College of Saint Rose Center for Integrated Teacher Education Curriculum Development

1. College of Saint RoseCenter for Integrated Teacher Education Curriculum Development Created By:Dr. Rich Hawkins & Dr. Deb DeLuca Presented By:Laura Mastrogiovanni

2. Good Morning! Welcome to our 2nd Session! • Check-In • Discussion • Four philosophical positions have had a major influence on curriculum planners. Morning Project • Social Forces~ How do they impact curriculum and instruction? • Human Development ~ What do we need to consider?

3. Check - In • What are you thinking, feeling, learning, noticing? • How was your week? • Adult Learning Theory • The Rules: • “I'm in” • “I’m out” • “I pass”

4. Class Textbook

5. Summarize • What were the big ideas or most significant elements from our last class? • Think • Pair • Share ~ Stand up conversation

6. Values in Curriculum Planning • Values enter into every curriculum decision! From planning the curriculum to delivering it in the classroom. • Four philosophical positions have had a major influence on curriculum planners and teachers since the early twentieth century: • Perennialism • Essentialism • Progressivism • Reconstructionism

7. Your Turn, Time to Teach! • Work in a team- 3 to 4 people • Pick an article to read, read silently, what are the essential learning points? Share your thinking with your colleagues. *Honor the disciplines of a Learning Conversation. • Create a presentation- chart paper, power point, handout, be creative! • Present to the class !

8. Disciplines of a Learning Conversation • Speak from the Heart • Suspend Certainty (a mind, like a parachute, only works while open). • Listen to Self, Others, & The Group • Balance Advocacy with Inquiry ~ Stay in inquiry; limit advocacy • Create a Safe Space (Think Las Vegas!) • Be Aware of your Mental Models

9. What Good Schools Do Character & Academics

10. Character & Academics: What Good Schools Do • Dowling College Research Symposium 07.ppt

11. Character & Academics: What Good Schools Do My Thoughts: • The purpose of public schooling requires that schools seek to improve both academic and character education • Six criteria that define Character Education Programs: • Promotes core ethical values • Parents and other community members are active participants • Core values are emphasized in all phases of school life • Staff members model character education • The school fosters an overall caring community • Opportunities for students to practice moral action • What “GOOD” schools do: • Ensure a clean and secure environment • Promote and model fairness, equity, caring and respect • Allow students to contribute in meaningful ways • Promotes a caring community and positive relationships

12. Character and Academics Through the lens of curriculum, what questions did our character education framework raise?

13. Teacher Leadership What are the attributes of effective teacher leadership?

14. Uncovering Teacher Leadership My Thoughts ~ Teacher Leaders: • Keeps the students best interest at heart • Stays in inquiry • Tells the truth regarding the current reality • Asks questions of colleagues to model what they know • Coaches and mentors • Are the teacher’ voice • Empowered by their own confidence • Their strengths come from experiences in their own classrooms • Support vs. Supervision • Acknowledge the wisdom of others • The Courage to Teach by Parker Palmer

15. Intellectual traditionalist, Social Behavior, Experientialist, and Critical Reconstructionist • Perspectives on Four Curriculum Traditions by William H. Schubert • Intellectual traditionalist • Social Behavior • Experientialist: • Critical Reconstructionist

16. Perspectives on Four Curriculum Traditions. by William H. Schubert Which of the four curricular traditions most reflects your comfort zone? Given today’s generation of students, does any one of the four traditions seem better than the others? Justify your answer.

17. Perspectives on Four Curriculum Traditions. by William H. Schubert My Thoughts: • Intellectual traditionalist: • A liberal education that relies on the great works and organized knowledge. Waxes philosophical with mention of six great ideas: truth, beauty, goodness, liberty, equality, justice( power of the classics) • Social Behavior: • Empirical approach ~identifying behaviors that help students to become successful in today’s world. Examining what it takes to be successful in today’s society • Experientialist: • The traditional way of teaching (lectures, textbooks); goes against the natural way of learning. We learn best when stemming from our interests and concerns • Critical Reconstructionist: • Leans towards Experientialist but students have different opportunities depending on their lives. Students in different tracks are taught differently

18. The Case for Essentialism in Education by William C. Bagley (1874-1946) Essentialism • My Thoughts: • Essential Knowledge • Effort vs. Interest • Adult Responsibility for Learning • Disciplined- Duty • Subjects – Formal - Organized • Two views of educational theory • Progressivism • Essentialism

19. The Case for Progressivism in Education by William Heard Kilpatrick (1871- 1965) Progressivism My Thoughts: • “We learn what we live and in the degree that we live it.” • Basic Tenants of the Progressive Philosophy • Motivating a child by sparking his/her innate interests promotes meaningful learning • In planning curriculum address students’ proposes and concerns • Students must learn to become productive members of a democratic society, contributing positively to the social whole • In a rapidly changing world, students need to become critical problem solvers to face future concerns of society. **Citizenship Skills: need to be fostered in order to be adjusted in an ever-changing world • Teacher and students should collaboratively plan curriculum objectives/ outcomes • Students gain meaningful knowledge by learning what they practice and live. ( Character education and values)

20. Traditional vs. Progressive Education by John Dewey (1859-1952) Traditional vs. Progressive Your Team Thinking…

21. Democracy At Risk • Given the current reality of our schools effectiveness nationally, is our democracy at risk? Justify your answer. Your Team Thinking…

22. Democracy At Risk • “ Democracy at Risk” • Loss of Community • Changing Education • Challenge of Democracy • Bowling Alone by Robert Putnam

23. Level C: Cooperation and Conformity Level B: Bossing and Bullying Level A: Anarchy A Hierarchy Developed by M. Marshall Level: D Democracy

24. Social Forces: Present & Future Since education reflects the goals and values of a society, schools must harmonize with the lives and ideas of people in a particular time and place. Curriculum planners, therefore, must understand how schools and school systems mirror the surrounding societal milieu.

25. Social Forces: Present & Future • “All education springs from some image of the future. If the image of the future held by a society is grossly inaccurate, its educational system will betray its youth.” ~Alvin Toffler (1970, p. 363) Future Shock • The World is Flat by Thomas L. Friedman

26. Curriculum & The Future • Increasing Ethnic and Cultural Diversity • The Environment • Changing Values and Morality • Family • Technological Revolution • Changing World of Work • Equal Rights • Crime and Violence • Lack of Purpose and Meaning • Global Interdependence

27. Curriculum & The Future • Work with a partner; you are now the principal of a school • You choose the level: elementary, middle school, or high school • Pick a critical issue; • What are the essential elements of the issue? • What are the curriculum implications? • How will you plan for the future?

28. Social Forces: Present & Future Curriculum & The Future Let’s read the hypothetical situation on page 56, as a class, answer the questions.

29. Human Development • Knowledge of human development enables curriculum planners to design curricula that are shaped, in part, by the nature and needs of individual learners

30. Human Development Planning for Instruction Curriculum Planning

31. Good Afternoon • Raising Cain ~ How are we doing with our boys? Have “we” considered the social forces and human development?

32. Something to Think About • Social & Human Development

33. The Journey Continues…