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The seminar approach will be the primary method of instruction for this course. You will be responsible for careful reading of the text materials without which informed discussion each class meeting cannot take place. Class members contribute to each other's learning through discussion, presentation, and sharing. My role will be that of a resource person and as such may once in a while include extended elaboration of issues and topics in the form of mini-lectures. Seminar approach entails democratically oriented, self-directed discussion in small- and large-group formats. Dialogue with class participants, individual and group activities, presentations, and problem-solving exercises will also be used as instructional strategies.
This course is scheduled for forty hours of academic contact hours. Approximately ninety percent of the time will be used for class meetings. Students are responsible for using the remaining time to do assignments. Attendance and punctuality are a very critical part of your grade. 25pts points will be deducted for the first class meeting missed, 50pts points for the second, and no credit will be given if three sessions are missed. Arriving late and leaving early will impact your participation grade in the class.
Students will be expected to continue the class dialogue online a total of eight times this quarter. Students will respond to posted essential questions raised in class. Responses should clearly articulate a perspective. References to course readings, personal experience, class discussion, and/or other resources should be made as well as references to useful books, websites, and articles. More questions may be generated.
All cell phones will be turned off during the class session, unless approved by the instructor prior to the beginning of class.
Bring all previously assigned reading with you to class. Everything we will read in this class will connect to what we read before. You should be able to “refer to the text” as you make connections during discussion.
Follow the Learning Conversation Principles during discussion:
LCP’s—Learning Conversation Principles*
Listen with intent to understand, rather than to respond. (No side-bars)
Open your mind to new learning and practice.
Invite differences and move away from “either/or” thinking and embrace “and”
Initiating Yourself Into the “Discourse of a Community”
The phrase "Burkean parlor" comes from Kenneth Burke's parable of the parlor in The Philosophy of Literary Form.
Imagine you enter a parlor. You come late. When you arrive, others have long preceded you, and they are engaged in a heated discussion, a discussion too heated for them to pause and tell you exactly what it is about. In fact, the discussion had already begun long before any of them got there, so that no one present is qualified to retrace for you all the steps that had gone before. You listen for a while, until you decide that you have caught the tenor of the argument; then you put in your oar. Someone answers; you answer him; another comes to your defense; another aligns himself against you, to either the embarrassment or gratification of your opponent, depending upon the quality of your ally's assistance. However, the discussion is interminable. The hour grows late, you must depart. And you do depart, with the discussion still vigorously in progress.
Curriculum planning is the process of gathering, sorting, synthesizing, and selecting relevant information from many sources. The information is then used to design experiences that will enable students to attain the goals of of the curriculum.
Since instruction often has a greater influence on learners than the preplanned curriculum, planning for instruction should be a major part of curriculum planning.
“ Knowledge of human development is an essential basis of the curriculum because it allows curriculum planners to provide for age-related and individual differences among learners.” (Hass and Parkay, 2006)
“ The existing practice [of curriculum development] is perplexing; no one knows on what principle we should proceed---should the useful in life, or should virtue, or should the higher knowledge, be the aim of our training; all three opinions have been entertained.”
Visit the class website and download the course PDF file under “Reading”
Print out all or selected portions of PDF file if possible
Sign up for ASCD Smartbrief (click link on webpage)
Click on the category “09-24-07 Session 1.”
You will find a list of essential questions raised in today’s class. Please post a comment in response to one or more of the questions raised to further discussion and understanding of these important issues. Please refer to “Criteria for Online Response” to see how responses will be evaluated.
Response to Others: An attempt is made to respond to at least one other comment unless you are the first post. Etiquette: Responder uses first name and last initial. Respect for differing opinions is evident. Response reflects a professional educator in form as well as tone. Depth: Response clearly articulates perspective. References made to course readings, personal experience, class discussion, and/or other resources. Useful books, websites, and articles may be shared. More questions may be generated. COMMENT MUST BE POSTED BEFORE 6:00PM SUNDAY EVENING to receive credit Criteria for on-line response: Creating community for life-long learning ( 5-0pts)
Using a T-graph or in paragraph form list or summarize the main tenants of an essentialist/traditional pedagogy and a progressive pedagogy. Describe your own practice in these terms. Where do you stand in the debate/conversation? How/where do these educational philosophies position themselves in your workplace?
React to five or more quotes/statements from the “Paideia Proposal” using the “Dialectic Response Format.” Find example and template on class website under today’s date.