Curriculum Philosophy and Design: "Curriculum...decisions are shaped by...experiences...and social groups" "Philosophy determines principles for guiding action" (Orenstein, 1991, p. 103) "The function of philosophy can be conceived as...the base for the

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Works Cited: Empowering Modern Learners (n.d.). Retrieved from http://www.peelschools.org/aboutus/21stcentury/Documents/Empowering%20Modern%20Learners.pdf Focusing on the Fundamentals of Math: A Teacher's Guide (2018). Retrieved from http://www.edu.gov.on.ca/eng/teachers/teacher_guide_math_en.pdf The Kindergarten Program (2016). Retrieved from https://www.ontario.ca/document/kindergarten-program-2016 Ornstein, A. C., & Hunkins, F. P. (2013). Curriculum: Foundations, principles, and issues (6th ed.). Boston, MA: Pearson. Ornstein, A. C. (1990/1991). Philosophy as a basis for curriculum decisions. The High School Journal, 74, 102-109. The Ontario Curriculum: Social Studies (2018). Retrieved from http://www.edu.gov.on.ca/eng/curriculum/elementary/social-studies-history-geography-2018.pdf Samuelsson, I. P., Sheridan, S., & Williams, P. (2006). Five preschool curricula—comparative perspective. International Journal of Early Childhood, 38(1), 11. Sowell, E. J. (2005). Curriculum: An integrative introduction (3rd ed., pp. 52-54, 55-61, 81-85,103-106). Upper Saddle River, NJ: Pearson.

Curriculum Philosophy and Design: "Curriculum...decisions are shaped by...experiences...and social groups" "Philosophy determines principles for guiding action" (Orenstein, 1991, p. 103) "The function of philosophy can be conceived as...the base for the starting point in curriculum development" (Orenstein, 1991, p. 103) "When we agree on what is education...we can then pursue philosophy, aims, and goals of curriculum" (Orenstein, 1991, p. 104)

Philosophical Lens #2 - Essentialism "[M]astery of concepts and principles of subject matter" (Orenstein, 1991, p. 105)

Subtopic

The Ontario Social Studies Curriculum

Interdisciplinary Integrated Studies "[S]everal disciplines [are] studied through a common conceptual focus. For example...history, goegraphy, government, economics, and culture" (Sowell, 2005, p. 54)

Integration "[B]rings into close relationship the concepts, skills, and values...so that these elements are mutualy reinforcing to learners" (Sowell, 2005, p. 54)

Design: Correlation "[S]eperate subjects require linkage to avoid fragmentation of curricular content...the correlation design attempts to identify waysin in which subjects are related" (Hunkins, Orenstein, 2013, p. 163)

Design: Broad-Fields "[R]elated conceptual clusters...connected by themes" (Hunkins, Orenstein, 2013, p. 163)

Source: Science "[O]bservable and quantifiable elements" (Hunkins, Orenstein, 2013, p. 152)

Source: Knowledge "Teaching...valued knowledge stimulates and develops the minds of learners...to apprehend the world closer to the real reality" (Hunkins, Orenstein, 2013, p. 154)

Philosophical lens #1 - Perrenialism "[M]astery of the facts and timeless knowledge" (Orenstein, 1991, p. 105)

Assessment Approaches

For Example The Ontario Secondary School Literacy Test

Summative "[T]eachers...held beliefs more consistent with tradigional principles of scientific measurement...assessment needed to be an official event, separate from instruction"

Standardized "Tests are isomorphic with learning (tests = learning)" (Shepard, 2000, p. 5)

Focusing on the Fundamentals of Math

Means-Ends Relationship "[O]btaining and understanding subject matter [is the] ultimate outcome of schooling" (Sowell, 2005, p. 81)

Single Subject Design "[S]tudents studying a single subject learn the content of that subject and the methodolgies that authorities in the subject use to organize knowledge" (Sowell, 2005, p. 55)

Design: Discipline Centred "[S]pecific knowedge [with]...essential characteristics" (Hunkins, Orenstein, 2013, p. 161)

