Cognitive Science 0295 - Designing for Learning

Where does good curriculum design come from? What is the relationship between curriculum and pedagogy? How do good educators promote deep learning despite the current political climate that emphasizes content mastery and efficient instruction? Should curriculum and instruction differ between school and non-school contexts? In this course, you will learn research-based curriculum design practices, how to focus on conceptual understanding and the development of higher order thinking in a number of domains (e.g. critical thinking, integrative thinking, innovative thinking) and across multiple contexts. Each student or group develops a curriculum unit on a topic of their choice. In addition, students get some practice teaching their materials to one another. This course is designed for Division II and III students who are interested in teaching in formal or non-formal settings or who are developing curriculum as part of their independent work. Prerequisite: Completion one of the courses: "How People Learn," "Museums as Learning Contexts: Designing and Assessing Museum Spaces for Learning," educational psychology, or other education coursework.

Independent Work Writing and Research In this course, students are expected to spend at least six to eight hours a week of preparation and work outside of class time. This time includes reading, writing, research, and any visits to classrooms.