TAXONOMIES OF EDUCATIONAL OBJECTIVES PSYCHOMOTOR DOMAIN  by Simpson, 1972  “involves the development of physical skills that require coordination of mind and body” (Henson, 2001, p.227)  These skills are developed through repetitive practice and measured in terms of speed, precision, distance, procedures, or execution techniques. 50 TAXONOMIES OF EDUCATIONAL OBJECTIVES PSYCHOMOTOR DOMAIN PERCEPTION  “being aware of a stimulus, picking up on cues for action, and then act upon these cues” (Henson, 2001, p.227) Verbs: chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects. (as cited in Clark, 2009) 51 TAXONOMIES OF EDUCATIONAL OBJECTIVES PSYCHOMOTOR DOMAIN SET  “individual’s readiness to act. It includes both mental readiness and physical and emotional readiness”(Henson, 2001, p.228)  “These three sets are dispositions that predetermine a person's response to different situations (sometimes called mindsets)” (as cited in Clark, 2009) Verbs: begins, displays, explains, moves, proceeds, reacts, shows, states, volunteers. (as cited in Clark, 2009) 52 TAXONOMIES OF EDUCATIONAL OBJECTIVES PSYCHOMOTOR DOMAIN GUIDED RESPONSE  “The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing” (as cited in Clark, 2009)  The learner “knows steps required to complete the task of objective” (Brissenden & Slater, no date) Verbs: copies, traces, follows, reacts, reproduce, responds (as cited in Clark, 2009) 53 TAXONOMIES OF EDUCATIONAL OBJECTIVES PSYCHOMOTOR DOMAIN MECHANISM  “This is the intermediate stage in learning a complex skill” (as cited in Clark, 2009)  “Learner “performs task or objective in a somewhat confident, proficient, and habitual manner” (Brissenden & Slater, no date) Verbs: assembles, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches. (as cited in Clark, 2009) 54 TAXONOMIES OF EDUCATIONAL OBJECTIVES PSYCHOMOTOR DOMAIN COMPLEX OVERT RESPONSE  “The skillful performance of motor acts that involve complex movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy. This category includes performing without hesitation, and automatic performance.” (as cited in Clark, 2009) Verbs: assembles, builds, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches. (as cited in Clark, 2009) 55 TAXONOMIES OF EDUCATIONAL OBJECTIVES PSYCHOMOTOR DOMAIN ADAPTATION  “Skills are well developed and the individual can modify movement patterns to fit special requirements.” (as cited in Clark, 2009) Verbs: adapts, alters, changes, rearranges, reorganizes, revises, varies. (as cited in Clark, 2009) 56 TAXONOMIES OF EDUCATIONAL OBJECTIVES PSYCHOMOTOR DOMAIN ORIGINATION/ORGANIZATION  “Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills.” (as cited in Clark, 2009) Verbs: arranges, builds, combines, composes, constructs, creates, designs, initiate, makes, originates. (as cited in Clark, 2009) 57 CHARACTERISTICS OF EFFECTIVE OBJECTIVES AS DESCRIBED BY WESTBERG AND JASON (1993) IN COLLABORATIVE CLINICAL EDUCATION.  Consistent with overall goals of the school  Clearly stated  Realistic and doable  Appropriate for learners' stages of development  Appropriately comprehensive  Worthy, complex outcomes  Not treated as if they were etched in stone 58  Not regarded as the only valuable outcomes HOW TO WRITE OBJECTIVES? Different approaches about writing objectives:  The Mager Format  The Gagné and Briggs Format  The ABCD Format 59 HOW TO WRITE OBJECTIVES? The Mager Format An educational objective must describe: 1. Performance. An objective always states what a learner is expected to be able to do and/or produce to be considered competent. 2. Conditions. An objective describes the important conditions (if any) under which the performance is to occur. 3. Criterion. An objective describes the criteria of acceptable performance; that is, it says how well someone would have to perform to be considered competent (Dabbagh, n.d.) Given a list of thirty five chemical elements (condition), the learner must be able to recall the valences (performance) of at least thirty (criterion). (Dabbagh, n.d.) 60 HOW TO WRITE OBJECTIVES? THE ABCD FORMAT A Audience Specifies learners Learner performance, Observable behavior B Behavior and Real-world skill Equipment, tools, aids or references that may C Conditions be used and Environmental conditions States standard for acceptable performance D Degree for time, accuracy, quality Below are examples of the ABCD format: Given all the basic shapes - cone, cylinder, cube, and sphere (condition), each second-semester geometry student (audience) will 61 identify (behavior) orally each shape (degree). (Dabbagh, n.d.)  HOW TO WRITE BEHAVIORAL OBJECTIVES? - COMPARISON Component Mager Gagné & Briggs ABCD 62 Performance Performance Learned Behavior (What will be done) (Doing verb) capability, object, & action Condition Condition Situation Condition (Under what) Criteria Criterion Tools/Constraints Degree (How well) Learner (Implied) (Implied) Audience (By whom) www.metu.edu.tr/~sahin  CONDITION Condition Condition statement Explanation or not? √ given a ruler tool √ given a displacement-time graph equipment given the opportunity to work in √ special environmental condition groups √ without getting help aid √ using a WebQuest model equipment √ without using a calculator equipment √ using the experimental set up special environmental condition √ after the demonstration special environmental condition √ after completing the reading special environmental condition using materials only in the √ tools and equipments laboratory It is not specific condition; it states that X in a laboratory behavior can be done in any laboratory by not specifically stating equipments. √ at the end of the webinar special environmental condition Although they are not good conditions for when asked √ an instructional objective they can be used when requested as a condition. √ while doing an experiment special environmental condition 63 The emphasis is not on the environmental X by doing an experiment condition. √ At the end of the course special environmental condition  DEGREE If it is degree Degree statement Explanation or not? √ within ten minutes time period time √ (answers) 10 questions in 20 minutes time proportion of correct responses √ (Identify) correctly all… required proportion of correct responses √ without error required proportion of correct responses √ 4 out of 5 times required It does not specifically state the X Accurately range of accuracy. √ With 100% accuracy range of accuracy (measure) within plus or minus 1mm √ range of accuracy error margin !!! The meaning/role of the statement may change depending on how you used it in an objective. 