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Transcript of Transformative curriculum workshop
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Transformative Curriculum Development
Presented by Anne-Mart Olsen CTLM
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INTRODUCTION
What is the purpose of Higher Education?
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Transformative curricula
• Developing a shared understanding– Curriculum Development – Transformation
• Curriculum Responsiveness & Transformation • Transformative curricula • Constructive alignment • Challenges
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Developing a shared understanding• Divide into 2 groups • Introduce key questions
– Curriculum Development – Transformation
• Move around to each question• Discuss question • Note answers down• Move to the next question
• Repeat process with the other group’s questions– Look at the previous groups answers & discuss – Add to previous answers
• Provide feedback
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Developing a shared understanding
Curriculum• How would you define
curriculum? • What role do you think
curriculum plays in higher education?
• What are the dominant ideas that shape curriculum development practices at NMMU?
Transformation• How would you define
transformation? • What role do you think
transformation plays in higher education?
• What ideas relevant to transformation are evident at NMMU?
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CURRICULUMDeveloping a shared understanding
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Curriculum Development• Latin Root: “racecourse”
• Wiles and Bondi (2011: 2) state that “for many students, the school curriculum is a racecourse to be run, a series of obstacles or hurdles (subjects) to be passed”.
• What other associationsare there with “racecourse”?
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Curriculum Development
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Curriculum Developmenthttps://i.ytimg.com/vi/MyBsRn2vIlE/maxresdefault.jpg
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Curriculum Developmenthttps://i.ytimg.com/vi/MyBsRn2vIlE/maxresdefault.jpg
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Curriculum Development @ NMMU
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Humanising Pedagogy
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TRANSFORMATIONDeveloping a shared understanding
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Transformation• … process of profound and radical change• … implies change of character and little or no
resemblance to the previous structure
Transformation reflects deep change and restructuring enabling HE institutions to address challenging needs and demands posed by a changing environment.
(Hay & Marias, 2011: 230)
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Transformation• In the South African context HE is often driven by
an institutional understanding and interpretation of transformation concepts, how and what institutions perceive for example as social justice, discrimination, social cohesion and the burning societal and research imperatives
(Hay & Marias, 2011: 233)
• Address historical imbalances – E.g. Black graduates in Health Sciences – E.g. Indigenous knowledge in the curriculum
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Transformation @ NMMU
• Widening access = diversity
• Developing a culture that embraces transformation
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Developing a shared understanding
How does curriculum development and transformation relate? https://i.ytimg.com/vi/MyBsRn2vIlE/maxresdefault.jpg
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CURRICULUM RESPONSIVENESS Ian Moll: 2004
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Curriculum Responsiveness
Curriculum Responsiveness
Economic
Institutional/ cultural
Learning
Disciplinary
… training qualified people in sufficient numbers to meet the needs of industry & the economy whilst being educationally responsive
… changing social practices through research & teaching. Thus changing itself (NMMU) & what it values in response to pressing social needs (transformation, equity, redress, poverty, HIVAIDS)
... Moving beyond a “student deficit discourse” - “disadvantage” is not situated in the student but forms part of an unfamiliar context.
… Staying current in the discipline & ensuring a that students are inducted into disciplinary ways of producing new knowledge.IDENTITY?
Moll, 2004
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How responsive/transformative?
• Articulation – Multiple exits
• Africanisation • Nation Health Plan • Relevance as a profession• Student support and development • …
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TRANSFORMATIVE CURRICULA The Revolution will be tweeted
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Transformative curricula Curriculum development cannot be detached from societal and cultural transformation, or from evolving trends that drive global and national change…
(Hay & Marias, 2011: 229)
• … transformation is strategically linked to curricula reflecting the– academic content – learning activities– extra curricular knowledge & competencies
Hay & Marias, 2011: 232
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Transformative curricula
• Formal access vs Epistemological access (Morrow, 1993)
• Social and political redress has mandated curricular redress, specifically in terms of participation rates and access to higher education
• Enable students to adapt to the HE environment
(Hay & Marias, 2011: 234)
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Transformative curricula
• #RhodesMustFall • #RhodesSoWhitehttps://www.youtube.com/watch?v=pCityGJCaYI • #Luisterhttps://www.youtube.com/watch?v=sF3rTBQTQk4 • #FeesMustFall
By transforming HE curricula to address segregation and conflict, universities are preparing a new generation of South African citizens.
(Hay & Marias, 2011: 235)
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Transformative curricula
Brainstorm:• How can the Psychology curriculum be transformative?
Content Teaching strategies Assessment Technology Student Development / Support Peer collaborative learning
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CONSTRUCTIVE ALIGNMENTJOHN BIGGS
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Underlying the outcomes approach is a theory of learning known as constructive alignment (Biggs 1999)
Aligning all the elements of teaching, learning and assessment
Solo taxonomy
Constructive alignment
Content
Learning outcomes
Teaching & Learning activities
Assessment activities
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Exit level outcomes
Module outcomes
Purpose of the module
Outcomes T&L Methods
Assessment methods & tasks
Criteria
Marking Feedback
Alignment in outcomes based curriculum development
Constructive alignment
Rationale Purpose
What support is in place to enable
student success?Academic incl. digital
Deliberate planning
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• Purpose: • Why should the students want to do the
module?• Outcomes: • Is it clear what the students should be able to do
at the end of the module?• Content: • How will the content assist the students to meet
the outcomes?• Assessment:• Will the assessment tasks enable the students to
achieve the outcomes?
Module purpose, outcomes & content
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The purpose of this module is to enable students to make a strong cup of filter coffee.
Outcomes: • Identify the different ingredients and tools required to make a cup
of coffee.• Select the correct ingredients to make a strong cup of filter coffee• Demonstrate how to make a strong cup of coffee using a peculator.
Content: • Coffee and its ingredients• Principles of making coffee• Choosing the correct coffee bean for its properties regarding coffee
strength • Insight into the tools required to make filter coffee
Constructive Alignment
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Identify the different ingredients and tools required to make a cup of coffee.
Aligning the teaching strategy to the learning outcome
• A 35min lecture on the theory associated with the ingredients of coffee and the tools required to make a cup of coffee.
Or
• Watch a video of someone making a cup of coffee whilst taking notes on a hand out of what ingredients and tools the person in the video used. Compare and discuss your answers with a peer and adapt your worksheet accordingly.
Constructive Alignment
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Identify the different ingredients and tools required to make a cup of coffee.
Watch a video of someone making a cup of coffee whilst taking notes on a hand out of what ingredients and tools the person in the video used. Compare and discuss your answers with a peer and adapt your worksheet accordingly.
Assessment: Identify and label the different ingredients and tools required for making coffee in the picture supplied
Or
Write a 500 essay discussing the characteristics of the tools required to make a cup of coffee?
Integrated feedback and support
Constructive Alignment
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Just for Fun My inspiration
A quick history lesson… https://www.youtube.com/user/historyteachers
What can you remember? Why can you remember it?
Biggs Solo Taxonomy: Appling what the student already knows to new information.
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CHALLENGESAnd possible solutions
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Challenges
• Large classes – Teaching strategies – Marking
• Various faculties– Admission criteria – Relevance– Assessment practices
• Developing a student identify
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Questions and Discussion
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