Curricular Perspective:
Did the lesson accomplish what the teacher intended it to accomplish? This is the major question which must be answered in order to gauge a lesson's effectiveness. Lesson effectiveness from the curricular perspective focuses on looking at it in relation to the student learning intentions, as well as their success criteria for those learning intentions. This is one area where Hattie (2012) notes the importance of teacher collaboration. This aids in making accurate judgments about whether or not students met the success criteria for the learning intentions (pg. 161).
It is important that both teachers and students reflect upon the learning goals -- as well as how those goals will be attained and achieved. Teachers must provide opportunities for themselves and students to reflect on the success of a lesson or unit of study. Hattie suggests a diary for students where they detail "what they think they are learning, indicators of their progress, how confident they are that they will achieve these learning intentions in the time available, and their perception of their degree of success" (pg. 161). In addition to judging lesson effectiveness with learning intentions, it is important to remember that students may change and re-evaluate their learning intentions as they progress.
In addition to students, colleagues can provide additional feedback on a lesson's effectiveness through a critique of the learning intentions and success criteria. Collaborative teams provide the perfect time for teachers to get feedback on their lessons and units in terms of intentions and success.
Emil Ahangarzadeh (2014) breaks down five theoretical perspectives on curriculum:
It is important that both teachers and students reflect upon the learning goals -- as well as how those goals will be attained and achieved. Teachers must provide opportunities for themselves and students to reflect on the success of a lesson or unit of study. Hattie suggests a diary for students where they detail "what they think they are learning, indicators of their progress, how confident they are that they will achieve these learning intentions in the time available, and their perception of their degree of success" (pg. 161). In addition to judging lesson effectiveness with learning intentions, it is important to remember that students may change and re-evaluate their learning intentions as they progress.
In addition to students, colleagues can provide additional feedback on a lesson's effectiveness through a critique of the learning intentions and success criteria. Collaborative teams provide the perfect time for teachers to get feedback on their lessons and units in terms of intentions and success.
Emil Ahangarzadeh (2014) breaks down five theoretical perspectives on curriculum:
- The Traditional Perspective -- The traditional perspective promotes a return to the mastery of basic literacy skills and the diffusion of common values
- The Experiential Perspective -- The experiential perspective promotes the need to incorporate all aspects of a student’s life in developing the curriculum he will learn.
- Structure of the Disciplines -- The disciplines perspective promotes the development of intellectual capabilities by focusing on the thought structures of given content areas.
- The Behavioral Perspective -- The behavioral perspective promotes the setting of learning objectives and the focusing of curriculum to meet the needs of students as they acquire those objectives.
- The Constructivist Perspective -- The constructivist perspective promotes the notion that educators should devise curricula so that students may personalize their learning by reorganizing their thought structures around what they learn in school.