dc.contributor.author | Mills, Jennifer | |
dc.date.accessioned | 2011-10-06T21:30:08Z | |
dc.date.available | 2011-10-06T21:30:08Z | |
dc.date.issued | 2011-06-15 | |
dc.identifier.uri | http://hdl.handle.net/1803/4933 | |
dc.description | Teaching and Learning Department capstone project | en_US |
dc.description.abstract | This paper details the theoretical underpinnings
of the curriculum unit designed. The basic
structure and components of successful service
learning inform the unit, which is designed in
response to features of the informal learning
context. One such feature is the lack of content standards in informal settings, which results in the selection of learning outcomes by the designer as part of the curriculum design process.
In this case, outcomes were informed by skills demanded by the modern workforce and developmental needs of adolescents. Finally, specific themes of cooperative and collaborative learning, student choice, reflection as formative assessment, and use of authentic assessments are discussed. Some components of this paper and the curriculum unit appeared in coursework completed in Education 3620 Principles of Curriculum Design, and Education 3200 Foundations of Learning and Development. | en_US |
dc.language.iso | en_US | en_US |
dc.publisher | Vanderbilt University. Peabody College | en_US |
dc.subject | service learning | en_US |
dc.subject | curriculum design | en_US |
dc.subject | informal education | en_US |
dc.subject.lcsh | Service learning -- Study and teaching | en_US |
dc.subject.lcsh | Curriculum planning -- Study and teaching | en_US |
dc.subject.lcsh | Non-formal education -- Study and teaching | en_US |
dc.title | Service Learning Curriculum Unit | en_US |
dc.type | Capstone | en_US |
dc.description.college | Peabody College of Education and Human Development | en_US |
dc.description.department | Department of Teaching and Learning | en_US |