Curriculum CriteriaPast and Present

Curriculum CriteriaPast and Present

Blog Response ShowcaseBlog Response Showcase I enjoyed Glen Hass’s article “Who

Should Plan the Curriculum?” He has an interesting plan of involving more than just the education field. I think that we should get more involvement from the community. It would give us a more specialized focus, AND we would be sharing the responsibility of student learning, which should help shift some of the negative stereotypes that teachers have come to hold.

I enjoyed Glen Hass’s article “Who Should Plan the Curriculum?” He has an interesting plan of involving more than just the education field. I think that we should get more involvement from the community. It would give us a more specialized focus, AND we would be sharing the responsibility of student learning, which should help shift some of the negative stereotypes that teachers have come to hold.

Probably the best way to summarize it would be “All interested citizens, parents, learners, and scholars from many of the disciplines should be encouraged to work with teachers, principals, curriculum leaders, state department of education and federal education agency personnel in the planning.” I think that is the ideal to strive for. I’m just not sure how that would go.

Probably the best way to summarize it would be “All interested citizens, parents, learners, and scholars from many of the disciplines should be encouraged to work with teachers, principals, curriculum leaders, state department of education and federal education agency personnel in the planning.” I think that is the ideal to strive for. I’m just not sure how that would go.

TED stands for Technology, Entertainment, Design. It started out (in 1984) as a conference bringing together people from those three worlds. Since then its scope has become ever broader.

TED stands for Technology, Entertainment, Design. It started out (in 1984) as a conference bringing together people from those three worlds. Since then its scope has become ever broader.

The annual conference now brings together the world's most fascinating thinkers and doers, who are challenged to give the talk of their lives (in 18 minutes).

The WebsiteThe Website

http://www.ted.com/index.php/ http://www.ted.com/index.php/

Sir Ken Robinson is author of Out of Our Minds: Learning to be Creative, and a leading expert on innovation and human resources. In this talk, he makes an entertaining (and profoundly moving) case for creating an education system that nurtures creativity, rather than undermining it. [Recorded February, 2006 in Monterey, CA. Duration: 20:02]

Sir Ken Robinson is author of Out of Our Minds: Learning to be Creative, and a leading expert on innovation and human resources. In this talk, he makes an entertaining (and profoundly moving) case for creating an education system that nurtures creativity, rather than undermining it. [Recorded February, 2006 in Monterey, CA. Duration: 20:02]

Group DiscussionGroup Discussion

React to Ken Robinsons assertions about learning and education.

Be prepared to share out as a group.

React to Ken Robinsons assertions about learning and education.

Be prepared to share out as a group.

Mingling ActivityMingling Activity

Round 1: Share your ASCD Article. If possible, discuss philosophical implications.

Round 2: Share your ASCD Article. If possible, discuss historical implications.

Round 3: Share your ASCD article. If possible, discuss implications for your school site and your classroom.

Round 1: Share your ASCD Article. If possible, discuss philosophical implications.

Round 2: Share your ASCD Article. If possible, discuss historical implications.

Round 3: Share your ASCD article. If possible, discuss implications for your school site and your classroom.

Small Group DiscussionSmall Group Discussion Discuss each article

separately Take note of elements

you would like to use for your textual/visual artifact

Create a visual display that includes quotes, phrases, words, symbols, important article facts, and group thoughts and questions about material. Be prepared to present visual as a way of explaining your discussion

Discuss each article separately

Take note of elements you would like to use for your textual/visual artifact

Create a visual display that includes quotes, phrases, words, symbols, important article facts, and group thoughts and questions about material. Be prepared to present visual as a way of explaining your discussion

What aha moments did you have while reading these texts?

What is the most important quote in each text?

Did any of these articles lead to new understandings about education?

How does each article relate to prior readings and discussion?

What should today’s curriculum look like?

What do the major trends in education look like?

Who should plan curriculum? What doesn’t sit well with you?

What aha moments did you have while reading these texts?

What is the most important quote in each text?

Did any of these articles lead to new understandings about education?

How does each article relate to prior readings and discussion?

What should today’s curriculum look like?

What do the major trends in education look like?

Who should plan curriculum? What doesn’t sit well with you?

