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Sept 15 317

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Transcript

  • 1. Understanding Curriculum
    The Rich Contexts of Teaching and Learning
    September 15, 2009
  • 2. Introduction to Poetry
    I ask them to take a poemand hold it up to the lightlike a color slide
    or press an ear against its hive.
    I say drop a mouse into a poemand watch him probe his way out,
    or walk inside the poem's roomand feel the walls for a light switch.
    I want them to waterskiacross the surface of a poemwaving at the author's name on the shore.
    But all they want to dois tie the poem to a chair with ropeand torture a confession out of it.
    They begin beating it with a hoseto find out what it really means.
    Billy Collins (http://www.loc.gov/poetry/180/001.html)
  • 3. What is basic to education is neither the system that surrounds us nor the situation of each individual’s lived experience. What is basic to education is the relation
    between the two.
    -Madeleine Grumet
  • 4. Two Tasks
    Discuss what Grumet’s understanding of “basics” means.
    Using your reflections of teachers, how do they fit (or not fit) Grumet’s notion of “basics.” What relationship do you see between the teachers and Grumet’s ideas?
    (20 Minutes)
  • 5. Curriculum
    Etymology
    (Latin)
    currere—running of the course
  • 6. Socrates
    Education is the kindling of a flame, not the filling of a vessel.
  • 7. Albert Einstein
    It is, in fact, nothing short of a miracle that the modern methods of instruction have not entirely strangled the holy curiosity of inquiry.
  • 8. What is Curriculum Theory?
    Concerned with questions of teaching and learning: What do schools teach? What should they teach? Who should decide? How do students learn?
  • 9. Curriculum Theory 19th and 20th C
    What were the perspectives?
  • 10. Pennsylvania Superintendent of schools--1869
    The due classification and grading of schools is but the application to the educational cause of the same division of labor that prevails in well-regulated business establishments, whether mechanical, commercial, or otherwise.
  • 11. Ellwood P. Cubberly--1916
    Our schools are, in a sense, factories in which the raw products (children) are to be shaped and fashioned into products to meet the various demands of life. . . . This demands good tools, specialized machinery, continuous measurement of production to see if it works according to specifications . . .
  • 12. Franklin Bobbitt—1912
    Education is a shaping process as much as the manufacture of steel rails.
  • 13. -Franklin Bobbitt
    Teachers cannot be permitted to follow caprice in method. When a method which is clearly superior to all other methods has been discovered, it alone can be employed.
  • 14. George W. Bush
    I am a big believer in basic education, and it starts with making sure every child learns to read. And, therefore, we need to focus on the science of reading, not on what may feel good or sound good when it comes to teaching children to read.
  • 15. John Dewey (1859-1952) “Education is life itself”
    Dewey believed that learning was active and that children came to school to do things and live in a community which gave them real, guided experiences which fostered their capacity to contribute to society. The child’s experience formed the basis of the curriculum
  • 16. Tensions in Curriculum
    Importance of procedure and method
    Teacher as deliverer of curriculum
    Importance of measurable outcomes
    School is to prepare students to be productive citizens
    Importance of children and experience
    Teacher as shaper of curriculum
    Importance of complex learning experiences that cannot be measured
    Schools develop healthy individuals
  • 17. Classrooms are Complex Places
    Influences: individual students; environment; external demands from parents, ministries, the public, media; available resources; experience of the teacher; weather; the time of year; social interactions
  • 18. Hidden Curriculum
    The lessons that are learned but are not openly intended.
  • 19. Summer Heights High
    http://www.youtube.com/watch?v=XdtsJlZG1Ss
  • 20. Genres
    Novel
    Extended work of fiction written largely in prose
    The variety of genres within novels indicate further qualities. E.g. historical novels take their setting and issues from history; magic realism interweaves realistic sequences with fantastic or dream-like elements
    Movie
    a form of entertainment that enacts a story by sound and a sequence of images giving the illusion of continuous movement
    As with novels there are genres such as westerns, comedy, drama, etc.
  • 21. Working Idea
    Genres are vague categories with no fixed boundaries, they are formed by sets of conventions, and many works cross into multiple genres by way of borrowing and recombining these conventions.
  • 22. The Strands
    Grades 1-8
    Oral communication
    Reading
    Writing
    Media literacy
    Grades 9-12
    Oral communication
    Reading and Literature Studies
    Writing
    Media studies
  • 23. Eagle Rock
  • 24. ReadWriteThink
    http://www.readwritethink.org/lessons/lesson_view_printer_friendly.asp?id=116

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