scholarly journals Learning-goals-driven design model: Developing curriculum materials that align with national standards and incorporate project-based pedagogy

2007 ◽  
Vol 92 (1) ◽  
pp. 1-32 ◽  
Author(s):  
Joseph Krajcik ◽  
Katherine L. McNeill ◽  
Brian J. Reiser
Keyword(s):  
National Standards ◽  
Design Model ◽  
Curriculum Materials ◽  
Learning Goals

Using Backward Design for Competency-Based Undergraduate Medical Education

2017 ◽  
pp. 53-76 ◽  
Author(s):  
Barbara L. Joyce ◽  
Stephanie M. Swanberg
Keyword(s):  
Medical Education ◽  
Medical Curriculum ◽  
The United States ◽  
National Standards ◽  
Design Model ◽  
Professional Organizations ◽  
Backward Design ◽  
Learner Outcomes ◽  
History Of ◽  
Competency Based

This chapter focuses on strategies for approaching competency-based medical education (CBME) in the undergraduate medical curriculum (UME). CBME uses national professional standards, typically set by accrediting bodies or professional organizations, to shape curricular design and assessment of learner outcomes as well as to provide clarity to the learner about the knowledge, skills, and attitudes needed for successful practice. Wiggins and McTighe's (2015) Backward Design instructional design model provides a practical structure for approaching CBME since it proposes beginning with the national standards, defining outcomes and assessment methods, and then developing curricular content. The chapter will describe the backward design model, the history of CBME in the United States, current issues with CBME, and use of an integrated curriculum to successfully implement CBME. It will culminate with a discussion of creating action plans for individual programs to align assessment and outcome measures more directly to curriculum.

Using National Standards to Improve K–8 Science Curriculum Materials

2008 ◽  
Vol 109 (2) ◽  
pp. 104-122 ◽  
Author(s):  
Jo Ellen Roseman ◽  
Mary Koppal
Keyword(s):  
Science Curriculum ◽  
National Standards ◽  
Curriculum Materials

Theories and Practices of Sequential Curriculum Alignment

2019 ◽  
pp. 503-533
Author(s):  
Dee Hansen
Keyword(s):  
Curriculum Design ◽  
New Technologies ◽  
Historical Review ◽  
National Standards ◽  
Learning Goals ◽  
Student Centered ◽  
Student Centered Learning ◽  
Effective Assessment ◽  
Societal Expectations ◽  
Authentic Learning Experiences

In a rapidly changing world of new technologies and workplace expectations, educational curriculum must reflect contemporary cultural and societal expectations through active, authentic learning experiences. This chapter begins with a historical review of curriculum models, followed by the introduction and description of a contemporary model of curriculum design. Effective assessment is a significant constituent of the model. Its value and quality relies on clearly aligned learning goals, adequate resources, professional development for teachers, effective approaches to instruction and assessment, thoughtful evaluation and data analysis, and purposeful reflection. The model is sequential, yet flexible and interchangeable, and provides a pathway for curriculum design across institutions of learning in all settings. Additionally, an international survey that summarizes curriculum priorities in nine countries is reviewed. This chapter directs particular attention to active or student-centered learning environments as they are reflected in the US National Standards for Music.

Medicare Advisers Call for National Standards on Imaging

Ob Gyn News ◽  
2005 ◽  
Vol 40 (4) ◽  
pp. 43
Author(s):  
JENNIFER SILVERMAN
Keyword(s):  
National Standards

Smart Girls, Dumb Boys!?

2014 ◽  
Vol 45 (2) ◽  
pp. 112-126 ◽  
Author(s):  
Martin Latsch ◽  
Bettina Hannover
Keyword(s):  
Secondary School ◽  
Stereotype Threat ◽  
Gender Stereotypes ◽  
Secondary School Students ◽  
Learning Goals ◽  
School Students ◽  
Compensatory Strategies ◽  
Media Portrayal ◽  
Stereotype Lift ◽  
The Media

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

Using the National Standards for the Teaching of High School Psychology

2005 ◽  
Author(s):  
Kristin H. Whitlock
Keyword(s):  
High School ◽  
School Psychology ◽  
National Standards

Directed Forgetting and Value-Based Remembering: When Learning Goals Conflict

2014 ◽  
Author(s):  
Sarah Delozier ◽  
Matthew Rhodes
Keyword(s):  
Directed Forgetting ◽  
Learning Goals
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