64 GUIDELINES FOR FORMULATING EDUCATIONAL OBJECTIVES  Matching  Worth  Wording  Approprateness  Logical grouping  Periodic revision (Ornstein & Hunkins, 1998, p.278-279) 65 DO NOT STATE OBJECTIVES IN TERMS OF:  Teacher performance (e.g., teach pupils meaning of terms)  Learning process (e.g., Pupil learns meaning of terms)  Course content (e.g., Pupil studies geometric figures)  Two objectives (e.g., Pupil knows and understands terms) (Gronlund, 1990) 66 DETERMINE WHICH ONE IS BETTER? Distinguishes between a square and a rectangle Distinguishes among geometrical shapes Describes the main characters in “Sefiller” Describes the main characters in the story Identifies the parts of a flower. Identifies the parts of a given structure. 67 ANALYZING THE OBJECTIVES  Maddelerin sınıflandırılması ve özellikleri ile ilgili olarak öğrenciler maddelerin özelliklerinden hangilerinin ayırt edici olduğunu belirler  Enerji dönüşümleri ve enerjinin korunumu ile ilgili olarak öğrenciler enerjinin bir türden diğerine dönüşebileceğini örneklerle açıklar  Isı ve sıcaklık ile ilgili öğrenciler farklı termometre çeşitlerine örnekler verir  Maddelerin sınıflandırılması ve özellikleri ile ilgili olarak öğrenciler sıvı ve katı maddelerin hacimlerini ölçer  Maddelerin sınıflandırılması ve özellikleri ile ilgili olarak öğrenciler katı ve sıvı maddelerin yoğunluğunu kütle- hacim grafiklerinden yararlanarak hesaplar  Dalgalara ait temel büyüklüklerle ilgili olarak öğrenciler deprem kaynaklı can ve mal kaybını önleyecek bir yapı modeli 68 oluşturur ANALYZING THE OBJECTIVES  Maddelerin sınıflandırılması ve özellikleri ile ilgili olarak öğrenciler maddelerin özelliklerinden hangilerinin ayırt edici olduğunu belirler  Dokuzuncu sınıf öğrencileri, on tane soru sorulduğunda maddelerin özelliklerinden hangilerinin ayırt edici olduğunu hatasız belirler.  Enerji dönüşümleri ve enerjinin korunumu ile ilgili olarak öğrenciler enerjinin bir türden diğerine dönüşebileceğini örneklerle açıklar  Dokuzuncu sınıf öğrencileri enerji dönüşümleri ve enerjinin korunumunu yardım almadan 5 dakika içerisinde örneklerle açıklar.  Isı ve sıcaklık ile ilgili öğrenciler farklı termometre çeşitlerine örnekler verir  Dokuzuncu sınıf öğrencileri ilgili metinleri okuduktan sonra farklı termometre çeşitlerinden en az iki tanesine örnekler verir.  Maddelerin sınıflandırılması ve özellikleri ile ilgili olarak öğrenciler sıvı ve katı maddelerin hacimlerini ölçer  Dokuzuncu sınıf öğrencileri gerekli araçlar verildiğinde sıvı ve katı maddelerin hacimlerini  %5 hata payı ile ölçer.  Maddelerin sınıflandırılması ve özellikleri ile ilgili olarak öğrenciler katı ve sıvı maddelerin yoğunluğunu kütle- hacim grafiklerinden yararlanarak hesaplar  Dokuzuncu sınıf öğrencileri kütle-hacim grafiklerinden yararlanarak katı ve sıvı maddelerin özkütle %5 hata payı ile hesaplar.  Dalgalara ait temel büyüklüklerle ilgili olarak öğrenciler deprem kaynaklı can ve mal kaybını önleyecek bir yapı modeli oluşturur  Dokuzuncu sınıf öğrencileri grupça çalışma imkanı verildiğinde deprem kaynaklı can ve mal kaybını 69 önleyecek bir yapı modelini iki ay içerisinde oluşturur. ANALYZING THE OBJECTIVES When given an experiment set up, the student will identify every parts of it. The student will compute at least five of eight planets' concentration when presented their mass and volume values. 70 WRITING EDUCATIONAL OBJECTIVES FOR PHYSICS COURSES KEY VERBS FOR KEY VERBS FOR KEY VERBS FOR COGNITIVE AFFECTIVE PSYCHOMOTOR DOMAIN DOMAIN DOMAIN 71 REFERENCES Arreola, R. A. (1998). Writing learning objectives, [On-Line]. Available: http://www.utmem.edu/grad/CourseInfo/CurrManagement/index.php?page=Objective s Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc. Brissenden, G. & Slater, T. (no date). Assessment Primer, On-Line]. Available: http://www.flaguide.org/start/primerfull.php Clark, D. (2009). Bloom's taxonomy of learning domains, [On-Line]. Available: http://nwlink.com/~donclark/hrd/bloom.html Dabbagh, N. (n. d.). Techniques & methods for writing objectives & performance outcomes, [On- Line]. Available: http://classweb.gmu.edu/ndabbagh/Resources/Resources2/objective_formats.htm Gronlund, N. E. (1971). Measurement and evaluation. New York: Macmillan Company. Gronlund, N. E. & Linn, R. L. (1990). Measurement and evaluation in teaching, New York: Macmillan Company. Henson, K. T. (2001). Curriculum planning, 2nd edition, Boston: McGrow Hill. Kurwongbah State School. (2009). Bloom's revised taxonomy, [On-Line]. Available: http://www.kurwongbss.eq.edu.au/thinking/Bloom/blooms.htm Ornstein, A.C., & Hunkins, F. P. (1998). Curriculum foundations, principles, and issues, 3rd edition, Boston: Allyn and Bacon. Ortaöğretim Fizik Dersi 9. Sınıf Öğretim Programı. (2007). Fizik dersi programları uygulamaları, [On-Line]. Available: http://www.fizikprogrami.com Florida State University. (2010). Information about behavioral objectives and how to write them,, [On-Line]. Available: http://med.fsu.edu/education/FacultyDevelopment/objectives.asp 72  Effective Teaching and Learning in Physics & Teachers’ Role Dr. Ali ERYILMAZ 73 Department of Secondary Science and Mathematics Education, Faculty of Education, MIDDLE EAST TECHNICAL UNIVERSITY, 06800- Ankara  EFFECTIVE TEACHING Process Variables Teacher