Chapter 1 : The Teacher and The CurriculumChapter 2: Aims of EducationChapter 3: General EducationChapter 4: Conceptualizing CurriculumMid Term Review ECI 322/522: Dr. FoleyChapter 1 : The Teacher and The Curriculum- What is your definition of curriculum?- Curriculum is the purposes, content, activities, and organization inherent in the educational program of the school and in what teachers offer in their classrooms. (Curriculum and Aims, p.1)- For the teacher, the curriculum describes a comprehensive specification of content, purpose, activities and organization.- Curriculum is more than what is written- No definitions are philosophically or politically neutral. Curriculum is directed bychoices based on your values and beliefs.Chapter 2: Aims of EducationThe aims of most curricula are strongly influenced by one or more of the following five theoretical perspectives:1. Traditional2. Experiential3. Disciplines4. Behavioral5. CognitivePlato: ideal of well ordered, well balanced society.Rousseau: society corrupts the child. Follow the childDewey: ideal of society and the good of the individual. ExperientialTyler: linear approach to curriculum. Means to an endTwo big perspectives are called many things.Progressive vs. TraditionalInterdisciplinary vs. Subject CenteredConstructivist vs. PositivistChapter 3: General Education- National Education AssociationCommittee of Ten 1893 Focus for General Education was on College Preparation- Reorganization of Secondary Education1918- General Education in a Free Society1940Three Common places of EducationStudent, Society, KnowledgeChapter 4: Conceptualizing CurriculumConceptualizing means developing ways of thinking and talking about something; including making distinctions, defining, naming, and noting significant features.What is knowledge? What can by taught and what can be learned?Gilbert Ryle: Knowing How and Knowing ThatUses of knowledge:ReplicativelyAssociativelyApplicativelyInterpretivelyBenjamin Bloom’s: Taxonomy is a way to conceptualize different levels of cognitive objectives. Know the 6 levels of cognitive objectives.Benjamin Bloom’s: Taxonomy is a way to conceptualize different levels of cognitive objectives. Know the 6 levels of cognitive objectives.http://www.coun.uvic.ca/learn/program/hndouts/bloom.html http://www.uwsp.edu/mathed/curricular/blooms_taxonomy.htmKnowledge and use of knowledge is the static element in curriculum.Whitehead (1929) conceptualized the temporal and dynamic process of curriculum. Conceptualize the Instructional Process: Romance, Precision, GeneralizationDewey sees knowledge in relation to the learner.Jerome Bruner (1962): All subjects have a basic structure.Michael Polyani (1966) Tacit KnowledgeBroudy (1977) Knowing WithWilliam Kilpatrick (1918) Project Method “education is life.”Chapter 5: Procedurues for Curriculum MakingWhat is a paradigm?Tyler Rationale: 4 questions; 3 common places: student, society, contentBobbitt: Scientific approach to curriculum makingSchwab: 4 commonplaces 1. Subject matter, 2. Learner and learning process, 3. Teacher and teaching process and 4. Milieu Freire: dialogical and problem posing education. Wiggins and McTigue: Backward Design for curriculum making. Enduring Understandings, Essential QuestionsPosner, George (1992). Analyzing the Curriculum, Chapter 3, McGraw Hill.E.D. Hirsch (1987), William Bennett (1988), William Torrey Harris (1897), Rousseau, John Dewey(1938), Jerrold Zacharias (1964), Jerome Bruner(1971), Edward Thorndike (1924), Ralph Tyler (1949), Jean Piaget(1929), Plato, Committee of 10, Kilpatrick, Ryle, Benjamin Bloom, Broudy, Michael Polyani
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