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Vikki day one foundations 2011 bridgewater


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Vikki day one foundations 2011 bridgewater

  1. 1. Foundations of Curriculum Studies I MSVU Vikki Priddle July 4-12 What is Curriculum?
  2. 3. <ul><li>Introductions </li></ul><ul><li>Breaks </li></ul><ul><li>Lunch </li></ul><ul><li>Discussion </li></ul>
  3. 4. <ul><li>Philosophy and Approaches to Curriculum Design </li></ul><ul><li>Race/Equity Issues </li></ul><ul><li>Curriculum Issues / Teaching & Learning / Evaluation Strategies </li></ul><ul><li>Postmodern Curriculum Development & Technology </li></ul><ul><li>Principles of Design – UbD </li></ul><ul><li>Psychology of Curriculum </li></ul><ul><li>Overlap? </li></ul>
  4. 5. <ul><li>Article Critique / presentation - 20% </li></ul><ul><li>Curriculum Unit – 30% </li></ul><ul><li>Understanding by Design portfolio and reflection - 20% </li></ul><ul><li>Foundations of Curriculum Reflection / Working Definition - 10% </li></ul><ul><li>Curriculum metaphor concept – 10% </li></ul><ul><li>Attendance and Participation – 10% </li></ul>
  5. 6. <ul><li>Write down your definition of curriculum, as we go through this course you will want to change this definition. It is a working definition. </li></ul><ul><li>Use the journal feature on Moodle to update this daily. </li></ul>
  6. 7. <ul><li>Philosophy </li></ul><ul><li>View of history </li></ul><ul><li>View of psychology and learning theoryview of social issues </li></ul>
  7. 8. <ul><li>Plan for action </li></ul><ul><li>Experiences of the learner </li></ul><ul><li>System for dealing with people </li></ul><ul><li>Field of study </li></ul><ul><li>Subject matter </li></ul>
  8. 9. <ul><li>Planned – goals, objectives, subject matter and organization of instruction </li></ul><ul><li>Unplanned – social-psychological interaction among students and teachers, feelings, attitudes and behaviours. </li></ul><ul><li>Null curriculum – i.e. what is left out is not of value </li></ul>
  9. 10. <ul><li>http:// </li></ul>
  10. 11. <ul><li>The principal is the moral leader, a high priest. Teachers are clergy. Students are novices being inducted into the order. What is studied is good; what is ignored is ignoble. What the teacher or principal tells you, you do. The rules of the school are sacrosanct; authority is unquestioned. Success is acceptance as a properly educated person; a kind of character formation. Infractions are moral evils, a kind of sin. </li></ul>http://
  11. 12. <ul><li>Its values and goals are preordained. </li></ul><ul><li>the main concern of the factory is efficiency The principal is CEO or production manager — “instructional leader” to use a term very much in vogue. Teachers are workers or foremen to students’ being, respectively, raw material or workers. Success is judged by testing outputs. Infractions are dealt with because they impede production. </li></ul>
  12. 13. <ul><li>knowledge, position and power. Negotiation is the process but which concerns are dealt with and appeals to morality or efficiency are just part of this process. </li></ul><ul><li>The principal is the representative of an interest group: administration. An individual teacher represents teachers. A student, students. Each is a negotiator for the goals of his or her special interest group. </li></ul>
  13. 14. Moral Community: &quot;Temple&quot; Productive Organization: &quot;Factory&quot; Political Marketplace: &quot;Town Meeting&quot; Benefits Clear Authority Sense of Community Personal contact Ends control means Role models are available Sense of unity Power can be confronted Deep Consensus Given goals, clear measures of costs and benefits Impersonality of decision Technology is applicable Means can be optimized Deep Consensus Moral equality Changeability Responsiveness     Broad Consensus Costs Castes develop: -- leaders vs followers -- in-group vs outcasts Domination Nepotism Stereotyping Suppression of dissent, variety Power disguised Narrow Consensus Disputability of Goals Alienation Avoidance of Ethical Issues Roles defined: planners, doers   Narrow Consensus Power tends to dominate Instability Frivolousness   Shallow Consensus
  14. 15. <ul><li>What image do you have of school – now and when you went to school? </li></ul>
  15. 16. <ul><li>Write down your definition of curriculum, as we go through this course you will want to change this definition. It is a working definition. </li></ul>
  16. 17. <ul><li>Traditional </li></ul><ul><li>Idealism </li></ul><ul><li>Realism </li></ul><ul><li>Contemporary </li></ul><ul><li>Pragmatism </li></ul><ul><li>Existentialism </li></ul>
