Final day 4 social context of curriculum 2011 bridgewater


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  • the relationship between education and change is dynamic and interdependent. societal changes compel educators to create new curricula that emphasizes higher-order thinking. Consider the following shifts:
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  • Final day 4 social context of curriculum 2011 bridgewater

    1. 1. Social Context of Curriculum
    2. 2. What’s Society got to do with it? <ul><li>Can’t divorce education from its past </li></ul><ul><li>Select which to maintain </li></ul><ul><li>Which to improve </li></ul><ul><li>Which to discard </li></ul>
    3. 3. Interesting Facts <ul><li>In February of 1990, the President of the United States and fifty governors met in an educational summit to establish expectations for the future. From the meeting emerged five goals for the year 2000: </li></ul><ul><li>All children will start school ready to learn. </li></ul><ul><li>High school graduation will increase to at least 90 percent. </li></ul><ul><li>Students will demonstrate competence over challenging subject matter. </li></ul><ul><li>Every American will be literate. </li></ul><ul><li>Every school will be free of violence and drugs. </li></ul>
    4. 4. In contrast to the Goals 2000 are statistics from the Children's Defense Fund that include: <ul><li>every 8 seconds a student drops out of school in America; </li></ul><ul><li>every 7 minutes a child is arrested for drug use in America; </li></ul><ul><li>each year approximately 700,000 students are graduated from American high schools unable to read their diploma. </li></ul>
    5. 5. Article – Life in Classrooms <ul><li>Guiding Question When completing this reading, think about the following question, Does this article mirror in any way your work setting? </li></ul>
    6. 6. Social Forces <ul><li>learners come from a variety of family situations, income strata, and cultural backgrounds </li></ul><ul><li>factors such as family income, family structure, and parents' education have been shown to influence a child's educational opportunities </li></ul><ul><li>these factors can influence whether or not a child will have problems such as repeating a grade, requiring special services, being suspended or dropping out of school </li></ul>
    7. 7. Social Forces <ul><li>the composition/diversity of the school population has increased over the past several decades </li></ul><ul><li>changes over time in terms of factors such as English language proficiency, family income, parents' education, and family structure affect the social context of education </li></ul><ul><li>curriculum workers must be aware of differences in the backgrounds of students, as well as differences in the climate and resources of schools </li></ul>
    8. 8. The Curriculum Worker Challenge… <ul><li>make sense of large and shifting bases of information; </li></ul><ul><li>be flexible in adapting to changing environments; </li></ul><ul><li>work effectively in teams; </li></ul><ul><li>understand and value groups with backgrounds and cultures different from their own. </li></ul>
    9. 9. American Modal Personality <ul><li>Belief in the possible </li></ul><ul><li>Preference for duality </li></ul><ul><li>Belief in moral bases for right action </li></ul><ul><li>Belief in the work ethic </li></ul><ul><li>Belief in equity </li></ul>
    10. 10. Canadian Modal Personality? <ul><li>Read a little more about the American Modal Personality. </li></ul><ul><li>What about Canadians? </li></ul><ul><li>Similiarities? </li></ul><ul><li>Differences? </li></ul>
    11. 11. What’s your class makeup?
    12. 12. Societal Change <ul><ul><li>the economy has shifted from a traditional industrial base to an information and service base; </li></ul></ul><ul><ul><li>individuals will have a number of jobs during their working careers: these jobs will be continually redefined by rapidly advancing technology and norms that define the workplace; </li></ul></ul><ul><ul><li>social arrangements have changed; people move from place to place, families are configured differently, child-care responsibilities are assumed by individuals both within and outside the immediate family; </li></ul></ul><ul><ul><li>estimates of the rate at which organized knowledge has doubled its volume ranged from every seven years in the mid-60s to every two years by the mid-70s. </li></ul></ul>
    13. 13. Social – Educational Priorities <ul><li>Education for all students </li></ul><ul><li>Focus on academically talented students </li></ul><ul><li>Focus on subject matter </li></ul><ul><li>Focus on disadvantaged students </li></ul>
    14. 14. Reform at the local level Schools of Choice <ul><li>Unique twists of curriculum </li></ul><ul><li>Own variations of instruction </li></ul><ul><li>Passionate people within the walls </li></ul><ul><li>Eagerness for learning, exploring, sharing, revising </li></ul><ul><li>Small schools are social schools </li></ul>
    15. 15. Charter Schools <ul><li>Publicly funded! </li></ul><ul><li>Curricular focus </li></ul><ul><li>Serve particular student population </li></ul><ul><li>Distinct from the school district </li></ul><ul><li>Must meet curricular guidelines of their particular state education offices </li></ul><ul><li>Freed from unnecessary rules, regulations, and red tape that keep innovation from happening </li></ul>
    16. 16. River Oak Charter School <ul><li> </li></ul>
    17. 17. In Canada? <ul><li> </li></ul>
    18. 18. Traditional vs. Charter <ul><li>Accept and mirror the tendencies of the times </li></ul><ul><li>(perennialist) </li></ul><ul><li>traditional </li></ul><ul><li>Appraise and improve the times </li></ul><ul><li>(reconstructionist) </li></ul><ul><li>futuristic </li></ul>
    19. 19. What’s your job? <ul><li>Think about a typical day… </li></ul><ul><li>Write down all of the jobs you perform </li></ul><ul><li>E.g. counsellor, nurse etc. </li></ul>