Pupil perceptions, perceptions, strategies and strategies and behaviour behaviour Context Variables Characteristics of the learning task and activities Product Variables 74 EFFECTIVE TEACHING Context variables Characteristics of the context of the learning activity related on the success of learning activity. Teacher characteristics Pupil characteristics Class characteristics School characteristics Characteristics of the occasion 75 EFFECTIVE TEACHING Process variables Refer to what actually goes on in the classroom  Teacher’s enthusiasm  Clarity of explanations  Use of questions  Management strategies  Organisation of the lesson  Pupil involvement 76 EFFECTIVE TEACHING Product variables Outcomes desired by teachers Formed a basis of teacher’s planning of lessons Criteria they use to judge the effectiveness Increased knowledge and skills Increased interest in the subject Increased motivation Increased academic self-confidence 77 INSTRUCTIONAL METHODS 78 INSTRUCTIONAL METHODS 1. Deductive Methods: · Lecturing, · Programmed Instruction 2. Inductive Methods: · Inquiry Laboratory applications · Modeling 3. Conceptual Change Methods: · Cognitive Conflicts · Anchoring Analogies 4. Cooperative Learning Methods: · Jigsaw · Peer debriefing · Numbered heads etc. (almost 20 techniques of cooperative learning) 5. Methods Based on Individual Differences: · Multiple Intelligence Theory Methods 79 · Learning Centers EFFECTIVE TEACHING  There is no one best educational treatment or environment suited to some general, average individual, but that different individuals thrive in different environments suited to their own characteristics and needs.  Aim is to match instructional methods or materials to selected learner characteristics.  Individuals learn more easily from one method than another, the best method varies from learner to learner, and that such differences between treatments are related to learner characteristics. Koran, M., & Koran, J. (1984). Aptitude treatment interaction research in science education. Journal of Research in Science Teaching, 21(8), 793-808. 80  EFFECTIVE TEACHING Programmed Instruction Low Ability Advance Organizers Low Ability Inductive Methods High Ability Deductive Methods Low Ability Diagrams Low Ability 81 Koran, M., & Koran, J. (1984). Aptitude treatment interaction research in science education. Journal of Research in Science Teaching, 21(8), 793-808.  Exceptional Learners & Standards M. Şahin Bülbül 82 Department of Secondary Science and Mathematics Education, Faculty of Education, MIDDLE EAST TECHNICAL UNIVERSITY, 06800- Ankara WHO ARE THEY? TYPES OF EXCEPTIONAL LEARNERS  Learners with mental retardation  Learners with learning disabilities  Learners with attention deficit hyperactivity disorder  Learners with emotional or behavioral disorders  Learners with communication disorders  Learners who are deaf or hard of hearing  Learners with blindness or low vision  Learners with autism spectrum disorders  Learners with low-incidence, multiple, and severe disabilities  Learners with physical disabilities and other health impairments  Learners with special gifts and talents  In What Kind of Activities may They Have Difficulties?  Performing lab experiments  Following the lesson  Understanding the concepts  Having an examination  What can a Teacher Do? 1. Being aware of the exceptionality 2. Multi-dimensional collaboration 3. Individualized education plans 4. Appropriate materials BEING AWARE OF THE EXCEPTIONALITY  Students might have some difficulties while solving a problem.  Dyscalculia ?  Students might have some difficulties while following the lesson.  Low vision?  Attention deficit? MULTI-DIMENSIONAL COLLABORATION INDIVIDUALIZED EDUCATION PLANS 1. Deciding the IEP team 2. Deciding the level of the student 3. Deciding the appropriate learning environments and supports 4. Writing the IEP 5. Giving short and long term explanation about what you will do together 6. Making or getting the appropriate course materials 7. Deciding how to evaluate the student and the process.  An example of IEP: http://mevzuat.meb.gov.tr/html/26184_0.html APPROPRIATE MATERIALS STANDARDS  Physics for all  Physics literacy  Standardized education + additional learning activities  Scaffolding and inclusive approaches  Which level should we chose for the curriculum? RED CUTOFF LINE FOR DECIDING THE CURRICULUM'S STRUCTURE  Instructional Planning: Preparing Plans of Varying Duration 92 Dr. Ali ERYILMAZ Department of Secondary Science and Mathematics Education, Faculty of Education, MIDDLE EAST TECHNICAL UNIVERSITY, 06800- Ankara INSTRUCTIONAL PLANNING Process by which someone (usually a teacher) decides how best to select and organize a learning experience to maximize both teacher and student achievement and satisfaction. 93 INSTRUCTIONAL PLANNING (CONT’D) The decision-making process in which a teacher considers what to teach and how best to teach it so that the teaching and learning are worthwhile activities for all involved. 94 INSTRUCTIONAL PLANNING (CONT’D) Planning is the process by which teachers translate ideas about what they would like to happen in the classroom into guidelines for action. 