CI550:
Course Introduction
Welcome to the Journey!
CI 550 has been conceived as a journey for those interested in schooling, curriculum, pedagogy, teaching & learning. What may come as a surprise, however, is that the journey will NOT be one characterized by “academic distance” or purely “intellectual inquiry.” Rather, on our journey it will be necessary to engage our own experiences, beliefs, identities, and hopes. While inquiring into our own hearts, minds, practices, etc., we will make every effort to co-create a learning community.
This learning community—focusing on issues related to contemporary school curriculum—aims to be one that is supportive, affirming, challenging, and inquisitive. Through community, then, the hope is that you will experience hospitality and safety as each explores her/his own questions, to find one’s own meanings, and, ultimately, to allow oneself to be opened, even transformed.
Welcome to CI 550 - Overview of Contemporary School Curriculum!
This master's level course intends to engage people interested in schooling to explore curriculum as a moral and political practice. The hope is that through sustained reflection and inquiry, we will recognize and act upon the transformational possibilities implicit in curriculum.
Three ideas/practices have been important to how this course is structured. The first idea is engagement. Your engagement with ideas, with activities, with your own thinking/feeling, and with your peers' thoughts, feelings, and stories are central to our journey. You'll recognize the idea of engagement in practice in the kinds of assignments you're asked to complete, in the structure of the course itself, and in the goals and objectives established. Absent engagement of the kind described here, it is unlikely that you'll even "journey" at all!
The second idea important to how this course is structured is reflection and inquiry. Reflection and inquiry in practice means that you will necessarily bring your own history, experiences, stories, and questions to ALL that you do during our shared journey. Rather than supposing that these are less relevant or significant to the learning, please suppose that these (that YOU!) are central to all the readings, all the discussions, all of the assignments, etc. that will occur during our journey. Your reflections, your questions ARE the "map" or "compass" that will inform any learning that is meaningful, authentic, and lasting.
Finally, the third important idea is community. Community as an idea-in-practice will be immediately experienced in the course structure (the idea of "tables"... to be described in the following pages). By aiming to create community during our shared journey, we are exposing the inherently moral and political natures of curriculum, and of teaching and learning. Through exposing the moral and political nature of curriculum, our class community can reflect upon, question, and enact in our lives - both professionally and personally - an orientation to curriculum that contributes to a world made more just, free, humane and beautiful for all. Now, a word about the how our journey is structured.
The course has been organized into "tables." Each "table" has the following: a topic or focus; a common (or shared) reading(s); and a list of readings from which you can select one to read individually. During the semester you will visit all five tables. Imagine walking into a room where there are five tables setup. Each table has 4-5 chairs where you might sit. You walk in, look around, and then walk around the room to read the table "tents" which have words labeling the topic to be addressed at each table. Once you've noted the topics of each table, you decide to sit down at a particular table. Once you "sit down" at a given table, you'll be working at the table for a period of time (two weeks in total). During the time that you're "sitting" at your chosen table, you'll be completing several readings: 1) readings in common (readings that you and your tablemates will be completing together) and 2) a reading that you alone will select and read. Once you've completed the readings, you'll next complete several assignments (to be described in detail later on), before you're asked to "get up", select a different table to "sit down at", and begin the readings and assignments as before.
Now, if you're still not sure what the "tables" are about, as we continue I believe your confusions will clear up. If, however, as you look ahead and you wish to ask questions, please do contact me.
You may be asking, WHY has the course been structured in this way? The overwhelming majority of courses are organized linearly. In other words, linear courses require students to together complete a set of experiences (lecture(s), readings, assignments, assessments, etc.). Then, once everyone has completed all of the experiences, together students progress to a new "block of content" to then complete the list of experiences again. The assumption in this structure is that everyone must learn "block of content 1" prior to continuing onto "block of content 2" and on and on. Does the description of "linear" now make sense? In constructing the course using the idea of "tables" the notion of a "spiraling" curriculum (versus "linear" curriculum) is introduced. Each "table" (with its readings and assignments) introduces content and a focus that is distinct BUT which doesn't presume that students need "master" pre-requisite knowledge/understandings. As students progress from table to table, you will encounter content/ideas from prior "tables," although with differing perspectives, contexts, emphases, etc. This manner of structuring the curriculum presumes that learners will re-visit ideas/content, will develop deeper levels of understanding (synthesis, analysis, etc.), and will inquire in ways personally meaningful. Also, the "table" structure (in conjunction with common and individual readings) will facilitate rich engagement, in service to inquiry and community!
Objectives
- Recognize in contemporary curriculum debates and policies the prevailing “technical” conception of curriculum, and to consider alternatives to the prevailing conception.
