Blog #3

In chapter 4, the three major points discussed that impact curriculum design are self-regulation of learning, memory, and executive function. Self-regulated learning impacts curriculum design because the more regulated students are, the more likely they are to successfully engage in their learning. Also, memory as reconstruction impacts curriculum design because students need to be able to reconstruct knowledge in a variety of ways, such as projects, essays, discussions, etc. The curriculum should be structured to be more engaging. Another major point discussed is executive functioning. It’s vital that the curriculum support students' executive functioning skills, such as planning, opportunities to collaborate, and time management. 




























This infographic analyzes and connects Chapter 4, How People Learn II: Learners, Contexts, and

Cultures, the ISTE Standards for Students, and EdTech Digest: The State of Arts, Creativity & 

Technology.



References


International Society for Technology in Education. (2024). Design Process (1.4.a). iste.org.

https://iste.org/standards/students#citation.


National Academies of Sciences, Engineering, and Medicine 2018. How People

Learn II: Learners, Contexts, and Cultures. Washington, DC: The National

Academies Press. https://doi.org/10.17226/24783.


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