EDUC 3P00 FINAL
L1: What is Curriculum (Egan, K. 2003)
1. Currriculum as a dynamic concept
2. Curriculum and human cognition - understanding who you are teaching is essential with curriculum
3. Educational aims and objectives
4. Role of the teacher - how they interpret the documents, can't change the curriculum
5. Curriculum as cultural and social practice - it looks different across the globe, shifts with the social and cultural norms
L1: What is curriculum, according to Jenn Skelding
- tight and looseness about curriculum, hold it tight because you have to follow it, but loosen it about how you enact it
- full of conflict
- a paradigm
L1: How is curriculum a dynamic concept
- latin word meaning "a running" "a course"
- CICERO first used the word
- first use of the word means container
"What should the container contain"
L1: Jenn Skelding said "Curriculum is to be lived by learners and educators in partnership"
- good quote, Lecture 1
L1: What are some of the various definitions of curriculum
1. a plan for achieving goals
2. dealing with the learner's experiences
3. A system for dealing with people
4. A field of study with its own foundations
5. Subject matter/grade levels
L1: What is the hidden curriculum
- unplanned, informal, hidden curriculum
- because we are human
L1: what is nul curriculum
- avoided because the societal pressure/heaviness
- sex, death, spirituality
L1: Bobbit: his values
- at the end of WW1, coming out of the Industrial Revolution
- schooling like factory work
- about efficiency and structure
L2: Tyler: his values and differences from Bobbit
- took Bobbit's classes
- disciplined approach to teaching, but embracing educational psychology and behaviors
- did not think about the efficiency or structure
- was saying that curriculum is about purpose
L2: Essentialists vs. Progressives
Essentialists: focus on the core content, science, english, math
- impressed by the large body of knowledge
Progressives: more creative areas, student-centered philosophy, tech sources
- impressed by the study of the child
- their interests, their problems, etc.
L2: Who says that curriculum is "a complicated conversation"
- Pinar (2004)
L2: Who said that curriculum is "a structured series of intended learning outcomes" and what is his bottom line idea
Johnson
- is the closest definition that guides the Ontario Curriculum today
- Bottom line: Curriculum indicates WHAT is to be learned, not WHY it should be learned
L2: What are the 3 types of knowledge that can be learned
1. Cognitive
2. Affective
3. Psycho-motor
L2: What is Cognitive knowledge
- the most typical type of learning
Six Levels of Bloom
1. Knowledge (starting point)
2. Comprehension: understanding the material
3. Application
4. Analysis: breaking it down into parts
5. Synthesis: combining parts where you create a hole
6. Evaluation (end point): making a judgment about something
L2: Affective learning
Receiving (attending) - just listening to the info
Responding: beyond just listening
Valuing: noting it
Organization: combine it with other values
Characterization: becoming "it" ex. becoming more resilient
L2: Psycho-motor learning
Perception: becoming aware ex.) bouncing the ball
Set: identify the emotional, physical capacities ex.) realizing you have to push down the ball
Guided Response: student tries it out
Mechanism: starts to practice
Complex Overt Response: expert level of proficiency ex.) walking
L2: Reading a book is what type of learning: Cognitive, Affective, Psychomotor
= Affective learning, the book tugged at emotions
L2: The math activity related to which type of learning: Cognitive, Affective, Psycho-motor
= Cognitive
L2: the teacher's health class talking about resiliency is which type of learning: Cognitive, Affective, Psycho-motor
= Affective, learning about resilience
L2: Who asked "what knowledge is of most worth"
= Pinar
L2: What is philosophy
- a description, explanation, and evaluation of the world as seen from a personal perspective or through what some social scientists call "social lenses"
L2: Philosophy determines __________ that guide __________
Philosophy determines PRINCIPLES that guide ACTIONS
L2: What are the 4 major philosophies, and which are the 2 traditional and the 2 contemporary ones
TRADITIONAL:
- Idealism
- Realism
CONTEMPORARY:
- Pragmatism
- Existentialism
L2: True or false, in realism arts are NOT valued
= true
L2: Teacher Philosophy: Perennialism
- the classics
- the prep of life
- the truth never changes
- black/white thinkers
- **think perennial plants: same plant every year, doesn't change*
L2: Teacher Philosophy: Essentialism
- emphasizes learning skills
- focuses on the hierarchy of the curriculum (arts are lower)
- back to the basics
Teacher = subject specialist (teacher centered)
Teacher Philosophy: Progressivism
- rooted in pragmatism
- focuses on human experience
- emphasizes students
Teacher = facilitator
Teacher Philosophy: (Social) Reconstructionism
- student-centered philosophy
- wants to restructure society
- challenge the hegemony surrounding the idea that the teacher is in control
- about skill development to solve complex problems
Teacher = project director - Agent of change
L2: what is the Framework of Curriculum by Egan
1. Curriculum as a dynamic concept
2. Curriculum and human condition
3. Curriculum as cultural and social practice
4. Educational aims and objectives
5. Role of the teacher
L3: What theory is Bobbit tied to?