- Articulate what the Tyler Rationale is, its origins, and its influence on curriculum development and reform.
- Articulate a critique of the Tyler Rationale approach to curriculum thinking, while identifying alternative approaches to thinking about and “doing” curriculum.
- Inquire into the extent to which the Tyler Rationale has influenced students’ own understanding of curriculum and their identity in relationship to curriculum (what curriculum is?, who does curriculum work?, how one conducts curriculum work?, etc.).
- Understand the field of curriculum (curriculum studies/curriculum theory/curriculum design-assessment-evaluation) as including an immensely diverse array of theoretical and practical orientations, each possessing something to appreciate and offer to those interested in learning, teaching, leading, researching AND each suggestive of a set of beliefs open to critical inquiry.
- Identify the major “post-reconceptualist” contributors to curriculum studies
- Summarize the commitments/orientations of “post-reconceptualist” curriculum perspectives including: critical/emancipatory; racial; gender; post-structuralist/post-modern; phenomenological; biography/auto-biography; environmental/sustainability/place-based; arts-based/aesthetic; theological.
- Articulate one’s own understanding of the theory-practice “divide,” particularly as these (theory, practice, praxis) function in one’s own life (professionally and personally)
- Appreciate the field of curriculum in the context of the history of ideas derived from both the humanities and sciences, while recognizing the enduring quality of these ideas in contemporary curriculum discussions, deliberations, and practices.
- Identify and define the major ideas that have informed curriculum (from the 18th century to the present).
- Identify major ideas (present from the beginning of the curriculum field) that continue to inform and animate contemporary curriculum debates, policies, and practices.
- Articulate why and how (curriculum) ideas matter—as the basis (premises) upon which curriculum debate and policy are framed and enacted
- Understand the field of curriculum as the intersection of differing political and moral visions, where resides answers to the questions: what does it mean to be human?; what is truth?; and what is the ‘good’ society?
- Articulate the various ways that curriculum can be understood to be “political”
- Recognize in contemporary curriculum “artifacts” (“texts,” policies, debates, research, etc.) to expose and understand implicit political and moral dimensions
- Inquire into one’s own implicit and explicit political and moral commitments residing in one’s own views on curriculum and education
- Know oneself—given who you are in the various contexts (occupational, community, etc.) to which you belong—more fully and in relation to “curriculum” in its various meanings and enactments.
- Identify—drawing upon contemporary curriculum scholarship—differing definitions and enactments of curriculum. Then, having identified the differing definitions, to address the question, So What?
- Articulate the range of contemporary issues in which contemporary curriculum scholarship is engaged. Then, to articulate the enduring concerns expressed within these issues.
- Inquire into how your understanding and enactment of curriculum is being challenged or altered or disrupted, OR how it is evolving as a consequence of your own curriculum vitae (your life course) both prior to and during CI 550.
Who Am I? Introduction Using Bongo
Create an introductory video (approx.. 2 mins. in length) addressing the following:
- Your name
- Occupation
- Location
- Any additional information that is important to who you are/who you know yourself to be!
Next, respond to the following “open” sentences:
- I understand curriculum to be about ….
- My involvement with curriculum includes (or doesn’t, will or will not be) ....
- One question (or a few questions) I have about curriculum is ....
PLEASE NOTE: You will probably benefit from rehearsing your “lines” prior to recording your video introduction!
Click on the Bongo tab in the left menu to be taken to the space. If you need additional help, click on the Bongo Instructions tab.
"Table" Readings, Summary & Responses
During our course “journey,” you will “sit at” five different “tables”—each table focusing on a different and distinct perspective or set of questions pertaining to our overview study of contemporary curriculum. Another way to understand each “table” is that you and a small group of your classmates (up to 5) will “sit” together at a table, engage in readings (both a set of common readings and a reading that you alone complete), write and post a reading summary, and then respond to summaries posted by your table mates.
Description of Assignment
At the start of each “table,” you will make your way into a “table group.” Once in a table group, you will note that 3-4 of your classmates have also joined you. With these classmates, you will ALL read a set of common readings. The common readings will address the table “theme” most comprehensively, thus, their selection for all to consider.
Next, you will select (from a list of additional readings), ONE “individual” reading. You alone will read your selected individual reading. Others in your table will select other readings from the individual readings list. Once you’ve selected an individual reading, be sure to post a message in your table discussion group (by using the "Table Reading Discussions" link in the left menu to choose which session you are in, then which Table you'll be sitting at) telling them the title of your individual reading (to avoid more than 1 person selecting the same reading!).
