Session 72


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Session 72

  1. 1. Students and Subject Matter What Really Matters?
  2. 2. Agenda November 5, 2007 <ul><li>“ Into” Discussion/Quickwrite </li></ul><ul><li>Mingling--article share (focus: students and subject matter) </li></ul><ul><li>Read: “Organization and Subject-Matter of General Education” Discuss </li></ul><ul><li>Read: “Structures in Learning” Discuss </li></ul><ul><li>Apply articles/prior knowledge to Curricular unit/map </li></ul><ul><li>Chapter 7 Workshop (Janice Gatchell) “The Secondary School Curriculum” </li></ul>
  3. 3. Quickwrite <ul><li>Do you agree with the logic of the following quote. If you do not agree, why not? Where does this argument fit-- philosophical perspectives? </li></ul><ul><li>“ The more formal [teacher-directed] the teaching, the more time the pupils spend working on the subject matter at hand and, in general, ... the more time pupils spend on a subject, the more they improve at it.” </li></ul>
  4. 4. Mingling <ul><li>Today’s focus is “students and subject matter.” </li></ul><ul><li>What perspectives do your articles offer on how subject-matter is “organized” and what is most “worth” teaching? </li></ul><ul><li>Does the subject-matter discussed in your article provide equitable access to the curriculum, to “high” and “low” status knowledge? </li></ul>
  5. 5. “The Organization and Subject-Matter of General Education” Robert M. Hutchins (1938) <ul><li>As you read consider the current “status” of the perennialist orientation to the curriculum. </li></ul><ul><li>Do you agree/disagree with Hutchins assertions about testing, what is worth learning [Great Books], and the structure of the curriculum? Why/Why not? </li></ul>
  6. 6. “Structures in Learning” Jerome S. Bruner (1972) <ul><li>As you read, think about the following assertion made by Bruner: </li></ul><ul><li>In recommending the development of “new” curricula, why does Bruner call for the involvement of the “greatly compassionate person” as well as “the great scholar and the great scientist.” </li></ul>
  7. 7. <ul><li>In your small groups share and discuss your unit/curriculum maps as they relate or do not relate to the Hutchins and Bruner articles, the Paideia Proposal, and the various other perspectives we have read and discussed in class. </li></ul><ul><li>Where does the organization of subject-matter and the subject-matter itself fall on the continuum of philosophical perspectives? </li></ul><ul><li>How does learning occur in your unit/map: through a process of inquiry, didactic instruction, discussion, reading? Is the “how” even addressed? </li></ul><ul><li>How does this particular unit/map serve a function in society or does it? What function does it serve? Whose interests does it serve? </li></ul>
  8. 8. Preparation for next class <ul><li>( 2 weeks before we meet again) </li></ul><ul><li>Blog Response : Respond to one of the following readings by Sunday Nov. 18 (6:00 pm) </li></ul><ul><li>Read: </li></ul><ul><li>“ What Makes a Perfect Parent” (course pdf pgs. 99-114) </li></ul><ul><li>“ Whole Child Report” from ACSD (separate link on site under today’s date) </li></ul><ul><li>Havard Civil Rights Project. “Segregation of American Teachers” (separate link on site under today’s date) </li></ul><ul><li>“ Knowledge Alive” in Educational Leadership (passed out in class today) </li></ul><ul><li>Write Final Draft Paper #2 Due 11-13-07 6:00pm via e-mail </li></ul><ul><li>Prepare a five-minute overview/presentation of your school reform model to share with the class (11-19-07) </li></ul>
  9. 9. Overview Should Include <ul><li>Overview should include a brief summary of: </li></ul><ul><li>The philosophical basis for the school reform model </li></ul><ul><li>The targeted group/s for the model design </li></ul><ul><li>How success is measured in the model </li></ul><ul><li>The role of teachers, students, parents, community and social context in the model </li></ul>
  10. 10. Janice take it away! Secondary School and Beyond