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The ALT(ernative) model of curriculum design
Conference presentation

The ALT(ernative) model of curriculum design

Florin I Oprescu
Learning & Teaching Week, 2014 (Sunshine Coast, Australia, 01-Sep-2014–05-Sep-2014)
University of the Sunshine Coast
2014
url
https://www.usc.edu.au/View
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Abstract

Curriculum and Pedagogy curriculum design ALT model of teaching
The ALT model of teaching suggests a potential shift in the design of a curriculum. While this is not a new idea (see literature on assessment for learning), it expands the discussion around the value of teachers learning from students and modelling their behaviour. Literature indicates that many of the students' study behaviours are driven by assessment. If that is the case, should many of the teachers' curriculum design behaviours be driven by assessment as well? The proposal is relatively simple. The focus in curriculum design would shift from teaching activities to meet learning objectives, student learning to achieve learning objectives and assessment for measuring the achievement to assessment (A) that meets learning objectives, learning activities (L) driven by assessment and teaching (T) activities driven by learning activities. In other words, the same way we want students to prepare outstanding pieces of assessment, maybe we could focus more attention on creating outstanding assessments in the first place, and let the learning and teaching flow out of those assignments. With great quality assignments, student engagement for learning may become just a bit easier. Some examples and suggestions for future practice based on the ALT model will be discussed using a critical reflection model.

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