College of Saint RoseCenter for Integrated Teacher Education

Curriculum Development Created By:Dr. Rich Hawkins &

Dr. Deb DeLucaPresented By:Laura Mastrogiovanni

Good Morning!Welcome to our 2nd Session! Check-In Discussion

Four philosophical positions have had a major influence on curriculum planners. Morning Project

Social Forces~ How do they impact curriculum and instruction?

Human Development ~ What do we need to consider?

Check - In What are you thinking, feeling,

learning, noticing? How was your week? Adult Learning Theory The Rules:

“I'm in” “I’m out” “I pass”

Class Textbook

Summarize What were the big ideas or

most significant elements from our last class?

Think Pair Share ~ Stand up conversation

Values in Curriculum Planning

Values enter into every curriculum decision! From planning the curriculum to delivering it in the classroom.

Four philosophical positions have had a major influence on curriculum planners and teachers since the early twentieth century: Perennialism Essentialism Progressivism Reconstructionism

Your Turn, Time to Teach!

Work in a team- 3 to 4 people Pick an article to read, read silently,

what are the essential learning points? Share your thinking with your colleagues. *Honor the disciplines of a Learning Conversation.

Create a presentation- chart paper, power point, handout, be creative!

Present to the class !

Disciplines of a Learning Conversation

Speak from the Heart Suspend Certainty (a mind, like a

parachute, only works while open).

Listen to Self, Others, & The Group

Balance Advocacy with Inquiry ~ Stay in inquiry; limit advocacy

Create a Safe Space (Think Las Vegas!)

Be Aware of your Mental Models

What Good Schools Do

Character & Academics

Character & Academics: What Good Schools Do Dowling College Research Sym

posium 07.ppt

Character & Academics: What Good Schools Do

My Thoughts: The purpose of public schooling requires that schools

seek to improve both academic and character education Six criteria that define Character Education Programs:

Promotes core ethical values Parents and other community members are active

participants Core values are emphasized in all phases of school life Staff members model character education The school fosters an overall caring community Opportunities for students to practice moral action

What “GOOD” schools do: Ensure a clean and secure environment Promote and model fairness, equity, caring and respect Allow students to contribute in meaningful ways Promotes a caring community and positive relationships

Character and Academics

Through the lens of curriculum, what questions did our character education framework raise?

Teacher Leadership

What are the attributes of effective teacher leadership?

Uncovering Teacher Leadership

My Thoughts ~ Teacher Leaders: Keeps the students best interest at heart Stays in inquiry Tells the truth regarding the current reality Asks questions of colleagues to model what

they know Coaches and mentors Are the teacher’ voice Empowered by their own confidence Their strengths come from experiences in their

own classrooms Support vs. Supervision Acknowledge the wisdom of others The Courage to Teach by Parker Palmer

Intellectual traditionalist, Social Behavior, Experientialist, and Critical Reconstructionist

Perspectives on Four Curriculum Traditions

by William H. Schubert Intellectual traditionalist Social Behavior Experientialist: Critical Reconstructionist

Perspectives on Four Curriculum Traditions. by William H. Schubert

Which of the four curricular traditions most reflects your

comfort zone?

Given today’s generation of students, does any one of the

four traditions seem better than the others? Justify your answer.

Perspectives on Four Curriculum Traditions. by William H. Schubert

My Thoughts:• Intellectual traditionalist:

• A liberal education that relies on the great works and organized knowledge. Waxes philosophical with mention of six great ideas: truth, beauty, goodness, liberty, equality, justice( power of the classics)

• Social Behavior: • Empirical approach ~identifying behaviors that help students to become

successful in today’s world. Examining what it takes to be successful in today’s society

• Experientialist: • The traditional way of teaching (lectures, textbooks); goes against the natural

way of learning. We learn best when stemming from our interests and concerns• Critical Reconstructionist:

• Leans towards Experientialist but students have different opportunities depending on their lives. Students in different tracks are taught differently

The Case for Essentialism in Education

by William C. Bagley (1874-1946)Essentialism

My Thoughts: Essential Knowledge Effort vs. Interest Adult Responsibility for Learning Disciplined- Duty Subjects – Formal - Organized

Two views of educational theory Progressivism Essentialism

The Case for Progressivism in Education

by William Heard Kilpatrick (1871- 1965)

Progressivism My Thoughts: “We learn what we live and in the degree that we live

it.” Basic Tenants of the Progressive Philosophy

Motivating a child by sparking his/her innate interests promotes meaningful learning

In planning curriculum address students’ proposes and concerns

Students must learn to become productive members of a democratic society, contributing positively to the social whole

In a rapidly changing world, students need to become critical problem solvers to face future concerns of society. **Citizenship Skills: need to be fostered in order to be adjusted in an ever-changing world

Teacher and students should collaboratively plan curriculum objectives/ outcomes

Students gain meaningful knowledge by learning what they practice and live. ( Character education and values)

Traditional vs. Progressive Education

by John Dewey (1859-1952)Traditional vs. Progressive

Your Team Thinking…

Democracy At Risk Given the current reality of our schools

effectiveness nationally, is our democracy at risk? Justify your answer.

Your Team Thinking…

Democracy At Risk “ Democracy at Risk”

Loss of Community Changing Education Challenge of Democracy Bowling Alone by Robert Putnam

Level C:Cooperatio

n and Conformity

Level B: Bossing and

Bullying

Level A: Anarchy

Level: DDemocracy

A Hierarchy Developed by M. Marshall

Social Forces: Present & Future

Since education reflects the goals and values of a society, schools must harmonize with the lives and ideas of people in a particular time and place. Curriculum planners, therefore, must understand how schools and school systems mirror the surrounding societal milieu.

Social Forces: Present & Future

“All education springs from some image of the future. If the image of the future held by a society is grossly inaccurate, its educational system will betray its youth.”

~Alvin Toffler (1970, p. 363) Future Shock

The World is Flat by Thomas L. Friedman

Curriculum & The Future

Increasing Ethnic and Cultural Diversity The Environment Changing Values and Morality Family Technological Revolution Changing World of Work Equal Rights Crime and Violence Lack of Purpose and Meaning Global Interdependence

Work with a partner; you are now the principal of a school

You choose the level: elementary, middle school, or high school

Pick a critical issue; What are the essential elements of the

issue? What are the curriculum implications? How will you plan for the future?

Curriculum & The Future

Social Forces: Present & Future

Curriculum & The FutureLet’s read the hypothetical situation

on page 56, as a class, answer the questions.

Human Development Knowledge of human development

enables curriculum planners to design curricula that are shaped, in part, by the nature and needs of individual learners

Human Development

Curriculum Planning Planning for Instruction

Good Afternoon Raising Cain ~ How are we doing with

our boys? Have “we” considered the social forces and human development?

Something to Think About Social & Human Development

The Journey Continues…