= Scientific Theory
L3: What is the central idea of the Scientific Theory
- efficiency (promoted by business and industry)
- teaching and learning reduced to measurable behaviors and outcomes ex.) having big class sizes
L3: What were Bobbit's Guidelines for Selecting Objectives
1. Eliminate objectives that are impractical or cannot be accomplished through "normal" living
2. Emphasize objectives that are important for success and adult living - NOT CHILD LIVING
3. Avoid objectives opposed by the community -NOT LETTING ANYONE CHALLENGE IT
4. Involve the community in selecting objectives
5. Differentiate between objectives for all students and objectives for only some students
6. Sequence objectives by grade level.
L3: True or false, Scientific Theory is a Behaviourist Theory
= True
L3: What is Behaviourism/Behavioural Learning Theory
- theoretical perspective
- emphasizes the role of learning and observable behaviors
- states that all behaviours are learned through conditioned interaction w/ the environment
- states behaviour is simply a response to environmental stimuli
L3: Who criticized and modified Bobbit's Scientific Theory
= W.W. Charters
L3: T/F: W.W. Charters did NOT lay the groundwork for CURRICULUM EVALUATION
= FALSE, Charters DID lay the groundwork for curriculum evaluation
L3: What are some of W.W. Charter's impacts on curriculum
1. Developed the first principles for curriculum making
2. Highlighted the use of behavioural objectives -we don't tend to use the behavioural objectives today
3. introduced that ideas and objectives come from the study of learner needs (but not talking about the child learner, talking about the adult learner)
4. Obectives and acitivites require analysis and verification
5. Curriculum making cuts across suject areas
L3: What are the stages of learning in the scientific approach (5 of them) *Think E.Q.A.O.C**
Observing, Questioning, Experimenting, Associating, Communicating
L3: What is the nature of students in this theory?
- student is not a receptacle to be filled out, but an active organism that needs "unfoldment"
- think of it as a letter and opening a letter to read a message/set of instructions
- a true behaviorist viewpoint:
- children are to be efficient learners to prepare them to be excellent adults
L4: Dewey = ?????
Dewey = PROGRESSIVISM
l4: What is the central focus for progressivists
- not on the needs of society
- not on academic disciplines
- focus is on the needs of the learner (but not child needs, its adult needs)
L4: Beliefs of Progressivism
- students should develop naturally at their own innate nature
- goal of education = the growth of individuals
- people are good in nature
- society corrupts innately good children
- must look at children to make the curriculum, not the society surrounding them
- educators work: growth, to draw out inherent capabilities of learners
L4: the two philosophers of Progressivism are...
- Rousseau
- Emile
L4: What did Emile believe
- that education should be in harmony with the development of the child's natural capacities by autonomous discovery
L4: What is Romanticism?
- human nature is innately good
- child is not a scaled-down adult
- child is trustworthy
THINKING OF CHILDREN AS ACORNS TRYING TO GROW
L4: What is the role of the TEACHER in progressivism
- create the context (conditions, environment)
- to stimulate growth
- results in the construction of meaning (learning) for self
L4: What was Kilpatrick's view and what was one of his quotes
- he saw school as a community
- purpose of education is the child's growth along social lines, not learning solely content
"if you want to educate the boy to think and plan for himself, then let him make his own plan"
L4: T/F, Progressivism began with Dewey?
= False, it started with Francis Parker in the 1890s
L4: What is the Reggio Emilia progressive approach?
- child is believed to be complete, and curious
- hands-on learning
- believed that the environment is the "third teacher"
- materials are specifically placed and chosen
- emphasizes collaboration and community
Criticism: not enough structure, difficult to assess
L4: Who criticized the Progressivism theory and who advocates for it?
Hannah Arendt: criticism
Alfie Kohn: progressive schools have collaboration, social justice, intrinsic motivation, deep understanding, etc.
L5: When did the Social Reconstructionism theory come about?
- based on socialistic and utopian ideas of the late 19th and early 20th century
- the Great Depression gave it new life
L5: What did Brameld believe regarding the social reconstructionism theory?
