"Let the Questions be the Curriculum" -Socrates
Goal-based design focuses on the expansion and effectiveness of curriculum in which it provides transparent and real-world goals. This curriculum design surpasses the norm in which it invites the community members and teachers of a district to be involved in the planning process and implementation instead of just curriculum developers. This allows students to learn about current issues and to connect their learning to the world that is directly outside their classroom. Goal-based curriculum design also focuses on the application of technology in the classroom that enhances student learning and student global understanding.
The second part of the goal-based design takes place in the classroom. It is a framework in which students are given clear and explicit learning objectives which allows them to develop enhanced problem-solving skills. This pedagogical approach encourages students to be creative and innovative, to solve problems, and to learn new skills. In addition, it allows the teacher to work with students on a more personal and engaging level in which they can promote individuality and develop differentiation. Glatthorn et al states, “As part of developing lessons, it is important for teachers to have a vision of effective instruction to guide the implementation of their curriculum. The classroom curriculum should support and challenge students with appropriate questioning and strategies” (pg. 305). Therefore, one could apply the Design-Down, Deliver-Up model to supplement this goal-based design which is found in figure 10.5 below:
Starting from defining the purpose or what the teacher expects the students to walk away with (Learner Exit Outcomes), the Design-Down, Deliver-Up model moves “down” the model to assist a teacher on how they can efficiently and effectively plan their class. After defining the purpose, one must ask: what learning outcomes will be achieved? This could be comprised of using blooms taxonomy to implement each level of understanding and learning, in addition to state standards, and district desires that must be achieved. The next step is to design different types of assessments that evaluate how the students achieved the chosen outcomes and objectives (formative, interim, and summative). Lastly, classroom activities are developed that are based off of the assessment, outcomes, and purpose. Once the design down process is complete, one is ready to implement these strategies into the classroom by “deliver up.” The teacher guides students through the developed learning activities which prepare students to achieve the program objectives, outcomes, and goals. Therefore, one is able to obtain evidence if the students have met the outcomes and thereby assess if the learners exited with the desired outcomes. Glatthorn et al states, “A school’s curriculum philosophy and rationale statement must align with individual state standards or Common Core State Standards, as well as to augment the school’s vision mission, and exit outcomes” (pg. 300). Therefore, with the previously mentioned models and curriculum design structures, one is able to take state standards and district’s vision to harmoniously combine them to create an effective and impactful curriculum.
If I had the freedom and control to develop my curriculum and planning of the class, I would combine the Backward Design model and the Design-down, Deliver-Up as the foundation. The backward design model would promote teachers to implement self-inquiry, self-advocacy, and project based learning strategies which allow students to develop critical thinking and life skills. The Design-Down, Deliver-Up would promote a performance-based education program which would allow teachers to easily develop units and plan daily lessons. Glatthorn et al states, “Developing a program’s course of study ensures continuity of instruction across grade levels and subsequently allows a smoother transition from one grade level to the next” (pg. 289). Therefore, in order to achieve this fluidity, I would recommend that teachers develop a long term goal or objective that is correlated to state standards and blooms taxonomy, and then they can develop daily learning targets and mini lessons to achieve these long term objectives. I would have them implement three different types of assessments that would be used in different ways to monitor and evaluate the progress and development of students. Formative assessments should be given daily to evaluate the skills being developed. Interim assessments should be given every 6-8 weeks to identify gaps in learning and to compile data for the district. Lastly, summative assessments should be given when a topic or unit is completed to evaluate state standards. I would also like to note that these assessments are encouraged to be based off of projects and creative activities in which the student has choices to express their understanding of the content while using the multiple learning target skills that they developed along the way. These should not be done in standardized tests. Thus, this reassures that a teacher is able to implement their personal goals and teaching strategies while meeting the demands of the school district and state.
References:
Glatthorn, A.A.; Boschee, F. Whitehead, B.M., and Boschee, B.F. (2019). Curriculum Leadership: Strategies for Development and Implementation. (5th ed.). Thousand Oaks, CA: Sage Publications
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