Chapter 3Chapter 3Choosing and Analyzing Choosing and Analyzing

Classroom GoalsClassroom Goals

Lauren NolanLauren Nolan

Three Views of Educational Three Views of Educational PhilosophyPhilosophy

1.1. Progressivism: Social and Progressivism: Social and PersonalPersonal

2.2. EssentialismEssentialism

3.3. Reconstructionism and Critical Reconstructionism and Critical PedagogyPedagogy

Progressivism: Social and PersonalProgressivism: Social and Personal

Progressivism Progressivism developed as the United States developed as the United States was transformed from a rural to an industrialized was transformed from a rural to an industrialized society. society.

Although the transformation of American society Although the transformation of American society occurred over generations, social scientists and occurred over generations, social scientists and historians label the period 1880-1914 as the historians label the period 1880-1914 as the major era of change.major era of change.

A surge in population with many new Americans A surge in population with many new Americans living in crowded homes and cities, called for living in crowded homes and cities, called for more schools with more rooms.more schools with more rooms.

continued…..continued…..

A major focus of the progressive A major focus of the progressive curriculum was on learning to think rather curriculum was on learning to think rather than on learning particular subject matter.than on learning particular subject matter.

Progressives were committed to a child-Progressives were committed to a child-centered educational program in schools centered educational program in schools that exemplified democratic values and that exemplified democratic values and processes. processes.

The Progressive Split!The Progressive Split!

Social Progressive: Social Progressive: retained the belief retained the belief that social development is the primary that social development is the primary function of modern education.function of modern education.

Personal Progressive: Personal Progressive: argue that argue that instruction must be tailored to meet the instruction must be tailored to meet the needs and interests of the many kinds of needs and interests of the many kinds of children who enter the public schools.children who enter the public schools.

EssentialismEssentialism

Is the belief that the purpose of schooling Is the belief that the purpose of schooling is to impart necessary knowledge, skills, is to impart necessary knowledge, skills, and attitudes to enable young people to and attitudes to enable young people to function as fully developed human beings.function as fully developed human beings.

Essentialists believe that to achieve Essentialists believe that to achieve maturity, the learner must understand the maturity, the learner must understand the external world of observable reality and external world of observable reality and abstract ideas.abstract ideas.

Reconstruction & Critical PedagogyReconstruction & Critical Pedagogy

This philosophy, originally identified as This philosophy, originally identified as reconstruction reconstruction or, more recently, or, more recently, critical critical pedagogypedagogy, is characterized by a belief , is characterized by a belief that schools should prepare the future that schools should prepare the future adults of society to work for social justice adults of society to work for social justice and to demand societal change. and to demand societal change.

Planning Educational OutcomesPlanning Educational Outcomes

The beginning of this process is deciding The beginning of this process is deciding what it is we are trying to accomplish: what what it is we are trying to accomplish: what it is we hope students will learn and it is we hope students will learn and understand, sometimes described as understand, sometimes described as outcomesoutcomes we hope will result from our we hope will result from our teaching. teaching.

Outcomes for teaching & learning may be Outcomes for teaching & learning may be called: goals, standards, or objectives.called: goals, standards, or objectives.

Educational GoalsEducational Goals

Often referred to as outcomes, are Often referred to as outcomes, are statements of educational intent that statements of educational intent that provide general direction to the teacher in provide general direction to the teacher in developing instruction. developing instruction.

Educational goals or outcomes are often Educational goals or outcomes are often written to describe student learning within written to describe student learning within large blocks of content such as a course of large blocks of content such as a course of study or a unit of study.study or a unit of study.

Teaching with Content StandardsTeaching with Content Standards

The “Curriculum in the 21The “Curriculum in the 21stst Century” task Century” task force recommended that the Taunton force recommended that the Taunton Schools revise its curriculum to make it Schools revise its curriculum to make it more inclusive of persons whose voices in more inclusive of persons whose voices in the past were left out of history, literature, the past were left out of history, literature, and fine arts school lessons. and fine arts school lessons.

