The+Curriculum

New Proponents of Learner Centered Curriculum believe that when a student is interested in a topic, they will be more motivated and see school as more important. By using student interests as a basis for curriculum, teachers can incorporate information from many different subjects. By encouraging learning based on their interests, students can achieve to their fullest potential. It also focuses on what the students are learning and how the are learning the material. || || Learner-centered curricula are too hard to __#|complete__ and have unrealistic goals for the learner and the teacher. The decisions made for what should be taught based on how the learner works and how they learn can be hard to determine. The time required and efficiency of the curricula is not cost-effective. Also, most learners should have a basic idea about some common content, regardless of if they are interesting in the material or not. Knowing some information in many areas of learning can get learners ready for a complex, technological society || || each subject area engages in research and __#|study__ to grow within the subject. Each learner develop a sense of multiple models of scientific inqury relating to multiple disciplines. || || Opponents of the -subjects orientation believe that students need more interdisciplinary knowledge than subject-specific knowledge, especially since not everyone is in agreement regarding the importance of different subjects and the topics within those subjects due to personal bias. They also believe that students should be presented with a purpose for their learning, and their learning should be focused on the present rather than the future. || || The content defined to be taught in elementary school programs include instruction in reading and language arts, mathematics, social studies, science, health, physical education, and fine arts. State guidelines often specify the priorities given to each of these sub-jects by designating the amount of time that should be devoted to each subject. The amount of time designated for each subject in elementary schools varies from place to place. Some states mandate, that minimum amounts of time to be devoted each day or week to certain high-priority topics or subjects. In other subjects, time-allocation decisions are left to local districts, principals, and individual teachers. For the most part, elementary schools are charged with developing the “basics.” Because proficiency in reading is key to academic success in so many other areas, it is one of the basics that is given priority. || || Presentation of any particular curriculum does not constitute endorsement, approval or recommendation for adoption of that curriculum. All selection of curricular programs or items should be made by local school boards or administrators || || A term used to describe tests with significant consequences. The consequences may be related to students and their graduation or promotion or related to teachers and their evaluation or pay. || ||
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 * Amy || Acheson || The Hidden Curriculum:
 * A side effect of an education, "lessons which are learned but not openly intended” such as the transmission of norms, values, and beliefs conveyed in the classroom and the social environment.
 * Any learning experience may teach unintended lessons. Hidden curriculum often refers to knowledge gained in primary and secondary school settings, usually with a negative connotation where the school strives for equal intellectual development.In this sense, a hidden curriculum reinforces existing social inequalities by educating students according to their class and social status. The unequal distribution of cultural capital in a society mirrors a corresponding distribution of knowledge among its students. || [[image:edfn338sp2013-online/hidden cirriculum.jpg width="168" height="168"]] ||
 * Spencer || Adams || Curriculum orientation: “How do we decide what content is important?” ||  ||
 * Justin || Barnett || Learner-centered orientation states that we teach to the needs and interests of students- Learner Centered orientation focuses primarily on the students; their needs, interests, and how what is taught now affects them in the future. Students need to be interested in the subject matter otherwise they might just go through the motions and not fully grasp the material. It also focuses on what the students are learning and how they are learning the material. || [[image:edfn338sp2013-online/images.jpg width="177" height="180"]] ||
 * Kathryn || Brock || The Case For Learner- Centered Curricula
 * Abigail || Bulock || The Case Against Learner- Centered Curricula:
 * Timothy || Furness || Needs-of-the society orientation identifies what is important by what society needs. ||  ||
 * Ashley || Geditz || The Case For Needs- of- Society Curricula: Students need to have their learning be meaningful. If they can relate to some of the topics, they may take their schooling more seriously and be more motivates. Magnet schools can be seen as an example in support of this type of teaching. These students are able to learn in themes, which allows for the curriculum to be more relatable to real life. || [[image:edfn338sp2013-online/SocietyMgntSystemL.jpg width="189" height="133"]] ||
 * Amanda || Gilbertson || The Case Against Needs- of- Society Curricula.- The problem with this curriculum is the rate of the change is unable to keep up with. Being able to pick a path to graduate with, makes it difficult because of constant change. || [[image:edfn338sp2013-online/jh.jpg width="230" height="104"]] ||
 * Lilian || Harmer || Academic-subjects orientation emphasizes traditional school subjects - Organize __#|programs__ into academic disciplines such as mathematics, history, and English. Advocates of this approach say that material within a discipline has similarities, facilitating its mastery. Critics say that the real world is not divided into separate disciplines, and that academic subjects curricula fragment learning, making the transfer of knowledge difficult. || [[image:http://t2.gstatic.com/images?q=tbn:ANd9GcR9uwnGNa3ZrQMBrQoy-O4GnbwBi_UpdXqHs1JpGMPWVL0CfPc7 width="162" height="216"]] ||
 * Tyler || Hennagir || ** Structure-of- the- disciplines approach. **
 * Stacey || Hopf || The Case for the Academic- Subjects Orientation: students can not be expected to learn a certain subject on their own; this is why teachers must teach them. This also helps keep schools accountable because they are able to test and measure students understanding. Most textbooks are geared for this curriculum base, making it easy and accessible in these classrooms. || [[image:edfn338sp2013-online/book-1.jpg width="201" height="105"]] ||
 * Mary || Kohler ||  ||   ||
 * Kayla || Kost || **The Case Against the Academic- Subjects Orientation.**
 * Jennifer || Lease || Common Curriculum Emphases -
 * Melissa || Ledeboer || State Stanards- Specify required content and experiences in certain subjects in elementary schools and in individual courses in middle schools and high schools. These standards are used as the basis for state-level testing. This has had a major impact in the classroom. || [[image:edfn338sp2013-online/chapter 6 project.jpg width="151" height="152"]] ||
 * Eric || Liles ||  ||   ||
 * Alyssa || Masie || The Case for State Curriculum Standards-Defenders of state curriculum standards contend that they will improve education. Some research supports this assertion noting that standards: facilitate school-to-school comparisons, help ensure that required content is actually taught, make it easier for learners to move from school to school by requiring all schools in a state to emphasize similar kinds of content at each grade level and promote educational equity by ensuring that all children will experience their stated rigorous content. || [[image:edfn338sp2013-online/MSBoyPresenting[1].jpg width="269" height="188"]] ||
 * Derek || Mertz || The Case Against State Curriculum Standards ||  ||
 * Chelsea || Meyer || State Curriculum Standards and Teachers -
 * Neal || Petersen || ** High-Stakes Testing **
 * Kayla || Plimpton || __**High-Stakes Testing - Impact on teachers-**__ Teachers realize that their schools will be evaluated using the outcomes of high-stakes testing, so they focus the currivulum on what they expect to be on the test. This has led to a narrowing of the curriculum. Parts of the curriculum less likely to be tested will be omitted. Much time will be spent on those areas likely to be tested. Many higher level outcomes are more difficult to test, the danger is that some of the more important outcomes will be ignored. Those parts of the curriculum that are not tested may be ignored. || [[image:edfn338sp2013-online/high stakes.jpg width="190" height="127"]] ||
 * Kahryn || Ragsdale || ** The Case for High- Stakes Tests **