Having read all of your readings, you will write a reading summary. A reading summary is both a summary of each reading (common and individual) AND an opportunity for you to explore (in a personal way) the meaning of the readings to you and your “work.”
Your summary will include:
- your understanding of the assigned readings including the central themes, questions, and conclusions
- your effort to raise critical and/or self-reflective questions in response to the readings
- your effort to make connections between the readings and current issues related to schooling, education, culture, media etc.
- your effort to highlight problematic or unpersuasive elements of the readings in addition to the real world (or lack of) implications/applications within it.
NOTE: These summaries serve as an opportunity to not only demonstrate your engagement with ideas found within readings, but, most importantly, with your own thinking, beliefs, questions, etc. I’m deeply interested in who you are, what you are thinking, the questions that grip you in authentic, even profound ways. Thus, please do NOT explore casual interests, but RATHER those that are most compelling to who you are as educator, researcher, community/family member, citizen et al.
Your summary should be substantive (demonstrating consistent engagement with common and individual readings); authentic (raising questions or making connections to issues that TRULY matter to you); and interesting (mindfully writing in such a way that “invites” comment (for instance, a “rant” is anything but inviting) … to be “interesting” is to relate ideas to one’s life, to experiences, to “real world” phenomena, to questions, etc.
What length should you aim for as you write your summary? Suggested length = 250-500 words. HOWEVER (and this is a B-I-G however), please do NOT allow this suggestion of length to in any way limit you! IF you need more words to complete your exploration of the readings, please do so. As well, please do not blather simply to meet the minimum words, to “impress” someone with your ability to write lengthy, summative, narrative. Yikes! Please free yourself from those kinds of limiting thoughts and obligations.
Finally, once you’ve completed your summary, post it to your table's discussion forum. Allowing some time to pass, you will next check back to find other group members’ summaries. Your task is to READ and to RESPOND to each group member’s summary. In your response, please raise questions, make connections to your own interpretation of ideas from the readings, share stories, etc.
You have successfully completed this assignment when you have:
- Read the common readings.
- Identified an individual reading and notified table members of your individual reading selection in your Table's discussion forum.
- Read the individual reading.
- Completed a reading summary AND uploaded it.
- Responded to ALL of your table members’ summaries.
- Evaluation of the Reading Summaries and Responses will be based upon the extent to which they have:
1. addressed ALL 4 of the requirements listed above
2. have demonstrated “substantive,” “authentic,” and “interesting” prose and
3. demonstrated style by following recognized standards of grammar (syntax, semantics, structure, spelling, etc.)
REMEMBER: You MUST respond to the summaries of ALL members of your “table” to fully complete this assignment!
Meta-Reflection Short Essays
On 2 separate occasions during our course “journey” together, you will be asked to take a “pause” with the expressed purpose of you “checking in” with yourself … thinking about your thinking, your feelings, your questions, reactions, etc. The practice of reflecting on your thinking, meta-reflection, is some of the most important “work” that we’ll do together.
Why? Well, when we pause to review our thinking, questions, feelings, etc. AND to inquire into this thought and feeling, we are able to have new insights and to begin to see patterns in our responses. Too, with such meta-reflection, we may begin to notice how our thinking has “moved” (or not), been influenced by new ideas (or not), where our feelings might indicate “stuck places” in our thinking, and where our assumptions or paradigms might be open to challenge or to re-thinking. In short, in the practice of meta-reflection, LEARNING occurs AND is recognized!
To complete each meta-reflection, you're invited to do the following:
Return to ALL the work that you’ve completed prior to the meta-reflection (responses to readings, postings to peers, any notes you’ve taken as you’ve worked through course readings, AND your initial introduction (to be sure) and READ these … sit with these. What do you notice about your thinking (and don’t overlook your feelings, too, as these are very important indicators of knowing!)? Are there silences, gaps, omissions, obstacles, possibilities in your own story (praxis) that are recognized or brought into clearer focus as you review and reflect? What questions about YOU YOURSELF are emerging as you reflect? Are you newly curious about you, your thinking and feeling following this “pause”?
Now, having done this reflection “work,” write your meta-reflection.
Let's shift emphasis a bit.
As you consider issues such as how much time, energy, etc. that you can commit to each of the various course requirements, keep in mind that noting or noticing your experience of the course, how your ideas and practices are being stretched, reformulated, and influenced (or not) is important. That said, the meta-reflections are particularly significant. Thus, the length (in pages/words) is simply what is required to fully explore all of the issues at hand. For some, 250 words will be sufficient. For others, LOTS more words will be needed. The rule of thumb: Please remain true to yourself and to the course and activity intentions. Do NOT blather on to fill any “requirement.” Write from your heart (sadly, most of education is only concerned with the top 6 inches of our body, omitting our “heart” wisdom, focusing only on the output of our brain).
