Bases of Curriculum Human Development

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Three Bases of Curriculum Part 1: Human Development: 

Three Bases of Curriculum Part 1: Human Development 1 Human Development, Learning/Learning Styles, & Social Forces EDG 6627 Foundation of Curriculum/USF

PowerPoint Presentation: 

2 Bases of Curriculum 1) Human Development 2) Learning and Learning Styles 3) Social F orces Outline

NMINI LESSON: SPECIALIZATIONS IN PSYCHOLOGY SINCE 1950: 

N MINI LESSON: SPECIALIZATIONS IN PSYCHOLOGY SINCE 1950

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Base 1 : Human Development Personality (i. e., moral) Cognition Behavior 4

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5 Personality Sigmund Freud: Stage (1890s - 1930s) Theory of Psychosexual Development Jean Piaget: (1930s -1950s) Stage Theory of Cognitive Development Erik Erickson (1950s -1970s) Stages of Psychosocial Development, Identity Crisis (social identity, lifespan) (informed by Freud) Lawrence Kohlberg (1970s -1980s) Stage Theory of Moral development (informed by Piaget) Carol Gilligan (1980s-2000s): Stage Theory of Moral Development (Ethic of Care) (for women, critiques Kohlberg: male centered theory) females: responsibility & relationships versus males: rights & rules Areas of Human Development

BEHAVIORAL PSYCHOLOGY Behaviorism: 

BEHAVIORAL PSYCHOLOGY Behaviorism Observable change Stimulus = response Outside of learner Stimulus = motivation Activity - conditioning Rewarded responses --B.F. Skinner 1878-1958 --J.B. Watson 1904-1990 --I. Pavlov 1849-1936 Expressions in Curriculum/Instruction 6 Curriculum Development: ADDIE Process ( Analyze, Design, Develop, Implement, Evaluate )

SOCIAL-COGNITIVE PSYCHOLOGY: 

SOCIAL-COGNITIVE PSYCHOLOGY 7 External cues Thought – action Learning is social Socialization (acquiring beliefs, habits, behaviors) Across settings Unlimited capacity Modeling Observational -- Alfred Bandura (self-efficacy; systematic desensisitization )

Bandura: Systematic Desensitization: 

Bandura: Systematic Desensitization Bobo the Doll Studies: http ://youtu.be/lCETgT_Xfzg

SOCIAL COGNITIVE SCIENCES (linguistics, psychology, anthropology, computer science) : 

SOCIAL COGNITIVE SCIENCES (linguistics, psychology, anthropology, computer science) Mental processes Unobservable (storage, retrieval) Reaction to external Personal meaning, Generalizations and principles --Jerome Bruner (constructivism) Man : A Course of Study (1960-70’s): Questioned beliefs, morality “Narrative construction of reality” (1991) in Critical Inquiry Intuition: An essential feature of productive thinking Expressed in Curriculum/Instruction Spiral Curriculum, Advance O rganizers, Discovery Learning, Authentic A ssessment, Problems /Inquiry Approach 9

Constructivism (1980s) : 

Constructivism (1980s) 10 Major contributors to constructivism: J. Piaget, J . Dewey, L. Vygotsky , J. Bruner Construct knowledge Make sense of new information Construct meaning from prior knowledge Focus on students’ thinking about the material Prompts and questions F ocus on deep understandings of new material

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SOCIAL-COGNITIVE PSYCHOLOGY Lev Vygotsky (1896-1934) The Zone of Proximal Development (ZPD ): Facilitation of instruction provided when needed: Between struggle and frustration. Scaffolding : changing the level of support Theory : Child’s cognitive skills mature w/assistance of a more-skilled person. Examples: Problem- based/ project-based learning/ inquiry learning Cooperative Learning (i.e., jigsaw) Socio-Cultural L earning Theory 11

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Curriculum design: Equip students w/ knowledge, skills, & dispositions useful in/out of school Instructional goals: Develop student expertise, conceptual understandings & self-regulated application of skills Curriculum balance of breadth & depth: Limited content, develops it sufficiently to foster conceptual understanding. Content organized: Limited set of powerful ideas (basic understandings & principles). Teachers: Not just present info, but scaffold & respond to student’s efforts. Students: Not just absorb/copy, actively make sense & construct meaning . Students ’ prior knowledge elicited as starting place for instruction, builds on accurate prior knowledge & stimulates conceptual change if needed ( Good & Brophy , 2003, pp. 420-421). Elements of E ffective C onstructivism in Curriculum & Instruction 12

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of educational objectives: Complete edition, New York : Longman. Bloom, B. S. & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals, by a committee of college and university examiners. Handbook 1: Cognitive domain. New York , Longmans. : 

Anderson, L. W., & Krathwohl , D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of educational objectives: Complete edition, New York : Longman. Bloom, B. S. & Krathwohl , D. R. (1956). Taxonomy of educational objectives: The classification of educational goals, by a committee of college and university examiners. Handbook 1: Cognitive domain. New York , Longmans. 13 Bloom’s Taxonomy 1956 Revised 2001

Human Development: 

Human Development Personality, (i. e., moral) Cognition, Behavior

Psychology after 1950: 

Psychology after 1950

References: 

References 16 Anderson , L. W., & Krathwohl , D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing : A revision of Bloom's Taxonomy of educational objectives: Complete edition, New York : Longman. Bandura Video: http://youtu.be/lCETgT_Xfzg Bloom , B. S. & Krathwohl , D. R. (1956). Taxonomy of educational objectives: The classification of educational goals, by a committee of college and university examiners. Handbook 1: Cognitive domain . New York , Longmans . Gilligan , Carol (1982). In a Different Voice: Women's Conceptions of Self and Morality. Harvard Educational Review, 47 (4). Goleman , D. (1997). Emotional Intelligence: Why it can matter more than IQ. New York: Bantam Books. Goleman , D., Boyatzis , R., & McKee, A. (2003). Primal leadership , Appendix B, pp. 253-255, Boston, MA : Harvard Business School Press . Good , T. L., & Brophy , J. E. (2003). Looking in classrooms (9th ed.). Boston: Allyn and Bacon. Kohlberg , L. (1973). The claim to moral adequacy of a highest stage of moral judgment. Journal of Philosophy , 70 (18 ), 630-646 .

The End: 

The End 17 Thank you for participating.