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

Chapter 2 Walker and Soltis 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 Rousseau 1712-1788 Dewey 1859- 1952 Well ordered balance, harmony, just state Rousseau 1712-1788 Individual Freedom Dewey 1859- 1952 Good of Society and Individual

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

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

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

Keys to Knowledge-centered curriculum Emphasis Subject matter academic disciplines, organized scope and sequence Teaching Teacher as scholar/learner, Teacher directed curriculum, variety of teaching strategies Learning Mastery of subject matter, student as novice learner Environment Clear academic focus traditional discipline, school as workplace Assessment 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