PME 810 - Integrated Planning, Instruction & Assessment

Created by Meaghan Bowes & Megan Shaw The many planning, instruction and assessment approaches that we read about in this module fall into the categories of Traditional versus Contemporary Philosophies that we previously identified in our visual blog post. Planning methods like Student-Centered learning, Student Voice and Social Reconstructionist planning had already been identified on our visual blog post through contemporary conceptions and designs. Other new planning, instruction and assessment approaches have been identified on our visual blog post and will be detailed below.   In terms of assessment, the Student Self-Assessment, Teacher Observation and Evaluation of Teaching methods fall under the umbrella of Contemporary Philosophy. All these methods focus on the individual through strategies like personal reflection, evaluation and growth. For planning and instruction, the Place Based Education method is also a Contemporary Philosophy because it emphasizes societal ...

 Created by Meaghan Bowes & Megan Shaw for PME 810 - 003 When you stop to consider the conversations and debates surrounding curriculum and education in general in the public sector, it is easy to see a clear divide: those advocating for tradition and those looking to break from it. After considering a variety of readings on curricular philosophies, the split between traditional and contemporary is clear. By dividing curricular designs and philosophies into two categories it is easy to see which ones share common sources of inspiration such as science, learners and society and which have distinctly different goals at their core. Using the infographic below, we have displayed this information.   One of our starting points on our visual blog post is Contemporary Philosophy. This educational outlook views student learning as an active process which can teach “skills, attitudes and intellectual processes,” so that society can be reformed or students can become good citize...