Teaching with Content StandardsTeaching with Content Standards

Gloria Jackson was a 5Gloria Jackson was a 5thth grade teacher at grade teacher at Fairhill. Her principal asked her to lead the Fairhill. Her principal asked her to lead the curriculum team of fifth-grade teachers to curriculum team of fifth-grade teachers to develop a new American Revolution unit. develop a new American Revolution unit.

She had been a social studies major in college She had been a social studies major in college but she recognized that she lacked sufficient but she recognized that she lacked sufficient knowledge of curriculum design and analysis to knowledge of curriculum design and analysis to give her confidence that she could lead a team give her confidence that she could lead a team of teachers to develop the unit.of teachers to develop the unit.

Three Domains of Educational Three Domains of Educational ContentContent

Affective Domain: Affective Domain: involves emotional behavior-involves emotional behavior-that is, feelings, attitudes, preferences, and that is, feelings, attitudes, preferences, and values.values.

Psychomotor Domain: Psychomotor Domain: consists of learning that consists of learning that is sensory in nature, ranging from involuntary, is sensory in nature, ranging from involuntary, reflexive movements to complex chains of skillful reflexive movements to complex chains of skillful and purposeful behaviorand purposeful behavior

Cognitive Domain: Cognitive Domain: intellectual goals require intellectual goals require students to learn and recall information or to use students to learn and recall information or to use their intellectual skills to determine meaning and their intellectual skills to determine meaning and to relate new information to previous learning.to relate new information to previous learning.

Structure of Subject MatterStructure of Subject Matter

Teacher decision makers need to identify Teacher decision makers need to identify the depth and breadth of the particular the depth and breadth of the particular subject that will be taught.subject that will be taught.

To better understand subject matter To better understand subject matter consider the work of Jerome Brunerconsider the work of Jerome BrunerHe supported the notion that every subject He supported the notion that every subject

taught in schools has a structure, and that taught in schools has a structure, and that structure has a particular form composed of structure has a particular form composed of three elements: concepts, generalizations, three elements: concepts, generalizations, and facts.and facts.

Jerome BrunerJerome Bruner

His central position was that the school His central position was that the school “curriculum of a subject should be determined by “curriculum of a subject should be determined by the most fundamental understanding that can be the most fundamental understanding that can be achieved of the underlying generalizations that achieved of the underlying generalizations that give structure to that subject.”give structure to that subject.”

He also argued that understanding the structure He also argued that understanding the structure of the subject matter assists learners to make of the subject matter assists learners to make the subject more understandingthe subject more understanding

Concept LearningConcept Learning

Concepts Concepts are categories or classes of are categories or classes of things that share a set of critical things that share a set of critical characteristics.characteristics.

They permit us to use previous experience They permit us to use previous experience and knowledge to place new information in and knowledge to place new information in a context, to associate the present with the a context, to associate the present with the past, and to recognize new information as past, and to recognize new information as a variation of what we have learned a variation of what we have learned previously.previously.

Two Classifications of ConceptsTwo Classifications of Concepts

Concepts can be classified as Concepts can be classified as concrete concrete or or abstractabstract::A A concrete concept concrete concept is one that exists in the is one that exists in the

physical world and can be described in terms physical world and can be described in terms of its observable attributes.of its observable attributes.

An An abstract concept abstract concept is one that cannot be is one that cannot be observed, either because it does not possess observed, either because it does not possess physical dimensions or because its physical physical dimensions or because its physical dimensions are not critical in distinguishing dimensions are not critical in distinguishing between examples and nonexamples.between examples and nonexamples.

Concept MappingConcept Mapping

Is a thought process that culminates in a visual Is a thought process that culminates in a visual display of relevant knowledge and relationships.display of relevant knowledge and relationships.

Each concept, concept attribute, or example is Each concept, concept attribute, or example is contained in an individual circle.contained in an individual circle.

