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Session 72

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Information about Session 72

Published on November 25, 2007

Author: athenamilis

Source: slideshare.net

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Students and Subject Matter What Really Matters?

Agenda November 5, 2007 “ Into” Discussion/Quickwrite Mingling--article share (focus: students and subject matter) Read: “Organization and Subject-Matter of General Education” Discuss Read: “Structures in Learning” Discuss Apply articles/prior knowledge to Curricular unit/map Chapter 7 Workshop (Janice Gatchell) “The Secondary School Curriculum”

“ Into” Discussion/Quickwrite

Mingling--article share (focus: students and subject matter)

Read: “Organization and Subject-Matter of General Education” Discuss

Read: “Structures in Learning” Discuss

Apply articles/prior knowledge to Curricular unit/map

Chapter 7 Workshop (Janice Gatchell) “The Secondary School Curriculum”

Quickwrite Do you agree with the logic of the following quote. If you do not agree, why not? Where does this argument fit-- philosophical perspectives? “ The more formal [teacher-directed] the teaching, the more time the pupils spend working on the subject matter at hand and, in general, ... the more time pupils spend on a subject, the more they improve at it.”

Do you agree with the logic of the following quote. If you do not agree, why not? Where does this argument fit-- philosophical perspectives?

“ The more formal [teacher-directed] the teaching, the more time the pupils spend working on the subject matter at hand and, in general, ... the more time pupils spend on a subject, the more they improve at it.”

Mingling Today’s focus is “students and subject matter.” What perspectives do your articles offer on how subject-matter is “organized” and what is most “worth” teaching? Does the subject-matter discussed in your article provide equitable access to the curriculum, to “high” and “low” status knowledge?

Today’s focus is “students and subject matter.”

What perspectives do your articles offer on how subject-matter is “organized” and what is most “worth” teaching?

Does the subject-matter discussed in your article provide equitable access to the curriculum, to “high” and “low” status knowledge?

“The Organization and Subject-Matter of General Education” Robert M. Hutchins (1938) As you read consider the current “status” of the perennialist orientation to the curriculum. Do you agree/disagree with Hutchins assertions about testing, what is worth learning [Great Books], and the structure of the curriculum? Why/Why not?

As you read consider the current “status” of the perennialist orientation to the curriculum.

Do you agree/disagree with Hutchins assertions about testing, what is worth learning [Great Books], and the structure of the curriculum? Why/Why not?

“Structures in Learning” Jerome S. Bruner (1972) As you read, think about the following assertion made by Bruner: In recommending the development of “new” curricula, why does Bruner call for the involvement of the “greatly compassionate person” as well as “the great scholar and the great scientist.”

As you read, think about the following assertion made by Bruner:

In recommending the development of “new” curricula, why does Bruner call for the involvement of the “greatly compassionate person” as well as “the great scholar and the great scientist.”

In your small groups share and discuss your unit/curriculum maps as they relate or do not relate to the Hutchins and Bruner articles, the Paideia Proposal, and the various other perspectives we have read and discussed in class. Where does the organization of subject-matter and the subject-matter itself fall on the continuum of philosophical perspectives? How does learning occur in your unit/map: through a process of inquiry, didactic instruction, discussion, reading? Is the “how” even addressed? How does this particular unit/map serve a function in society or does it? What function does it serve? Whose interests does it serve?

In your small groups share and discuss your unit/curriculum maps as they relate or do not relate to the Hutchins and Bruner articles, the Paideia Proposal, and the various other perspectives we have read and discussed in class.

Where does the organization of subject-matter and the subject-matter itself fall on the continuum of philosophical perspectives?

How does learning occur in your unit/map: through a process of inquiry, didactic instruction, discussion, reading? Is the “how” even addressed?

How does this particular unit/map serve a function in society or does it? What function does it serve? Whose interests does it serve?

Preparation for next class ( 2 weeks before we meet again) Blog Response : Respond to one of the following readings by Sunday Nov. 18 (6:00 pm) Read: “ What Makes a Perfect Parent” (course pdf pgs. 99-114) “ Whole Child Report” from ACSD (separate link on site under today’s date) Havard Civil Rights Project. “Segregation of American Teachers” (separate link on site under today’s date) “ Knowledge Alive” in Educational Leadership (passed out in class today) Write Final Draft Paper #2 Due 11-13-07 6:00pm via e-mail Prepare a five-minute overview/presentation of your school reform model to share with the class (11-19-07)

( 2 weeks before we meet again)

Blog Response : Respond to one of the following readings by Sunday Nov. 18 (6:00 pm)

Read:

“ What Makes a Perfect Parent” (course pdf pgs. 99-114)

“ Whole Child Report” from ACSD (separate link on site under today’s date)

Havard Civil Rights Project. “Segregation of American Teachers” (separate link on site under today’s date)

“ Knowledge Alive” in Educational Leadership (passed out in class today)

Write Final Draft Paper #2 Due 11-13-07 6:00pm via e-mail

Prepare a five-minute overview/presentation of your school reform model to share with the class (11-19-07)

Overview Should Include Overview should include a brief summary of: The philosophical basis for the school reform model The targeted group/s for the model design How success is measured in the model The role of teachers, students, parents, community and social context in the model

Overview should include a brief summary of:

The philosophical basis for the school reform model

The targeted group/s for the model design

How success is measured in the model

The role of teachers, students, parents, community and social context in the model

Janice take it away! Secondary School and Beyond

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