Curriculum evaluation noted_25

Critical Evaluation at the Curriculum Level James Atherton 1 December 2010 http://bedspce2.blogspot.com/

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Gibbs’ cycle Just a reminder of the components of an evaluation and development cycle, after Graham Gibbs Description What happened? Conclusion What else could you have done? Action Plan If it arose again, what would you do? Feelings What were you thinking and feeling? Evaluation What was good and bad about the experience? Analysis What sense can you make of the situation?

Brookfield’s four “lenses” There’s nothing exclusive about choosing these particular lenses or perspectives. It is their multiplicity which is important. Brookfield S D (1995) Becoming a Critically Reflective Teacher San Francisco; Jossey-Bass

Four lenses ,[object Object],[object Object],[object Object],[object Object]

Four lenses ,[object Object],[object Object],[object Object],[object Object],This lens is the default for most of us—seeing from the perspective of our own experience as the teacher.

Four lenses ,[object Object],[object Object],[object Object],[object Object],There has recently been an emphasis on the “student experience” particularly in HE

This is the formal curriculum This is broadly where it works; you set out to teach something , and the students learn it

This is the formal curriculum This is broadly where it works; you set out to teach something , and the students learn it This is what you teach but the students do not learn; it’s a waste of time

This is the formal curriculum This is broadly where it works; you set out to teach something , and the students learn it This is what you teach but the students do not learn; it’s a waste of time And this is the hidden curriculum ; stuff you did not set out to teach, but the students learned anyway.

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Formal/intentional message Covert/unintended message “ Good” : covert message reinforces formal message

“ Bad” : covert message contradicts/undermines formal message Irrelevant/neutral

[object Object],[object Object],[object Object],[object Object],[object Object],Commentators —go back a long way in uncovering the hidden curriculum See blog for more detail/links

Four lenses ,[object Object],[object Object],[object Object],[object Object],We teach as part of a community of practice, living with all the tensions that entails. Assumptions about teaching and learning… Concern for inclusivity, and for standards

This is Etienne Wenger’s take on a community of practice. Much of it is not formally designed as an organisation; it develops organically... Based on Wenger E (1998) Communities of Practice Cambridge; CUP p. 63 Participation Reification meaning world experience negotiation living in the world membership acting interacting mutuality forms points of focus documents monuments instruments projection

...out of the interaction of participants, and the way in which procedures take on a life of their own and may even take physical form (reification) Based on Wenger E (1998) Communities of Practice Cambridge; CUP p. 63 Participation Reification meaning world experience negotiation living in the world membership acting interacting mutuality forms points of focus documents monuments instruments projection

Hunting Assumptions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],In the same vein, Brookfield encourages us to explore the taken-for-granted assumptions implicit in the curriculum and pedagogic approach: where’s the evidence for all this stuff? What’s it say about us that we believe it?

Espoused theories and theories-in-use ,[object Object],[object Object],[object Object],So what are the theories-in-use in the curriculum? Note that theories-in-use are often regarded as “inferior” to espoused theories, both technically and morally. But sometimes they are actually better—we just don’t know how to explain and communicate them.

Working myths ,[object Object],[object Object],[object Object],Ideas are shared in communities of practice not as formal theories, but as stories which embody values

Four lenses ,[object Object],[object Object],[object Object],[object Object],We’ve touched on this lens, implicitly, but as the preceding point about stories makes clear, it’s perhaps the least important one...

Kirkpatrick ,[object Object],[object Object],[object Object],[object Object],[object Object],To end with a reminder of what you already know, just as we started with one.

Kirkpatrick ,[object Object],[object Object],[object Object],[object Object],[object Object],Did the students/participants enjoy it?

Kirkpatrick ,[object Object],[object Object],[object Object],[object Object],[object Object],Did the students/participants enjoy it? From evaluation instruments

Kirkpatrick ,[object Object],[object Object],[object Object],[object Object],[object Object],Did they actually learn anything?

Kirkpatrick ,[object Object],[object Object],[object Object],[object Object],[object Object],Did they actually learn anything? From assessment results

Kirkpatrick ,[object Object],[object Object],[object Object],[object Object],[object Object],Do they do anything differently?

Kirkpatrick ,[object Object],[object Object],[object Object],[object Object],[object Object],Do they do anything differently? From observation of subsequent practice

Kirkpatrick ,[object Object],[object Object],[object Object],[object Object],[object Object],Does that make any difference to the performance of the organisation?

Kirkpatrick ,[object Object],[object Object],[object Object],[object Object],[object Object],Does that make any difference to the performance of the organisation? From ?

Curriculum evaluation noted_25

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