Contemporary Issues in Curriculum: Chapters 1-5 Vanessa DeLuca

Chapter 1: Philosophy as a Basis for Curriculum Decisions Philosophy and Curriculum: Provides a framework for tasks such as the goals of education Essential when determining educational purposes Philosophy as a Curriculum Source: How curriculum is being viewed through all “lenses” Four major philosophical influences on education in the US Perennialism, Essentialism, Progressivism, Reconstructionism

Perennialism Educate the rational person, form intellect Mastery of facts, focus on the past Explicit teaching Classical subjects Traditional philosophy

Essentialism Promote individual intellectual growth Essential skills and academic subjects Teacher is authority of knowledge Essential subjects (English, arithmetic, science, history, foreign language) Back to basics Traditional philosophy

Progressivism Promote democratic, social living Focus on active learning Teaching is a guide for problem solving Based on students’ interests Interdisciplinary Relevant curriculum Contemporary philosophy

Reconstructionism Improve and reconstruct society Learning concerned with future society Teachers serve as agents of change and help students become aware of problems Emphasis on social studies Contemporary philosophy

Conclusion Important to check notions of curriculum with school’s philosophy School and community practices should coincide with this philosophy

Chapter 2: Goals and Objectives Curriculum developers must have a clear idea of what they want students to learn Goals: Help schools determine what is of the highest priority for students Goal- Determined outcome of a program Questions to ask when developing goals- Is the stated outcome potentially significant? Does it begin with “The student knows or is able to…”? Is the language concise and clear? Can learning experiences be derived from this goal? Is there curricular options for this goal to be achieved? Does each goal contribute to the overall goals of the program? Can the goal be identified with approximate developmental levels of students? Can criteria for evaluating the goal be created?

Choosing Goals Goals should reflect three factors: Nature of organized knowledge Nature of society Nature of learners

Establishing Local Goals Gather data about the students’/families’ economic, political, and social conditions Consider the background of the students Consider the potential of the various subject fields

Conclusion State goals tend to overlook what schools should actually teach: understanding, analysis, and problem solving If students are only taught to follow prescribed rules, they will not be able to function in society The form and wording of goals is essential Criteria for goals: How well they assist teachers in planning educational activities

Chapter 3: What Does it Mean to Say a School is Doing Well? Standards and testing were intended to fix up a “messy” education system Rationalization needs to occur (highly rationalized procedures to improve schools): Clear specification of intended outcomes Measurement as a means through which the quality of a product or performance is assessed and represented Ability to control and predict Downplays interactions Promotes comparison Relies on extrinsic incentives to motivate action

Conclusion Schools need to shift from students just wanting to know what they need to know in order to get a particular grade Movement toward question posing Different assessment practices, moving toward a more individualized approach to education Students need to be genuinely engaged in what they are doing in school Teachers need more time for collaboration amongst each other

Chapter 4: Art and Imagination- Overcoming a Desperate Stasis Mood of many classrooms is passive reception with limited questioning Schools need to promote more individual resistance and imagination Students need more meaningful interactions with the arts Take a step back from standardization and promote thoughtfulness instead

Conclusion Curriculum should develop the active learner Two contradicting trends in education Shaping young minds to serve the needs of technology in a postindustrial society Educating young people to grow and become different, finding their individual voices

Chapter 5: A Common Core of Readiness Common Core Standards: Adopted to ensure college and career readiness Prediction that by 2018 62% of US jobs will require education beyond high school If current trends continue, college-educated workers will earn twice as much as high school graduates by 2025 Demand for college degrees in not rising in proportion with the amount of students with college degrees One possible reason- Inadequate student preparation in high school

The Trouble with State Standards Teachers believe this lack of college readiness is due to inadequate curriculum standards No consistency across state lines Common Core Standards created to make standards common among states CCSS leaders established clear criteria for the standards, making sure they prepared students for college and career readiness

What’s New in the New Standards? Reflect the expectations of colleges Define some clear expectations for what students should know and be able to do Reading: Heavy emphasis on comprehension Writing: Greater emphasis on informational and explanatory writing Mathematics: Represent skills necessary for college and career readiness

Next Steps Assessments being developed to measure student attainment of the standards (PARCC) Make schools aware if their students are on track to be ready for college or a career Teachers must be prepared to teach the new standards Standards should advance equity and excellence in schools

References Ornstein, A. C., Pajak, E., & Ornstein, S. B. (2015). Contemporary issues in curriculum. Boston: Pearson