September 18 th , 2014

The Curriculum Studies Reader, 4th ed. by Flinders and Thornton. RoutledgeFlamer: 2012

Loyola Marymount UniversityEDES 6103: Curriculum and Instructional

Leadership Fall 2014

Professor Lauren Casella

September 18th, 2014


Agenda 9.18.14

• 4:30 – 4:45 Theorists Letter Chat

• 4:45 – 5:15 Dewey

• 5:15 – 5:45 Counts

• 5:45 Break

• 6:00 Tyler

• 6:30 Bruner: MACOS


Homework due 9.25.14

• Compose rough draft of theorists letter Bring to class in some form• Final draft due October 3rd – in hard copy form

• Read Ch 1 Essential Questions•Create 3 overarching essential questions for any subject area

• Complete and post Essential Question #2


Essential Question #2

How does curriculum theory, design, and implementation shape an individuals school experience?

How did the presented curriculum and instruction engage me or disengage me as a learner during elementary and secondary school? What am I good at, passionate about and why? What am I weak in and why?

1. JSEA Profile of a Graduate

2. Dewey

3. Counts

4. Urban Prep Academy

5. Tyler

6. Bruner


A1: What is Education: I believe that the individual who is to be educated is a social individual, and the society is an organic union of individuals.

A2: What the School Is: I believe that the school is primarily a social institution. Education is living. Deepen the connections to home.

A3: The Subject matter of Education: education is life, not a series of specifics. Education is discovery, a journey

A4: The Nature of Method: focus on interest of child wherein lies the power

A5: The School and Social Progress: education method of social progress and reform – moral.

Dewey My Pedagogic Creed (1929)


Dewey Discussion

• Apply this to a school setting – a teaching and learning situation. What would this belief look like in school?• i.e. a specific lesson or project, a field trip, a way

to design curriculum, etc.

Dewey My Pedagogic Creed (1929)• True education comes through the stimulation of the

child’s powers by the demands of the social situations in which he finds himself

• Education must be linked to social life today

• School is apart of community life

• Use student interests as a spring board to reach learning goals

• Lab School – tackle current and relevant social issues

• Social reform

University of Chicago Laboratory School

http://www.ucls.uchicago.edu/data/files/gallery/ContentGallery/program_of_studies1415with_cov.pdf



Insider Perspective: Michael Veitch former Admissions Director and University of Chicago Lab School

What you see in a Lab classroom (especially N3 through 3rd grade) is lots of noisy activity and movement (tables and stations/no desks): kids "working on their stuff" -- projects often chosen by the kids themselves for investigation (see below for one classic example). It's just that Lab has been doing it for about 100 years, while other folks still had their desks bolted down in rows until relatively recently.

Lab tends to do a lot of "looping" whereby a class and teacher stay together K-->1 or 2-->3, allowing for ideas and projects -- and core concepts snuck in there as well -- to be revisited and built upon. And there it really paid dividends. We should have done more…

Real World Examplea 3rd Grade teacher (looping), having heard plenty of griping about the taste of the milk in the lunchroom in 2nd Grade, put her group "on watch" for the same problem to spring up in the new year.

It did -- and so she challenged the kids to solve the problem. You can imagine the skills involved in this process: polling and percentages, scientific lab-bio-analysis (as in "what makes this milk taste bad?"), investigation of the production line and challenges like transportation/delivery/refrigeration, corporate letter-writing (as in inviting in some competition), and community service: a commitment to making life better for everyone in the lower school!

It turned into a Lower School campus-wide cause and effort, with the outcome being a change of milk-providing companies and a real sense of empowerment and do-good satisfaction amongst that bunch of 3rd-graders.

Why it works at Lab from Michael Veitch, former Admissions Director

Because they've been doing it forever and the average Lower School teacher is about 55 and has been there for, oh, 25-30 years; and,

It's probably the most pronounced assemblage of REALLY bright kids you'll find anywhere on the planet (proof that good genes do mean something in the academic world, I guess).

