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2nd International Workshop on Curriculum Innovation and Reform. An Inclusive View to Curriculum Change Thessaloniki, Greece, 20-21 January 2011 WORLD CAFÉ Working Session 2: Implications for Taught Curricula Prue Huddleston and Patrick Werquin. Question 1.

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Question 1

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  1. 2nd International Workshop onCurriculum Innovation and Reform.An Inclusive View to Curriculum ChangeThessaloniki, Greece, 20-21 January 2011WORLD CAFÉWorking Session 2: Implications for Taught CurriculaPrue Huddleston and Patrick Werquin

  2. Question 1 What are the teaching methods and styles of learning that are used to deliver outcome-oriented curricula? Have these changed due to curriculum reform? Key Messages from World Café Session 2, “Implications for Taught Curricula”, Thessaloniki, 21 January 2011

  3. Selected Responses to Question 1 Flexibility Autonomy… … or not! (Autonomy with incentives vs. rules and regulations) Collaborative learning: authentic tasks, simulation, group work… (involves all actors) Key Messages from World Café Session 2, “Implications for Taught Curricula”, Thessaloniki, 21 January 2011

  4. Selected Responses to Question 1 Flexibility Autonomy… … or not! (Autonomy with incentives vs. rules and regulations) Collaborative learning: authentic tasks, simulation, group work… (involves all actors) Key Messages from World Café Session 2, “Implications for Taught Curricula”, Thessaloniki, 21 January 2011

  5. Question 2 To what degree do new curricula encourage pedagogies and practices that promote learner-centeredness and inclusiveness? Key Messages from World Café Session 2, “Implications for Taught Curricula”, Thessaloniki, 21 January 2011

  6. Selected Responses to Question 2 No connection!!! It has to be underpinned by: Appropriate teachers development Changing the mindset Systemic change Prescribed, implemented and encouraged curriculum are different concepts Key Messages from World Café Session 2, “Implications for Taught Curricula”, Thessaloniki, 21 January 2011

  7. Question 3 Which features or characteristics of the exiting education and training systems can facilitate or hamper learner-centeredness and inclusiveness in the learning process? Key Messages from World Café Session 2, “Implications for Taught Curricula”, Thessaloniki, 21 January 2011

  8. Selected Responses to Question 3 No connection again: Outcome oriented curricula does not necessarily imply learner-centeredness If the outcomes are too narrow for instance, it will not happen It depends more on the way the outcomes are conceptualised, written and assessed The way teachers are accountable to the system seems a key feature Key Messages from World Café Session 2, “Implications for Taught Curricula”, Thessaloniki, 21 January 2011

  9. Frequently Heard Keywords Flexibility… … of the curriculum  Rigidity… … of the teachers  Initial and continuing training of the teachers Because the role of the teachers has changed (coaches) Key Messages from World Café Session 2, “Implications for Taught Curricula”, Thessaloniki, 21 January 2011

  10. Frequently Heard Keywords (cont’d) Balance academic and vocational in VET curriculum design Assessment Accountability of teachers Collaborative learning No impact is granted on learner-centeredness or inclusiveness Solution: systemic, holistic approaches Key Messages from World Café Session 2, “Implications for Taught Curricula”, Thessaloniki, 21 January 2011

  11. M e r c i

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