Monday, May 3, 2010

Websites for Curriculum in Special Education

a. http://www.edb.gov.hk/index.aspx?nodeID=3257&langno=1
b. http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/main.php?cat=collaboration§ion=main&subsection=coteaching/curriculum

Six Features of a Curriculum

1. Who teaches? - The Teacher
2. Who do the teachers teach? - The Learners
3. What do the teacher teach? - Knowledge, Skills, Values
4. How do teachers teach? - Strategies and Methods
5. How much of the teaching was learned? - Performance
6. With whom do we teach - Community Partners

Curricular Types

Explicit curriculum – (intended curriculum) refers to the formal and stated curriculum that teachers and students are expected to follow.
Is found in a state standards/school
It includes specific goals and objectives for different subject areas across
grade levels.
Hidden curriculum – (taught curriculum) refers to the actual curriculum implemented in the classroom.
It is what the students are exposed to on a daily basis.
It is likely to include much of the explicit curriculum as well as topics other
than those that are stated in curriculum guides.
It also includes the insertion of content that the teacher chooses to cover,
either by necessity based on student needs (e.g. study skills instruction) or by
personal interest (enrichment)
Absent curriculum – refers to the curriculum that , for whatever reason, is not included in school. Content that is not covered because certain content is not part of the explicit curriculum. Other times it is a choice made by the teacher

Curriculum Models

Ralph Tyler Model: Four basic Principles
1. Purpose of School
2. Educational experiences related to the purpose
3. Organization of the experiences
4. Evaluation of the experiences
Hilda Taba “grassroots approach”
1. Diagnosis of learners needs and expectations of the larger society
2. Formulation of learning objectives
3. Selection of learning content
4. Organization of learning content
5. Selection of learning experiences
6. Organization of learning activities
7. Determination of what to evaluate and the means of doing it.
Backward Design:
Stage 1: Identify desired outcomes and results.
Stage 2: Determine what constitutes acceptable evidence of competency in the
outcomes and results (assessment).
Stage 3: Plan instructional strategies and learning experiences that bring
students to these competency levels.

Welcome

Welcome to our blog for this course. This will serve as our web interaction in addition to our classroom discussion. I hope we will have an exciting, meaningful,fruitful and fun-filled learning experience in this subject. So, keep on blogin'