1. T-527 Fall 2005 Developing Curriculum for Deep Learning T-527 22 September 2005

2. T-527 Fall 2005 Goals for today What are the big questions in T527? How will we investigate them? How might new technologies help? How can I plan a generative project?

3. T-527 Fall 2005 Reflecting on your experience: Mapping the T527 landscape Describe a particular experience when you learned well: –What was the topic? –What did you learn? –What supported your learning? –How was learning assessed? How do the readings from this week illuminate elements and themes in your story?

4. T-527 Fall 2005 Discussion Points Experiential and multidimensional –Dewey – socialization function of schools –Making it real – bringing in prior experience Learning experience mixed with own pursuits and interests –Kincheloe - New conceptions of curriculum tying in students’ experiences and interests – how to find the right level of structure/guidance? –Dewey’s ideas about experience sound “almost ethereal” – what does it look like in practice? “Lived assessment” of learning can be more powerful than a grade – links to reality – satisfaction “on your own terms” –Opportunities to practice in meaningful contexts Role of teacher to orchestrate experiences in a way that guides them toward insight Curriculum as a paradigm - political influences - Other factors influencing curriculum besides “does it work?” –Curriculum as a perspective - What has value? –Curriculum informs thinking and teaching Cremin – kept thinking and seeing more facets to the curriculum story Disconnect between theory and practice - Why? – much “curriculum” is mindless and “easy” to deliver – this alternative approach is difficult, personal, and hard to scale Challenging to develop curriculum that attends to the minds/needs of so many different individual learners As long as textbooks and standards-based accountability system are in place, curriculum will be more scripted and less individualized Challenge to build a system at such a large scale that takes individuality into account CRLS teachers have engaged in thinking intellectually about what they think is important for students to understand ideally and then how it relates to the frameworks and standardized tests Creating lesson plans within guidelines “in your own voice” leads to better teaching – How do I know this?

5. T-527 Fall 2005 New technologies for T527 to support our learning Collaborative Curriculum Design Tool –TutorialTutorial –Online environmentOnline environment Multimedia Case Study –Dynamic Earth: A Case of Teaching for Understanding

6. T-527 Fall 2005 How can I plan a generative project? How can you design your project so that creates a strong bridge between the course goals and your interests? How do this week’s readings help you reflect on your project plans?

7. T-527 Fall 2005 Preparing for class next week Readings: compare the authors’ perspectives on the roles of educational technologies; consider them in relation to your own and your teacher’s views Project: explore partnerships with teachers and classmates. Use the course website discussion area to exchange ideas and plans. Website: check the announcement area of the website for updates about course activities.