Supporters of high-stakes tests claim that their use will do the following:

- Standardized tests only gauge performance on the day or days and times that a test is given - Variables such as family income and parents' levels of education may influence scores more than teaching, making the use of standardized-test scores to compare schools and teachers unfair. - Many variables affect learning, including the availability of learning resources and physical facilities. - Many standardized tests use multiple-choice, matching, and true-false questions, which ignore higher thinking levels. || || Describes learning that occurs within learners as they process new information. Because contemporary students come form diverse language, cultural ethnic, and economic backgrounds, it can be expected that they will interpret information differently. As a teacher you need to monitor student learning so that you can better determine the extent to which the inner curriculum learned by a given student matches the formal or planned curriculum. Learning about the personal background of each student can help you understand how the formal curriculum can best be used as a scaffold to help individuals "make sense of" what you teach. || || Teachers' dispositions directly affect their effectiveness as educators. Dispositions are a lot more important than many people realize. The National Council for Accreditation of Teacher Education (NCATE), a national organization that professional accreditation to schools, colleges, and departments of education to help to establish high quality teacher, specialist, and administrator preparation, defines teacher dispositions as follows: Professional Dispositions. Professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as educators interact with students, families, colleagues, and communities. These positive behaviors support student learning and development. NCATE expects institutions to assess professional dispositions based on observable behaviors in educational settings. The two professional dispositions that NCATE expects institutions to assess are fairness and the belief that all students can learn. Based on their mission and conceptual framework, professional education units can identify, define, and operational additional professional dispositions || || Learning does ** NOT ** occur simply by the brain taking a "picture" of something and filing it away somewhere in the brain to be retrieved later. //(Or just giving the children the answers to memorize and recall later)// Rather, learning is CONSTRUCTED by the brain as it seeks to relate new knowledge to prior knowledge. || || systematic breakdown of a task into components and how they need to be sequenced in order to achieve the desired task. || || are goals that students strive to reach in order to compete with classmates. || ||
 * high-stakes tests will help the public compare schools and school districts, and this increased competition will improve all schools.
 * High-stakes tests will hold teachers and administrators accountable and, therefore, will improve teaching.
 * High-stakes tests help school districts and administrators focus resources in areas of need.
 * High-stakes tests help to identify teachers who need help. || [[image:highstakes.jpg]] ||
 * Dawn || Ruhlman || The Case Against High- Stakes Tests
 * Connor || Ruppert || Formal ||  ||
 * Ashley || Ruud || Inner Curriculum
 * Sijing || Tian || teachers’ dispositions
 * Yusuf || Vinson || performance goals ||  ||
 * Angela || Wagner || ** Constructivist Teaching **
 * Christina || Warnke || **task analysis**
 * Brianna || Wingen || ** performance goals **