2.5.1 Curriculum Component Sequence Example - A STEAM Course

In this section, we will explore how to transform the elements of the Learning Design Triangle (LDT) into a Curriculum Component (CC) Sequence for a STEAM course. Considering that we are designing a course titled  "Factors affecting Rate of Photosynthesis: Learning through Scientific Investigation" . 

 1. The Learning Design Triangle 

 

 Figure 2.5: The Learning Design Triangle of "Factors affecting Rate of Photosynthesis: Learning through Scientific Investigation" 

 

 

 To anchor the learning design within a contextual framework, we will use the Learning Design Triangle to define the intended learning outcomes, disciplinary practices, and pedagogical approach. 

   

 

 

 2. The Curriculum Components Sequence  

 Figure 2.6: The Curriculum Component Sequence of "Factors affecting Rate of Photosynthesis: Learning through Scientific Investigation" 

 

 To make the learning process more manageable, we divide it into distinct phases within the learning design, guided by the workflow steps of disciplinary practice. Each phase targets a specific set of learning outcomes and is supported by the pedagogical focus of the chosen approach, such as self-directed learning. 

 In the Learning Design Triangle framework, we use Curriculum Component to structure and organize each phase of learning around targeted outcomes. The collection of curriculum components that represents all phases of learning in a course is called a Curriculum Component Sequence . 

 

 3. Assign learning tasks to each Curriculum Components 

 

 To put the Curriculum Components into practice, we need to assign learning tasks and assessments to enhance and evaluate learners’ development in knowledge, skills, or values. 

 

 

 Figure: 2.7 Task Sequence within a Curriculum Component 

 

 Now, we will explore an example of a Curriculum Component (CC) focused on the "goal-setting" phase. 

 

 

 

 

 CC Name 

 

 A CC name is formed by combining four components. 

   

 

 Focal task(s) : Observation and discussion tasks 

 Main intended learning outcome : Discover possible factors that affect the rate of photosynthesis 

 Workflow step(s) of a disciplinary practice : F ormulate an inquiry question   

 Focus or foci of the pedagogical approach : Goal-setting 

 

   

 E.g.  Through observation and discussion tasks to   discover possible factors that affect the rate of photosynthesis  to formulate an inquiry question for goal-setting 

 

 

 

 Linked Intended Learning Outcomes 

 

 

 ILO1:  Understand factors affecting the rate of photosynthesis 

 ILO2: Understand the mechanism of of photosynthesis 

 ILO3: Apply the process of scientific investigation to construct scientific knowledge 

 

 

 

 

 Workflow Step of Disciplinary Practice 

  Scientific Investigation－Formulate an inquiry question 

 

 

 Pedagogical Focus 

  Self-directed Learning - Goal-setting 

 

 

 Learning Tasks 

 

   

 * Each task type has a representative color. 

   

 

 

 

   

 

   

 Observe plant growth conditions and interview others about environmental factors affecting plant growth 

   

 

 

 

 

 

 

 

   

 

   

 Share outcomes and discovery after observations and interviews 

   

 

 

 

 

 

 

 

   

 

   

 Compare findings with peers and consolidate new insights 

   

 

 

 

 

 

 

 

   

 

   

 Watch a video about photosynthesis 

   

 

 

 

 

 

 

 

   

 

   

 Synthesize the information collected to propose factors affecting rate of photosynthesis and formulate an inquiry question for further investigation 

   

 

 

 

 

 

 

 

 

 The tasks in a CC: 

 

 A task can be both a learning task and an assessment. 

 A well-formulated task sequence helps build knowledge and skills step-by-step while enabling ongoing assessment of student understanding. 

 

 The introduction of the task types will be covered in Chapter 2.6 - Task Taxonomy . 

 

 

 🌟 The link to the learning design of this sample course.