- was mad, felt like the progressivists did nothing
- thought teachers and students must improve society
- ideas were in response to the WWII. Believed that education had the responsibility to mold human beings into a cohesive and compassionate society
- THOUGHT THAT TEACHERS AND STUDENTS HAVE A RIGHT TO TAKE SIDES (not stay neutral)
L5: T/F, Reconstructionism focused on issues related to equality and equity, such as compensatory funding and school desegregation
= True
- focused on the war, poverty, Civil Rights movement
- ex.) Brown vs. Board of Education with Ruby Bridges
L5: Who are two more philosophers connected w/ Social Reconstructionism theory?
1. Paulo Freire
2. Henry Giroux
L5: What are two hallmarks from the Social Reconstructionism theory?
Critical thinking, Service learning
L5: Teacher's role in Social Reconstructionism theory?
- colleague, companion who students can look up to
- not an authority figure who has control over them
- teacher/student are considered to be on the same side of discussions and experiences
- allies and complement each other
L6: Who said, "every school is either a site of reproduction or a site of change."
M'kmaq scholar Dr. Marie Battiste
L6: What traits describe the Indigenous pedaogy compared to a Eurocentric pedagogy?
- Wholistic, experiential, community-focused, ritual-centered, spiritual
- independence, compliance, competition, discipline
L6: What is of 'most worth' in the Indigenous theory?
Centering the language of the learning is of the most worth
L6: What was a stark reminder in the summer of 2021?
- the discovery of the unmarked graves on the sites of the former Indigenous residential schools across Canada
- reminder of the nation's colonial history and imagined communities
L6: What is worldview?
- a set of beliefs and values that are honoured and withheld by a number of people
- how they interact with the world (land, animals, people)
- worldviews can be passed on
- they evolve as people/societies evolve
L6: How is the First-nation worldview different than the Western worldviews?
- seen as a circle, all things in the world are connected
- based on a hierarchy, the power is held at the top of the pyramid design
- still has spirituality, but as in God who is all-mighty
L6: What are the effects of having an Indigenous graduation requirement in high school?
- more awareness to Indigenous peoples
- better education, more educated society
- an inclusive school community
- forcing students to have a different perspective
L6: How is the role of the teacher different in the Indigenous Pedagogy than in the Social Reconstructionism pedagogy?
Role of the teacher as a GUIDE than teacher as companion
Teacher as a guide = the idea of elder, story telling, an individual with a wealth of knowledge
L7: What are the goal of Holistic education from Miller?
- the whole child
- wisdom
- "mastery"
- compassion
- wellbeing
L7: What are the three parts of the idea of "whole child"
mind, body, spirit
L7: Is the holistic theory concerned with Wisdom or Intellect?
Wisdom
L7: What are the 3 teaching strategies in Whole Teaching?
1. Transmission
2. Transaction
3. Transformation
L7: Which curricular theory is connected with Transmission?
Scientific theory (very much the idea of 'behavior, then response'
L7: Which curriculum theory is connected Transaction?
- Progressivism theory (it is focused on inquiry thinking which encourages the students to be reciprocal with the curriculum)
L7: Name the different types of connections in the Whole Curriculum
- thinking connections
- body-mind connections
- soul connections
- subject connections
- community connections
- earth connections
L7: What did Pestalozzi believe in the Holistic/Waldorf Pedagogy?
- essence of education is love
- "life itself educates"
L7: Who founded Kindergarten?
Friedrich Froebel
L7: What is Transcendentalism?
- idealistic philosophical and social movement
- that divinity pervades all nature and humanity
- focus on the human spirit
L7: What is the foundation of Waldorf schools and what does it mean?
= Anthroposophy
- the belief that humanity has the wisdom to transform itself and the world through one's own spiritual development
L7: What pedagogy is this proverb related to: "Please wash me but don't make me wet"?
Holistic/Waldorf education
L8: What are self-directed students in the Unschooling/Democratic pedagogy?
- equipped to learn
- intrinsically motivated
- learn best without structural systems of school
- children are equal with adults and have AGENCY
L8: What was happening in the world during the time of the Unschooling/Democratic pedagogy?
- the 1960s
- achievements: moon exploration
- Cold War, famines, conflict in Ireland, Vietnam war, communism
L8: Describe the Unschooling pedagogy
- largely self-directed education
- controlled by the person becoming educated
- no established curriculum
- no tests to measure progress
- freedom to pursue their own interests
- advocates don't see education as separate from the rest of life
L8: Describe the Democratic Curriculum theory
- supporters didn't embrace the unschooling theory because of the anarchy and lack of formal governing system
- is inspired by the basic ideals of democracy
Beliefs:
- schools work best when governed by people they serve
- doesn't give tests or mark student progress
- staff members don't consider themselves teachers
L8: What are two challenges of the democratic pedagogy?
