Discussion – Module 5 Discussion Forum
Instructions:
Answer the following discussion question:
Chapter 14: Identify and describe the four stages of the Curriculum Cycle on page 285. Discuss in depth how each of the stages has a particular teaching purpose.
Module 5 Discussion: Teaching Purpose
A curriculum cycle is a methodical technique of analyzing, updating, and assessing curriculum topics and programs within a predetermined timeline with the goal of identifying gaps and weak points to improve student learning outcomes. Needs analysis, curriculum creation or modification, material selection, assessment development, curriculum implementation, staff development, and program evaluation are the cycle’s components. District staff may respond quickly to continuing curricular and instructional requirements by planning for curriculum development within a cycle (Krebs et al. 2020). These people ought to be aware of the budget, the resources, and the curriculum.
Although there are several strategies to have a good Curriculum Cycle, only four are actually crucial for its execution. The goal of an appropriate curricular cycle is for students to develop holistically, taking into account all facets of that development, including their capacity for assessment and evaluation.
The first stage’s primary focus is on comprehensive, balanced systems of assessment. The main components of a complete, balanced assessment system will be explained to the participants, and they will also understand how different evaluations could support student development. The presentation will go deeper into the different assessment types and goals, as well as how understanding the standards leads to meaningful assessment and how the assessment cycle functions.
The primary focus of stage two is understanding formative assessment. Participants will all have a shared understanding of the formative assessment method’s assessment cycle after this session (Krebs-Moberg, 2019). This webinar will include a thorough overview of formative assessment and its prerequisites.
The third step involves defining and communicating learning objectives and success standards. Participants will gain an understanding of how standards and related learning objectives affect high-quality assessment through this presentation. How to effectively communicate learning objectives, learning progressions, and success criteria in order to obtain meaningful evidence of student learning will be the main topic of the workshop.
The fourth stage’s goal is to identify proof of student learning. Each of the two phases or divisions that make up this stage has two related themes and objectives. Participants in this workshop will gain knowledge about planning and eliciting evidence of student learning in accordance with the requirements in section 1 (Brown, 2020). The focus of the course will be on techniques for eliciting data that is in line with the complexity of the standard and requirements for high-quality classroom assessments. Participants will discover reliable assessment techniques in section 2. The module will also go over how to make sure that assessment procedures are free of unintended barriers and both intentionally and culturally appropriate.
References
Brown, Megan EL, Frederic W. Hafferty, and Gabrielle M. Finn. “The hidden curriculum and its marginalisation of Longitudinal Integrated Clerkships.” Education for Primary Care 31.6 (2020): 337-340.
Krebs, M., Bier, M., Torrez, & C. A. (2020). Residency year curriculum. The teacher residency model: Core components for high impact on student achievement, 83-101.
Krebs-Moberg, Julia, and Alison Ormsby. “Assessing the effectiveness of a community food security project for curriculum development.” Applied Environmental Education & Communication 18.2 (2019): 128-139.