95  WHY PLAN? Inadequate planning is a major factor in ‘poor’ or ‘very poor’ lessons taught by new teachers in secondary schools: “The most serious weaknesses were insufficient attention to planning and either lack of clear objectives or objectives that were misconceived, with the results that pupils often saw no progress in what they were being asked to do” (DES, 1988, p. 2) 96  BENEFITS OF INSTRUCTIONAL PLANNING  sense of direction for  plan for variety in students and teachers approaches  heightens awareness of goals  builds confidence and  help produce a smoothly security running classroom with  maximizes the use of fewer interruptions and precious time fewer discipline problems  promotes learning: takes  consider what to teach and diversity into account how best to teach it in order (needs, interests, abilities) to maximize achievement and satisfaction 97 BENEFITS OF INSTRUCTIONAL PLANNING (CONT’D)  For teachers › Personal security, confidence and enthusiasm › Eliminate the unknown (curriculum, students)  For learners › Good instructional plans caters for diverse :  Background  Interests  Abilities › Attract and maintain students’ attention 98 PLANNING FOR INSTRUCTION  Stages of Planning: Before Instruction During Instruction After Instruction 99 WHEN PLANNING: CONSIDER…  Appropriateness  Differences and needs 100  Before Instruction After Instruction During Instruction 101 BEFORE INSTRUCTION: RESEARCH  Curriculum guides  Survey student needs/interests  Research on topic (background knowledge)  Resources (materials and people) 102 DURING INSTRUCTION …“in the moment” decision making…  spontaneity and flexibility  sequencing and pacing  student feedback  arrange environment 103  AFTER INSTRUCTION  Reflective Practitioner  Inquiry more on: - teaching practice - student needs 104  PLANS OF VARYING DURATION Time Span Yearly Plan Long- range 1st Semester 2nd Semester Intermediate- Unit 1 Unit 2 Unit 3 range Weeks Weeks Weeks 1 2 3 4 1 2 3 4 1 2 3 4 Days Short-range Lessons 105 LONG RANGE PLANNING  Long-term planning  Entire year or semester 106 LONG RANGE PLANNING When engaged in long-range planning, keep following in mind: Derive from formal curriculum, Develop to reflect what is known about the subject area, Develop to take into account what is known about your learners, and Decisions about what to teach are value- laden 107 INTERMEDIATE-RANGE PLANNING  Intermediate, middle or unit planning includes dividing the course into chunks. A unit plan is a more detailed plan for teaching a specific topic within a course.  Normally taught over weeks  Sequenced in a meaningful order 108 PARTS OF A UNIT PLAN  Title  Introduction  General objectives  Body  Topical outline  Activities  Materials/resources  Time frame  Evaluation  Bibliography 109 BENEFITS OF UNIT PLANNING  Unit plans:  Once completed, give clear direction for short- term planning  Make a teacher more aware of the pupils and their unique qualities.  Cause a teacher to think imaginatively about how to teach effectively  Make a teacher consider ways to make 110 connections to other disciplines. SHORT RANGE PLANNING: LESSON PLANS A lesson plan describes specifically WHAT and HOW something will be learned.  Are more specific and more detailed.  Startwith consideration beforehand your objectives, activities, resources, assessment methods, pupil background, etc… 111 PARTS OF A LESSON PLAN  Objectives  Resources  Set Induction  Methodology  Assessment  Closure 112 RESOURCES USEFUL WHEN PLANNING What do YOU think will be helpful in your planning? 113 OPINION POLL Which component of lesson planning do you feel is most important? a) Identifying learner objectives b) Planning materials and time requirements c) Determining lesson steps and processes d) Developing assessment methods 114 AN OLD SAYING If you fail to plan, you plan to fail! 115  Introduction to Curriculum 116 Dr. Ali ERYILMAZ Department of Secondary Science and Mathematics Education, Faculty of Education, MIDDLE EAST TECHNICAL UNIVERSITY, 06800- Ankara OUTLINE 1 Definitions of curriculum 2 Basic concepts and principles 3 Types of Curriculum 117 DEFINITIONS OF CURRICULUM Curriculum as a(n)  Subject matter  Plan  Experience  Outcome 118  DEFINITIONS OF CURRICULUM  Subject matter  Permanent studies (Robert Hutchins)  Disciplined study (Arthur Bestor)  Knowledge (Philip Phenix) 119  DEFINITIONS OF CURRICULUM  Plan  Planned program (William Alexander)  Plan to attain educational goals (Ralph Tyler)  Planned learning experiences (Daniel and Laura Tanner)  Plan for learning (Hilda Taba) – (John McNeil)  Planned Actions (James Macdonald)  Series of planned events (Elliot Eisner) 120  DEFINITIONS OF CURRICULUM  Experience (B.O. Smith, W. Stanley, & H. Shores)  Experiences set up by the school  All of the experiences (Ronald Doll)  Series of things that children must (Franklin Bobbitt) do and experience (Harold Rugg)  The life and program of the school  All experiences (Hollis Caswell and Doak Campbell)  Total experiences (Eight year study report)  Classroom experiences (Jon Wiles) 121 DEFINITIONS OF CURRICULUM  Outcome  Planned learning outcome (James Popham and Henry Baker)  Structured set of learning outcome (K. Howell, S. Fox, and K. Morehead)  To achieve broad goals (Glen Hass) 122 LET'S LOOK AT GLOSSARY What is (a) curriculum? Cur ric´u lum, n., pl., curriculums or curricula, [l. a race, course, career, from currere, to run; figurative use.] a specific course of study or, collectively, all the courses of a study in a university, college, or school. From Webster’s New Universal Unabridged Dictionary (1979). 123  BASIC CONCEPTS  Instruction is the arrangement of information and environment to facilitate learning.  Syllabus (plural syllabi or syllabuses) : A summary of topics which will be covered during an academic course , or a text or lecture.  Content: everything that is included in a collection and that is held or included in something  Curriculum is the courses, experiences, and assessments necessary to prepare candidates to teach or work with students at a specific age level 124 and/or to teach a specific subject area. THE FRONTIERS OF THE FIELD  William James  John Dewey  Hilda Taba  Ralph Tyler  Benjamin Bloom  Jerome Bruner  Fenwick English 125  Curriculum Definitions Hidden Curriculum Written Social Expectations Development Program of Planned Document Studies Experiences 126 HIDDEN CURRICULUM  More obscure,  Less visible part of curriculum,  Unplanned curriculum which is taught implicitly, rather than explicitly. 