Please post your meta-reflection to Yammer in the corresponding meta-reflection group. Note that this meta-reflection will be viewable by all class members.
You have successfully completed this assignment when you have:
- Completed and submitted the essay following all of the guidelines described here.
Action Activities
We all know well how coursework can, at times, be formulaic- students read texts in common, listen to the instructor wax eloquently, participate in small and whole group discussions, write papers, present papers (or other research), take quizzes and/or exams, and then complete some culminating paper or presentation. With too little variation, coursework may too often unfold, predicatably, in this way.
Not only is the tendency for this pattern to predominate, oftentimes little is required of the student beyond what we might call "intellectual work" --- work which may or may not inform action, and which may or may not lead directly to actions in the world beyond our minds.
Yet, LEARNING requires doing - purposeful doing. Doing that is meaningful to the learner and in service to her/his own freely chosen ends. IF the goal is for you to learn, then there must be an action/reflection component to our journey together!
With this assignment requirement, the intention is to digress from the course "formula" which we may have experienced at some time and to involve each of you in actions. Now, these actions are intended first and foremost to serve you, to be compelling and meaningful to you, to provide you with an opportunity to do some action which you've previously considered but may have lacked the impetus to move on. A list of possible actions follows. Yet, please know that these actions are merely a beginning point. Please enjoy the freedom to suggest actions beyond this small list!
So, take a look at the list. Consider IF these actions appeal to you - given your interests, contexts, etc. Select any 5 actions (1 action for each of 5 "tables") from the list (you may choose to complete the same actions for all 5 requirements OR any combination of those actions listed. Also, you may suggest alternatives to the actions described here. The point: to DO something meaningful to you AND which aligns with the course content and goals/objectives.
Each action, ideally, represents something you can complete in a reasonably short amount of time, something you can begin and complete in the span of time given to each "table" - a total of 2 weeks' time.
Alternatively (and this may be desirable for some of you), you may wish to propose an action (either from the list or your own suggestion) that will require more time than given to each part because it is comprehensive in a way that any of the actions listed may not appear to be. In this case, you will complete fewer, although larger or more substantive "actions" rather than five smaller ones.
Once you've completed your chosen Action Activity, upload your assignment to the dropbox which references your activity.
NOTE: Each table has its own set of dropboxes. Be sure to upload your assignment to the correct table and dropbox.
Possible Actions (and description):
Annotated Bibliography (websites, web materials, films, etc.)
This action might have been titled, “media-ography” to suggest a focus on materials other than books, book chapters, journals, et al. Your task is to compile resources that you believe are relevant to the course content outside of the world of print media. As you proceed, consider how each selection highlights or illuminates issues and concepts explored within the course readings. Allow yourself to be expansive, creative, and playful.
Your selection need not be limited to materials that provide intellectual enlightenment and elaboration only. Of course, these are interesting but you need not limit yourself to those selections. As you compile entries, complete a brief paragraph or two of annotation. The annotation for each entry should include the following: a heading or title; all addresses and contact information, etc. needed to locate the entry; a brief paragraph which summarizes the content explored or the information found within each entry and its usefulness to someone interested in the particular topic. Also include some description of the media (eg. length of video (if video), genre, etc.). Finally (and this is VERY important), answer the questions: Why did you select this entry? Why is this entry meaningful to YOU?
The expectation is that your "media-ography" contain a minimum of 5 entries.
Evaluation of the Annotated Bibliography action will be based upon the inclusion of all required information (the content of the annotation) as outlined in the description; its completeness (a min. of 5 entries); and style (following recognized standards of grammar (syntax, semantics, structure, spelling, etc.).
“Why Not?” Reading List (annotated)
Consider this action as one in which you are assigned the task of assembling reading materials for this course given the emphases and organization chosen. In this action you are asking yourself the question, “Why didn’t our instructor choose this reading?” as you consider texts that you may know now or which you may discover in the process of completing the various course activities. (Recommendation: Cultivate the habit of reviewing authors’ reference lists!)
This action may be considered an opportunity to do research into an area or topic (included within the course) of particular interest to you, a literature review of sorts. If you choose this action, complete a very brief summary (one paragraph) of the text, including why you believe this text is a “must read” for anyone interested in the topic. Include all bibliographic information (APA style please).
Here again, the expectation is that the "Why Not?" Reading List contain a minimum of 5 entries.
Evaluation of the “Why Not?” Reading List action will be based upon the inclusion of all required information (the content of the summary paragraph for each entry) as outlined in the description; its completeness (a min. of 5 entries); and style (following recognized standards of grammar (syntax, semantics, structure, spelling, etc.).