Relationships among concepts, attributes, and Relationships among concepts, attributes, and examples are shown through connecting lines examples are shown through connecting lines and arrows and by “linking words” that describe and arrows and by “linking words” that describe the nature of the relationship.the nature of the relationship.

Generalization LearningGeneralization Learning

A generalization is a statement that A generalization is a statement that expresses a generally true relationship expresses a generally true relationship between two or more concepts.between two or more concepts.

Whereas a concept is usually expressed in Whereas a concept is usually expressed in a word or two, a generalization is always a word or two, a generalization is always expressed as a statement, often as a expressed as a statement, often as a complete sentence. complete sentence.

Generalizations allow students to make Generalizations allow students to make sense of events in a variety of settings.sense of events in a variety of settings.

Factual LearningFactual Learning

A fact is a statement about particulars A fact is a statement about particulars (people, things, places, times, or events) (people, things, places, times, or events) and is typically verified by making a single and is typically verified by making a single observation, by conducting a simple observation, by conducting a simple experiment, or by consulting a credible experiment, or by consulting a credible authority.authority.

Collectively, the facts that we possess add Collectively, the facts that we possess add to our reputation as educated personsto our reputation as educated persons

Content Analysis in Interdisciplinary Content Analysis in Interdisciplinary UnitsUnits

Educational reform proposals have identified a Educational reform proposals have identified a number of advantages to organizing curriculum number of advantages to organizing curriculum around interdisciplinary content.around interdisciplinary content.First, an interdisciplinary approach models the First, an interdisciplinary approach models the

real world.real world.Second, interdisciplinary content can help Second, interdisciplinary content can help

students create multiple ties to important students create multiple ties to important ideas.ideas.

Third, interdisciplinary approaches can Third, interdisciplinary approaches can provide novelty and allow students to look at provide novelty and allow students to look at familiar content with new eyes.familiar content with new eyes.

3 Ways to Structure 3 Ways to Structure Interdisciplinary ContentInterdisciplinary Content

Using multiple disciplines to investigate a Using multiple disciplines to investigate a topictopic

Examining interdisciplinary themesExamining interdisciplinary themesAddressing complex problemsAddressing complex problems

Using Multiple Disciplines to Investigate Using Multiple Disciplines to Investigate a Single Topic or Time Perioda Single Topic or Time Period

This is the simplest approach to interdisciplinary This is the simplest approach to interdisciplinary content.content.Such investigations may be largely teacher Such investigations may be largely teacher

directed or based on students questions.directed or based on students questions.This approach could be used to study the This approach could be used to study the

Revolutionary War for example: students may Revolutionary War for example: students may learn about lifestyles & politics in social learn about lifestyles & politics in social studies, literature or propaganda in language, studies, literature or propaganda in language, about flags & symbols in art, about distance about flags & symbols in art, about distance traveled in math & period dance in physical traveled in math & period dance in physical education. education.

Interdisciplinary ThemesInterdisciplinary Themes

Are a slightly more complicated version of Are a slightly more complicated version of interdisciplinary content.interdisciplinary content.

An An Interdisciplinary Theme Interdisciplinary Theme is one that is an is one that is an important idea in a variety of disciplines.important idea in a variety of disciplines.

A true interdisciplinary theme is genuinely A true interdisciplinary theme is genuinely meaningful across disciplines.meaningful across disciplines.

They are particularly appropriate for upper They are particularly appropriate for upper elementary and middle school classes, where elementary and middle school classes, where students are beginning to develop more abstract students are beginning to develop more abstract thinking.thinking.

