EDUCMI01 - Curriculum, Pedagogy and Assessment - M.Ed on Education and Innovation - LibGuides at Emirates College for Advanced Education

eBooks

Curriculum: Foundations, Principles, and Issues, Global Edition by Allan Ornstein and Francis Hunkins
ISBN: 9781292162072
Geared for graduate and doctoral level students specialising in curriculum supervision and administration and educational leadership. May also be appropriate for some upper level undergraduate and graduate level introductory education courses. A comprehensive, thoroughly documented, balanced overview of the foundations, principles, and issues of curriculum-from leaders in the field.
The SAGE handbook of curriculum, pedagogy and assessment
Call Number: LB1570 .S24 2016
ISBN: 9781473952720
Publication Date: 2 volume set
The Handbook is organised into five thematic sections, considering: The epistemology and methodology of curriculum Curriculum and pedagogy Curriculum subjects Areas of the curriculum Assessment and the curriculum The curriculum and educational policy The SAGE Handbook of Curriculum, Pedagogy and Assessment's breadth and rigour will make it essential reading for researchers and postgraduate students around the world.
Curriculum Essentials: A Journey by Linda Button
Publication Date: 2021
Creative Commons-Open book
Metacognition in the Primary Classroom by Peter Tarrant; Deborah Holt
ISBN: 9781315731636
Publication Date: 2016-01-08
Current trends in education suggest that pupils should have more responsibility for their own learning, but how can they if they don't understand the what, the why and the how?　 This practical guide　explores the idea that a metacognitive approach enables pupils to develop skills for lifelong learning. If pupils can identify the what, the why, and the how of their learning, they can begin to formulate strategies for overcoming challenges and for continuous improvement.　 In this book, the authors truly engage with research into the link between metacognition and learning, and the idea that if you can effectively articulate your thoughts and strategies regarding how you learn, you might then be in a better position to take actions in order to improve and to be able to learn best. An appendix of useful resources is also included, which offers a range of activities surrounding the language of learning, reflection and metacognition, as well essential advice on how to develop metacognition in the early years (4-8), middle years (8-10), and upper years (10-13). Metacognition in the Primary Classroom　demonstrates how important it is for children to be well-enough informed to play an active role in learning better. Having the language skills to talk about your learning, and the opportunity to share ideas and strategies with others, enables all concerned to explore and develop approaches in order to learn better. This book is a crucial read for anyone interested in ensuring that pupils take an active role in their own learning.
Deeper Learning, Dialogic Learning, and Critical Thinking by Emmanuel Manalo (Editor)
ISBN: 9780429323058
Publication Date: 2019-09-12
Deeper learning, dialogic learning, and critical thinking are essential capabilities in the 21st-century environments we now operate. Apart from being important in themselves, they are also crucial in enabling the acquisition of many other 21st-century skills/capabilities such as problem solving, collaborative learning, innovation, information and media literacy, and so on. However, the majority of teachers in schools and instructors in higher education are inadequately prepared for the task of promoting deeper learning, dialogic learning, and critical thinking in their students. This is despite the fact that there are educational researchers who are developing and evaluating strategies for such promotion. The problem is bridging the gap between the educational researchers' work and what gets conveyed to teachers and instructors as evidence-based, usable strategies. This book addresses that gap: in it, leading scholars from around the world describe strategies they have developed for successfully cultivating students' capabilities for deeper learning and transfer of what they learn, dialogic learning and effective communication, and critical thought. They explore connections in the promotion of these capabilities, and they provide, in accessible form, research evidence demonstrating the efficacy of the strategies. They also discuss answers to the questions of how and why the strategies work. A seminal resource, this book creates tangible links between innovative educational research and classroom teaching practices to address the all-important question of how we can realize our ideals for education in the 21st century. It is a must read for pre-service and in-service teachers, teacher educators and professional developers, and educational researchers who truly care that we deliver education that will prepare and serve students for life.
SAGE Handbook of Research on Classroom Assessment by James H. McMillan (Editor)
Call Number: LB3051 .S23 2013
ISBN: 9781412995870
Publication Date: 2013-11-02
The Sage Handbook of Research on Classroom Assessment provides scholars, professors, graduate students, and other researchers and policy makers in the organizations, agencies, testing companies, and school districts with a comprehensive source of research on all aspects of K-12 classroom assessment. The handbook emphasizes theory, conceptual frameworks, and all varieties of research (quantitative, qualitative, mixed methods) to provide an in-depth understanding of the knowledge base in each area of classroom assessment and how to conduct inquiry in the area. It presents classroom assessment research to convey, in depth, the state of knowledge and understanding that is represented by the research, with particular emphasis on how classroom assessment practices affect student achievement and teacher behavior. Editor James H. McMillan and five Associate Editors bring the best thinking and analysis from leading classroom assessment researchers on the nature of the research, making significant contributions to this prominent and hotly debated topic in education.
Using Differentiated Classroom Assessment to Enhance Student Learning by Tonya R. Moon; Catherine M. Brighton; Carol A. Tomlinson
ISBN: 9780429452994
Publication Date: 2020-05-11
Using Differentiated Classroom Assessment to Enhance Student Learning introduces pre- and in-service teachers to the foundations, data use, and best practices of the DCA framework. As differentiated instruction practices increasingly enable K-12 educators to individualize learning in their classrooms, it is important that this framework be extended to assessment as well. This concise yet comprehensive book explains the science and rationale behind DCA as well as principles and strategies for both formative and summative assessments. Replete with vignettes, sample outputs, and recommendations, this is a lively and much-needed guide to understanding, enacting, and analyzing grouped and individualized assessments.

