Speaker 1: Hello everyone, I am Bridget Masalta and for today's lesson we are going to talk about Teacher as a Curriculum Designer. So there are four learning objectives wherein at the end of the session the students will be able to first explain what is Teacher as a Curriculum Designer all about, second define the overview, what the teachers and students need to know, the need of support to enhance teacher's design expertise, third distinguish the purpose and importance of studying Teacher as a Curriculum Designer in education and teaching process. Lastly, fourth is to follow the guidelines in practical application of the learning theory to teachers as a Curriculum Designer to everyday classroom practice. As a teacher, one has to be a Curriculum Designer, Curriculum Implementer and a Curriculum Evaluator. These threefold functions are embedded in the teaching profession. Every single day, a teacher plans, implements and evaluates the curriculum in plans in the school. A planned sequence of learning experiences should be at the heart and mind of every teacher. The secret to the curriculum process is kept by teachers. Teachers facilitate learning using a wide range of strategies by presenting content in innovative and impactful ways. So I have a question for you to ponder upon. Why is it significant for us future educators to study this topic in relevance with our course major? According to Elaine MacDonald, if you improve a teacher's self-esteem, confidence, communication skills or stress levels, you improve the teacher's overall effectiveness across the curriculum. What is Teacher as a Curriculum Designer? Let's talk first about active learning. Curriculum is content, but when contextualized, it comes alive for students. The role of teachers in the curriculum process is to help students develop an engaged relationship with the content. Active learning will increase the focus and retention of the curriculum, resulting in an exciting learning environment. Teachers build lessons that include simulations, experiments, case studies, and activities to deliver curriculum. This interactive approach intertwines curriculum and practical experiences that immerse students in learning. The curriculum process provides an opportunity for students and teachers to be creative and put their unique stamp on the classroom experiences. During the curriculum process, teachers use a prescribed curriculum to build lessons that have global impact. Let's take for example, teachers integrate examples of diverse people who have made significant contributions in the content area. The intentionality of building inclusion helps dispel stereotypes and to encourage students to look favorably upon diverse groups. If district-issued books or materials do not highlight historically under-represented groups, teachers can provide supplemental materials during the curriculum process. Finally, the curriculum process enables teachers to consider how they can best deliver lessons that will reach English-language learners or other diverse populations. Equity-minded instruction. A well-intended curriculum cannot always meet the needs of all learners in the classroom. Teachers are the experts when it comes to understanding the individualized needs of each student. Differentiated or adaptive instruction is critical so that it ensures that each student will maximize their potential. Teachers may group students by interest to encourage collaborative learning or to assess student progress so that the teacher can determine the pace of curriculum delivery. Teachers may also create groups with varied levels of student achievement to encourage collaborative learning and success. The curriculum process relies on teachers to modify content delivery as needed. Incorporating student choice. During the curriculum process, teachers consider how they can incorporate student choice into classroom learning. Teachers can help students connect content to an individualized plan that reflects a career interest. Project-based learning is a dynamic option that teachers must plan in advance during the curriculum process. This hands-on technique immerses students in a practical project that brings alive the classroom curriculum. Providing a wide variety of learning options speaks to the needs of all students and optimizes learning potential. Teachers use this curriculum process to plan and coordinate student choice options. What is it to be a new teacher? The new teacher is a purposeful learning designer rather than just a curriculum implementer. It means it takes a greater degree of control of their professional lives, designing learning experiences for their learners based on the broad learning goals and curriculum standards. Is able to let go, giving learners the space to take greater responsibility in their learning. It means it is comfortable working with learners in new, multimodal online social media spaces. Knows that to be authoritative does not mean being authoritarian. It means a teacher is a professional collaborator, contributing productively to a culture of professional support and sharing. It engages their learners' identities and harnesses lateral knowledge, making energies amongst learners. Differentiates instruction in order to cater effectively to learner diversity. It means a teacher is a practitioner researcher, building and interpreting the evidence based on the pedagogical inputs in relation to learner outcomes. Teacher creates and implements ubiquitous assessment for learning, not just out of program assessment of learning. Teacher creates and applies evaluation protocols to measure the effectiveness of pedagogies and programs. Teacher involvement in curriculum design. To be able to identify the support that is needed to enhance teacher's design expertise, we first elaborate on what design expertise is. Design expertise consists of the knowledge and skills to enact a design process. It prescribes analysis, design, development, implementation, and evaluation skills. Let's talk about curriculum design expertise. Curriculum design consists of analysis, design, development, implementation, and evaluation activities, which are operationalized in specific tactics. Subject matter knowledge. Curriculum materials are expected to present accurate, relevant, and up-to-date insights of the subject matter knowledge. Pedagogical content knowledge. It means which goals beyond knowledge of subject matter proceed to the dimension of subject matter knowledge for teaching. And curriculum consistency expertise. The consistency of curricula refers to internal consistency and external consistency. What are the skills does a teacher as a curriculum designer must possess? Under curriculum design expertise, there are six types of knowledge and skills based on activities in existing curriculum and instructional design models. They are identified as relevant for teachers for enacting design processes. First, knowledge and skills to formulate a problem statement. Second, idea generation skills. Third, systematic curriculum design skills. Fourth, formative and summative evaluation skills. Fifth, curricular decision-making skills. Sixth, implementation management skills. Under subject matter knowledge, there are two types of knowledge and skills related to subject matter knowledge for designing curriculum materials are identified as relevant for teacher designers. Namely, first, knowledge and skills to keep subject matter knowledge up-to-date. Second, knowledge and skills to gain insights into learner's subject matter knowledge difficulties. Under pedagogical content knowledge, there are three types of knowledge and skills are distinguished for teachers designers. Namely, first, pedagogical repertoire. Second, material selection skills. Third, ICT selection skills. And under curriculum consistency expertise, there are two types of specific knowledge and skills are distinguished in order to develop consistent curriculum. First, knowledge and skills to create internally consistent curricula. Second, knowledge and skills to create externally consistent curricula. Support to enhance teacher's design expertise. Support of teachers during curriculum design aims to update teacher's subject matter knowledge, teacher's pedagogical content knowledge, their curriculum design expertise, and their understanding of the particular reform. So there are two strategies for supporting TDTs can be distinguished. First, support which is part of the team's design process is offered just in time and is context specific. This strategy provides opportunities to offer meaningful support to TDTs since teachers can determine the relevance and usefulness of the support offered for their design process. Second, support in the form of specific workshops or training sessions. It means to foster teacher's subject matter knowledge, pedagogical content knowledge, and or curriculum design expertise to be offered. That's all for my report. I hope you learned something and thank you for listening. God bless.