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 subjectcourse conceptually. Considering that we are designing a course titled "Scientific Investigations in Photosynthesis".

Figure: 2.5 The Curriculum Component Sequence for a STEAM Course

1. Complete the Learning Design Triangle (LDT)

• To establish the contextual background for the learning design, we will define the intended learning outcomes, disciplinary practice, and pedagogical approach.

Figure 2.5: A Sample Learning Design Triangle

2. Arrange the LDT elements by learning phases 

• To make the learning design more manageable, we divide the learning process into distinct phases, guided by the workflow steps of disciplinary practice and the pedagogical foci of the pedagogical approach. Each phase serves as a curriculum unit, focusing on a specific set of learning outcomes.
• In the Learning Design Triangle framework, we call each curriculum unit a Curriculum Component. The collection of curriculum components that represents all phases of learning in a course is called a Curriculum Component Sequence.

Figure 2.6: Arrangement of LDT Elements into Curriculum Units by Learning Phases

3. Assign learning tasks to each Curriculum Components

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

Figure: 2.7 An Illustration of the Learning Design Triangle and the Curriculum Component Sequence

Now, we will explore the exmaple of CC 1 

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.