Course Resources

Week 1

Introduction to the course, procedures, and assignments.

Teaching and Learning

The nature of teachers’ knowledge

Learning theories

Required Readings

Guerriero, S. (2014). Teachers’ pedagogical knowledge and the teaching profession. Teaching and Teacher Education, 2(1), 7. https://search.oecd.org/education/ceri/Background_document_to_Symposium_ITEL-FINAL.pdf
Saunders, L., & Wong, M. A. (2020). Learning theories: Understanding how people learn. Instruction in Libraries and Information Centers. https://iopn.library.illinois.edu/pressbooks/instructioninlibraries/chapter/learning-theories-understanding-how-people-learn/ (Read the sections on behaviorism, constructivism/social constructivism, cognitivism, and growth mindset)

Recommended Readings

Button, L. (2023). Curriculum essentials: A Journey (chapter 9 - read the section on problem-solving through constructivist Learning). https://oer.pressbooks.pub/curriculumessentials/chapter/chapter-beyond-behavioral-objectives-problem-solving-and-constructivism/
Robinson, C. (2017). Growth mindset in the classroom. Science Scope, 41(2), 18-21. https://www.proquest.com/scholarly-journals/growth-mindset-classroom/docview/1942178538/se-2

Growth mindset in the classroom

Week 2

Curriculum

Components, dimensions, and representative curriculum designs

Mapping and alignment: Linking learning outcomes, pedagogies, and assessment.

*Hands-on activities with unit plan/lesson plan that include clear learning objectives (see online resources below for support)

Required Readings

Ornstein, A. & Hunkins, F. (2018). Curriculum foundations, principles, and issues. Pearson. (Chapter 6)
The Glossary of Education Reform (2014). Curriculum mapping. https://www.edglossary.org/curriculum-mapping/
Jackson, F. (2021). Describing coherence of curriculum, pedagogy and assessment. https://blog.cambridgeinternational.org/describing-coherence-of-curriculum-pedagogy-and-assessment/

Recommended Readings

Mohanasundaram, K. (2018). Curriculum design and development. Journal of applied and advanced research, 3(1), 4-6. https://doi.org/10.21839/jaar.2018.v3iS1.156