Challenges at LabStill, high school teachers complain that LS and MS have neglected to teach them both grammar and any sort of historical timeline.

I remember a story about a very bright freshman who was convinced that WWI preceded the Civil War -- (of course: that's why it's called WORLD WAR #1, man!)

More Lab anecdotes

It's a very special place whose specialness may have today more to do with its unique population (about 60% of the kids are the children of highly educated UC faculty/and another 30% are affiliated in other ways with the U) than with Dewey's philosophy of education.

There are those who say that the true "Deweyian Spirit" (along with his sculpted bust from the early 1900's) has migrated north to Francis Parker -- interesting, too, to note that the bust of Francis Parker resides in the lobby of Blaine Hall at Lab.


George S. CountsDare the School Build a New Social Order

(1932)

Each student is assigned a paragraph.

Reread the paragraph and create a word or phrase that explains/summarizes the paragraph.

Create an image, drawing, slogan that will visually summarize his ideas (think of the Sir Ken Robinson dry erase board images)

George S. CountsDare the School Build a New Social Order

(1932)

• More humane and democratic society

• Resistive to “child-centered” – don’t ignore the social context of education and the business dominated atmosphere

• Social regeneration – activists-oriented social studies curriculum

• Dewey thought Count’s “imposition” seems hard to distinguish from indoctriniation.

Part 2 – Traditionalists

• Middle of 20th Century (1950 – 1960s)

• Lacking academic rigor – provide gifted programs

• Feds give $$

• Launch of Sputnik (1957)

• Focus on Curriculum design• Curriculum development, implementation,

evaluation, standards

• Tyler Bruner Popham Eisner


Tyler (1949) Basic Principles of Curriculum and Instruction

What Educational Purposes should the School Seek to Attain?

1. Study of learners (social and psychological needs)

2. Study of contemporary life to identify “critical knowledge”

3. Subject matter specialists • What main functions does the subject develop for

students?• How does the subject contribute to others

functions?


Using Tyler’s work as a reference – answer this question:

How does curriculum theory, design, and implementation shape an individuals school experience?

How did the presented curriculum and instruction engage me or disengage me as a learner during elementary and secondary school? What am I good at, passionate about and why? What am I weak in and why?


Man: A Course of Study (MACOS) 1970’s

• 5th grade year long social studies curriculum

• Study of Inuit Indians in Canada through film

0:00 – 9:00 intro and contextual setting

15:00 – 19:40 video clips from the curriculum

48:00 – 52:00 closing and aftermath

• http://www.nfb.ca/film/through_these_eyes

http://www.nfb.ca/film/through_these_eyes

http://www.nfb.ca/film/through_these_eyes


Popham Readingsnumber off A - G

A. Measure and Clarity

B. All, or Nothing at All?

C. Selected and Constructed Learner Responses

D. Content Generality

E. Proficiency Levels

F. The Taxonomies of Educational Objectives (Cognitive Domain, Affective Domain, Psychomotor Domain)

G. Constructing Versus Selecting Objectives


Tyler and Bruner

• Both readings bring up educational purpose

• Now the debate is not whether specific learning goals should be used – but how they should be used, the form they should take – and the functions they serve

Sugata Mitra: The child-driven education

https://www.ted.com/talks/sugata_mitra_build_a_school_in_the_cloud#t-

1317076

What does Mitra suggest and imply about students and learning?

How does his belief “agree or disagree” with our/your methods of schooling?

Do flaws do you find in his thinking? What is a challenge about this form of education?

https://www.ted.com/talks/sugata_mitra_build_a_school_in_the_cloud%23t-1317076





Standard vs. Objective

A) Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.

B) Students will compute lengths and areas of a classroom to create a blueprint of the classroom indicating the scale used. When finished, students will write a "sales pitch" to a person explaining why their blueprint is accurate and should be purchased.

Date post:	03-Jan-2016
Category:	Documents
Upload:	gareth-hayden
View:	15 times
Download:	2 times

September 18 th , 2014

Documents