127  Curriculum Hidden Visible Unofficial Official Taught Null Unwritten Written Unlearned Learned Experienced Delivered Inarticulate Expressed Popular Formal Dynamic as a Static as a opened system closed system 128  SEVEN TYPES OF CURRICULUM (ALLAN GLATTHORN) Recommended Supported Curriculum Written Assessed Taught (perceived) Learned Hidden 129 THEORY TO PRACTICE-STATIC MODEL 130  WHICH STATEMENTS REFLECT YOUR BELIEFS ABOUT CURRICULUM? guide students in mastering key information, ideas, and the fundamental skills of the discipline. help students grapple with complex and ambiguous issues and problems. move students from a novice to an expert level of performance in the disciplines. provide students opportunities for original work in the disciplines. help students encounter, accept, and ultimately embrace challenge in learning. prepare students for a world in which knowledge expands and changes at a dizzying pace. help students determine constants in the past and in themselves while helping them prepare for a changing world. help students develop a sense of themselves as well as their possibilities in the world in which they live. be compelling and satisfying enough to encourage students to persist in developing their capacities. 131 WHAT ARE THE COMPONENTS OF A COMPREHENSIVE CURRICULUM UNIT, LESSON, OR TASK?  Grouping Strategies  Content  Products  Assessment  Resources  Introduction  Extension Activities  Teaching Strategies  Modification  Learning Activities (Ascending Levels of Intellectual Demand) 132  EFFECTIVE CURRICULUM FOR ALL LEARNERS Has a clear focus on the essential facts, understandings, and skills that professionals in that discipline value most Provide opportunities for students to develop in-depth understanding Is organized to ensure that all student tasks are aligned with the goals of in-depth understanding Is coherent (organized, unified, sensible) to the student Is mentally and affectively engaging to the learner Recognizes and supports the need of each learner to make sense of ideas and information, reconstructing older understandings with new ones Is joyful-or at least satisfying Provides choices for the learner Allows meaningful collaboration 133  EFFECTIVE CURRICULUM FOR ALL LEARNERS Is focused on products (sometimes students make or do) that matter to students Connects with students’ lives and worlds Is fresh and surprising Seems real, purposeful, useful to students Is rich Deals with profound ideas Calls on students to use what they learn in interesting and important ways Aids students in developing a fruitful consciousness of their thinking Helps learners monitor and adapt their ways of working to ensure competent approaches to problem solving Involves students in setting goals for their learning and assessing their progress toward those goals Stretches the student 134 TO SUM UP, Curriculum is  content  A program of studies  A set of materials  A sequence of courses  A set of performance objectives  A course of study  Everything that goes on within the school, including extra-class activities, guidance, and interpersonal relationships. 135 TO SUM UP, Curriculum is  That which is taught both inside and outside the school and directed by the school.  Everything that is planned by school personnel.  A series of experiences undergone by learners in the school.  That which an individual learner experiences as a result of schooling. 136 REFERENCES Allan C. Ornstein & Francis P. Hunkins (2004). Curriculum Foundations, principles, and Issues. Pearson. D. R. Cruickshank, D. B. Jenkins, & K. K. Metcalf (2006). The act of Teaching. Boston: McGraw-Hill. Kenneth T. Henson (2006). Curriculum Planning. Waveland Press. 137 Curriculum Designs & Philosophies 138 Dr. Ali ERYILMAZ Department of Secondary Science and Mathematics Education, Faculty of Education, MIDDLE EAST TECHNICAL UNIVERSITY, 06800- Ankara OUTLINE  Elements (basis) of the curriculum  Who plans the curriculum?  Foundations of curriculum  Curriculum development models 139 CURRICULUM KNOWLEDGE Planning Implementation Evaluation 140 ELEMENTS (BASIS) OF THE CURRICULUM  learners,  teachers,  school environment,  materials,  values of society,  learning methods,  assessment,  content The figure is taken from Saylor, Alexander, & Lewis, 1981, p.30 141 RELATION OF ELEMENTS OF CURRICULUM  Scope,  Sequence, ELEMENTS OF CURRICULUM  Continuity,  learners,  teachers,  Integration,  school environment,  Balance.  materials,  values of society,  learning methods,  assessment,  content 142 WHO PLANS THE CURRICULUM? CURRICULUM WORKERS  Learners,  Teachers,  Resource specialists,  Community educators,  Curriculum directiors and coordinators,  Counselors and directors of personal development,  Administrators. 143 FOUNDATIONS OF CURRICULUM  Philosophical Foundations  Psychological Foundations ELEMENTS OF CURRICULUM  Historical Foundations  learners,  teachers,  Social Foundations  school environment, materials,  Technological Foundations   values of society,  learning methods,  assessment,  content 144 FOUNDATIONS OF CURRICULUM Philosophical Foundations  “Philosophy provides educators, especially curriculum workers, with a framework or frameworks for organizing schools and classrooms” (Ornstein & Hunkins, 1998, p.32)  “The function of philosophy (1) the base or starting point in curriculum development (2) an interdependent function with other functions in curriculum development”(Ornstein & Hunkins, 1998, p.33) 145 FOUNDATIONS OF CURRICULUM MAJOR PHILOSOPHIES Idealism (İdealistlik) Realism (Gerçekçilik) Pragmatism (Faydacılık-Yararcılık) Existentialism (Varoluşçuluk) 146 OVERVIEW OF MAJOR PHILOSOPHIES 147 Table is taken from Ornstein and Hunkins, 1998, p.37.  