PME 810 Conceptions & Philosophies (Annette & Dan)
Curriculum Conceptions
Academic Realism
philosophy
perennialism
objectives
design
content
Curriculum Based
source
knowledge/learner
subject designs
constant curriculum
classical subjects
broad based
generalized
single subject
dimensions
continuity/sequence
vertical
scope
horizontal
society
political
influence on curriculum
objectives
acquire tools for Western society
develop rational minds
"cultivate cognitive achievement and
intellect by helping students understand
knowledge" (Al Mousa, p. 29)
preparation for life
descriptors
precision
generality
cultivating
scholarly
Introduces students to subject disciplines
and to organized studies of knowledge.
Teaches students to think, question, hypothesize
and draw conclusions.
Engages students in critical thinking, problem solving, and inventive activities
learning experiences
"curriculum is seen as the vehicle by
which learners are introduced to subject
matter...and organized fields of study"
(Al Mousa, p. 27)
Pedagogy
prescribed
academic disciplines
forward mapping
scope and sequence of outcomes
start at beginning and move
towards specified end goal
backwards mapping or
backwards design
setting goals that dictate
instructional methods and
assessment tools
subject matter
organized knowledge building
disciplined
rigid
undisciplined
flexible
eg. home economics
evaluation
skill based
question
hypothesize
synthesize
outcome based
This
essentialism
also known as
cumulative tradition of
organized knowledge
Humanistic/Self-Actualization
philosophy
existentialism/reconstructivism
Design
Learner Centred
content
Source
Participation, integration,
relevance, self, goal
existing subject matter
infused with affect
Dimensions
sequence/continuity
vertical
not well defined
Integration
affective
intellectual
action
articulation
balance
scope
horizontal
content varies
objectives
development of skills and
conceptual knowledge
through physical movement
and expressing feelings
personal growth;
break bonds; change
students be what they
want to be
self-awareness
learning experiences
exploratory, puzzling,
playful, spontaneous
*holistic
*inquiry based
*flexible
*individual needs
*teachers provoke,mentor,
stimulate, and engage
*authentic tasks
*real world context
*cooperative learning
assessment and evaluation
outcome based
for learning
*understanding how each student learns
*planning with students
*co-created success criteria
*access prior knowledge
as learning
*self-assessment
*ongoing teacher feedback
*self-monitoring
*interviews
*informal oral questioning
*variety of applications
of learning
*self-assessment
*student ownership
*many correct answers
*open-ended
*alternative assessments
*performance tasks
*portfolios
confluent
consciousness
guided fantasy and meditation
Social Reconstruction
philosopy
reconstructionism
design
Problem Centred/Society-cultural based
content
source
society
political
radical
conservative
liberal
dimensions
sequence/continuity
vertical
not well defined
integration
social problems exist
in other disciplines
content relevant
to learners
articulation
balance
scope
horizontal
content varies
objectives
*creating and being a community of learners
*connected knowledge
*democracy
*social justice
*spirit of inquiry
*critical thinking
learning experiences
develop critical consciousness
group--active learners
*real-world significant
*learning through errors
*teacher facilitates learning--
assessment and evaluation
for learning
*access prior knowledge
*co-created criteria
as learning
*teacher observations
*peer assessments
*open-ended
*ongoing feedback
*conceptualized tasks
*broad range of tasks
of learning
Authentic
*Alternative assessments—authentic (journals, demonstrations, portfolios)
*working cooperatively with others
*performance tasks—products
*oral questioning
*self-assessment
*many correct answers
Technology/Cognitive Processes
philosophy
essentialism
objectives
design
content
problem centered
science/knowledge based
dimensions
continuity/sequence
vertical
forward mapping
task by task completion
working towards a goal
student driven/paced
systematic
predictable
scope
horizontal
Science
programmed
Learner
learning how to learn
self-awareness
intellectual autonomy
learning experiences
Pedagogy
personalized
dimensions
experiences
real life situations
growth oriented
objectives
descriptors
logical
concise/to the point
rigid
efficient
use technology to communicate knowledge and facilitate learning (Al Mousa, p. 23)
use technology to learn theory
use technology to communicate learning
Cognitive Process objectives:
-refinement of intellectual skills
and processes
-develop cognitive skills
concentrates on developing
intellectual processes by
sharpening students' intellectual
and cognitive skills (Al Mousa, p. 30)
evaluation and assessment
outcome based
how vs what
specific
teaching to the test
most valuable outcomes are learned
teaching to an ends
of learning
for learning
as learning
descriptors
-facilitated
-can be tech based
-provides growth through
feedback and reflection
-logical
-concise
rigid
Subject Centered
assessment
for learning
Formative or Summative:
-questioning
-feedback
-from peers
-from self
-from teacher
of learning
Generally summative:
self assessment
-rubrics
-evaluation forms
-checklist
-reflective tasks
peer assessment
-rubrics
-evaluation forms
-checklist
teacher assessment
-test/quizzes/homework/etc
-rubrics
-written feedback
-oral feedback
as learning
For student:
-Mid-unit reflection and assessment
For teacher:
-shows how much knowledge students
have taken in
-lets teacher know if students are
ready to move on to next step in
progression of topic
descriptors
authentic
fair
continuous
summative
formative