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AGENDA
Housekeeping Building a Community of Learners
Norms Curriculum Theory Who We Teach “I use to think… Now I think…” Controversy- A Grand Idea Purposes of Schools
Norms for Our Class-Step 3
Review the responses from last week Discuss any questions and concerns Each class member agrees to the
norms
Curriculum Theory
Tanner & Tanner’s 3 interactions:
•the nature of the learner
•the world of knowledge
•society
One definition of curriculum
“…that reconstruction of knowledge and experience that enables the learner to grow in exercising intelligent control of subsequent knowledge and experience.”
-Tanner & Tanner
Marsh & Willis’ Key Concepts Questions re: Curriculum
What is worth knowing?
(planned curriculum) How should the curriculum be developed?
(enacted curriculum) How should the curriculum be
experienced?
(experienced curriculum)
Marsh & Willis’ 3 focal points for curricular decisions
The Nature of the Subject Matter (content- breadth, depth, arrangement)
The Nature of Society (usefulness- application to society)
The Nature of the Individual (fostering the development of the growth of each individual)
The Nature of the Subject Matter (content- breadth, depth, arrangement) The Nature of Society
(usefulness- application to society) The Nature of the Individual (fostering the development of the growth of each individual)---------------------------------------------------------------- What is worth knowing? How should the curriculum be developed? How should the curriculum be experienced?
Definition of Curriculum
“An interrelated set of plans and experiences that a student undertakes under the guidance of the school.”
-Marsh & Willis
Who We Teach All students deserve an opportunity to
engage a rigorous curriculum. Teacher beliefs about and expectations for
their students are powerful contributors to the learning process.
Students need to see themselves in the curriculum.
Cognitive empowerment (Torres-Guzman) - students’ background experiences are a tool for developing confident critical thinkers.
Curriculum is the what of education.
Pedagogy concerns the why and the how.
The inclusion of students’ backgrounds is critical to their
learning.
Changing Demographics
Schooling has a social, political, and institutional context.
Demographic changes in the country are reshaping the student population. Thus the context is changing.
Two Key Changes
Increased heterogeneity
Students are different from the conception of the “ideal student.”
Conflicting Goals for Schools Successful teaching of basic skills and skills
responsible for citizenship Preparing students for the world of work,
further education, and adult family responsibilities
Promoting personal and social development
All of this in the face of developing individuals and supporting a unified society.
Schiro’s Curricular Ideologies
Read the ideology you received Explain how those who ascribe to the
ideology would
• balance the 3 focal points
• address the 3 key questions
Definition of Controversy
disagreement on a contentious topic, strongly felt or expressed by all those concerned
Intellectual Controversy (text-based discussion)-Johnson, et al
value of intellectual controversy (p.1) define constructive controversy(p.66)
explain skills for constructive controversy(p.70)
illustrate the procedure for constructive controversy(p.77)
Practice engagement in an intellectual controversy-(Cope & Kalantzis)
Respond to the statement below. Give a rationale for you answer.
U.S. public schools should use the Western Canon as the foundation of our education system.
Each student shares his/her thinking on the purpose of public schools
If you were dining with your extended family, what would you tell them about the purpose(s) of public schools?