“Ask Another” Interview
In this activity, you engage a colleague, a friend, a family member, or a perfect stranger in an interview. The focus for this interview derives from course readings, discussions, personal reflections, etc. While considering how the course content to date has provoked you to consider issues and ideas previously unfamiliar, construct questions that enable you to learn what others understand (and believe about) these ideas, etc. A series of sample questions might be: 1. How do you understand the purposes of school? 2. What role “ought” teachers have in determining what students learn? 3. What disturbs you about schooling today AND/OR what about schooling today gives you hope?
Having created a list of questions (5-10 questions depending on level of complexity), interview 3 or more people. You have complete liberty in your selection of people (they need not be all colleagues or all strangers, for example). Having completed the interviews, write a 1 – 1.5 page summary (12 pt. font, 1 in. margins, single spaced) of your findings. (Note: Include in your submission a list of your questions.) Please use the summary to further spark your own questions and reflections … to suggest directions for further inquiry.
Evaluation of the “Ask Another” Interview action will be based upon the inclusion of all required information (summary + listing of interview questions); the extent to which the summary demonstrates reflection and engagement with one’s own thinking (ex. Do your questions and summary reflect new understandings and new curiosity?); and style (following recognized standards of grammar (syntax, semantics, structure, spelling, etc.).
“Unasked Questions” Activity
In this action, you are charged with generating the questions that are often unasked for a variety of reasons (not the least of which are that you simply have too little time to ask, not to mention seek answers for questions.) “Unasked questions” might include: What is the trend in the school allocation of resources to programs or grades across the district? How does this trend reflect changes in school, district, community, state, and/or national priorities? How have the voices of teachers been raised, registered, considered, etc. in matters of budget and resources? What is the implied message to students in these matters? NOTE: ALL of these questions are inherently curricular in orientation (despite NOT being directly or explicitly connected to what is taught/learned)!
A second example could arise in reading a text, either one assigned in class or some other reading that has intrigued you recently. Consider questions that the author did not within the text. What are those questions?
In a real sense, the "Unasked Questions" are those that may reside in your mind exclusively. This action, then, is your opportunity to "expose" or "unveil" those (YOUR!) questions!
To complete the action, write a 1-1.5 page paper (12 pt. font, 1 in. margins, single spaced) which includes the following:
- Describes the engagement or context from which you draw your questions (the issue in some social setting, text, media report, etc.),
- A listing of the “unasked questions,” and
- A synthesis that considers why these questions were unasked in the first place, why these unasked questions are relevant, and what meaning you have gleaned in completing this action.
Evaluation of the “Unasked Questions” action will be based upon the inclusion of all required information in your paper (See #1-#3 in description) and style (following recognized standards of grammar (syntax, semantics, structure, spelling, etc.).
Investigative Report (combination of “Ask Another” and “Unasked Questions”)
This action, a combination of the “Ask Another” and “Unasked Questions” actions, is action in the best sense of the term. Why? Well, in this action you take questions which focus on an issue meaningful to you, identify a person who will be able to speak intelligently about the matter, and conduct an interview which seeks to discover information, perspectives, intentions, and plans previously unknown. Consider the scenario described briefly in the “Unasked Questions” section involving the central office and the mandate to reduce school expenditures. In the “Investigative Report” action, you might take the unasked questions (or other questions) and generate an interview to which you invite a district or school official’s participation. You then hold the interview at some agreed upon location and time. Keep in mind that your work here is to investigate a topic, to be informed and enlightened, to learn beyond mere facts and chronology—to learn intentions behind actions and to learn about dynamics and ends too often hidden to those who will be affected. Once you have identified a topic, created a list of interview questions, arranged to conduct an interview with an appropriate person, and conducted the interview, write a 1-2 page summary (12 pt. font, 1 in. margins, single spaced) of what you have learned while placing your learning in the context of course content where possible. Be sure to submit your questions as well as the answers, name and title of person interviewed, date and duration of the interview, etc.
Evaluation of the Investigative Report action will be based upon the extent to which your summary demonstrates your learning following this action, including your questions; your provision of a description of the context from which this action derived (tell the story!); all relevant information about the person interviewed, etc. As well, style (following recognized standards of grammar (syntax, semantics, structure, spelling, etc.) will inform the evaluation.
Glossary Activity
This action is intended to assist you in clarifying and organizing your thinking/understanding of key concepts, individuals, and events encountered during our course journey--a "quick reference" guide, of sorts.