OVERVIEW OF MAJOR PHILOSOPHIES IDEALISM PHILOSOPHY REALITY KNOWLEDGE VALUES TEACHER’S EMPHASIS ON EMPHASIS ON ROLE LEARNING CURRICULUM Idealism Spiritual, Rethinking Absolute To bring latent Recalling knowledge Knowledge based; moral, or latent ideas and knowledge and ideas; abstract subject based; mental; eternal and ideas to thinking as the classics or liberal arts; unchanging consciousness highest form hierarchy of subjects: ; to be a moral philosophy, theology, and spiritual history, language and leader mathematics are most important 148  OVERVIEW OF MAJOR PHILOSOPHIES REALISM PHILOSOPHY REALITY KNOWLEDGE VALUES TEACHER’S EMPHASIS ON EMPHASIS ON ROLE LEARNING CURRICULUM Realism Based on Consisting of Absolute To cultivate Exercising the Knowledge based; natural sensation and and rational mind; logical and subject based; arts laws; abstraction eternal; thought; to be abstract thinking and sciences; hierarchy objective based on a moral and are highest form of subjects: humanistic and nature’s spiritual and scientific subjects. composed laws leader; to be a The three R’s (reading, of matter source of writing, and authority arithmetic) 149 OVERVIEW OF MAJOR PHILOSOPHIES PRAGMATISM PHILOSOPHY REALITY KNOWLEDGE VALUES TEACHER’S EMPHASIS ON EMPHASIS ON ROLE LEARNING CURRICULUM Pragmatism Interaction of Based on Situational To cultivate Methods for No permanent individual experience; and relative; critical dealing with knowledge or subjects; with use of subject to thinking and changing appropriate experiences environment; scientific change and scientific environment and that transmit culture and always method verification processes scientific prepare individual for changing explanations. change; problem solving More exploratory topics. The method is than explanatory. more important than the subject matter. 150  OVERVIEW OF MAJOR PHILOSOPHIES EXISTENTIALISM PHILOSOPHY REALITY KNOWLEDGE VALUES TEACHER’S EMPHASIS ON EMPHASIS ON ROLE LEARNING CURRICULUM Existentialism Subjective Knowledge for Freely To cultivate Knowledge and Choices in subject personal chosen; personal choice principles of the matter, electives; choice based on and individual human condition; emotional individuals’ self-definition acts of choice (literature), perception making aesthetic (drama), and philosophical subjects 151 FOUNDATIONS OF CURRICULUM Psychological Foundations  “Psychology is concerned with the question of how people learn” (Ornstein & Hunkins, 1998, p.100)  It forms the basis for methods, materials, and activities of learning, and it subsequently serves as the impetus for many curriculum decisions. (Ornstein & Hunkins, 1998, p.101) 152 FOUNDATIONS OF CURRICULUM Psychological Foundations Theories of Learning and their effects to curriculum 1. Behaviorism 2. Cognitivism 3. Constructivism 4. Social development theory 5. Humanism 153 FOUNDATIONS OF CURRICULUM Historical Foundations  Requirement European Union, World Bank Results of international exams  Developmental period in Turkey (before, now and after) Change decision in curriculum 154 155 FOUNDATIONS OF CURRICULUM Social Foundations  Social interaction  Values, beliefs and norms 156 FOUNDATIONS OF CURRICULUM Technological Foundations (Henson, 2001, p.36)  Microcomputers (cd-rom, online data systems, electronic bullettin boards)  Interactive technology (video disks,distance learning)  World wide web  Fatih Projesi 157 FOUNDATIONS OF CURRICULUM Technological Foundations  Fatih Projesi (Fırsatları Arttırma ve Teknolojiyi İyileştirme Hareketi)  Donanım ve Yazılım Altyapısının Sağlanması  Eğitsel e-İçeriğin Sağlanması ve Yönetilmesi  Öğretim Programlarında Etkin BT Kullanımı  Öğretmenlerin Hizmetiçi Eğitimi  Bilinçli, Güvenli, Yönetilebilir ve Ölçülebilir BT Kullanımının sağlanması 158 CURRICULUM DEVELOPMENT MODELS  Technical- Scientific Approach: Tyler Taba  Nontechnical- Nonscientific Approach: Glatthorn: Naturalistic model Noye’s six-phase deliberation model 159 CURRICULUM DEVELOPMENT MODELS Technical- Scientific Approach:  “A technical-scientific view can enable us to comprehend curriculum from a macro or broad view and to understand it as a complex unity of parts organized to serve a common function- the education of individuals” (Ornstein & Hunkins, 1998, p.196)  “This approach views the world as a complex machine, but a machine that can be observed and manipulated” (Ornstein & Hunkins, 1998, p.203) 160 TYLER’S ENDS-MEANS MODEL Goals MEANS Curriculum Aims ENDS Content and Activities Objectives 161 CURRICULUM DEVELOPMENT MODELS THE TYLER’S MODEL: (Ornstein & Hunkins, 1998, p.197) (1) Purposes of the school (2) Educational experiences related to the purposes (3) Organization of these experiences (4) Evaluation of the purposes 162 CURRICULUM DEVELOPMENT MODELS The figure is taken from Ornstein and Hunkins, 1998, p.198. 163 CURRICULUM DEVELOPMENT MODELS THE TABA MODEL: (Ornstein & Hunkins, 1998, p.199) 1. Diagnosis of needs 2. Formulation of objectives 3. Selection of content 4. Organization of the content 5. Selection of learning experiences 6. Organization of learning activities 7. Evaluation and means of evaluation 164 CURRICULUM DEVELOPMENT MODELS Nontechnical- Nonscientific Approach:  Nontechnical does not mean nonsystematic or nonrational  Nontechnical approach stresses the subjectivity, personal, aesthetic, heuristic and transactional (Ornstein & Hunkins, 1998, p.203). 165 CURRICULUM DEVELOPMENT MODELS GLATTHORN’S NATURALISTIC MODEL: (Ornstein & Hunkins, 1998, p.204-205) 1. Assess the alternatives 2. Stake out territory 3. Develop a constituency 4. Build the knowledge base 5. Block the unit 6. Plan quality learning experiences 7. Develop the course examination 8. Develop the learning scenarios 166 CURRICULUM DEVELOPMENT MODELS NOYE’S SIX-PHASE DELIBERATION MODEL: (Ornstein & Hunkins, 1998, p.206-207) 1. Public sharing 2. Highlighting agreement and disagreement 3. Explaining positions 4. Highlighting changes in the position 5. Negotiating points of agreement 6. Adopting a decision 167  Comparison of Technical and Nontechnical Models: 168 The table is taken from Ornstein and Hunkins, 1998, p.213. STEPS OF CURRICULUM DEVELOPMENT 1. Surveying the scene 2. Assessing needs 3. Identifying and defining problems 4. Recalling accepted aims and goals 5. Marking proposals-and evaluating them 6. Preparing designs 7. Organizing the work force 8. Supervising