Group PresentationsGroup Presentations

SwitchSwitch

Move into groups that consist of An Ace, a King, a Queen, and a Jack

Some groups may not be equal!

Move into groups that consist of An Ace, a King, a Queen, and a Jack

Some groups may not be equal!

Timeline CreationTimeline Creation Group 1: 1620 to

1900

Group 2: 1900 to 1960

Group 3: 1960 to Present

Group 1: 1620 to 1900

Group 2: 1900 to 1960

Group 3: 1960 to Present

Chart 5 major events/influences on education during your time period

Name names: plot influential thinkers on your timeline as well.

Anything else you feel is relevant to the “conversation”

Chart 5 major events/influences on education during your time period

Name names: plot influential thinkers on your timeline as well.

Anything else you feel is relevant to the “conversation”

ReflectionReflection

Choose a key point on the timeline that you feel has had the greatest impact on your current practice/position/thought related to curriculum and instruction. Describe, analyze, and reflect on the relationship between this timeline entry and your beliefs and instructional practices.

Choose a key point on the timeline that you feel has had the greatest impact on your current practice/position/thought related to curriculum and instruction. Describe, analyze, and reflect on the relationship between this timeline entry and your beliefs and instructional practices.

Henry Giroux Video ClipHenry Giroux Video Clip

Paper 1Paper 1 In this essay you will demonstrate your grasp of

four influential educational philosophies (Perennialism, Essentialism, Progressivism, and Reconstructivism) by applying each philosophy to a particular educational controversy and/or curriculum issue. In essence, you will be asked to look at the problem through the eyes of Adler, Bagley, Dewy, and Freire. What would they say about modern educational controversies and/or curriculum structures? Choose one of the following issues to discuss. Evaluate the issue or program from each educational perspective.

In this essay you will demonstrate your grasp of four influential educational philosophies (Perennialism, Essentialism, Progressivism, and Reconstructivism) by applying each philosophy to a particular educational controversy and/or curriculum issue. In essence, you will be asked to look at the problem through the eyes of Adler, Bagley, Dewy, and Freire. What would they say about modern educational controversies and/or curriculum structures? Choose one of the following issues to discuss. Evaluate the issue or program from each educational perspective.

Open Court (or current educational program utilized at your school site)

No Child Left BehindThe High School Exit ExamCalifornia Content standards for your grade levelThe degree of “structure” and “flexibility” at your

school site as measured by the tools in Ch. 2Your content-area or grade-level curriculum

structure/mapYour issue here (please clear through me first)

Open Court (or current educational program utilized at your school site)

No Child Left BehindThe High School Exit ExamCalifornia Content standards for your grade levelThe degree of “structure” and “flexibility” at your

school site as measured by the tools in Ch. 2Your content-area or grade-level curriculum

structure/mapYour issue here (please clear through me first)

Description 50pts Total

Content: Paper presents an objective overview/summary of the topic in the introduction. Paper is divided into four sections. Each section presents a summary of the philosophical perspective and an analysis of the topic from that perspective. Conclusion reflects on the perspective you most strongly agree with.

_____/10

References:

Paper cites a minimum of two course readings. It is clear that the writer understands the course readings that are referenced. References serve to enhance discussion of school reform model within the paper.

_____/10

Depth: Paper shows evidence of research beyond class reading and discussion. Writer clearly understands each perspective and is able to appropriately apply the perspective to the topic under discussion.

_____/10

Clarity: Grammar, mechanics, sentence structure, word choice, and organization work to enhance meaning and clarity within the paper.

_____/10

Form: Paper adheres to formatting requirements: Double-spaced, Times New Roman, 12pt font, 1-inch margins, 5-6 pages in length, APA guidelines for source material.

_____/10

Blog ResponseBlog Response“The intentions of schooling might be

thought of as a continuum of choices” (Wiles and Bondi).

Use the tools in Chapter 2 of your textbook to graph the degree of structure and flexibility at your school site (pgs. 46-71). Analyze the results. Explain and discuss your findings. Refer to at least one course reading in your response.

“The intentions of schooling might be thought of as a continuum of choices” (Wiles and Bondi).

Use the tools in Chapter 2 of your textbook to graph the degree of structure and flexibility at your school site (pgs. 46-71). Analyze the results. Explain and discuss your findings. Refer to at least one course reading in your response.