The Teacher and the Curriculum

Chapter 1, Walker and Soltis

Curriculum

 Currere   Latin Origin Meaning “to run the race course”

What is curriculum?

     It is not a separate thing written down.

It’s the content or objectives for which schools hold students accountable.

It’s a set of instructional strategies teachers plan to use.

It’s expected ends or expected means.

It’s a plan for or report of educational events.

Curriculum as Teacher work

 Time and Resources – Schedule with Planning Time  Authority to make curricular decisions – Teacher as expert  Curriculum analysis – Teacher as researcher

Curriculum is:

 A social creation  A collective design  Political  Biased

The Aims of Education

Chapter 2 Walker and Soltis

Philosophy

    All educational questions are rooted in philosophy and all philosophy has implications for education. Philosophies are clusters of ideas that reflect the general intentions of the program of instruction and emphasize what is good and important.

Philosophy is the cornerstone when building the curricular program in the secondary school. Without understanding the philosophy, your curriculum becomes vulnerable to externally imposed or societal pressures.

The Ideal

 Plato 428-328 bce – Well ordered balance, harmony, just state  Rousseau 1712-1788 – Individual Freedom  Dewey 1859- 1952 – Good of Society and Individual

Progressive vs Traditional

Progressive

Favors change History is dynamic

Traditional

Suspicious of change History is inheritance Youth is innocent & good Individuals must learn to think for themselves Adult as wise judge Freedom is most important Tradition through disciplines brings order Experimentation is the test Disciplines provide train Keep prevailing views

Elements of Progressive Curriculum

Emphasis Teaching Learning Environment Assessment Experiential focus, Integrated studies Learner interest, Real world Indirect instruction, teacher facilitator Variety, peer teaching/mentoring Student initiated, cooperative groups, community, relational, Inquiry Constructivist, team teaching, fluid/open, non-graded Formative, student initiated, atuhentic, reflecting thinking

Keys to Learner-Centered curriculum

Emphasis Teaching Learning Environment Assessment Focus on the individual, personal growth, development, learner interest Teacher as facilitator Incidental education Nurturing, stimulating, playful, freedom of movement, trust Learner initiated, growth oriented, formative emphasis, non competitive

Keys to Knowledge-centered curriculum

Emphasis Teaching Learning Environment Assessment Subject matter academic disciplines, organized scope and sequence Teacher as scholar/learner, Teacher directed curriculum, variety of teaching strategies Mastery of subject matter, student as novice learner Clear academic focus traditional discipline, school as workplace Formal examinations, Standards based assessment

Philosophers

 William Kilpatrick  Palmer Parker  Bruner  E. D. Hirsch  Maria Montessori

Influenced Critical Pedagogy

        Alfie Kohn Paul Freire (1921-1997) W.E.B. Du Bois (1868-1963) Antonio Gramsci (1891-1937) Lev Vygotsky (1896-1934) Henry Giroux (1970’s & 80’s) Michael Apple Bell hooks

Philosophy Paper 322/522

 Pick an Educational theorist or two  Follow the outline on the assignment sheet