the planning process 9. Utilizing the products of planning 10. Applying evaluation means (Ornstein & Hunkins, 1998, p.200) 169  OUTLINE  Overview of educational philosophies  Curriculum designs  Curriculum implementation and theory of change 170 EDUCATIONAL PHILOSOPHIES Perennialism (Daimicilik) Essentialism (Esasicilik) Progressivism (İlerlemecilik) Reconstructionism (Yeniden Kurmacılık) 171 EDUCATIONAL PHILOSOPHIES 172 The table is taken from Ornstein and Hunkins, 1998, p.56. EDUCATIONAL PHILOSOPHIES PERENNIALISM 173 EDUCATIONAL PHILOSOPHIES ESSENTIALISM 174 EDUCATIONAL PHILOSOPHIES PROGRESSIVISM 175 EDUCATIONAL PHILOSOPHIES RECONSTRUCTIONISM 176 CURRICULUM DESIGNS (ALL ELEMENTS) Objectives Method and Subject matter organization Evaluation 177 Figure is taken from Ornstein and Hunkins, 1998, p.233. CURRICULUM DESIGNS  Subject-centered Designs Discipline Design Broad Fields Design  Learner centered Designs Experience-centered Design Humanistic Design  Problem centered Designs Core Design Reconstructionist Design 178 CURRICULUM DESIGNS Subject-centered Designs  “Knowledge and content are well accepted as integral parts of the curriculum” (Ornstein & Hunkins, 1998, p.243)  “The materials available for school use also reflect content organization” (Ornstein & Hunkins, 1998, p.243) 179 CURRICULUM DESIGNS Subject-centered Designs Discipline Design  “Its basis is the inherent organization of content. Its orientation does specify its focus on the academic disciplines” (Ornstein & Hunkins, 1998, p.245)  “In the discipline design, students are encouraged to see the basic logic or structure of each discipline-the key relationships, concepts, and principles” (Ornstein & Hunkins, 1998, p.246) 180 CURRICULUM DESIGNS Subject-centered Designs Broad Fields Design  “Educators essentially had only to meld two or more related subjects, already well known in the schools, into a single broad or fused field of study” (Ornstein & Hunkins, 1998, p.247)  “The broad fields design allows students to discern relationships among the various aspects of the curriculum content, as well as wholeness of 181 meaning”(Ornstein & Hunkins, 1998, p.247) CURRICULUM DESIGNS Learner centered Designs  “Supporters of this posture, largely progressives, advocated what have come to be called learner centered designs” (Ornstein & Hunkins, 1998, p.251-252)  “These designs are found more frequently at the elementary school level where teachers tend to stress the whole child”(Ornstein & Hunkins, 1998, p.251-252) 182 CURRICULUM DESIGNS Learner centered Designs Experience-centered Design  “This notion- that a curriculum could not be preplanned, that everything had to be done “on the spot” by each teacher reacting to each child- made this design almost impossible to implement” (Ornstein & Hunkins, 1998, p.253)  “Experience-centered curriculum placed heavy emphasis on the learners’ interests” (Ornstein & Hunkins, 1998, p.253) 183 CURRICULUM DESIGNS Learner centered Designs Humanistic Design  Abraham Maslow & Carl Rogers. (Ornstein & Hunkins, 1998, p.256)  “Humanistic educators realize that the cognitive, affective and psychomotor domains are interconnected and that the curriculum design should address these dimensions. In addition, socialization and spirituality should be addressed”(Ornstein & Hunkins, 1998, p.256)  “Humanistic curriculum designs stress the development of positive self-concept and interpersonal skills”(Ornstein & Hunkins, 1998, p.256) 184 CURRICULUM DESIGNS Problem centered Designs  “Dual emphasis on both content and the development of learners distinguishes problem- centered designs from the other major types of curriculum designs”(Ornstein & Hunkins, 1998, p.257)  “The content selected must be relevant to the problem under consideration” (Ornstein & Hunkins, 1998, p.257) 185 CURRICULUM DESIGNS Problem centered Designs Core Design  “It centers on general education and is based on problems arising out of common human activities”(Ornstein & Hunkins, 1998, p.261)  “Although the content is a part of this design, the common needs, problems, and concerns of learners comprise the central focus” (Ornstein & 186 Hunkins, 1998, p.261) CURRICULUM DESIGNS Problem centered Designs Reconstructionist Design  “Curriculum should address contemporary social problems and even social action projects aimed at reconstructing society” (Ornstein & Hunkins, 1998, p.261)  “The curriculum is to engage students in a critical analysis of the local, national and 187 international community” (Ornstein & Hunkins, 1998, p.262)  OVERVIEW OF MAJOR CURRICULUM DESIGNS DESIGN CURRICULAR EMPHASIS UNDERLYING SOURCE SPOKESPERSON PHILOSOPHY SUBJECT CENTERED DESIGN Scholarly disciplines Essentialism, Knowledge, Bruner, Phenix, Schwab, Discipline Design (mathematics, biology, Perennialism science Taba psychology, etc.) Broad Fields Design Interdisciplinary subjects and Essentialism, Knowledge, Broudy, Dewey scholarly disciplines progressivism society LEARNER CENTERED DESIGN Experiences and interests of Progressivism Child Dewey, Rugg and Experience-centered child Shumaker Design Experiences, interests, needs Reconstructionism, Psychology, Combs, Fantini, Maslow, Humanistic Design of person, and of the group existentialism child, society Rogers PROBLEM CENTERED DESIGNS Progressivism, Child, society Alberty and Alberty, Core Design Social problems reconstructionism Faunce and Bossing 188 Reconstructionist Focus on society and its Reconstructionism Society, eternal Apple, Brameld, Counts, Design problems truths Rugg, Shane CURRICULUM DESIGNS Mastery learning (Henson, 2001, p.196)  In1963, in an article in the “Teachers College Record” Carroll explained “all students could learn if certain curriculum and instructional adjustments were made” 1. Flexible time to be able to learn 2. If failing occurs to master the content and objectives on the first attempt could recycle without penalty 3. Formative evaluation is given in a small