  17. 18. <ul><li>“ Philosophy is the beginning point in curriculum decision making and is the basis for all subsequent decisions regarding curriculum.” </li></ul><ul><li>John Goodlad </li></ul><ul><li>Aims, means, ends </li></ul>
  18. 19. <ul><li>Life experiences </li></ul><ul><li>Common sense </li></ul><ul><li>Social and economic background </li></ul><ul><li>Education </li></ul><ul><li>General beliefs about self and others </li></ul>
  19. 20. <ul><li>Plato </li></ul><ul><li>Search for truth and values that will stand the test of time. </li></ul><ul><li>develop each individual's abilities and full moral excellence in order to better serve society. </li></ul><ul><li>lecture, discussion, and Socratic dialogue </li></ul><ul><li>Introspection, intuition, insight </li></ul><ul><li>Hierarchical curriculum </li></ul>
  20. 21. <ul><li>http:// = WgPJUTltITk </li></ul><ul><li>http:// =IPGiP2O_x68 </li></ul><ul><li>How does this fit in with kids and public schools today? </li></ul>
  21. 22. <ul><li>Aristotle </li></ul><ul><li>Objects and matter, senses, observations </li></ul><ul><li>Subject to nature’s laws </li></ul><ul><li>Organized, separate subjects </li></ul><ul><li>Three Rs </li></ul><ul><li>Reality and truth from science and art </li></ul>
  22. 23. <ul><li>Dewey </li></ul><ul><li>Knowledge as process </li></ul><ul><li>Problem solving </li></ul><ul><li>Learner + environment </li></ul><ul><li>Teaching how to think </li></ul><ul><li>Exploration </li></ul><ul><li>Active learning </li></ul>
  23. 24. <ul><li>Kneller </li></ul><ul><li>We are what we choose to be </li></ul><ul><li>Learners choose what to study </li></ul><ul><li>Self-expression </li></ul>
  24. 25. <ul><li>http:// =5IG1IAzSC0U </li></ul><ul><li>Video summarizing </li></ul><ul><li>http:// =tjg6qn-fmBA&feature=related </li></ul><ul><li>http:// </li></ul>
  25. 26. <ul><li>Divide into groups. Each member of the group will research and prepare a response to the question, &quot;What kinds of student activities help students become better thinkers?&quot; from the point of view of one of the following philosophers: Aristotle, Plato, St. Thomas Aquinas, John Dewey, and Soren Kierkegaard. Participate in a group dialogue representing the point of view. </li></ul>
  26. 27. <ul><li>http:// =79vdlEcWxvM&feature=related </li></ul>
  27. 28. <ul><li>Out of world philosophy, comes educational philosophy. </li></ul>
  28. 29. <ul><li>Perennialism </li></ul><ul><li>Essentialism </li></ul><ul><li>Progressivism </li></ul><ul><li>Reconstructionism </li></ul>
  29. 30. <ul><li>Rooted in realism </li></ul><ul><li>everlasting </li></ul><ul><li>3Rs, moral and religious training </li></ul><ul><li>Permanency of knowledge that has stood the test of time </li></ul><ul><li>Human nature is constant </li></ul><ul><li>Subject centered </li></ul><ul><li>Perennialists see education as a sorting mechanism, a way to identify and prepare the intellectually gifted for leadership, while providing vocational training for the rest of society. </li></ul>
  30. 31. <ul><li>Teacher as master </li></ul><ul><li>Permanent Studies </li></ul><ul><li>Great Books (in original language) </li></ul><ul><li>Paideia Proposal </li></ul><ul><li>Organized knowledge </li></ul><ul><li>Basic learning skills </li></ul><ul><li>Values </li></ul><ul><li>Same for all </li></ul>
  31. 32. <ul><li>Video about schools killing creativity </li></ul><ul><li>http:// =-4964296663335083307&ei=PMDwSdLSOoa6rwLbnsSOCw&q= education&hl =en </li></ul><ul><li>Geared to the fundamentals </li></ul><ul><li>The Rs </li></ul><ul><li>English, math, science, history, foreign lang. </li></ul>
  32. 33. <ul><li>Reject art, music, phys ed. Homemaking, vocational as fads and frills </li></ul><ul><li>Adjust quantity and rate to the learner </li></ul><ul><li>Teacher as master </li></ul><ul><li>No child left behind </li></ul>
  33. 34. <ul><li>Pay for performance incentives </li></ul><ul><li>Teacher competency </li></ul><ul><li>What standards should be considered minimum? </li></ul><ul><li>What do we do with students who fail to meet these standards? </li></ul>
  34. 35. <ul><li>Knowing the factsbackground knowledge </li></ul><ul><li>Transmit knowledge to youth </li></ul><ul><li>Hirsch’s functional literacy supposedly national and international in scope </li></ul><ul><li>50 names, phrases and concepts essential for literate Americans (p. 43) </li></ul><ul><li>How did you do? Did you know them all? </li></ul>
  35. 36. <ul><li>What would you include for Canadians? Think about what students don’t know that drives you crazy! </li></ul><ul><li> </li></ul><ul><li>Take a tour of a grade you are interested in learning about – how do you feel? </li></ul><ul><li>Is it too cookie cutter? </li></ul>
