1. Chapter 3 Choosing and Analyzing Classroom Goals Lauren Nolan

2. Three Views of Educational Philosophy 1. Progressivism: Social and Personal 2. Essentialism 3. Reconstructionism and Critical Pedagogy

3. Progressivism: Social and Personal Progressivism developed as the United States was transformed from a rural to an industrialized society. Progressivism developed as the United States was transformed from a rural to an industrialized society. Although the transformation of American society occurred over generations, social scientists and historians label the period 1880-1914 as the major era of change. Although the transformation of American society occurred over generations, social scientists and historians label the period 1880-1914 as the major era of change. A surge in population with many new Americans living in crowded homes and cities, called for more schools with more rooms. A surge in population with many new Americans living in crowded homes and cities, called for more schools with more rooms.

4. continued….. A major focus of the progressive curriculum was on learning to think rather than on learning particular subject matter. A major focus of the progressive curriculum was on learning to think rather than on learning particular subject matter. Progressives were committed to a child- centered educational program in schools that exemplified democratic values and processes. Progressives were committed to a child- centered educational program in schools that exemplified democratic values and processes.

5. The Progressive Split! Social Progressive: retained the belief that social development is the primary function of modern education. Social Progressive: retained the belief that social development is the primary function of modern education. Personal Progressive: argue that instruction must be tailored to meet the needs and interests of the many kinds of children who enter the public schools. Personal Progressive: argue that instruction must be tailored to meet the needs and interests of the many kinds of children who enter the public schools.

6. Essentialism Is the belief that the purpose of schooling is to impart necessary knowledge, skills, and attitudes to enable young people to function as fully developed human beings. Is the belief that the purpose of schooling is to impart necessary knowledge, skills, and attitudes to enable young people to function as fully developed human beings. Essentialists believe that to achieve maturity, the learner must understand the external world of observable reality and abstract ideas. Essentialists believe that to achieve maturity, the learner must understand the external world of observable reality and abstract ideas.

7. Reconstruction & Critical Pedagogy This philosophy, originally identified as reconstruction or, more recently, critical pedagogy, is characterized by a belief that schools should prepare the future adults of society to work for social justice and to demand societal change. This philosophy, originally identified as reconstruction or, more recently, critical pedagogy, is characterized by a belief that schools should prepare the future adults of society to work for social justice and to demand societal change.

8. Planning Educational Outcomes The beginning of this process is deciding what it is we are trying to accomplish: what it is we hope students will learn and understand, sometimes described as outcomes we hope will result from our teaching. The beginning of this process is deciding what it is we are trying to accomplish: what it is we hope students will learn and understand, sometimes described as outcomes we hope will result from our teaching. Outcomes for teaching & learning may be called: goals, standards, or objectives. Outcomes for teaching & learning may be called: goals, standards, or objectives.

9. Educational Goals Often referred to as outcomes, are statements of educational intent that provide general direction to the teacher in developing instruction. Often referred to as outcomes, are statements of educational intent that provide general direction to the teacher in developing instruction. Educational goals or outcomes are often written to describe student learning within large blocks of content such as a course of study or a unit of study. Educational goals or outcomes are often written to describe student learning within large blocks of content such as a course of study or a unit of study.

10. Teaching with Content Standards The “Curriculum in the 21 st Century” task force recommended that the Taunton Schools revise its curriculum to make it more inclusive of persons whose voices in the past were left out of history, literature, and fine arts school lessons. The “Curriculum in the 21 st Century” task force recommended that the Taunton Schools revise its curriculum to make it more inclusive of persons whose voices in the past were left out of history, literature, and fine arts school lessons.

11. Teaching with Content Standards Gloria Jackson was a 5 th grade teacher at Fairhill. Her principal asked her to lead the curriculum team of fifth-grade teachers to develop a new American Revolution unit. Gloria Jackson was a 5 th grade teacher at Fairhill. Her principal asked her to lead the curriculum team of fifth-grade teachers to develop a new American Revolution unit. She had been a social studies major in college but she recognized that she lacked sufficient knowledge of curriculum design and analysis to give her confidence that she could lead a team of teachers to develop the unit. She had been a social studies major in college but she recognized that she lacked sufficient knowledge of curriculum design and analysis to give her confidence that she could lead a team of teachers to develop the unit.

12. Three Domains of Educational Content Affective Domain: involves emotional behavior- that is, feelings, attitudes, preferences, and values. Affective Domain: involves emotional behavior- that is, feelings, attitudes, preferences, and values. Psychomotor Domain: consists of learning that is sensory in nature, ranging from involuntary, reflexive movements to complex chains of skillful and purposeful behavior Psychomotor Domain: consists of learning that is sensory in nature, ranging from involuntary, reflexive movements to complex chains of skillful and purposeful behavior Cognitive Domain: intellectual goals require students to learn and recall information or to use their intellectual skills to determine meaning and to relate new information to previous learning. Cognitive Domain: intellectual goals require students to learn and recall information or to use their intellectual skills to determine meaning and to relate new information to previous learning.

