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

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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327 views

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

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.

Uploaded by

Saqib Amin
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPS, PDF, TXT or read online on Scribd
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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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