This presentation includes the most important features of the transformative curriculum proposed by Henderson and Hathowrne. It also includes a practical activity I designed for EFL teachers to see how the 3 kinds of learning can be promoted.
2. PHILOSOPHY
Mainstream C. Transformative C.
Predetermined skill-based Thinking- centered
and subject learning subject learning
Standarized instructional Multiliterate expressive
outcomes outcomes
Reliance on standardized Reliance on personally
tests tailored performance-
based tests
Learning obedience to
authority Learning
diversified, lifelong, inquir
y responsibilities
Learning cooperative/
Learning
complaint behaviours for a
informed, democratic
competitive educational
citizenship
meritocracy
3. An integrated approach to TC
Should be concerned with:
Enhancing personal and social integration
Organizing Curriculum around significant
problems and issues identified
collaboratively
Without regard for subject area boundaries
4. An integrated approach to TC
focuses on
Thematically based learning
Curriculum Organizers such as:
Drugs, Diseases and Health
Job, Money, Careers
5. Changes needed in TC:
From maintaining to creating and
organization and control sustaining inquiry
relationships
A
From a school culture
responsible, accoun
governed by rules,regulations table, and creative
and policies learning community
6. Usual curriculum organization vs TC organization
Usual
TC O.
Curriculum O.
Philosophy
Philosophy
Teaching
Program design
Designing
Classroom
planning Planning
Teaching School
Development
Evaluation
Community
Development
8. Types of Learning in TC
3S Scaffolding
SUBJECT LEARNING
SELF LEARNING
SOCIAL LEARNING
9. Subject Learning: Thinking centered
learning
Thought demanding questions
Collaborative learning- sharing
learning responsibilities
Problem based learning
Project based learning
Understanding performance
Critical + creative thinking
Authentic open-ended problems
10. Self-learning : Inquiry reponsibility
Active, lifelong, informed decision makers
Develop a sense of self-based locus of
control
A “self-actualizing individual” (Combs, 1962)
Caring and mutually respectful of social
relations
“Wide awakeness” Greene (1988)
Developing „emotional intelligence‟: using
your feelings to make good decisions in life
Lifelong learners
11. Social learning : equity, diversity,
civility
Equity: class, race, gender, and sexual
orientation
Fostering awareness acceptance and
appreciation of human diversity (Banks,
1994)
Civility: „ the right to dissent stands on a
commitment to listening to those who
disagree with us‟ (Scherer,1997)
12. TRANSFORMATIVE CURRICULUM
Design and Planning
Implies needs analysis
an evolving vision of the life to be lived
Definition of features of the program
An overall structure
A set of technical expectations - standards
13. Purposes of Curriculum Design
To guide classroom curriculum
planning
To guide the development of plans for
student assessment
To inform the community what is worth
learning & teaching approaches
14. Parts of curriculum design
A platform : aims, assumptions about teaching
and learning
An overall vision of the relationships:
content, organizers, materials, students‟
engagement, classroom, scenarios of learning
activities.
An overview of assessment
15. PRACTICAL ACTIVITY
How can you use the fable of the
“RED HEN” to foster subject
learning, self-learning and social
learning within a transformative
curriculum framework?
16. LEARNING PERFORMANCES
1. Discrete content skills
2. Structured task performance
3. Higher order competencies
4. Complex unstructured performances
5. Complex role performances
6. Life role functioning
17. LEARNING Transformative subject-learning
PERFORMANCES Students will be able to
Discrete content Tell/identify the main ideas of the fable.
skills
Structured task Identify the elements and structure of the fable.
performance
Higher order Analyze the story to identify the values promoted in
competencies the fable.
Complex Identify and discuss about the values modern fables
unstructured should try to foster.
performances Define by groups the elements their own fables should
have and the criteria to evaluate its quality. Achieving
consensus among students and teacher..
Complex role Create collaboratively a fable which emphasizes the
performances importance of one of those values identified by them.
Life role functioning Analyze the quality of their fables against the criteria
the class set beforehand.
18. LEARNING Transformative Social Learning
PERFORMANCES
Students will be able to
Discrete content skills
Structured task
performance
Higher order Analyze each other‟s ideas regarding the value
competencies being promoted, in a respectful and caring
atmosphere.
Complex unstructured
performances
Complex role Prepare by groups a campaign to promote the
performances development of an essential value related to
equity/diversity/civility at school
Life role functioning Carry out the campaign assigning roles to each
group member.
19. LEARNING Transformative Self- learning
PERFORMANCES
Students will be able
Discrete content skills
Structured task
performance
Higher order Analyze own ideas regarding the value being
competencies promoted.
Complex unstructured Find different ways and examples to promote
performances that value in the school and family context.
Complex role Prepare by groups a campaign to promote the
performances development of an essential value at school
Life role functioning Carry out the campaign and evaluate
everybody‟s contribution to complete or partial
success.
20. Assessing student learning
What have students learnt?
What students can do with what they know &
how + insights
Quality of school life + quality of sts‟ learning –
ACTION RESEARCH
Forms:
1. Performance assessment
2. Portfolio assessment
21. HOW WOULD YOU ASSESS
THE SUBJECT, SOCIAL, AND
SELF LEARNING IN THE
PREVIOUS UNIT?