Developing New Courses Choose 2 different methods for course development from this week. Compare and contrast the course development process for the 2 methods that you have chosen using the grade level and subject you researched in Week 3. Prepare a high-level outline for each method and include them in your post. Respond to at least one of your classmates. Which process do you think is stronger for their stated grade level and subject? Explain your reasoning. Peer Post
The two-course development process that I have chosen is the technological process and the naturalistic process of the curriculum development. The technological process is used to identify what the learner will be able to do as a result of engaging in a learning activity and take the necessary steps to accomplish those objectives. The process is the most important filled with many variations in hopes to dig deep to find the needs of the learner to ensure mastering the goal. For instance, new technology is being used to help promote reading in Third-grade students by assisting in measuring digital literacy fluency informational literacy, and or a global competency of much other literacy level learning (Parkay et al., 2010). The naturalistic method is both teacher and student-centered learning. The technique often takes into consideration the teacher and student needs and differences. Allowing the teacher to consider his or her teaching style but also allows for differentiation for the students within the learning activities. There is not big emphasis put on assessments, yet on the quality of the learning activities. Learning is down without the use of simple paper and pens but more of a hands-on learning experience (Parkay et al., 2010). The naturalistic process creates valuable student experiences and outcomes. Each technique includes prior planning and development. Student-centered learning is a common practice for both. Mastering the objective is the primary goal of both methods. Each overall process goal is to promote students continuous success in learning.
3rd Grade Reading/Literacy Objective
Exploring Informational Text
Understanding of characters through higher order thinking
Exploring Informational Writing
Research projects and writing in the content areas
3rd Grade Learning Activities
Morning Writing Journal
Read to Achieve
Parkay, F.W., Hass, G., & Anctil, E. (2010). Curriculum leadership: Readings for developing quality educational programs (9th ed.). Boston: Pearson.