Here is a link from the New York Post the other day. It describes the efforts in the adminstration of NYC public schools to institute a curriculum for online classes. In the future, that curriculum will allow for online degrees.
http://www.nypost.com/seven/09292008/news/regionalnews/home_work__city_bids_for_online_high_sch_131249.htm
I for one do not believe that high school student have the time management skills to put this into action. I just wanted to hear if anyone else had any other thoughts or reactions.
Tuesday, September 30, 2008
Sunday, September 28, 2008
Theories of Education in Relation to Curriculum Theories
In one of my other classes I'm taking this semester, Principles of Curriculum and Development, we were asked to write a reaction paper to the first two chapters of our text. The paper itself was to be tailored to what type of curriculum tradition we would believe ( 1-Intellectual Traditionalist Speaker 2-Social Behaviorist Speaker 3-Experientialist Speaker 4- Critical Reconstructionist Speaker) in and the theory of education we most believe in ( 1-Progrssivism 2-Perennialism 3-Essentialism 4-Reconstructionism).
It was very interesting to see how intertwined these two core structures of learning were. The traditions were clearly stated in the text, Basis for Curriculum Planning by Parkay, Anctil, and Hass. The four were described as follows:
Intellectual Traditionalist Speaker- Appearing somewhat formal, self-assured, and willing to deliver the inspirational lecture or to engage in analytic, Socratic dialogue and debate.
Social Behaviorist Speaker- Less formal attire, not quite a lab coat- but in that spirit, oozing with the desire to discover and invent, analytically and scientifically, what works for the needs of todays' world, a little rough around the edges.
Experientialist Speaker- Very casual, trying to "tune in" to the audience, obviously desirous of engaging them in an interpersonal fashion, rather than by lecture or by precept.
Critical Reconstructionist Speaker- Starkly serious, upset with injustice and the complicity of the staus quo about it; suspicious of conspiracies- intentional and unintentional- restless about the lack of time to right wrongs before injustice reigns supreme.
As far as the basis of curriculum tradition I decided was most visibly analagous to my personality, I chose that of the experientialist speaker. I've found throughout my childhood into adulthood that I learn by doing. Teachers and professors could lecture and lecture about a topic but unless I found it tangibly related to something in my own life, I don't think it would truly sink in.
The four theories of education I found to reiterate what was already said in the traditions of curriculum. Here is a web link to the definition of 4 twentieth century educational theories
http://people.morehead-st.edu/fs/w.willis/fourtheories.html (the text follows)
FOUR TWENTIETH CENTURY THEORIES OF EDUCATION
Major themes identified by George F. Kneller in chapter three of Introduction to the Philosophy of Education
PROGRESSIVISM (John Dewey, William H. Kilpatrick, John Childs)
1. Education should be life itself, not a preparation for living.
2. Learning should be directly related to the interests of the child.
3. Learning through problem solving should take precedence over the inculcating of subject matter.
4. The teacher's role is not to direct but to advise.
5. The school should encourage cooperation rather than competition.
6. Only democracy permits - indeed encourages - the free interplay of ideas and personalities that is a necessary condition of true growth.
PERENNIALISM (Robert Hutchins, Mortimer Adler)
1. Despite differing environments, human nature remains the same everywhere; hence, education should be the same for everyone.
2. Since rationality is man's highest attribute, he must use it to direct his instinctual nature in accordance with deliberately chosen ends.
3. It is education's task to import knowledge of eternal truth.
4. Education is not an imitation of life but a preparation for it.
5. The student should be taught certain basic subjects that will acquaint him with the world's permanencies.
6. Students should study the great works of literature, philosophy, history, and science in which men through the ages have revealed their greatest aspirations and achievements.
ESSENTIALISM (William Bagley, Herman Horne)
1. Learning, of its very nature, involves hard work and often unwilling application.
2. The initiative in education should lie with the teacher rather than with the pupil.
3. The heart of the educational process is the assimilation of prescribed subject matter.
4. The school should retain traditional methods of mental discipline.
RECONSTRUCTIONISM (George Counts, Theodore Brameld)
1. Education must commit itself here and now to the creation of a new social order that will fulfill the basic values of our culture and at the same time harmonize with the underlying social and economic forces of the modern world.
2. The new society must be a genuine democracy, whose major institutions and resources are controlled by the people themselves.
3. The child, the school, and education itself are conditioned inexorably by social and cultural forces.
4. The teacher must convince his pupils of the validity and urgency of the reconstructionist solution, but he must do so with scrupulous regard for democratic procedures.