1. Educational policy: these approaches do not satisfy government criteria for adequate education
2. Societal assumptions: children may not learn skills to support themselves
L9: What is the definition, goal and focus of the Feminist theory?
Definition: curriculum theory that challenges traditional, patriarchal structures
Goal: to foster relational, ethical, and inclusive learning spaces
Focus: emphasizes marginalized voices, particularly women's experiences
L9: T/F, you can be a progressivist that holds feminist theory traits.
= True
All genders can be feminist, not just women
The one theory that can be embedded in them all
L9: What are the three philosophy underpinnings of the feminist theory?
1. Existentialism
2. Psychoanalytical theory
3. Critical theory
L9: Who are three key theorists of the feminist pedagogy?
1. Nell Noddings
2. Madeleine Grumet
3. Jo Ann Pagano
L9: A feminist theory is _____/______, while others are _____/____.
A feminist theory is BOTH/AND, while others are EITHER/OR.
L9: What did Nell Noddings have to say about care ethics?
- she was the first person to include care as a way to cut through power
- care could be the ethical response
L9: Who believes that education is not just about intellectual development but about nurturing students' emotional and ethical growth?
Nell Noddings
- emphasized relationality, empathy, and moral responsibility
L9: What are three key tenets of the Feminist Pedagogy?
1. Emphasis on relationality and care over rigid, outcome-based educational models
2. Inclusion of multiple perspectives and voices, particularly marginalized female narratives
3. Education as a means of personal and social transformation, aiming to disrupt traditional hierarchies
L9: What is the teacher's role in the feminist theory?
- facilitator of care
- challenger of patriarchal structures
- narrator and guide of self-representation
L9: What is the student's role in the Feminist pedagogy?
- active participant in relational learning
- questioner of traditional roles and assumptions
- creator of personal narratives and identities
L9: T/F, the Feminist theory only works in girls schools
False
L10: What does TCC stand for?
Teacher Curriculum Competence
- how do teachers act in curriculum making
- blend of theoretical knowledge (curricular standards) and personal practical knowledge (teacher's experiences and insights)
- emphasizes teacher agency
L10: What are the two types of curriculum interactions?
1. Horizontal knowledge: courses within a subject are integrated
2. Vertical knowledge: courses are integrated based on level of training, from basic to advanced.
L10: What are the three parts of curriculuar reasoning?
1. Analysing curriculum materials
2. Mapping learning trajectories
3. Revising plans
L10: What are the two domains of teacher competence
1. Cognitive Domain:
- knowledge of content and students+teaching+curriculum
2. Affective Domain:
- teacher beliefs
- attitudes
- dispositions
- values
- lived experiences
L10: Name and define the 3 Stages of Curriculum
1. Official Curriculum: Standards and guidelines from policymakers
2. Intended Curriculum: teacher's lesson plan tailored to their specified classroom
3. Enacted Curriculum: the actual classroom experience
L10: T/F, the difference between curriculum as a "mandate" vs. curriculum as a "dynamic and living thing" is shaped by teacher input
True
L10: How did Paulo Freire define praxis?
"reflection and action directed at the structures to be transformed"
L10: T/F, teachers barely resist rigid policies that disregard local context, student diversity, or individual teacher creativity.
= false
L10: How did Erickson and Shultz define a curriculum?
"Semi-public arenas for the display of interest and/or competence by students"
L10: What are the consequences of having a curriculum that is not culturally aligned with students' backgrounds (immigrant students)
= disengagement and academic struggles for immigrant students
= lack of sense of belonging and relevance
- there is a need for curriculum to recognize students' unique experiences and knowledge
L11: What are 5 influences on curriculum? (C.H.E.P.S)
Cultural
Historical
Economic
Political
Social Forces (unique to each region)
L11: What are two areas that demonstrate how curriculum is embedded in the cultural and spiritual fabric of a community?
1. Indigenous education: emphasizes ecological knowledge, community roles, often oral and intergenerational
2. Asian Philosophical foundations: emphasizes moral education, respect for authority
L11: What are two examples of Western-centric Frameworks?
- International Baccalaureate (IB) and Standardized Assessments (PISA)
L11: Who purposely de-capitalized her name? she also wrote about the pedagogy of love
bell hooks
L11: Who asked "Who's knowledge is of most worth?"
Herbert Spencer