PME 810 Connecting with my

Professional Community
Integrated planning, instruction, and
assessment

Created by Terra Bourre

August 2017
 I would like to take this opportunity to
Introduction and
share with you (my fellow colleagues)
Purpose
some of my key learnings from one of
my masters courses, PME 810
Integrated Planning, Instruction, and
Assessment. My hope is that I might
spark some deep thinking and inquiry
about our curriculum and the
opportunities that lie ahead as we
prepare our learners for the future.
Rationale

We are embarking on an exciting time for

education in our health programs. As we are all
well aware, health care professions are fast
moving, information and evidence-driven fields.
Our learners will need to be prepared to work
collaboratively with other professionals, use
critical thinking and problem solving skills and
transfer new knowledge and skills to
professional practice settings. With this, we
must prepare to renew our curriculum to reflect
the needs of our learners in the 21st century.
Conceptions of Curriculum, Philosophy, and Design

There are various interrelationships and connections between curriculum conceptions, educational
philosophies, and curriculum designs. Our philosophy about teaching and learning has a huge impact on
how curriculum is conceptualized and hence designed. Its important that program faculty have a unified
philosophies before embarking on curriculum development (Ornstein, 1991). As we craft a plan for
curriculum renewal, I propose that we revisit our program philosophy and use evaluative thinking to
ensure that it reflects our current beliefs about teaching and learning. Having an understanding about the
connections between curriculum conceptions, philosophies and designs is important before we begin
this process. The information that follows is the collaborative work of myself and my project partner,
Daniela Greco-Giancola. We explored the research literature, summarized our findings and created a
mind map illustrating relationships and interconnections.
Curriculum Conceptions
There are essentially 5 curriculum conceptions:

Academic Rationalism-Focus is on love of knowledge and quest for truth (Shiro, 2008).
Curriculum is organized by subject matters to allow students become experts in their fields
(McNeil, 2006). "The purpose of academic rationalism curriculum is to make the students
thinkers" (Al- Mousa, 2013, p.27).

Technological- It uses technology to facilitate transmission of information to the learner in an

effective way (Al- Mousa, 2013); it concerns itself with "how" to teach and learn as supposed to
"what" (Eisner & Vallance, 1974; McNeil, 2009; Sowell, 2005).

Self-Actualization-Curriculum seen as an end to itself; it is supposed to empower learner to reach

her/his potential; focus on learners making their own discovery (Eisner & Vallace,1974), individual
fulfillment (Pratt, 1994) and a sense of self satisfaction and actualization (Sowell, 2005). In
philosophical concepts, learner has value as someone who betters society and empowers the
community (Ornstein, 1990/1991).
Curriculum Conceptions Cont...

Social Reconstructionism-Curriculum seen and perceived as a tool to change society (McNeil,

2006): Students and teachers aspire to better the world. Students and teachers exercise
empathy and compassion to help face societal problems (Pratt, 1994). Schools opt for a
curriculum that favours societal needs as supposed to personal ones (Eisner & Vallace, 1974).

Cognitive Processes-Similar to Technological conception, it looks on how to make the learner

independent and does not concentrate too much on what to teach and learn (Eisner &
Vallance, 1974). Focusing on sharpening intellectual skills (Eisner & Vallance, 1974; Sowell,
2005).

Where do you think our curriculum fits among these 5 conceptions?

Why do you say so?
How can you support your response?
 Educational Philosophies
Essentialism (Rooted in Idealism and Perennialism (Rooted in Realism)
Realism)
-focus on character development and search for truth
-systemic methods of inquiry and building knowledge
-focus on character development and self realization
and theory
-holistic learning rather than specialized
-role of teacher is subject specialist imparting knowledge
-common in liberal arts programs
on students
-active learning techniques
-lecture based learning and some experiential learning,
-teacher as role model
common in vocational education
-develops deep thinking skills (Hill, 1994)
-limitations today because of rapidly changing world and
-learning is an intellectual process of recalling and
international trends (Hill, 1994)
working with ideas
-curriculum is focused on separate subject areas in a
-curriculum is hierarchical with abstract subjects like
hierarchical fashion with abstract subjects at the top
philosophy on the top and sciences lower down because
(Ornstein & Hunkins, 2013)
they require less abstract thought (Ornstein & Hunkins,
2013)
 Educational Philosophies Cont...