Your first step, then, will be to review course readings in order to identify ideas, events, persons, etc. (think "vocabulary words" here) that you'd like to include within your glossary. Identify a minimum of 7 entries to be included in your glossary. Each entry will include significant information that includes: definition, relevant historical/contextual information (for instance, if an individual person is the entry, include relevant background information (the person’s “story” –upbringing (where relevant), schooling, main influences, contributions/achievements, etc.). If, the entry is a concept/idea, please include (in addition to the definition): related concepts/ideas; a short list of persons aligned/associated with this concept; significant publications related to this concept (including all bibliographic information, APA style, etc.). Finally (and this is VERY important), answer the questions: Why did you select this entry? Why is this entry meaningful to YOU (apart from the obvious, you simply wanted to become better acquainted with the idea or person, etc.)?
Evaluation of the Glossary action will be based on the extent to which entries (individually and in total) are complete, accurate, and conform to style (following recognized standards of grammar (syntax, semantics, structure, spelling, etc.).
Book/Article Review
In this action, you are to complete a scholarly review of a contemporary (and scholarly) book or article pertaining to curriculum, curriculum theory, curriculum studies, current debates re. curriculum, etc. The “spirit” of this project is that you study how scholarly book/article reviews are written and then proceed to write your own –as IF you intend to seek publication of your book review. Of course, you are STRONGLY encouraged to consider publication of your review and you will be supported in every way IF you choose to pursue publication ... support from me in the form of editing suggestions, possible publications to submit your review, etc.!
Elements of a scholarly review include the following: a thorough overview of the text including main ideas, perspective taken by author(s); reference to authors representing similar perspectives (“situating” the author/or perspective within the “field”); the context within which the text is written; the audience (to/for whom the text is written); a critical appraisal of the accuracy, veracity, consistency, even writing style of the text … if, for instance, the text does what you believe it aims to do?, etc. AND its gaps/omissions/limitations.
It is recommended that, having identified a text for review, you then set out to read reviews, perhaps even reviews in any of the journals that you might target for publication of YOUR review – simply as a way of familiarizing yourself with the review “genre.”
Your review must follow the publication guidelines (format, length, citation/reference style, etc.) for a specific journal (one which YOU select).
Evaluation of the book/article review will be based upon the extent to which it adheres to the above description while demonstrating scholarly writing and analysis and familiarity with the reviewed text. As always, your review will also be based upon its style (following recognized standards of grammar (syntax, semantics, structure, spelling, etc.).
Other Activity
If, as you consider the various options for completing the “Action Activity” assignment, you realize you have an idea “other” than what is listed, PLEASE submit your proposal (via email).
Ideally, the “Action Activity” extends, summarizes, and synthesizes your learning in each “table session.” So, please don’t be shy—who better to know what would benefit your learning than YOU!
When submitting your proposal for an “Other” activity to fulfill this assignment requirement (an option “other” than what’s been provided here), be sure to include the following:
- An explanation of WHAT you intend to do.
- An explanation of HOW you intend to do it.
- An explanation of WHY this “other” action is of interest to you and/or explains how you understand it to contribute to your learning for a particular “table session.”
"What Matters To You?" Continuum Activity (2 total)
During our semester journey together, on two different occasions you will be invited to participate in the “What Matters To You?” Continuum activity.
“What Matters To You?” Continuum Activity #1
(to be completed following Session #1)
Instructions: Take a look at the continuum. Notice the word “Freedom” on the far left, and the word “Control” on the far right. Likely you have many associations with these two words.
As you consider all that’s engaged you during your first session “sitting at a table” within our Curriculum Café, pause for a moment to consider “freedom” and “control.” Along with the words, “freedom” and “control,” you’ll also see that you can make use of a “sticky note”—you can “grab” a note with a “click,” you can move your sticky note around, and with a second “click” you can position the sticky note onto the continuum.
Oh, and, did we mention that the sticky note represents YOU! Your thoughts, your beliefs, your experiences, the meanings YOU make!
Now, following the instructions (using a “click” to “grab” a “sticky note,” then drag your sticky note and click again to position it on the continuum), and considering your beliefs about curriculum, locate yourself on the “Freedom-Control” continuum.
As you consider where to “locate” yourself on the continuum, do so while also thinking about curriculum—what you understand it to be, the different people who affect it AND are affected by it. Essentially, as you think “curriculum,” where on the continuum do YOU fall? Nearer to “freedom”? Toward “control”? WHAT MATTERS TO YOU? And why?
- Once you've located yourself on the continuum, and you’ve checked in with the “final results,” respond to the following open sentence:
“As I consider ‘curriculum,’ I located myself on the continuum nearer to [freedom OR control] because ____________________.” -
Post your open sentence explanation in the Yammer "Continuum Activity 1" discussion group.
