What Is Dells Mission Statement by ofm18586


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									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
 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
 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
 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
 Broad, desired outcomes (motor,
  cognitive, and affective)
 Observable, functional and measurable
 Day to day events that will meet
 Designing a Curriculum
 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: 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

 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

 Progression in terms of year-to-year
  ordering of skills taught in the
 Timing and depth of program from
  grade to grade
 Progressive skill development from
  year to year
 Designing a Curriculum

Step 5: Establish Assessment
 Subjective (Process)/Objective
 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
   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
     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
    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
   What objectives? Need to develop
    instructional units
    Instructional Units
   Arrange objectives into instructional
   Ex. How much time are you going to
    spend each day/week on each
   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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