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Responsive Curriculums

prerna_srigyan
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  • The process of designing curriculum is quite useful as it details how different activities correspond to learning goals in science, mathematics, and technology. Fig. 3 describes the steps: selecting content through content specialists in the POAC team, making a curriculum outline, individual meetings with content specialists, and making the lesson plans. I really like the activities they designed, such as comparing different mask materials and how they protected against differently-sized viruses. They were also given time to research career pathways and present on epidemiology careers, a step that invites students to imagine career pathways. 

  • I realize the scope and audience of this paper is different, but I am so curious about how the Imhotep Academy created a setting that encouraged underrepresented students to participate and speak up, given that they cite evidence of how difficult that can be. How did they choose participants? 

  • Having read Freire’s Pedagogy of the Oppressed recently, I am thinking about his approach to curriculum design that is based on a feedback loop between would-be learners and would-be educators. The roles of learners and educators aren’t fixed. Content development is not done beforehand just by content specialists but in an iterative process with multiple feedback loops. Since very few research teams have the time or the resources to deploy Freire’s rigorous approach, I am not surprised that most curriculum development does not follow the route. And educators are working with former experiences anyway. So I am curious about how the authors’ previous experiences shaped their approach to curriculum design?

  • A context for this paper is the controversy on the proposed revisions to the California math curriculum that conservative media outlets argue “waters down” calculus–a cherry topping on the college admissions cake–to privilege data science in middle-school grades. Education researchers contend that apart from physics and engineering majors, not many colleges actually require calculus for admissions (many private institutions do), and that the relevance of advanced calculus for college preparation is overrated. 

  • National Commission on Excellence in Education ‘s 1983 report Nation At Risk: the need for a new STEM workforce specializing in computer science and technology 

  • National Council on Mathematics 2000 guidelines for preparing American students for college in Common Core Mathematics 

  • Stuck in the Shallow End: Virtual segregation; Inequality in learning computer science in American schools focusing on Black students 

further queries

ntanio
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1. In the different instances of PECE (D-STS/TAF/etc.) are the artifacts/essays you have created in once instance available to cite/share in another? For example, how would you link an essay built for VTP into a TAF-California essay?

2. How to navigate the various levels of restriction remains unclear to me. For example, if I want to share and build an essay with a research partner but the project is not ready for prime time, how do I set restrictions to share work in progress? Is there a way for me to do a quality control tests to see how an essay looks to not-me participants.

3. I want to use PECE to build an annotated bibliography that typically addresses Traweek's 5 key aspects of a reading. Importing the citation to zotero is easy, and typically I would add notes to the zotero file, but if I want a more uniform notetaking and accessible bibliography PECE seems to be a better fit. For any given project how should I go about building a PECE essay that would be consistently allow new citations to be added along with ongoing and layered/laminated annotations?

Expectations of data management

ntanio
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Most of my experience is not with funders but with IRB. In multiple IRB applications I have had to assert that data will not be shared and in fact will be stored on a hard drive that is not connected to the internet in a locked environment to protect the privacy of research participants. This may be because much of my research to date has involved minors in and outside classroom learning environments. However even on team projects where sharing data is assumed, we have has to assert that data will be stored offline except during short periods when using a qualitative analytic program like Dedoose.

Private Digital Data

AmandaWindle
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This is very hard to say upfront. I'm not an advocate for saving data for the sake of it.

Understanding and having the option to have some data open and some data restricted ongoing. The button at the bottom of the Annotate tool is helpful in this respect.