2.5.1 Curriculum Component (CC) Example - STEAM Subject

Figure: 2.5 An Illustration of the Learning Design Triangle and the Curriculum Component Sequence

In the Learning Design Triangle (LDT) framework, the Curriculum Component (CC) serves as a bridge between two key groups:

1. The Learning Design Triangle (LDT):

   • Intended learning outcomes
   • Disciplinary practice
   • Pedagogical approach
     

2. The Learning Task:

   • Learning activities
   • Assessment

In this section, we will explore an example of Curriculum Component for a STEAM subject to learn more about this.

Exploring a Sample Learning Design of a STEAM Subject 

1. The Learning Design Triangle

Considering that we are designing a curriculum titled "Scientific Investigations in Photosynthesis" and have completed the Learning Design Triangle.

Linked Intended Learning Outcomes	[Disciplinary Knowledge]   ILO1: Identify the factors that affect the rate of photosynthesis [Disciplinary Skills]   ILO2: Formulate inquiry questions to investigate how different factors affect the rate of photosynthesis ILO3: Demonstrate proficiency in research and hypothesis formulation ILO4: Use AI to create the criteria for evaluation ILO5: Demonstrate the ability to design a fair experiment ILO6: Demonstrate the ability to collect evidence during an experience ILO7: Demonstrate the ability to conduct scientific reasoning ILO 8: Evaluate the strengths and weaknesses of the scientific investigation process [General Skills]   ILO 9: Use collaborative skills to complete tasks [Values and Attitudes]   ILO 10: Be aware of possible risks of AI technologies and applications
Workflow Steps of Disciplinary Practice	Scientific Investigation Formulate an inquiry question Research and propose a hypothesis Design an experiment Conduct the experiment Analyse data and interpret results
Pedagogical Foci	Self-directed Learning  Goal-setting Self-planning Self-monitoring Self-evaluation Revision

2. The Curriculum Component

The below example will show how to use the information above to create a CC on formulating an inquiry question for goal setting

CC Name	A CC name is formed by combining four components.   Focal activity(ies): Conducting an interview and searching information online Main intended learning outcome(s): Identify the factors that affect the rate of photosynthesis Workflow step(s) of a disciplinary practice: Formulate an inquiry question  Focus or foci of the pedagogical approach: Goal-setting   E.g. Through conducting an interview and searching information online to identify the factors that affect the rate of photosynthesis to formulate an inquiry questions for goal-setting
Linked Intended Learning Outcomes	ILO1: Identify the factors that affect the rate of photosynthesis ILO2: Formulate inquiry questions to investigate how different factors affect the rate of photosynthesis
Workflow Step of Disciplinary Practice	Scientific Investigation－Formulate an inquiry question
Pedagogical Focus	Self-directed Learning - Goal-setting
Learning Tasks	Interview Task: Plant Growth Investigation Learning Type: Explorations through Conversation Stage: Pre-class Duration: 10 mins Delivery mode: Asynchronous Social organization: Group (Size: 4)   Searching the information on the Internet Learning Type: Information Exploration Stage: Pre-class Duration: 10 mins Delivery mode: Asynchronous Social organization: Group (Size: 4)   Processing the data collected during the interview and the Internet searching Learning Type: Reflection Stage: Pre-class Duration: 15 mins Delivery mode: Asynchronous Social organization: Group (Size: 4) Feedback: Teacher E-learning tool: Database Assessment: ILO1    Formulating the inquiry question Learning Type: Construction: Conceptual / Visual Artefacts Stage: Pre-class Duration: 5 mins Delivery mode: Asynchronous Social organization: Group (Size: 4) E-learning tool: Forum Assessment: ILO2    Sharing the collected data and the formulated question. Learning Type: Presenatation, Performance and Illustration Stage: In-class Duration: 25 mins Delivery mode: Inside Classroom Social organization: Whole Class

3. The Task Sequence in a CC

• A task can be both an activity and an assessment.
  
• A well-formulated task sequence helps build knowledge and skills step-by-step while enabling ongoing assessment of student understanding.
  

• Learning outcomes are easier to manage and assess.

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

4. The CC Sequence

Figure: 2.6 A Curriculum Component Sequence

In order to comprehensively assess all ILOs in the learning design and ensure students experience every step of the disciplinary practice of scientific investigation, the learning design will incorporate additional Curriculum Components (CCs) in a logical order and then forming a CC Sequence.

5. Benefits of Creating a CC Sequence

• The learning process is organized into multiple stages based on workflow steps and pedagogical foci.

• It ensures every stage has clear intended learning outcomes, targeted activities, and aligned assessments.
• Implementing an outcome-based design approach creates a robust learning experience focused on achieving outcomes rather than being limited by class time.
• It provides the flexibility that supports and enhances self-directed learning.

At the end, the LDS enables you to assign tasks within each CC to create a tailored lesson plan. It bridges your ideal sequence with real classroom needs and constraints, allowing you to revise and adapt the lesson plan for feasibility and effectiveness.