ZAIS MODEL FOR CURRICULUM DESIGN from Igniting the

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