UMass-Boston EDC-G460 and G660
Designing Secondary Curriculum and Learning Strategies
Prof. H. Sevian

1. How do people learn?
    a. Learning environments
    b. Models of instruction
        i. Traditional
        ii. Constructivist (inquiry)

2. Curriculum
    Goals: to guide learning, to provide framework of enduring understandings
    a. National and local standards
    b. Essential questions and enduring understandings
    c. Beyond content
        i. Teacher certification
        ii. Professional development

3. Instruction
    Goals: to cause learning to occur, to promote transfer of learning
    a. Learning objectives and performance objectives
    b. Lesson design
        i. Traditional approach
        ii. Backward design (focus on transfer of learning)
        iii. Elements of a complete lesson plan
    c. Lesson delivery
        i. Making it interesting
            - Personal style
            - Discussion
            - Cooperative learning
        ii. Classroom management
            - Discipline
            - Routines
            - Parents
        iii. Diversity and inclusion
        iv. Literacy strategies
        v. Technology aids
    d. Instructional materials
        i. Texts
        ii. Budgets

4. Assessment
    Goals: to provide feedback to all parties; for teacher – reflection to improve student learning
    a. Determining acceptable evidence of learning
    b. Uncovering prior understandings (diagnostic assessment)
    c. Questioning strategies (formative assessment)
        i. Cognitive domain (Bloom)
        ii. Convergent, divergent, evaluative, reflective
        iii. Wait time
    d. Tests (summative assessment)
        i. Objective questions
        ii. Open-ended questions
        iii. Performance assessments
        iv. Standardized tests
    e. Rubrics for evaluating performance on assessment tools

5. Connecting the triad
    a. Sample lessons
    b. Course design
    c. Constructive criticism