Progressivism (rooted in Pragmatism) Reconstructionism (extension of

Pragmatism)
-Teacher as facilitator
-Learning by doing- Dewey (Life experiences) -society is in need of change and education can be
-focus on individual growth used to reconstruct society
-flexible teaching methods -real-world learning (Hill, 1994)
-concern for student motivation -Personal success and self actualization are seen as
-problem solving and active learning are critical necessary to be a model citizen and benefit the larger
(Hill, 1994) community (Ornstein, 1990/1991).
-Also known as "experimentalism" , knowledge as a
process continually changing
-focus should be on critical thinking (Ornstein &
Hunkins, 2013)
Where does our educational philosophy
align?
How does it align?
Why do you say so?
Curriculum Designs
Problem Centered Designs
Focus is on real-life
problems of individuals and
society hoping to help meet
the needs of a
community/society
(Ornstein & Hunkins, 2013)
The teacher plans the
problems with an emphasis
on both the learner and the
content (Ornstein & Hunkins,
2013)
Subject Centered Designs
Most popular and widely
used (Ornstein & Hunkins,
2013)
Focus on subject matter but
may use different
approaches- single subject,
correlated subjects, or
broad-field subjects.
Curriculum usually
developed with outcomes
approach (Sowell, 2005)
Learner Centered Designs
Curriculum design should
stem from profound
knowledge of learners and
what they know, how they
learn, etc.
This approach to curriculum
design takes into
consideration studies done on
the brain and how it can be
"shaped" by education
(Ornstein & Hunkins, 2013).
Does our curriculum fit I know what youre thinking... but we
dont have much control over the
with one discrete curriculum. Our program of study is
design or do you think based on vocational outcomes and a
we have a blend? provincial curriculum with pre-
established exit outcomes.

What interconnections So what can we do?

can you see between Why and how would we do that?
curriculum
conceptions,
philosophies, and
designs?
 Daniela and I pulled from the research literature to show how the different
curriculum designs play out in terms of the planning, instruction, and
assessment in the classroom. If we could imagine a perfect blend- how would
it look?

Learning is a dynamic and organic process. Curriculum designed to

support learning requires an integrated approach. Planning,
instruction, and assessment should reflect the diverse needs of
learners and above all, spark a passion for learning.

How does it all play out in the classroom?

Planning
Establish a clear and thoughtful vision-
respect for student diversity and alignment of
vision, goals, standards, pedagogy, and
assessments (Hayes, 2003)
Learning goals and success criteria are in
student-friendly language so students
understand what they need to know and be
able to do.
Backward mapping- putting assessment first
where we ask- what do we want students to
know, value, understand, and do? (Hayes,
2003)
Involve our learners in the planning process.
Start with the "big ideas" beyond discrete
facts or skills to focus on the larger concepts
first(
http://www.edugains.ca/newsite/aer/aervideo
/planningassessmentwithinstruction.html
)
Plan lessons but also be flexible and adaptive
to allow for student inquiry (A Teacher's P.O.V.
on Starting Inquiry-based Learning in the
Classroom. http://vimeo.com/85470752)
Plan learning experiences outside of the
classroom, perhaps interest driven so that
students can make connections to the
outside world (Imagine Student Success
Ursula Franklin Academy
http://www.youtube.com/watch?v=DKp0TElK
Instruction
Create authentic instruction where learning is
focused on the construction of knowledge
and inquiry with value beyond school (Hayes,
2003)
Create an environment conducive to
collaboration (ie. working at tables instead of
individual desks) (A Teacher's P.O.V. on
Starting Inquiry-based Learning in the
Classroom. http://vimeo.com/85470752)
Teacher is a facilitator of active, engaging,
and relevant learning activities.
Learning goals/expectations and criteria for
success need to be transparent and
understood by students.
Instruction must be the focus of each
classroom and assessment should serve it
and not the other way around (Sir Ken
Robinson: How to Escape Educations Death
Valley.
http://www.youtube.com/watch?v=wX78iKhIn
sc
)
 Assessment

Collect information from students, interpret it, and use it; there must be a match between the task and the
kind of assessment (McMillan, 2014).

Steps should be taken to avoid or at least minimize bias in assessment and to tend to those students who
require special accommodations (McMillan, 2014).

"Giving students multiple assessments, rather than a single assessment, lessens fear and anxiety. When
students are less apprehensive, risk taking, exploration, creativity, and questioning are enhanced."
(McMillan, 2014, pp.82-83).

Assessment could and should look different for each situation; one size does not fit all (The Power of
Student Voice to Enhance Teacher Practice. https://vimeo.com/61528845).