steps throughout the teaching unit (to promote learning by using test scores, feedback, corrective) 189 CURRICULUM DESIGNS Mastery learning (Henson, 2001, p.196)  Teacher-paced and group based  Student-paced and individual based 190 CURRICULUM IMPLEMENTATION Implementation focuses on three factors: 1. People 2. Programme 3. Process (Ornstein & Hunkins, 1998, p.293) 191 CURRICULUM IMPLEMENTATION o is a process, takes time, o Successful implementation of curricula results from careful planning, o Incrementalism, o Communication o Support (Ornstein & Hunkins, 1998, p.294-297) 192 CURRICULUM IMPLEMENTATION o Factors affecting implementation A. Characteristics of the change 1. Need and relevance of the change 2. Clarity 3. Complexity 4. Quality and practicality of the program B. Characteristics of the education system 1. History of change 2. Administrative support 3. Time-line for change 4. In-service and participation of teachers 5. Motive 193 (Ornstein & Hunkins, 1998, p.297) THEORY OF CHANGE  Curriculum is a change activity,  Change results from “new” knowledge (but it is not enough)  Need 194 THEORY OF CHANGE Resistance to change  Inertia  Rapidity of change  Uncertainty  Lack of knowledge  No financial and time support 195 REFERENCES Henson, K.T. (2001). Curriculum planning, 2nd edition, Boston: McGrow Hill. Learning-theories. (2008a). Behaviorism. [On-Line]. Available: http://www.learning- theories.com/behaviorism.html Learning-theories. (2008b). Cognitivism. [On-Line]. Available: http://www.learning theories.com/cognitivism.html Learning-theories. (2008c). Constructivism. [On-Line]. Available: http://www.learning- theories.com/constructivism.html Learning-theories. (2008d). Social Development Theory (Vygotsky). [On-Line]. Available: http://www.learning-theories.com/vygotskys-social-learning- theory.html Learning-theories. (2008e). Humanism. [On-Line]. Available: http://www.learning- theories.com/humanism.html Ornstein, A.C. & Hunkins, F. P. (1998). Curriculum foundations, principles, and issues, 3rd edition, Boston: Allyn and Bacon. Ortaöğretim Fizik Dersi 9. Sınıf Öğretim Programı. (2007). Fizik Dersi Programları Uygulamalarının Tarihsel Gelişimi, [On-Line]. Available: http://www.fizikprogrami.com Pisa Türkiye. (2008). Pisa 2006, [On-Line]. Available: http://earged.meb.gov.tr/pisa/dokuman/2006/rapor/Pisa_2006_Ulusal_On_ Rapor.pdf Sowell, E. J. (2005). Curriculum: An Integrative Introduction (3rd ed.). Upper Saddle River, N.J.: Pearson/Merrill/Prentice Hall. 196 Saylor, J.G., Alexander, W.M., & Lewis, A.J. (1981). Curriculum planning for better teaching and learning, 4th edition, New York: Holt, Rinehart and Winston.  Curriculum Evaluation 197 Dr. Ali ERYILMAZ Department of Secondary Science and Mathematics Education, Faculty of Education, MIDDLE EAST TECHNICAL UNIVERSITY, 06800- Ankara OUTLINE 198 1 What is Evaluation? 2 Models and Issues in Evaluation WHAT IS EVALUATION?  Measurement  “Assignment of numerals to objects or events according to rules” 199  Validity (appropriate, correct, meaningful, useful)  Reliability (close score for reapplied instrument) (Fraenkel & Wallen, 2006)  Assessment  Comparing individual values, scores, etc.  Evaluation  “Gathering and combining data in relation to a weighted judgements about worth”  Making decision about the curriculum (Reynolds et all, 2009)  THE NATURE AND PURPOSE OF EVALUATION  Talmage (1980s) posed five types of value 200 questions for curriculum evaluation:  The question of intrinsic value Goodness and the appropriateness of the curriculum. (Ornstein & Hunkins, 2004)   The question of instrumental value  What is the curriculum good for, and who is its intended audience?  The question of comparative value  Is the new program better than the one it is supposed to replace?  The question of idealization value  How the program is working and whether there are alternative ways to make the program even better.  The question of decision value  Retain, modify or discard the new program. EVALUATION MODELS Stufflebeam’s CIPP Model: Scientific -Context evaluation -Input evaluation Single Value free -Process evaluation -Product evaluation View of reality Role of values Illuminative Value Evaluation Model: Multiple -Observation bound -Further Inquiry Humanistic -Explanation Or Naturalistic 201  “ARM-CHAIR” EVALUATION ? 202 Instrinsic Evaluation How good is Answers the curriculum? Teachers Pay-Off Evaluation INTRINSIC EVALUATION 203 Sequence Continuity Scope Articulation Balance  PURPOSE OF EVALUATION IN EDUCATION 204 Formative Summative During the After the instruction instruction Improvement Major decisions  PURPOSE OF EVALUATION IN EDUCATION 205 Placement Diagnostic Before the During or after instruction the instruction Improvement Improvement NORM-REFERENCED VERSUS CRITERION-REFERENCED EVALUATION 206 Norm Criterion Referenced Referenced Evaluation Other students Standarts HIGH-STAKES ASSESMENT  International Curriculum Projects 207  Project 2061  International Assessments  TIMMS and PISA  International Grading Standarts  Bologna ROLES PLAYED IN EVALUATION  Evaluation is a cooperative activity. 208  Students  Teachers  Evaluators  Consultants  Parents and Community Members REFERENCES  Reynolds, C. R., Livingston, R. B. & Willson, V. (2009). “Measurement and Assessment in Education”, Pearson Press. Fraenkel, J. R. & Wallen, N. E. (2006). “How to Desing and 209  Evaluate Research in Education”, Mc Graw Hill Press.  Simpson, E. J. (1972). The classification of educational objectives in the psychomotor domain. Vol. 3. Washington, DC: Gryphon House.  Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of educational objectives: Handbook II -- Affective domain. New York: Wiley.  Bloom, B. S., Englehatt, M D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: Handbook I -- Cognitive domain. New York: Wiley.  Allan C. Ornstein & Francis P. Hunkins (2004). Curriculum Foundations, principles, and Issues. Pearson.