5. The means and ends of education must be completely re-fashioned to meet the demands of the present cultural crisis and to accord with the findings of the behavioral sciences.
I chose to believe in progressivism mainly due to its similarities to what I chose when I wrote my initial paper as an experientialist. Both need students or pupils to experience what they are learning to truly have it sink in and further its meaning.
I was just wondering as far as the people in my class, what beliefs in both of the above scenarios (curriculum tradition and learning theories) do you fall in, and more importantly, why you profess these beliefs?
It was very interesting to see how intertwined these two core structures of learning were. The traditions were clearly stated in the text, Basis for Curriculum Planning by Parkay, Anctil, and Hass. The four were described as follows:
Intellectual Traditionalist Speaker- Appearing somewhat formal, self-assured, and willing to deliver the inspirational lecture or to engage in analytic, Socratic dialogue and debate.
Social Behaviorist Speaker- Less formal attire, not quite a lab coat- but in that spirit, oozing with the desire to discover and invent, analytically and scientifically, what works for the needs of todays' world, a little rough around the edges.
Experientialist Speaker- Very casual, trying to "tune in" to the audience, obviously desirous of engaging them in an interpersonal fashion, rather than by lecture or by precept.
Critical Reconstructionist Speaker- Starkly serious, upset with injustice and the complicity of the staus quo about it; suspicious of conspiracies- intentional and unintentional- restless about the lack of time to right wrongs before injustice reigns supreme.
As far as the basis of curriculum tradition I decided was most visibly analagous to my personality, I chose that of the experientialist speaker. I've found throughout my childhood into adulthood that I learn by doing. Teachers and professors could lecture and lecture about a topic but unless I found it tangibly related to something in my own life, I don't think it would truly sink in.
The four theories of education I found to reiterate what was already said in the traditions of curriculum. Here is a web link to the definition of 4 twentieth century educational theories
http://people.morehead-st.edu/fs/w.willis/fourtheories.html (the text follows)
FOUR TWENTIETH CENTURY THEORIES OF EDUCATION
Major themes identified by George F. Kneller in chapter three of Introduction to the Philosophy of Education
PROGRESSIVISM (John Dewey, William H. Kilpatrick, John Childs)
1. Education should be life itself, not a preparation for living.
2. Learning should be directly related to the interests of the child.
3. Learning through problem solving should take precedence over the inculcating of subject matter.
4. The teacher's role is not to direct but to advise.
5. The school should encourage cooperation rather than competition.
6. Only democracy permits - indeed encourages - the free interplay of ideas and personalities that is a necessary condition of true growth.
PERENNIALISM (Robert Hutchins, Mortimer Adler)
1. Despite differing environments, human nature remains the same everywhere; hence, education should be the same for everyone.
2. Since rationality is man's highest attribute, he must use it to direct his instinctual nature in accordance with deliberately chosen ends.
3. It is education's task to import knowledge of eternal truth.
4. Education is not an imitation of life but a preparation for it.
5. The student should be taught certain basic subjects that will acquaint him with the world's permanencies.
6. Students should study the great works of literature, philosophy, history, and science in which men through the ages have revealed their greatest aspirations and achievements.
ESSENTIALISM (William Bagley, Herman Horne)
1. Learning, of its very nature, involves hard work and often unwilling application.
2. The initiative in education should lie with the teacher rather than with the pupil.
3. The heart of the educational process is the assimilation of prescribed subject matter.
4. The school should retain traditional methods of mental discipline.
RECONSTRUCTIONISM (George Counts, Theodore Brameld)
1. Education must commit itself here and now to the creation of a new social order that will fulfill the basic values of our culture and at the same time harmonize with the underlying social and economic forces of the modern world.
2. The new society must be a genuine democracy, whose major institutions and resources are controlled by the people themselves.
3. The child, the school, and education itself are conditioned inexorably by social and cultural forces.
4. The teacher must convince his pupils of the validity and urgency of the reconstructionist solution, but he must do so with scrupulous regard for democratic procedures.
5. The means and ends of education must be completely re-fashioned to meet the demands of the present cultural crisis and to accord with the findings of the behavioral sciences.
I chose to believe in progressivism mainly due to its similarities to what I chose when I wrote my initial paper as an experientialist. Both need students or pupils to experience what they are learning to truly have it sink in and further its meaning.
I was just wondering as far as the people in my class, what beliefs in both of the above scenarios (curriculum tradition and learning theories) do you fall in, and more importantly, why you profess these beliefs?
