2. traditional curriculum
factory design
Instructional approach – Teacher centered –
Factory approach-time based (grades/age)-
memorization-textbook driven-no choice-
fragmented curriculum-grades averaged-print
based emphasis-diversity-literacy - 3 r's -
academic driven -individual subjects-basics
emphasized -over all -- thinking for gifted-
teach once – isolation-passive learning-bell curve
3. digital citizenship
Presented by: Brent Daigle, Ph.D.
4. values undertaking
For the most part, institutions change slowly. Such gradual change may be a positive element.
The practices associated with an institution tend to be worked out by trial and error over long
periods of time. educational institutions—which have come to bear a primary responsibility for
the intellectual and moral health of the next generation—such conservatism is especially to be
recommended. we should not want to—sacrifice our children to the latest fad, education is
fundamentally and primarily a “values undertaking,” and educational values are perennially in
dispute. Basic tenet: fundamentals --> purposes of education, and the notion of what it means
to be an educated person, are subjects about which individuals—both professional and lay—
hold distinctive and often conflicting views. How could we possibly create an educational system
that would please the three Bills….. Bill Cosby….Bill O’Reilly …. Bill Clinton ?????
Presented by: Brent Daigle, Ph.D.
5. integrated curriculum
content is drawn from
several subject areas to
focus on a particular topic
or theme.
Presented by: Brent Daigle, Ph.D.
6. integrated curriculum
Rather than studying math or social studies in isolation, for example, a class
might study a unit called The Sea, using math to calculate pressure at certain
depths and social studies to understand why coastal and inland populations
have different livelihoods (ASCD, 2003).
Presented by: Brent Daigle, Ph.D.
7. philosophical underpinnings
Dissertation:
An integrated curriculum in
practice; a study of the
development, installation, and
appraisal of a certain type of
integrated curriculum in the
educational program of the
public elementary schools of
Houston, Texas, (1937)
Oberholtzer: Founder of
University of Houston
Edison Ellsworth Oberholtzer
8. philosophical underpinnings
“Only in education, never in the life
of the farmer, sailor, merchant,
physician, or laboratory experiment, does
knowledge mean primarily a store of
information aloof from doing.”
John Dewey
9. philosophical underpinnings
Tyler viewed it as a "must" to help students obtain a unified view of their learning.
Elementary & Secondary Education Act of 1965
"the horizontal relationship of curriculum experiences”
Ralph Tyler
10. philosophical underpinnings
viewed it as a "must" to help students obtain a unified view of their learning.
Benjamin Bloom
11. so…
society : where is skill integration?
traditional pedagogy
Integration is all around us; in society and in nature. Most contemporary jobs require the
integration of a range of skills.
In today’s workforce, we are given a problem and asked to solve it, often with
guidance but infrequently with direct instruction. The “test” is whether or not the problem
gets solved. In traditional schools students are given a set of facts and asked to memorize
them, but then are not given the opportunity to apply them in a way that is applicable to life
outside of the school.
12. Integration: the combining
and coordinating of separate
parts or elements into a
unified whole. -webster
children broadly explore
knowledge in various subjects.
13. Must include:
relationship among concepts
thematic units = organized principles
flexible schedules
flexible groupings
combined subjects
emphasis on projects
goes beyond textbook
14. characteristics of applied learning
student directed
real-world application
research based
multiple resources
embedded knowledge
concludes: end product
conducted over time
Presented by: Brent Daigle, Ph.D.
15. characteristics of applied learning
generalization
social skills
empowerment
Presented by: Brent Daigle, Ph.D.