Design: Subject Centred "[H]ow essential knowledge has develped in various subject areas" (Hunkins, Orenstein, 2013, p. 160)

Source: Moral Doctrine "[L]asting truths advanced by the great thinkers of the past" (Hunkins, Orenstein, 2013, p. 153)

Source: Knowledge "What knowledge is of the most worth?" (Hunkins, Orenstein, 2013, p. 154)

Philosophical Lens #3 - Progressivism " Knowledge leads to growth and development...active and interesting learning" (Orenstein, 1991, p. 105"

The Ontario Kindergarten Curriculum https://www.ontario.ca/document/kindergarten-program-2016/introduction The vision for Ontario's full-day, two year Kindergarten program is based on these fundamental beliefs: 1) Play is recognized as a child's right, and it is essential to the child's optimal development 2) All children are viewed as competent, curious, capable of complex thinking, and rich in potential and experience. 3) A natural curiosity and a desire to explore, play, and inquire are the primary drivers of learning among young children. 4) The learning environment plays a key role in what and how a child learns. 5) In play-based learning programs, assessment supports the child's learning and autonomy as a learner. (The Kindergarten Program. (2016). Retrieved from https://www.ontario.ca/document/kindergarten-program-2016

Experimental Education "Goals are created in cooperation with the child, which means that the child is a co-constructor of his or her learning...The program is focusing on engaged teachers, who are getting each child interested in something" (Samuelsson, Sheridan, Williams, 2006, p. 15)

Reggio Emilia "[T]he child is seen as competent, active, and critival...the child makes up questions, theories, and meaning in interplay with the surrounding world in a continuous process" (Samuelsson, Sheridan, Williams, 2006, p. 15)

Developmental Curriculum "Developmental education is active learning and genuine, first-hand experiences are the bases of children's knowledge. Children learn through subjects rather than learn subjects themselves" (Sowell, 2005, p. 58)

Design: Experience-Centred "[H]eavily emphasize the learners' interests, creativity, and self-direction. The teacher's task is to create a stimulating learning environment" (Hunkins, Orenstein, 2013, p. 165)

Design: Child-Centred "Students must be active in their learning environments and that learning should not be seperated from students' lives" (Hunkins, Orenstein, 2013, p. 165)

Source: The Learner "[T]he curriculum should derive from our knowledge of students: how they learn, form attitudes, generate interests, and develop values" (Hunkins, Orenstein, 2013, p. 154)

Philosophical Lens #4 - Reconstructionism "To improve and reconstruct society" (Orenstein, 1991, p. 105)

In My Professional Practice

The Peel District School Board's Empowering Modern Learners Document http://www.peelschools.org/aboutus/21stcentury/Pages/default.aspx This document frames the moral imperative of our school board as a collective commitment to help students become active and critically engaged citizens. By focusing teaching through this document's vision, the Board hopes to create a more equitable society.

Examples in Education

Te Whariki "[D]evelop and implement a curriculum that assists all children to be cmpetent and confident learners...secure in their sense of belonging and secure in the knowledge that tey make a valued contribution to society" (Samuelsson, Sheridan, Williams, 2006, p. 16)

High/Scope "The aim of H/S was to put an end to the vicious circle for poor children, fighting social injustice by encouraging equality and by giving them a better start to life" (Samuelsson, Sheridan, Williams, 2006, p. 25)

Curriculum Source/Design Approaches

Design: Humanistic "[A]n approach to currricular design and instructional delivery that would allow individuals to become fully functionnning persons...Classroom questions foster learning and deep thinking...Mistakes are accepted as part of the learning process" (Hunkins, Orenstein, 2013, p. 168)

Design: Radical "[S]chools have organized themselves, their curriculum, and their students in stratifications that are not benign...the intent is to continue the dominant social segments of the nation...education's goal is the emancipation of the awarenesses, competencies, and attitudes that people need to take control of their own lives" (Hunkins, Orenstein, 2013, p. 167)

Source: Society "[S]chool is an agent of society and should draw its curriculum ideas from analysis of the social situation" (Hunkins, Orenstein, 2013, p. 152)