1. AT107 Curriculum Controversies Class 3 Janice E. Jackson, Ed.D.

2. AGENDA Housekeeping Building a Community of Learners Norms Curriculum Theory Who We Teach “I use to think… Now I think…” Controversy- A Grand Idea Purposes of Schools

3. Norms for Our Class-Step 3 Review the responses from last week Discuss any questions and concerns Each class member agrees to the norms

4. Curriculum Theory Tanner & Tanner’s 3 interactions: the nature of the learner the world of knowledge society

5. One definition of curriculum “…that reconstruction of knowledge and experience that enables the learner to grow in exercising intelligent control of subsequent knowledge and experience.” -Tanner & Tanner

6. Marsh & Willis’ Key Concepts Questions re: Curriculum What is worth knowing? (planned curriculum) How should the curriculum be developed? (enacted curriculum) How should the curriculum be experienced? (experienced curriculum)

7. Marsh & Willis’ 3 focal points for curricular decisions The Nature of the Subject Matter (content- breadth, depth, arrangement ) The Nature of Society (usefulness- application to society ) The Nature of the Individual (fostering the development of the growth of each individual)

8. The Nature of the Subject Matter (content- breadth, depth, arrangement) The Nature of Society (usefulness- application to society) The Nature of the Individual (fostering the development of the growth of each individual) ---------------------------------------------------------------- What is worth knowing? How should the curriculum be developed? How should the curriculum be experienced?

9. Definition of Curriculum “An interrelated set of plans and experiences that a student undertakes under the guidance of the school.” -Marsh & Willis

10. The Harvard Mantra re: Curriculum What students should know and be able to do.

11. Instructional Core Cohen & Ball

12. Who We Teach All students deserve an opportunity to engage a rigorous curriculum. Teacher beliefs about and expectations for their students are powerful contributors to the learning process. Students need to see themselves in the curriculum. Cognitive empowerment (Torres-Guzman) - students’ background experiences are a tool for developing confident critical thinkers.

13. Curriculum is the what of education. Pedagogy concerns the why and the how. The inclusion of students’ backgrounds is critical to their learning.

14. Changing Demographics Schooling has a social, political, and institutional context. Demographic changes in the country are reshaping the student population. Thus the context is changing.

15. Two Key Changes Increased heterogeneity Students are different from the conception of the “ideal student.”

16. Conflicting Goals for Schools Successful teaching of basic skills and skills responsible for citizenship Preparing students for the world of work, further education, and adult family responsibilities Promoting personal and social development All of this in the face of developing individuals and supporting a unified society.

17. Schiro’s Curricular Ideologies Read the ideology you received Explain how those who ascribe to the ideology would balance the 3 focal points address the 3 key questions

18. I use to think…. Now I think…. Before I began this course, I use to think… …now I think

19. Definition of Controversy disagreement on a contentious topic, strongly felt or expressed by all those concerned

20. Intellectual Controversy (text- based discussion)- Johnson, et al value of intellectual controversy (p.1) define constructive controversy (p.66) explain skills for constructive controversy (p.70) illustrate the procedure for constructive controversy(p.77)

21. Practice engagement in an intellectual controversy- (Cope & Kalantzis) Respond to the statement below. Give a rationale for you answer. U.S. public schools should use the Western Canon as the foundation of our education system.

22. Each student shares his/her thinking on the purpose of public schools If you were dining with your extended family, what would you tell them about the purpose(s) of public schools?

23. Curriculum What did the term mean to you before this week’s readings? What does it mean to you now?

24. What does all of this mean for teaching and learning in schools?