    20. 20. Self-Evaluation Activity Whose Job is it? <ul><li>minority students are projected to make up an increasing share of the school age population during the coming decades; </li></ul><ul><li>the percentage of children having difficulty speaking English has increased in recent years; </li></ul><ul><li>the definition of a &quot;family&quot; has greatly changed in the past three decades; today children may live in a variety of family structures; </li></ul><ul><li>public secondary teachers in high poverty schools are more likely to report that student absenteeism and tardiness are serious problems in their schools than public secondary teachers in low poverty schools; </li></ul><ul><li>an increasing percentage of public school teachers report that physical conflicts and weapons possession are moderate or serious problems in their schools.; </li></ul><ul><li>fourth-graders in high poverty public schools are less likely to be in schools with gifted and talented programs or extended day programs than fourth-graders in low poverty schools; </li></ul><ul><li>public schools with high levels of poverty are less likely to be connected to the Internet than schools with lower levels of student poverty. </li></ul><ul><li>(taken from Findings of The Condition of Education 1997: Teachers' Working Conditions ) </li></ul>
    21. 21. Telling Your Own Narrative <ul><li>Share at least one experience from your teaching/curriculum work where you have attempted (either successfully or unsuccessfully) to transform the formal curriculum you have been given to teach, into an experience which has personal meaning for your students in the context of the social, political, and cultural milieu in which they live. </li></ul>
    22. 22. Children: At Promise or At Risk? <ul><li>The following Web sites correspond to the six &quot;At Risk&quot; categories discussed in your textbook. Of course, there are many other organizations working to solve these problems, but these sites will give you a good idea of how some educators, mental health professionals, government groups, and local communities are trying to address these important issues. Take a few moments to peruse each site. Then choose the three organizations that are most interesting to you and answer the questions below. </li></ul><ul><li>National Dropout Prevention Center </li></ul><ul><li>National Campaign to Prevent Teen Pregnancy </li></ul><ul><li>NEA Health Information Network </li></ul><ul><li>National Institute on Drug Abuse: NIDA Goes to School </li></ul><ul><li>Youth Suicide Prevention Program (Washington State) </li></ul><ul><li>Gay, Lesbian, and Straight Education Network </li></ul><ul><li>No matter which three sites you chose, you will find that they offer guidelines, statistics and strategies to assist youth at risk. What patterns do you notice in the data? Resources? Strategies? </li></ul><ul><li>How might these organizations work together? Based on these Web sites, how do you think school districts can respond to the needs of students who fall into several of these categories (e.g., homosexual and suicidal)? </li></ul>
    23. 23. Post Modern Family <ul><li>- New Family Types </li></ul><ul><li>- New Mores, New Customs </li></ul><ul><li>  </li></ul>
    24. 24. Post Modern Family
    25. 25. Article <ul><li> </li></ul><ul><li>Family Structure and Children’s Educational Outcomes </li></ul><ul><li>What do we do? </li></ul>
    26. 26. Sex Roles and Sex Differences <ul><li>- The Feminization of Schools </li></ul><ul><li>- From Dick and Jane to Harry Potter </li></ul>
    27. 27. Feminization of Schools <ul><li>,+what...-a0208273743 </li></ul><ul><li>Raising Cain documentary by Michael Thompson </li></ul>
    28. 28. Raising Cain <ul><li>Notice what issues come up for the boys in the documentary </li></ul><ul><li>• Notice how the adults in the film address the issues </li></ul><ul><li>• Notice what the adults in the film do that you think is especially effective at addressing the boys’ issues </li></ul><ul><li>(or not) </li></ul><ul><li>• Does viewing trigger any memories of your own experiences growing up? </li></ul><ul><li>• Notice what else comes to your mind as you view </li></ul><ul><li> </li></ul>
    29. 29. What’s realistic – what can YOU do? <ul><li>Implement single – sex classrooms in public schools? </li></ul><ul><li>Combine cooperative and competitive learning strategies? </li></ul><ul><li>Delay formal reading and writing instruction until boys are ready developmentally? </li></ul><ul><li>Adjust middle school instruction in math and science to the learning preferences of the sexes? </li></ul><ul><li>Include written – analytical formats for girls while allowing boys to use spatial (abstract) formats to get to the answer? </li></ul><ul><li>Lobby and educate legislators? </li></ul>
    30. 30. From Dick and Jane
    31. 31. <ul><li>Simple, repetitive sentences, colorful illustrations, and a secure, unhurried sense of childhood characterize Dick and Jane readers, a staple of American education from the 1930s through the 1960s. Dick and Jane textbooks, however, presented a world that was more ideal than true-to-life for many Depression-era schoolchildren, as Carole Kismaric and Marvin Heiferman suggest in Growing Up with Dick and Jane: Learning and Living the American Dream . In the images below, Dick and Jane delight in their dog Spot's adventure with a frog, while the pictures encourage young readers to fill in the plot line. </li></ul>
    32. 32. …to Harry Potter
    33. 33. <ul><li>Think of books you read as a child at school and books children read today – gender roles? </li></ul>
    34. 34. Bias Evaluation Instrument <ul><li> </li></ul>
    35. 35. Debate <ul><li> </li></ul><ul><li>Pros and Cons of Single-Sex Education </li></ul>
    36. 36. 2020 Vision <ul><li> </li></ul>
    37. 37. Working Definition <ul><li>Add to journal entry for your working definition of curriculum. </li></ul>
    38. 38. So…Shift Happens? <ul><li>Curriculum is dynamic and ever changing </li></ul><ul><li>“Truth and reality are whatever the individual or group discuss it to be.” </li></ul><ul><li> </li></ul><ul><li>Now What? </li></ul>
    39. 39. Did you Know? <ul><li> </li></ul>