- Finally, access your peers’ responses to the open session in the group—to read others’ explanations of what compelled them to locate themselves where they did!
No doubt, in reading others’ explanations, you’ll quickly discover how differently we think about these two concepts (freedom and control) and also how differently we understood the activity!
Remember: Be sure to click “final results.” Also, be sure to access and read your peers’ explanations. No doubt, you’ll enjoy the surprises you encounter in their reflections, too!
Have fun!
Bongo Final Summary Video and Postings
In this final, summative assignment, your task is to summarize the learning that occurred for you during our course journey by way of a Bongo video. Recognizing that you’ve produced a great deal of textual “stuff” (in the sense that you’ve composed papers, etc.), this “final check-in” is different in that you create a video summary of your learning "journey."
Now, implicit in the metaphor of “journey,” is the idea that you came from “somewhere,” that you’ve “moved” or have been transported, and that you’ve “arrived to” somewhere different from where you began. Translating this metaphor, your “final check-in” video is your opportunity to tell the story of your learning, specifically noting what your understanding of curriculum was prior to our course, what your new or altered understanding of curriculum is, and how you have come to this new understanding.
Specific questions to address include (but are not limited to):
- What is your “new” understanding/definition of curriculum? Provide “support” for this definition, including references to scholars/scholarship/influences/texts etc. How, if at all, has your definition been “complicated” during this semester? If not at all, please explain.
- What “curriculum work” are you currently (or soon to be) engaged in AND what ideas/scholarship from this semester will influence your work?
- How do you understand your curriculum work to be in service to your ideals, commitments, vision of a society that is just, free, humane, or beautiful (however you understand/enact these … or, please feel free to substitute other “ideals” for these!)?
In the same way that your initial, introductory video was short, this final video will be short as well. Please aim for a video of 5-7 minutes. In advance of creating this video, it is suggested that you create an outline that includes the structure and organization (either as topics or questions or stories, etc.) that you’ll follow in your video. You may also wish to utilize either a loose “script” OR note cards IF these would be helpful.
In preparation for creating your outline, you may also find it helpful to review the various “stops” you’ve made in our journey—including readings, all assignments (summaries, meta-reflections, postings, actions, etc.), any and all feedback you’ve received. Then, having reviewed, you’re in a great position to formulate your thoughts/feelings concerning your learning!
Next, once all videos have been uploaded, log into Bongo, view 5 or more of your peers’ videos (making sure to distribute your viewing somewhat equally so that, ideally, ALL videos have received at least one “view”), and post a response comment. In this comment, PLEASE be sure that your comments extend respect, affirmation, questions (where these are evoked), and offer intellectual and personal connection!
Click on the Bongo tab in the left menu to be taken to the space. If you need more help, click on the Bongo Instructions tab.
You have successfully completed this assignment when you have:
- Completed a video (following all the guidelines and description provided).
- Uploaded your video.
- Have viewed and responded to minimally 5 of your peers’ summary videos.
First Things First
To begin, read the 3 required readings.
Miller, J. L. (1990). Teachers as curriculum creators. In J.T. Sears & J.D. Marshall (Eds.), Teaching and thinking about curriculum: Critical inquiries. (pp. 85-96). New York, N.Y.: Teachers College Press.
Wood, G. H. (1990). Teachers as curriculum workers. In J.T. Sears & J.D. Marshall (Eds.), Teaching and thinking about curriculum: Critical inquiries. (pp. 97-109). New York, N.Y.: Teachers College Press.
Taubman, P. M. (2009). "Preface" (pp. ix-xii) and "Introduction" (Ch. 1, pp. 1-7) and "The Current State of Affairs" (Ch. 2, pp. 8-16). In Teaching by numbers: Deconstructing the discourse of standards and accountability in education. New York, N.Y.: Routledge.
As you read the first 2 required readings, notice how despite the fact that these chapters were written a long time ago, the authors provide descriptions of schools, policies, and of conceptions of teachers and curriculum that are remarkably true to contemporary realities.
Notice, too, the many and varied conceptions and definitions of “curriculum” within these two readings. Notice how the definition of curriculum as “content,” “textbook,” or as “lesson/unit plan” is complicated. Similarly, the idea of teacher as curriculum conveyer is questioned or problematized.
Now, as you read and reflect upon the questions raised in these readings, consider YOU - your own practices, your own beliefs about and definitions of teaching and of curriculum. Defining a teacher as a "curriculum conveyer" (and curriculum as "content') suggests different classroom practices and understandings of teaching and learning. Certainly, teacher as "curriculum creators" (or "workers") suggests very different understandings of what teachers are capable of, of their professionalism (in the very best sense). Creator? Or, conveyer?
