2.5.2 Curriculum Component Sequence Example - A Language 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 language course. Considering that we are designing a course titled "Inquiry-based Curriculum Unit that Cultivates Students' Expository Skills and Creativity".

1. The Learning Design Triangle

Figure 2.x: 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.x: 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.x The 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:  Understand the United Nations Sustainable Development Goals (SDGs)
Workflow Step of Disciplinary Practice	Scientific Investigation－Identify the problem
Pedagogical Focus	Self-directed Learning - Goal-setting
Learning Tasks	* Each task type has a representative color.       StudentWatch willa observevideo plantabout growththe conditionsSustainable Development Goals and interviewanswer others about environmental factors affecting growth     Student will share the results of their observations and interviewsquestions       Student will compare findings with peersRead and reflectdiscuss onsample newproblem insightsidentification reports       StudentUse willdifferent watchAI atools videoto aboutcollect photosynthesisinformation and write problem identification reports       Student will identify factors affecting plant growthDiscuss and formulateimprove anthe inquiryassessment questioncriteria forprovided furtherby investigationthe teacher       Present the problem identification in groups       Peer evaluate group presentations and problem identification reports       Reflect on the learning process

The tasks in a CC:

• A task can be both an 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.