Week 3

Curriculum models

Pedagogic Innovations

Dialogic Teaching

Required Readings

Ornstein, A. & Hunkins, F. (2018). Curriculum foundations, principles, and issues. Pearson. (Chapter 7 – see section technical-scientific and non-technical-scientific approaches)
Min-Young, K. & Wilkinson, I. A.G. (2019). What is dialogic teaching? Constructing, deconstructing, and reconstructing a pedagogy of classroom talk. Learning, Culture and Social Interaction, 21, 70–86. https://doi.org/10.1016/j.lcsi.2019.02.003

Recommended Readings

Philipson, N. & Wegerif, R. (2019). The thinking together approach to dialogic teaching. In E. Manalo (Ed.). Deeper learning, dialogic learning, and critical thinking: Research-based strategies for the classroom (1st ed.) (pp. 32-48). Routledge. (Open access)
Mercer, N. (2008). Three kinds of talk. https://thinkingtogether.educ.cam.ac.uk/resources/5_examples_of_talk_in_groups.pdf

Week 4

Pedagogic Innovations

Metacognition

Inquiry based learning

Required Readings

Tarrant, P. & Holt, D. (2016). What and why: A look at theory and rationality. In (Eds) Metacognition in the primary classroom: A practical guide to helping children understand how they learn best. Routledge. (Chapter 1)/open access)
Cambridge International Education (n.d.). Getting started with metacognition. https://cambridge-community.org.uk/professional-development/gswmeta/index.html
Ernst, D. C., Hodge, A., & Yoshinobu, S. (2017). What is inquiry-based learning. Notices of the AMS, 64(6), 570-574. https://www.ams.org/journals/notices/201706/rnoti-p570.pdf?adat=June/July%202017&trk=1536&cat=feature&galt=none

Recommended Readings

Spencer, J. (2018). Five ways to boost metacognition in the classroom. https://spencerauthor.com/metacognition
Edutopia (2015). Inquiry-based learning: Developing Student-driven questions. https://www.youtube.com/watch?v=OdYev6MXTOA

Metacognition in primary classroom: Chapter 1: What and why A look at theory and rationale

Week 5

Pedagogic Innovations:

Problem based learning

Assessment: Assessment for/as learning (Pedagogic Innovation)

Required Readings

Yih Chyn, A.M. & Kek, Henk Huijser, K.H. (2017). Problem-based learning into the future: Imagining an agile PBL ecology for learning towards an ecology for Connected Learning. Springer. (Chapter 2, pp.12-25)
Brink, M., & Bartz, D. E. (2017). Effective use of formative assessment by high school teachers. Practical Assessment, Research & Evaluation, 22(8/9), 1–10.https://doi.org/10.7275/p86s-zc41

Recommended Readings

Cambridge International Education (n.d.). Getting started with assessment for learning. https://cambridge-community.org.uk/professional-development/gswafl/index.html
Tamim, S. R. & Grant, M. M. (2013). Definitions and uses: Case study of teachers implementing project-based learning. Interdisciplinary Journal of Problem-Based Learning, 7(2). https://doi.org/10.7771/1541-5015.1323
Yildirim, O. & Demir, S. B. (2022). Inside the black box: Do teachers practice assessment as learning? International Journal of Assessment Tools in Education, 9, 46–71.https://doi.org/10.21449/ijate.1132923

Week 6

Assessment:

Assessment of learning

Differentiated assessment

Hands-on practice with interdisciplinary assessment (see online resources below for support)

Required Readings

Moss, C. M. (2013). Research on classroom: Summative assessment. In McMillan, J. H. (2013). Sage handbook of research on classroom assessment. Sage. (Read pp. 235-238)
Kaur, A., Noman, M., & Awang-Hashim, R. (2019). Exploring and evaluating differentiated assessment practices of in-service teachers for components of differentiation. Teaching Education, 30(2), 160-176. https://doi.org/10.1080/10476210.2018.1455084