Testing should be the icing on the cake and not the cake itself (John Ralston Saul: Where is the
Standardized Testing Trend Taking Us? http://vimeo.com/28412154).
Assessment Cont...
Tests should help as diagnostic, not the focus (Sir Ken Robinson: How to Escape Educations Death
Valley. http://www.youtube.com/watch?v=wX78iKhInsc).

"Assessment that enhances learning is as important as assessment that documents learning"

(McMillan, 2014, p.5)

The primary overarching goal of assessment is to support and improve student learning. (Klinger, D.A.,
McDivitt, P.R.,Howard, B.B., Munoz, M.A., Rogers, W.T., & Wylie, E.C. (2015).The Classroom Assessment
Standards for PreK-12 Teachers. Kindle Direct Press.)

Meaningful feedback must be focused on where the students are in their learning, where they need to
go, and how they are going to get there (Wiliam, Dylan: Feedback on Learning.
https://www.youtube.com/watch?v=MzDuiqaGqAY&t=14s)

"The content of assessments should match challenging subject matter standards and serve to
instantiate what it means to know and learn in each of the disciplines. Therefore,a broader range of
assessment tools is needed to capture important learning goals and processes and to more directly
Conclusions

One thing that becomes clear to me is the more I learn, the more questions I
have and the less I feel I know. Its vitally important that we take thoughtful
pause when we sit down together to renew our curriculum (the planning,
instruction, and assessments). Lets use our collaborative community of
practice to reflect, pose thoughtful questions, and think deeply to better
understand and inform our decisions.
A few final questions to stimulate dialogue:

Where do we think we can shift or tweak our practices to improve students

learning and success?
What does the research literature reveal?
Are we preparing our learners as best we can for the future?
Thank you for sharing in
my learning experience!
(AND special thank you to Daniela for
your insightful contributions to my
learning)
Resources

Al Mousa, N. (2013). An examination of cad use in two interior design programs from the perspectives of
curriculum and instructors, pp. 21-37 (Masters Thesis).

A Teacher's P.O.V. on Starting Inquiry-based Learning in the Classroom. http://vimeo.com/85470752

Eisner, E., & Vallance, E. (Eds.). (1974). Five conceptions of the curriculum: Their roots and implications
for curriculum planning. In E. Eisner & E. Vallance (Eds.), Conflicting conceptions of curriculum (pp. 1-18).
Berkeley, CA: McCutchan Publishing.

Hayes, D. (2003) Making learning an effect of schooling: aligning curriculum, assessment and pedagogy,
Discourse: studies in the cultural politics of education, 24(2), 225-245

Hill, A. M. (1994). Perspectives on philosophical shifts in vocational education: From realism to

pragmatism and reconstructionism. Journal of Vocational and Technical Education, 10(2), 37-45.
Resources cont...

Imagine Student Success Ursula Franklin Academy http://www.youtube.com/watch?v=DKp0TElK1O0

John Ralston Saul: Where is the Standardized Testing Trend Taking Us? http://vimeo.com/28412154

Klinger, D.A., McDivitt, P.R.,Howard, B.B., Munoz, M.A., Rogers, W.T., & Wylie, E.C. (2015).The Classroom
Assessment Standards for PreK-12 Teachers. Kindle Direct Press

McMillan, J. H. (2014). Classroom assessment: Principles and practice for effective standards-based
instruction (6th ed., pp. 1-20, 57-64,74-88). Boston, MA: Pearson.

McNeil, J. D. (2006). Contemporary curriculum in thought and action (6th ed., pp. 1-13, 24-34, 44-51, 60-
73). Hoboken, NJ: John Wiley & Sons.

Ornstein, A. C. (1990/1991). Philosophy as a basis for curriculum decisions. The High School Journal, 74,
102-109.
Resources cont...

Orstein, A. C., & Hunkins, F. P, (2009). Curriculum: Foundations, principles, and issues. (5th ed., pp. 31-
57). Boston, MA: Allyn & Bacon. Specifically, refer to Table 2.4 Overview of Educational Philosophies on
page 56.

Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4-14.
doi:10.3102/0013189X029007004

Sir Ken Robinson: How to Escape Educations Death Valley.

http://www.youtube.com/watch?v=wX78iKhInsc

Sowell, E. J. (2005). Curriculum: An integrative introduction (3rd ed., pp. 52-54, 55-61, 81-85,103-106).
Upper Saddle River, NJ: Pearson.

The Power of Student Voice to Enhance Teacher Practice.

https://vimeo.com/61528845

Wiliam, Dylan: Feedback on Learning. 19https://www.youtube.com/watch?v=MzDuiqaGqAY&t=14s