  36. 37. <ul><li>http:// =opXKmwg8VQM&feature=related </li></ul><ul><li>Democracy and education hand in hand </li></ul><ul><li>Problem solving </li></ul><ul><li>Scientific inquiry </li></ul><ul><li>Cooperative behaviours </li></ul><ul><li>Self discipline </li></ul><ul><li>Culture of society – prepare students for a changing world </li></ul><ul><li>How to think, not what to think </li></ul>
  37. 38. <ul><li>Books and subjects as part of process not ultimate knowledge </li></ul><ul><li>Teacher as guide – help students to locate, analyze, interpret, and evaluate data to formulate their own conclusions </li></ul><ul><li>Splintered into </li></ul><ul><li>Child centered, activity centered, creative </li></ul>
  38. 39. <ul><li>Authoritarian teacher </li></ul><ul><li>Reliance on textbooks </li></ul><ul><li>Memorization by drill </li></ul><ul><li>Static aims and materials </li></ul><ul><li>Use of fear and corporal punishment </li></ul><ul><li>Attempts to isolate education from individual experience </li></ul>
  39. 40. <ul><li>Relevant Curriculum – 60s </li></ul><ul><li>Call to motivate students </li></ul><ul><li>Individualization, alternatives, extension beyond school walls, relaxation of academic standards </li></ul><ul><li>Humanistic curriculum </li></ul><ul><li>More meaningful relationships between students and teachers </li></ul><ul><li>More independence, self understanding </li></ul><ul><li>Radical school reform </li></ul><ul><li>Disdain for schools , priosons, discrimination, , children try to beat the system </li></ul>
  40. 41. <ul><li>Neill – Summerhill (video) </li></ul><ul><li>http:// =351862798006272328&ei=BczwSZ64B4nmrgK8r5XFDA&q= summerhill+school&hl =en </li></ul><ul><li>Fight against Blair gov’t </li></ul><ul><li>http:// = GdwjvxcJHTA </li></ul><ul><li>Kids will study if they want, no formal schooling </li></ul><ul><li>Illich – eliminate schools, learning networks </li></ul>
  41. 42. <ul><li>Look at some of the following schools that follow a progressive educational philosophy. </li></ul><ul><li>Independent Curriculum Group </li></ul><ul><li>http:// </li></ul><ul><li>Article - </li></ul><ul><li>8 values of progressive education </li></ul><ul><li>http:// </li></ul><ul><li>Links re: progressive education </li></ul><ul><li> </li></ul><ul><li>What are some of the pros and cons? </li></ul>
  42. 43. <ul><li>Students as change agents to improve society </li></ul><ul><li>Commitment and action </li></ul><ul><li>Based on social issues </li></ul><ul><li>Society and curriculum always changing </li></ul><ul><li>Critically examine cultural heritage </li></ul><ul><li>Controversial issues </li></ul><ul><li>Bring about social change </li></ul><ul><li>Future planning attitude </li></ul>
  43. 44. <ul><li>Global village </li></ul><ul><li>Shrinking world </li></ul><ul><li>Worldwide systems </li></ul>
  44. 45. <ul><li>Inner self </li></ul><ul><li>Reflection </li></ul><ul><li>Introspection </li></ul><ul><li>Social sciences </li></ul><ul><li>Knowledge – activity </li></ul><ul><li>Reflection - action </li></ul>
  45. 46. <ul><li>Equality of Educational Opportunity </li></ul><ul><li>Equal start for all children </li></ul><ul><li>What is Inequality </li></ul><ul><li>Same curriculum for all </li></ul><ul><li>Racial composition </li></ul><ul><li>Teacher morale and expectations </li></ul>
  46. 47. <ul><li> _.html </li></ul>
  47. 48. <ul><li>Quiz – what’s my educational philosophy </li></ul><ul><li> </li></ul><ul><li>Online version </li></ul><ul><li> </li></ul><ul><li>Do you agree with the results? </li></ul>
  48. 49. <ul><li>Jigsaw read Chapter 2 to review and discuss. </li></ul><ul><li> </li></ul><ul><li>Fill out chart, compare and then hand out chart with copy of p. 55/56 </li></ul>
  49. 50. <ul><li> </li></ul>
  50. 51. <ul><li> </li></ul><ul><li>Philosophies of Education </li></ul><ul><li>You will find a mission statement posted on all of the following K-12 school Web sites. Goodwin School Shafter Elementary School Evergreen Kingsburg School </li></ul><ul><li>Which of the philosophies covered can you identify within these mission statements? What Web site elements photos, content, format give credence to your appraisal and validate the school's philosophy? Are there conflicting messages? </li></ul><ul><li>Which mission statement is most appealing to you? What does this tell you about your own philosophy of education? </li></ul><ul><li>Mission statements etc. </li></ul>
  51. 52. <ul><li>http:// </li></ul>
  52. 59. <ul><li>From the historical or lived knowledge and experience of curriculum , design a concept map that shows a detailed one-page working metaphor of curriculum . (I use Inspiration 8 software – free 30 day trial from the web, but a word web is fine.) </li></ul><ul><li>[Examples that have been developed before: garden, race, house, city: but you begin thinking “ curriculum is like a ___” and then develop its parts.] </li></ul>