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 "Scientific Investigations in Photosynthesis".

1. The Learning Design Triangle

Figure 2.5: The Learning Design Triangle of "Scientific Investigations in Photosynthesis"

• 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 "Scientific Investigations in Photosynthesis"

• 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: Identify 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 observation and discussion tasks to identify factors that affect the rate of photosynthesis to formulate an inquiry question for goal-setting
Linked Intended Learning Outcomes	ILO1:  Identify factors that 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	* Each task type has a representative color.       Observe plant growth conditions and interview others about environmental factors affecting growth       Share the results of observations and interviews       Compare findings with peers and reflect on new insights       Watch a video about photosynthesis       Synthesize the collected information to identify factors affecting plant growth 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.