AT107 Curriculum Controversies Class 2 Janice E. Jackson, Ed.D.

AGENDA Housekeeping Building a Community of Learners Learner/Leader Norms Purposes of Schools Curriculum Theory Who We Teach

Learner/Leader Exercise Please complete the form in light of who you are now. (5 minutes) When prompted you will share your responses in triads. (9 minutes) Large group discussion: Name at least one thing you learned that will help you engage in class dialogue. (10 minutes)

Norms for Our Class-Step 2 Review the responses from last week Brainstorm norms (15 minutes) Review suggestions for clarity Review suggestions to determine if there is any suggestion someone cannot live with Norms will be typed and distributed to class before next week.

Purposes of Public Schools Compare and contrast the messages of Baldwin, DiGiulio, and Perrone to the messages of The New Commission on The Skills of the American Workforce.

History of Curriculum Theory The definition of curriculum has changed over time. No matter the definition one should take into account 3 interactions: the nature of the learner the world of knowledge society -Tanner & Tanner

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

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) -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) -Marsh & Willis

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

Instructional Core Cohen & Ball

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.

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

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.

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

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.

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?

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

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