Planning a Unit of InstructionPlanning a Unit of Instruction

Rationale and Key QuestionsRationale and Key Questions Concept Map with GeneralizationsConcept Map with Generalizations Outcomes (goals), objectives, and Outcomes (goals), objectives, and

preassessment activities preassessment activities Lesson plans with modifications for special Lesson plans with modifications for special

needsneeds Evaluation/assessment procedures (including an Evaluation/assessment procedures (including an

authentic culminating activity)authentic culminating activity) Materials and resourcesMaterials and resources

Rationale & Key QuestionsRationale & Key Questions

A unit A unit rationale rationale is a brief statement that is a brief statement that explains the content and purposes of the explains the content and purposes of the unit.unit. It can focus attention on key unit issues, It can focus attention on key unit issues,

provide motivation, and justify the importance provide motivation, and justify the importance of the content in terms of subject matter, of the content in terms of subject matter, social needs, and needs or interests of social needs, and needs or interests of learners.learners.

Rationale & Key QuestionsRationale & Key Questions

The The key questions key questions focus learners’ focus learners’ curiosity on the unit because they have no curiosity on the unit because they have no easy answers and therefore invite easy answers and therefore invite exploration.exploration.For example: What made the Revolutionary For example: What made the Revolutionary

War revolutionary? What kinds of leaders War revolutionary? What kinds of leaders were important in the Revolution? What is the were important in the Revolution? What is the proper role of government?proper role of government?

Concept Map with GeneralizationsConcept Map with Generalizations

As you know, the concept map creates a As you know, the concept map creates a structure showing the main ideas, structure showing the main ideas, concepts, generalizations, and facts the concepts, generalizations, and facts the students are to learn.students are to learn.

Since it is not possible to teach everything Since it is not possible to teach everything about a subject, teachers must make about a subject, teachers must make decisions about essential ideas: concepts, decisions about essential ideas: concepts, generalizations, and facts-and then generalizations, and facts-and then organize those ideas logically.organize those ideas logically.

Outcomes & PreassessmentOutcomes & Preassessment

After deciding on the most important ideas in the After deciding on the most important ideas in the unit, the teacher must decide what students unit, the teacher must decide what students should be able to do in order to demonstrate should be able to do in order to demonstrate they understand the key ideas. Often called they understand the key ideas. Often called OutcomesOutcomes

They should include all cognitive, affective, and They should include all cognitive, affective, and psychomotor outcomes relevant to the unit.psychomotor outcomes relevant to the unit.

Each outcome will need to be broken down into Each outcome will need to be broken down into smaller, more specific objectives that lead to the smaller, more specific objectives that lead to the outcome. This is known as outcome. This is known as BenchmarksBenchmarks

Assessment ProceduresAssessment Procedures

In the assessment component, you plan how In the assessment component, you plan how you will determine students’ achievement of your you will determine students’ achievement of your objectives.objectives.

You should not wait until the end of your You should not wait until the end of your teaching to find out if students have learned teaching to find out if students have learned anythinganything

Continuous assessment Continuous assessment means that you will means that you will want to find out how well students are learning want to find out how well students are learning throughout your teaching (before, during, and throughout your teaching (before, during, and after learning activities).after learning activities).

Lesson Plans with Modification for Lesson Plans with Modification for Special NeedsSpecial Needs

A A lesson lesson is a sequence of activities designed to is a sequence of activities designed to help all students achieve one or more objectives.help all students achieve one or more objectives.

Once you have and objective for your first Once you have and objective for your first lesson, you are ready to design activities that will lesson, you are ready to design activities that will help students learn.help students learn.

What will these lessons look like? How will you What will these lessons look like? How will you modify some activities so that all students can modify some activities so that all students can succeed and be sufficiently challenged?succeed and be sufficiently challenged?

Of course, all learners are not the same, so the Of course, all learners are not the same, so the lessons will need to be adjusted for individual lessons will need to be adjusted for individual learning needslearning needs

Materials and ResourcesMaterials and Resources

Organizing your material helps you stay on Organizing your material helps you stay on top of the logistical planning for each top of the logistical planning for each lesson.lesson.

Often a video or special materials must be Often a video or special materials must be ordered well ahead of time.ordered well ahead of time.

This long-range planning is crucial to This long-range planning is crucial to smooth-running lessons.smooth-running lessons.

It also makes it easier to share your It also makes it easier to share your lessons with others.lessons with others.

The End!The End!