13. Structure of Subject Matter Teacher decision makers need to identify the depth and breadth of the particular subject that will be taught. Teacher decision makers need to identify the depth and breadth of the particular subject that will be taught. To better understand subject matter consider the work of Jerome Bruner To better understand subject matter consider the work of Jerome Bruner He supported the notion that every subject taught in schools has a structure, and that structure has a particular form composed of three elements: concepts, generalizations, and facts. He supported the notion that every subject taught in schools has a structure, and that structure has a particular form composed of three elements: concepts, generalizations, and facts.

14. Jerome Bruner His central position was that the school “curriculum of a subject should be determined by the most fundamental understanding that can be achieved of the underlying generalizations that give structure to that subject.” His central position was that the school “curriculum of a subject should be determined by the most fundamental understanding that can be achieved of the underlying generalizations that give structure to that subject.” He also argued that understanding the structure of the subject matter assists learners to make the subject more understanding He also argued that understanding the structure of the subject matter assists learners to make the subject more understanding

15. Concept Learning Concepts are categories or classes of things that share a set of critical characteristics. Concepts are categories or classes of things that share a set of critical characteristics. They permit us to use previous experience and knowledge to place new information in a context, to associate the present with the past, and to recognize new information as a variation of what we have learned previously. They permit us to use previous experience and knowledge to place new information in a context, to associate the present with the past, and to recognize new information as a variation of what we have learned previously.

16. Two Classifications of Concepts Concepts can be classified as concrete or abstract: Concepts can be classified as concrete or abstract: A concrete concept is one that exists in the physical world and can be described in terms of its observable attributes. A concrete concept is one that exists in the physical world and can be described in terms of its observable attributes. An abstract concept is one that cannot be observed, either because it does not possess physical dimensions or because its physical dimensions are not critical in distinguishing between examples and nonexamples. An abstract concept is one that cannot be observed, either because it does not possess physical dimensions or because its physical dimensions are not critical in distinguishing between examples and nonexamples.

17. Concept Mapping Is a thought process that culminates in a visual display of relevant knowledge and relationships. Is a thought process that culminates in a visual display of relevant knowledge and relationships. Each concept, concept attribute, or example is contained in an individual circle. Each concept, concept attribute, or example is contained in an individual circle. Relationships among concepts, attributes, and examples are shown through connecting lines and arrows and by “linking words” that describe the nature of the relationship. Relationships among concepts, attributes, and examples are shown through connecting lines and arrows and by “linking words” that describe the nature of the relationship.

18. Generalization Learning A generalization is a statement that expresses a generally true relationship between two or more concepts. A generalization is a statement that expresses a generally true relationship between two or more concepts. Whereas a concept is usually expressed in a word or two, a generalization is always expressed as a statement, often as a complete sentence. Whereas a concept is usually expressed in a word or two, a generalization is always expressed as a statement, often as a complete sentence. Generalizations allow students to make sense of events in a variety of settings. Generalizations allow students to make sense of events in a variety of settings.

19. Factual Learning A fact is a statement about particulars (people, things, places, times, or events) and is typically verified by making a single observation, by conducting a simple experiment, or by consulting a credible authority. A fact is a statement about particulars (people, things, places, times, or events) and is typically verified by making a single observation, by conducting a simple experiment, or by consulting a credible authority. Collectively, the facts that we possess add to our reputation as educated persons Collectively, the facts that we possess add to our reputation as educated persons

20. Content Analysis in Interdisciplinary Units Educational reform proposals have identified a number of advantages to organizing curriculum around interdisciplinary content. Educational reform proposals have identified a number of advantages to organizing curriculum around interdisciplinary content. First, an interdisciplinary approach models the real world. First, an interdisciplinary approach models the real world. Second, interdisciplinary content can help students create multiple ties to important ideas. Second, interdisciplinary content can help students create multiple ties to important ideas. Third, interdisciplinary approaches can provide novelty and allow students to look at familiar content with new eyes. Third, interdisciplinary approaches can provide novelty and allow students to look at familiar content with new eyes.

21. 3 Ways to Structure Interdisciplinary Content Using multiple disciplines to investigate a topic Using multiple disciplines to investigate a topic Examining interdisciplinary themes Examining interdisciplinary themes Addressing complex problems Addressing complex problems

22. Using Multiple Disciplines to Investigate a Single Topic or Time Period This is the simplest approach to interdisciplinary content. This is the simplest approach to interdisciplinary content. Such investigations may be largely teacher directed or based on students questions. Such investigations may be largely teacher directed or based on students questions. This approach could be used to study the Revolutionary War for example: students may learn about lifestyles & politics in social studies, literature or propaganda in language, about flags & symbols in art, about distance traveled in math & period dance in physical education. This approach could be used to study the Revolutionary War for example: students may learn about lifestyles & politics in social studies, literature or propaganda in language, about flags & symbols in art, about distance traveled in math & period dance in physical education.