In this questioning of the work of teachers and in the suggestion of an alternative conception of teachers and teaching, already we are smack in the middle of thinking about the inherent political and moral nature of curriculum.
So, Who are you? And, Who do you wish to be?
Getting to Know You: Who Am I? Bongo Introductory Video
The introductory video that you create and post to our class Bongo space is your opportunity to identify who you are, what’s important to you, and the questions that you bring to this shared exploration of curriculum, schooling and education.
Recognizing that knowledge and the curriculum (which selectively engages what knowledge is, how knowledge comes to be, for what ends knowledge is employed, and who participates) necessarily intersect with human beings—their stories individually and collectively—we will make use of these video introductions to share our own “story” (our curriculum vitae or life’s course) and to engage others journeying with us. Why? Well, with these technological tools, the hope is to co-create an inquiry community, one that provides support to and which benefits all!
For this assignment you will need to:
Record: A 2-3 minute video that includes:
- Name
- Occupation
- Location
- Additional information that is important to who you are/who you know yourself to be!
Respond: Please answer these three “open” sentences
- I understand curriculum to be about ….;
- My involvement with curriculum includes (or doesn’t, will or will not be)
- One question (or a few questions) I have about curriculum is .…
Listen: And provide a response to a minimum of 5 introductory videos of classmates. Your responses are to be comments that are:
- affirming
- questions re. content of peers’ self-introductions
- recognition of work or questions or experiences that are shared
NOTE: You will probably benefit from rehearsing your "lines" prior to recording your video introduction!
1. Provide introductory information about YOU
2. Supply answers to the three “open” sentences
3. Respond to a minimum of five peers’ videos
Who Am I? Introduction: Some Final Thoughts
Once you’ve completed your video and uploaded it to our course Bongo site, you have nearly completed the course introduction. Over the next few days (and prior to the ending of this introductory course unit), log in and view a minimum of 5 introductory videos uploaded by your classmates.
Having listened to a minimum of 5 videos, post a short, written response that addresses the content of the introduction.
Some guidance as you write your response:
In your response to a peer’s introductory video, be sure to mention where her or his story overlaps with your own AND/OR where the introduction provokes in you a memory or story or question. The hope is that your written response is more than a simple, “Nice video, Mary!” or “Hey, I’m also a 5th grade teacher!” Raise questions and respond with comments that specifically address WHO your classmate is AND the responses she/he provides to the open sentences.
Finally, in introducing yourself, as “naming” who you are (your multiple identities), in declaring your current thinking about curriculum, you are “formally” joining our class community. You need NOT be “certain” or “smart,” etc., only honest and true to who you are, and to what you are thinking and feeling!
And, as you respond to your classmates’ introductory videos in authentic and substantive ways, the hope is that the beginnings of a class community are “taking root”!
Wrap Up
To complete the unit you will need to have completed the following:
- Complete the Course Introduction NOTE: This introduction includes information on the tools you will be using for this course. It is imperative that you read/understand this information! As well, please please seek help when you experience confusion or difficulty!
- Read through the course syllabus.
- Login to our class Yammer space through the tab in the left menu. We will use this site to to hold group conversations and complete certain assignments.
- Read required readings (3).
- Login to Bongo through the link in the left menu.
- Complete Who Am I? Introduction Using Bongo.
- Next, check back over the next few days to the Bongo site. Watch and listen to a minimum of 5 introductory videos. Post a short response that addresses the content of the introduction. In so doing, the hope is that the beginnings of a class community are “taking root”!
- Complete the Academic Integrity Form
- Complete a "Student Directory" page through the link in the left menu.
Table Sign up
This course has been organized into "tables." Each "table" has a topic or focus; a set of common (or shared) reading(s); and a list of readings from which you can select one to read individually. During the semester you will visit all five tables. Each table has 5 "chairs" where you might sit. Once you "sit down" at a given table, you'll be working at the table for a period of two weeks in total. During the time that you're "sitting" at your chosen table, you'll be completing several assignments before you're asked to "get up" and to select a different table at which to "sit down."
You're Invited!
In order to continue on with our journey, you will now sign up for your first table. You may choose any of five tables. Remember, no more than 4 people can "sit" at any table. Why? Well, each "table" has only 4 "chairs." "First come, first served," as they say.
When all 4 chairs at one table are filled, you'll need to find another "table" to occupy (or "sit down at"). Make sense? The Curriculum Cafe is a busy place! Sign up soon!
A further note: After you sign up for a chair at a particular table, you will be prompted to then move onto the "Curriculum Cafe" where you will continue your journey.