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Developing Curriculum for Deep Learning T-527 22 September 2005

Developing Curriculum for Deep Learning T-527 22 September 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?. Reflecting on your experience: Mapping the T527 landscape.

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Developing Curriculum for Deep Learning T-527 22 September 2005

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  1. Developing Curriculum for Deep LearningT-527 22 September 2005

  2. 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. 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. 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. New technologies for T527to support our learning • Collaborative Curriculum Design Tool • Tutorial • Online environment • Multimedia Case Study • Dynamic Earth: A Case of Teaching for Understanding

  6. 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. 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.

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