23. Interdisciplinary Themes Are a slightly more complicated version of interdisciplinary content. Are a slightly more complicated version of interdisciplinary content. An Interdisciplinary Theme is one that is an important idea in a variety of disciplines. An Interdisciplinary Theme is one that is an important idea in a variety of disciplines. A true interdisciplinary theme is genuinely meaningful across disciplines. A true interdisciplinary theme is genuinely meaningful across disciplines. They are particularly appropriate for upper elementary and middle school classes, where students are beginning to develop more abstract thinking. They are particularly appropriate for upper elementary and middle school classes, where students are beginning to develop more abstract thinking.

24. Planning a Unit of Instruction Rationale and Key Questions Rationale and Key Questions Concept Map with Generalizations Concept Map with Generalizations Outcomes (goals), objectives, and preassessment activities Outcomes (goals), objectives, and preassessment activities Lesson plans with modifications for special needs Lesson plans with modifications for special needs Evaluation/assessment procedures (including an authentic culminating activity) Evaluation/assessment procedures (including an authentic culminating activity) Materials and resources Materials and resources

25. Rationale & Key Questions A unit rationale is a brief statement that explains the content and purposes of the unit. A unit rationale is a brief statement that explains the content and purposes of the unit. It can focus attention on key unit issues, provide motivation, and justify the importance of the content in terms of subject matter, social needs, and needs or interests of learners. It can focus attention on key unit issues, provide motivation, and justify the importance of the content in terms of subject matter, social needs, and needs or interests of learners.

26. Rationale & Key Questions The key questions focus learners’ curiosity on the unit because they have no easy answers and therefore invite exploration. The key questions focus learners’ curiosity on the unit because they have no easy answers and therefore invite exploration. For example: What made the Revolutionary War revolutionary? What kinds of leaders were important in the Revolution? What is the proper role of government? For example: What made the Revolutionary War revolutionary? What kinds of leaders were important in the Revolution? What is the proper role of government?

27. Concept Map with Generalizations As you know, the concept map creates a structure showing the main ideas, concepts, generalizations, and facts the students are to learn. As you know, the concept map creates a structure showing the main ideas, concepts, generalizations, and facts the students are to learn. Since it is not possible to teach everything about a subject, teachers must make decisions about essential ideas: concepts, generalizations, and facts-and then organize those ideas logically. Since it is not possible to teach everything about a subject, teachers must make decisions about essential ideas: concepts, generalizations, and facts-and then organize those ideas logically.

28. Outcomes & Preassessment After deciding on the most important ideas in the unit, the teacher must decide what students should be able to do in order to demonstrate they understand the key ideas. Often called Outcomes After deciding on the most important ideas in the unit, the teacher must decide what students should be able to do in order to demonstrate they understand the key ideas. Often called Outcomes They should include all cognitive, affective, and psychomotor outcomes relevant to the unit. They should include all cognitive, affective, and psychomotor outcomes relevant to the unit. Each outcome will need to be broken down into smaller, more specific objectives that lead to the outcome. This is known as Benchmarks Each outcome will need to be broken down into smaller, more specific objectives that lead to the outcome. This is known as Benchmarks

29. Assessment Procedures In the assessment component, you plan how you will determine students’ achievement of your objectives. In the assessment component, you plan how you will determine students’ achievement of your objectives. You should not wait until the end of your teaching to find out if students have learned anything You should not wait until the end of your teaching to find out if students have learned anything Continuous assessment means that you will want to find out how well students are learning throughout your teaching (before, during, and after learning activities). Continuous assessment means that you will want to find out how well students are learning throughout your teaching (before, during, and after learning activities).

30. Lesson Plans with Modification for Special Needs A lesson is a sequence of activities designed to help all students achieve one or more objectives. A lesson is a sequence of activities designed to help all students achieve one or more objectives. Once you have and objective for your first lesson, you are ready to design activities that will help students learn. Once you have and objective for your first lesson, you are ready to design activities that will help students learn. What will these lessons look like? How will you modify some activities so that all students can succeed and be sufficiently challenged? What will these lessons look like? How will you modify some activities so that all students can succeed and be sufficiently challenged? Of course, all learners are not the same, so the lessons will need to be adjusted for individual learning needs Of course, all learners are not the same, so the lessons will need to be adjusted for individual learning needs

31. Materials and Resources Organizing your material helps you stay on top of the logistical planning for each lesson. Organizing your material helps you stay on top of the logistical planning for each lesson. Often a video or special materials must be ordered well ahead of time. Often a video or special materials must be ordered well ahead of time. This long-range planning is crucial to smooth-running lessons. This long-range planning is crucial to smooth-running lessons. It also makes it easier to share your lessons with others. It also makes it easier to share your lessons with others.

32. The End!