Wednesday, September 17, 2008
Literature Circles
I found this video clip about literature circles very interesting. Assuming they are run correctly, literature circles promote classroom environments that are cooperative, responsible, and enjoyable. Students are given the responsibility for working with each other to make decisions in accordance with their own abilities, needs, and interests. Students also learn how to take charge of their own learning, and I think that would deepen their understanding of the reading. However, literature circles might be hard to facilitate as a new teacher. I would have enjoyed literature circles as a developing reader!
Sunday, September 14, 2008
9-11 curriculum in schools
I read this in the Bergen Record online during last week's seventh anniversary of the 9-11 attacks. While it is not directly related to reading curriculum per se, it is a curriculum issue that families of 9-11 victims want to be taught in all classes nationwide.
http://www.northjersey.com/education/Sept_11_memorial_to_launch_curriculum_effort_.html
I for one would be willing for the curriculum to be implemented. You just have to address the issue where some kids, especially ones in the tri-state area have been affected greatly (maybe even some lost a parent), have to be allowed to express feelings prior to actually implementing a curriculum like that full-tilt.
For younger kids who may not have been alive in 2001, I don't think the issue would be as great, but I know in Ridgewood public schools last Thursday, they didn't utilize Channel One during homeroom just so kids who were affected wouldn't have to rehash the tragedy during school. Several kids at my wife's school had parents killed in the World Trade Center so it is a sensitive issue when trying to assess what type of curriculum could be deemed as inappropriate for kids when it's not blatanly inappropriate. This is a recent historical event after all.
Thoughs from anyone?
http://www.northjersey.com/education/Sept_11_memorial_to_launch_curriculum_effort_.html
I for one would be willing for the curriculum to be implemented. You just have to address the issue where some kids, especially ones in the tri-state area have been affected greatly (maybe even some lost a parent), have to be allowed to express feelings prior to actually implementing a curriculum like that full-tilt.
For younger kids who may not have been alive in 2001, I don't think the issue would be as great, but I know in Ridgewood public schools last Thursday, they didn't utilize Channel One during homeroom just so kids who were affected wouldn't have to rehash the tragedy during school. Several kids at my wife's school had parents killed in the World Trade Center so it is a sensitive issue when trying to assess what type of curriculum could be deemed as inappropriate for kids when it's not blatanly inappropriate. This is a recent historical event after all.
Thoughs from anyone?
Tuesday, September 9, 2008
In Reference to the PAY ATTENTION You Tube Video
While I believe that there were certainly some valid points made in the video, I think one has to be careful to overindulge kids with technological advantages. For instance, I went to college in the late 90's and graduated in 2000. Many of my classes involved either group or individual efforts with various computer applications, some even being addressed during class. I think professors or teachers at the high school level run the risk of losing the student as well, because they get so immersed in stuff that is not necessarily relevant to the topic being discussed or taught. I know there can be safeguards in regards to putting firewalls up on certain material that would be otherwise distracting, but i still feel that at least I tend to scatter about when I'm online, even if it is with a productive thought in mind.
I'm all for technology to be used in implementing different learning strategies; I just think that the learning experience has to be tailored specifically to the focus of the aspect.
While I believe that there were certainly some valid points made in the video, I think one has to be careful to overindulge kids with technological advantages. For instance, I went to college in the late 90's and graduated in 2000. Many of my classes involved either group or individual efforts with various computer applications, some even being addressed during class. I think professors or teachers at the high school level run the risk of losing the student as well, because they get so immersed in stuff that is not necessarily relevant to the topic being discussed or taught. I know there can be safeguards in regards to putting firewalls up on certain material that would be otherwise distracting, but i still feel that at least I tend to scatter about when I'm online, even if it is with a productive thought in mind.
I'm all for technology to be used in implementing different learning strategies; I just think that the learning experience has to be tailored specifically to the focus of the aspect.
Click on this link to view a much younger looking Todd Palmer..... http://und.cstv.com/sports/m-baskbl/mtt/palmer_todd00.html
Todd Palmer Introduction
Hello my name is Todd Palmer and I look foward to blogging while learning more about reading curriculum. I am currently Dean of Students at St. Anthony's High School in Jersey City. Previously, I have been working in the business world as an equity trader for about six years.
My undergraduate degree was from the University of Notre Dame in business administration with a major in accounting. My wife is an eighth grade science teacher in 8th grade at GW Middle School in Ridgewood, New Jersey, the school I attended in my youth.
My undergraduate degree was from the University of Notre Dame in business administration with a major in accounting. My wife is an eighth grade science teacher in 8th grade at GW Middle School in Ridgewood, New Jersey, the school I attended in my youth.
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