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    © From Igniting The Sparkle, by Gregory Cajete, PH.D., 1999

    Uploaded by

    Saqib Amin
    The Zais Model for Curriculum Design is composed of four pairs of components and foundations which are inter-related to allow for a comprehensive understanding and application of curriculum design in a school. The model includes epistemology, aims-goals, society/culture and content as foundations, and aims-goals, content, learning activity, and evaluation as components.

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    © From Igniting The Sparkle, by Gregory Cajete, PH.D., 1999

    Uploaded by

    Saqib Amin
    272 views12 pages
    The Zais Model for Curriculum Design is composed of four pairs of components and foundations which are inter-related to allow for a comprehensive understanding and application of curriculum design in a school. The model includes epistemology, aims-goals, society/culture and content as foundations, and aims-goals, content, learning activity, and evaluation as components.

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    The Zais Model for Curriculum Design is composed of four pairs of components and foundations which are inter-related to allow for a comprehensive understanding and application of curriculum design in a school. The model includes epistemology, aims-goals, society/culture and content as foundations, and aims-goals, content, learning activity, and evaluation as components.

    Copyright:

    © All Rights Reserved
    Download as PPS, PDF, TXT or read online from Scribd
    Download as pps, pdf, or txt
    272 views12 pages

    © From Igniting The Sparkle, by Gregory Cajete, PH.D., 1999

    Uploaded by

    Saqib Amin
    The Zais Model for Curriculum Design is composed of four pairs of components and foundations which are inter-related to allow for a comprehensive understanding and application of curriculum design in a school. The model includes epistemology, aims-goals, society/culture and content as foundations, and aims-goals, content, learning activity, and evaluation as components.

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    © All Rights Reserved
    Download as PPS, PDF, TXT or read online from Scribd
    Download as pps, pdf, or txt
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    The Zais Model for Curriculum Design is composed of four pairs of components and foundations which are inter-related. It aims to integrate cultural perspectives, reinforce student skills in science and math, and develop ties between what students learn and their families/communities.

    The four pairs are: Epistemology and Aims-Goals, Society/Culture and Content, The Learner and Learning Activity, and Learning Theory and Evaluation.

    Some aims/goals listed are to integrate cultural perspectives, reinforce and strengthen student skills in science and math, validate and build upon student's existing knowledge, develop ties to their family/community, and help students see relevance to their lives and culture.

    ZAIS MODEL FOR CURRICULUM DESIGN

    © from Igniting the Sparkle, by Gregory Cajete, Ph.D., 1999

    • The Zais Model for Curriculum Design is


    an excellent tool for the development of
    culturally-responsive science and math.
    • It is composed of four pairs of components
    and foundations which are inter-related.
    • The model allows for a comprehensive
    understanding and application of curriculum
    design in a school.
    First Foundation: Epistemology
    • Epistemology is the “guiding” philosophy
    of a curriculum. It describes how a culture
    views knowledge. It forms a philosophical
    foundation for how teacher and learner may
    approach an educational process.
    • It includes kinds of “embedded”
    knowledge, symbols, metaphors and
    orientations that are cultural in nature.
    First Component: Aims - Goals
    • Integrate cultural perspectives within the
    curriculum.
    • Reinforce, support and strengthen student
    skills in science and math.
    • Validate, affirm and build upon “funds of
    knowledge” that students bring with them.
    • Develop ties to students’
    family/community.
    Aims - Goals Continued
    • Help facilitate a sense of affective
    “situated-ness” of what is learned in the
    lives and culture of students. Empower
    students to take ownership for their
    education. Finding face, heart and
    foundation through what they are learning.
    • Address standards for science and math
    education in relevant and creative ways
    Foundation II: Society /Culture
    • Who is the “audience” of the curriculum?
    • What are the social and cultural factors that
    affect the students, teachers, community and
    school in which the curriculum will be
    administered ?
    • Native societal/community needs and
    expectations … contemporary Native
    culture.
    Component II: Content
    • Native Perspectives of Science and Math.
    • Western Science and Math Principles.
    • Themes and Topics based on Science and
    Math Scope and Sequence.
    • Interdisciplinary perspectives through art,
    social science, literature and philosophy.
    Foundation III: The Learner
    • Native cultural personality configurations.
    • Field-Sensitive Learner.
    • Participatory, Collaborative, Experiential
    Learning Orientations.
    • Affective Learning Methodologies
    • Student Peer Psychology.
    Component III: Learning Activity
    • Brain Patterned Methodologies.
    • Experiential and Service Learning.
    • Community Based Research.
    • Multi-sensory Learning.
    • High Context Learning.
    Foundation IV: Learning Theory
    • Gardner’s Multiple Intelligences.
    • Creative Learning Theories.
    • High / Low Context Communication.
    • Visual Philosophy.
    • Critical Pedagogy.
    • Indigenous Education: An Evolving Theory
    • Science/Math Learning Theories
    Component IV: Evaluation
    • Science and Math Learning Assessment
    • Teacher Assessment
    • Student Assessment
    • Administrative Assessment
    • Community Assessment
    • Culturally - Based Assessments
    Component IV: Evaluation
    • Science and Math Learning Assessment
    • Teacher Assessment
    • Student Assessment
    • Administrative Assessment
    • Community Assessment
    • Culturally - Based Assessments

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