| Meeting 3, July 31 |
| Curriculum Philosophies There are 4 predominant Curriculum Philosophies (Schiro, 1986). All are "correct"; all are "acceptable." Each of us agrees with ALL of the philosophies to a greater or lesser degree, but each of us holds one or another as the major tenent of our educational philosophy. This has implications on our teaching, our assessment, and especially, our curriculum development. Scholar Academic: The Scholar Academic theory holds that there is a body of knowledge that it important for its own sake. The teacher who espouses the Scholar Academic philosophy to its ultimate degree believes that his/her subject is the single most experience that a child can have in school. Any time spent spent other subjects is really an intrusion on the educational time given for important things. These teachers resist things that they see as impinging on "their time," and embrace curriculum innovations within the discipline. Child Study: The Child Study theory holds that a young person should be presented with all the opportunities necessary to develop into the best educated student that he or she can be. The teacher who takes Child Study to the extreme will not "teach" as much as "introduce." Project based instruction is the instructional strategy of choice. Innovations are to be embraced so long as they let the young person grow and develop into "all that he/she can be." Social Reconstruction: The Social Reconstruction theory holds that social change can best be brought about through education. Social issues are actively sought out to serve as platforms for teaching about contemporary issues. Societal implications of each lesson are brought out for students to discuss and individualize, so that future decisions can be made more effectively. Social Efficiency: Those who adopt the Social Efficiency theory believe that the primary reason for schools to exist is to help a student grow and develop into the best citizen he or she can be. Instruction is geared towards the "practical." Curriculum should be topics "useful" for the future and teachers model responsible citizenship and positive social behavior. |
| Writing Tasks A task is a complete unit of work generally performed by one worker in a particular length of time. It is difficult to define but easier to recognize. Blank (1982, page 78) lists the following characteristics of a "task" (also called a "job task" or either a "knowledge task" or "performance task"). 1. Is a valuable accomplishment for which an employer or customer is willing to pay. 2. Is a complete unit of work performed on the job; when complete, the worker feels that he/she has accomplished something. 3. Has definite beginning and ending points. 4. May be broken down into several procedural steps, from start to finish. 5. May be a typical assignment given to a worker on the job. 6. Results in a finished product or service or change in the work environment. 7. Has meaning for the trainee to want to learn; results in some meaningful accomplishment. 8. Makes sense for the student to learn as a separate instructional unit. 9. Begins with an action verb in the present tense. 10. Is short and precise. Can usually be learned in about 6 to 30 hours. |
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