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What Is Dells Mission Statement document sample
What Is Dells Mission Statement document sample
Curriculum Planning Activities to Value Base Designing a Curriculum Guidelines for Curriculum Planning Outline what content should be taught and when Activities selected should help students reach objectives Address all three domains of development Provide experiences that are guided by the 3 S FAD Designing a Curriculum Steps in Planning the Curriculum Six basic steps: 1. Establish a value base for the program 2. Develop a conceptual framework 3. Determine the goals, objectives, and activities of the program 4. Design the program Designing a Curriculum Steps in Planning the Curriculum 5. Establish assessment procedures 6. Implement the program Here are some things to think about! Designing a Curriculum Step 1: Establish a value base The curriculum is built on your value base (In other words, what ultimately do you want your students to develop or learn?) A mission statement will represent your value base Mission statement includes: aims of the program, statements about overall goals, and value of the program to the individual, community, or society Designing a Curriculum Step 2: Develop a conceptual framework Represents the essential concepts on which your curriculum is based The CF clarifies, defines, and classifies terms and concepts as they are used in the curriculum Example: Conceptual Framework Developmental Physical Education Components: Categories of movement Content areas Movement concepts Fitness components Styles of teaching Designing a Curriculum Step 3: Determining Goals, Objectives, and Activities of the program Goals: Broad, desired outcomes (motor, cognitive, and affective) Objectives: Observable, functional and measurable Activities: Day to day events that will meet objectives Designing a Curriculum Breakdown Value: is the highest and answers the “why” of the mission statement Mission statement: answers the “how” of the value and answers the “why” of the conceptual framework Conceptual framework: answers the “how” of the mission statement and answers the “why” of the goals Goals: answers the “how” of the conceptual framework and answers the “why” of the objectives Objectives: answers the “how” of the goals and answers the “why” of the activities Activities: answers the “how” of the objectives Designing a Curriculum The lowest level can be an activity or an objective. It depends on what you really want. For example: “The patient will stand on 1 leg for 5 seconds”. Is this an activity to meet an objective of static balance? Or is this an objective in and of itself that meets a larger goal of single leg balance? Designing a Curriculum Key Points to Remember: For every activity that you have the students/patients do, you should be able to link it to an objective that is linked to a goal that is linked to your conceptual framework that is linked to your mission statement that represents your overall value. In other words, you should never do an activity for the sake of activity. It should relate to meeting objectives. In the example provided above, if the stand on 1 leg activity is an activity, then it would relate to the objective of static balance which is linked to the goal of domains of balance proficiency which is linked to the conceptual framework area of somatosensory improvement which is linked to the mission statement of decreasing falls among older adults through sensory and motor strategies which represents the value of fall risk reduction. Designing a Curriculum Step 4: Designing the Program Scope and sequence Scope: Breadth and range of content Variety of units of work and skill Breadth should be enough to encompass a multitude of skills, activities, and ability levels Designing a Curriculum Sequence: Progression in terms of year-to-year ordering of skills taught in the curriculum Timing and depth of program from grade to grade Progressive skill development from year to year Designing a Curriculum Step 5: Establish Assessment Procedures Subjective (Process)/Objective (Product) Summative / Formative Designing a Curriculum Step 6: Implement the Program Preplan Observe and Assess Plan and Implement Evaluate and Revise Lessons Selecting a Curricular Model Packaged models that include instructional components (goals and objectives) as well as assessment material Sherrill’s PAP-TE-CA service model was derived from I-CAN and ABC (excellent for motor skill assessment) motor, fitness, and leisure goals Selecting a Curricular Model Project ACTIVE TAPE (Test-Assess-Prescribe-Evaluate) Special Olympics Sports Skills Model Inclusionary Models Block (1996) Yearly Plan Factors to consider: 1. Instructional Time 2. Use of Time 3. Instructional Units 4. Logistical Considerations Instructional Time How much time do you have for instruction? Days a week 5 ? 3 ? 1 ? Minutes per day 40 ? 30 ? 20 ? For a school year with 30 minutes of physical education a day, 5 days a week: Equates to appx. 5,000m year which translates into 25-30 objectives year Planning Use of Time Example: Given: (4 week unit / 5 days a week / 30 minutes a day) How many objectives in this unit? 3 to 4 objectives 16 week unit allows for appx. 12 to 16 objectives What objectives? Need to develop instructional units Instructional Units Arrange objectives into instructional units Ex. How much time are you going to spend each day/week on each objective? Are there co-existing non-instructional time-related objectives? ex. social development Logistical Considerations Selection of objectives should be based on ? Needs, facilities, equipment, class size, personal philosophy, community, ?
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