Recommended Readings

Baird, J. and Hopfenbeck, T. (2016). Curriculum in the twenty- first century and the future of examinations. In D. Wyse, L. Hayward & J. Pandya (Eds.), The SAGE handbook of curriculum, pedagogy and assessment (Vol. 2, pp. 821-836). Sage Publications.
Tomlinson, C. A., & Moon, T. R. (2020). Differentiated classroom assessment. In Moon,T. R., M. C. Brighton & Tomlinson, C. A. (Eds). Using differentiated classroom assessment to enhance student learning (Chapter 2 ). Routledge

Week 8

Data-driven Assessment: Making Informed Decisions to Optimize Teaching and Learning

Required Readings

Cambridge Assessment Network and Research (2023). What’s the value of assessment data? How to make more reliable inferences about your students’ learning. https://www.cambridgeassessment.org.uk/blogs/the-value-of-assessment-data/
The Center on Standards and Assessment Implementation (CSAI) (2018). Using student assessment data to support decision-making. https://files.eric.ed.gov/fulltext/ED588492.pdf

Recommended Readings

Harshman., J. & Yezierski, E. (2017). Assessment data-driven inquiry: A Review of how to use assessment results to inform Chemistry teaching. Winter, 2 (2). https://files.eric.ed.gov/fulltext/EJ1132091.pdf

Week 9

Effective teaching - Reflective Practice

Required Readings

Eshchar‐Netz, L., & Vedder‐Weiss, D. (2021). Teacher learning in communities of practice: The affordances of co‐planning for novice and veteran teachers' learning. Journal of Research in Science Teaching, 58(3), 366-391.https://doi.org/10.1002/tea.21663
Pang, N. S.-K. (2022). Teachers’ reflective practices in implementing assessment for learning skills in classroom teaching. ECNU Review of Education, 5(3), 470–490. https://doi.org/10.1177/2096531120936290

Recommended Readings

Shanmugavelu, G., Parasuraman, B., Arokiasamy, R., Kannan, B., & Vadivelu, M. (2020). The role of teachers in reflective teaching in the classroom. Shanlax International Journal of Education, 8(3), 30-33. https://eric.ed.gov/?id=EJ1256051

Week 10

Student Consultation: Help Shaping the Curriculum, Pedagogies and Assessment

Required Readings

Lundy, L., & Cook-Sather, A. (2016). Children's rights and student voice: Their intersections and the implications for curriculum and pedagogy. The SAGE Handbook of Curriculum, Pedagogy and Assessment. SAGE Publications. Chapter 17

Recommended Readings

Morgan, B. (2011). Consulting pupils about classroom teaching and learning: policy, practice and response in one school. Research Papers in Education, 26(4), 445-467. https://doi.org/10.1080/02671520903330992

Week 11

Curriculum - Future Developments and Trends

Course revision and activities

Required Readings

OECD (n.d.). Curriculum (re)design A series of thematic reports from the OECD Education 2030 project. https://www.oecd.org/education/2030-project/contact/brochure-thematic-reports-on-curriculum-redesign.pdf
Abdelaziz, H. (2019). The Impact of AI on curriculum systems: Towards an orbit-shifting dialogue. UNESCO. (Read Section 4: An action model to transform the impact of AI on the curriculum system – Open Access)

Recommended Readings

Kayan-Fadlelmula, F., Sellami, A., Abdelkader, N.& Umer, S. (2022). A systematic review of STEM education research in the GCC countries: Trends, gaps, and barriers. International Journal of STEM Education, 9(1), 1 – 24.https://doi.org/10.1186/s40594-021-00319-7

M.Ed on Education and Innovation: EDUCMI01 - Curriculum, Pedagogy and Assessment

COURSE DESCRIPTION

eBooks

Course Resources

Curriculum

Components, dimensions, and representative curriculum designs

Mapping and alignment: Linking learning outcomes, pedagogies, and assessment.

Curriculum models

Pedagogic Innovations

Metacognition

Inquiry based learning

Required Readings

Pedagogic Innovations:

Problem based learning

Assessment: Assessment for/as learning (Pedagogic Innovation)

Required Readings

Assessment:

Assessment of learning

Differentiated assessment