Orientation to Foundations of Curriculum

Orientation to Foundations of Curriculum EDG 6627 – Dr. Agosto: 

Orientation to Foundations of Curriculum EDG 6627 – Dr. Agosto 1

College of Education: Framework: 

College of Education: Framework 2

College of Education: 

College of Education Expectation: students will use their academic preparation and research skills to: …achieve positive outcomes for diverse populations …advocate for social change …use cultural knowledge and sensitivity, …work in and through systems toward equal access to high quality education and services for all citizens. …demonstrate democratic values as they interact with multiple communities in inclusive, egalitarian ways. 3

College of Education Expectation of Students in Advanced Degree Programs: 

Candidates in these programs are expected to: develop a working knowledge of research that relates to the practices of teaching and learning by… …reading broadly in their fields be adept at taking critical stances on current issues in education defend positions through well-articulated and substantiated arguments, relying on multiple forms of evidence to the extent possible . College of Education Expectation of Students in Advanced Degree Programs 4

Dept. of Ed. Leadership & Policy Studies (DELPS): 

Mission: The mission of DELPS is to prepare compassionate, ethically-centered, public intellectuals to become critical and transformative leaders committed to social justice in America’s schools. Vision: The primary means to achieve our purpose are: collaborative inquiry, culturally relevant pedagogy and public deliberation on the historical and perennial issues that confound public education in our nation. Expectations: …faculty and students to make value-added contributions to national, state, district and school-level policy and purposeful inclusive practices that lead to social justice and learning for all. Dept. of Ed. Leadership & Policy Studies (DELPS) 5

EDG 6627 FOC Objectives: 

Identify and describe major concepts, issues, and leaders (past, present) influencing curriculum. Recognize the philosophical and ideological underpinnings of approaches to curriculum and instructional design. Discuss and reflect upon key issues and trends concerning curriculum. Demonstrate research, analytical and writing skills related to curriculum in the areas of diversity and ethics. Demonstrate technological skills for inquiry, collaboration , and communication. EDG 6627 FOC Objectives 6

Course Content : 

Course Content Bases of Curriculum/Instruction Curriculum Trends Elements of curriculum engaged Values of education Shifts in values over time Methods ( ICE, Divergent Thinking, Mapping ) 7

Bases of Curriculum: 

Bases of Curriculum Human Development S ocial Forces Learning and Learning Styles  Traditionalists ( scholars, essentialists) Social Behaviorists (social efficiency, management) Experimentalists (experientialists, progressives) Social Reconstructionists (critical, postmodern) Curricular Traditions 8

Questions? More Information?: 

Questions? More Information? PresenterMedia.com support@presentermedia.com 4416 S. Technology Dr Sioux Falls, SD 57106 9

Changes in Curriculum Ideologies: 

Changes in Curriculum Ideologies 10

Schiro: Curriculum Theory Chapter Outline: 

Schiro : Curriculum Theory Chapter Outline . 11

Values and the Politics of Education : 

Quality Equity Choice Efficiency The ‘What?’ of the politics of education (Stout Tallerico & Scribner, 1994 ). Values and the Politics of Education 12

Answers to Questions of Curriculum are Answers to Major Enduring Philosophical Questions : 

Answers to Questions of Curriculum are Answers to Major Enduring Philosophical Questions What is a good person? What is the good life? What is the good of society? 13

Productive Thinking: 

Productive Thinking is defined as “ divergent, convergent, and evaluative operations whereby the individual draws upon available past and present acts , ideas, associations, and observations in order to bring forth new facts, ideas, and conclusions ” ( Gallagher & Aschner , 1963, p. 185). 14

Structure of Intellect Model: Instructional Questioning : 

Structure of Intellect Model: Instructional Questioning Routine thinking : information, functions Cognitive operations: recall, recognition Convergent thinking : analysis, integration of data Divergent thinking : implications, new associations, Evaluative thinking : Judgments about value, worth, probability, agreement, disagreement 15

I.C.E. (Robert Wilson, Susan Fostaty Young): 

I.C.E. (Robert Wilson, Susan Fostaty Young) IDEAS: “Knowing about” - elemental concepts (conventions, principles, procedures, trends, law) CONNECTIONS: “ Understanding how and why ” General ideas across different contexts, connecting prior knowledge, demonstrating relationships and connections among concepts. EXTENSIONS: “Thinking Beyond ” Predicting future outcomes, proposing solutions, j ustifying a position, evaluating outcomes.

Joseph Novak - Cmaps : 

Joseph Novak - Cmaps 17 Subsequently we found that concept maps ( Cmaps ) could help students… learn how to learn (Novak & Gowin , 1984), capture explicit and tacit knowledge held by experts , assist in the design of instruction, facilitate creative work in every discipline , facilitate improvement of management and marketing methods . It is not often that a tool comes along that can be used from pre-school through adult learning in any discipline (Novak, 2010, pp. 23-24).

Tony Buzan on Learning: 

www.buzan.com.au/b-tube/video.html Tony Buzan on Learning Learning is the ability to: generate thought, find associations between disparate elements and concepts, be original in relation to other thought, see things from other perspectives than normal/common, and see from multiple perspectives, Take all of that and produce = generate from the internal world to the external world. Will be able to: learn faster, deeper, wider, apply it more appropriately . [Mind Mapping] 18

Thinking Tools: 

Thinking Tools 19 Concept maps See Spiderscribe.net Tony Buzan on Mindmapping Accessing Journals and Posting Entries Online Journaling: Blackboard See Directions in Guiding Documents

Activating Prior Knowledge: 

Activating Prior Knowledge 20 Where do students go after/during H. S.? Purposes of Schooling? Schooling v. Education? Curriculum titles you would expect to see for at a C& I conference ?

Create a list: 

Create a list 1. 2. 3. 4. 5. 6. 7. 8. 9 . 10 21

Purposes of Schooling? List: 

Purposes of Schooling? List To perpetuate a socially stratified society (have/ nots ) To provide a pipeline into the military To provide a pipeline to prison To provide a captive audience for corporate interests To keep youth “off the street” To prepare a population that conforms rather than resists To prepare a workers for low tech and service positions To acculturate children into the dominant culture To develop citizens (national, global) To compensate for poor parenting To secure the U.S.’s position as supreme or super power To prepare students to participate in a democracy 22

PowerPoint Presentation: 

23 Schooling versus Education? What does it mean to be well Educated?

Titles of Presentations at a Curriculum/Pedagogy Conference : 

Titles of Presentations at a Curriculum/Pedagogy Conference 1. 2. 3. 24