September 24, 2013

1. September 24, 2013 “We often tell students that we want to develop a community of learners and that ideas are more important than grades… yet (we) load syllabi with threats and penalties for late papers and lack of participation.” - Noddings Meet in Staff Groups for Discussion of “Learning from Our Students”

2. “Learning from Our Students” • If students really try, they will do well. Really? • Is it fair to tell students that they can be successful in whatever they want? • Do you believe there is such a thing as pedagogical fraud? • Can requiring all students to “master” the same curriculum actually be an example of inequality? http://www.youtube.com/watch?v=o8limRtHZPs&feature=related

3. 5. Respond to: “When genuine interest in learning is warped toward concern for the highest possible GPA, learning can get nasty.” 6. Do you think there is too much pressure on teachers to help students ensure high grades? 7. How do you feel about the statement, “I have never found it necessary to penalize late work?” 8. Noddings states, “Through listening to students, we can learn what motivates them and we can pique their interests by sharing our own intellectual interests.” What do YOU think motivates students?

4. Curriculum: I have to teach it, but what is it? • The Explicit Curriculum • formal, official program of study that defines what students are expected to know as a result of being in school • https://www.edonline.sk.ca/webapps/moe-curriculum-BBLEARN/index.jsp?lang=en • http://iss.rbe.sk.ca/outcomes_posters

5. 2. The Taught Curriculum • Curriculum delivered by teachers after they make decisions about how to teach the explicit curriculum. • Different according to teachers’ interests, abilities, and perceived needs of the class • There is a responsibility to prepare students for the next level of learning

6. 3. The Learned Curriculum • What you teach is not always what your students learn • Content must be meaningful and in some way connect to the students’ lives.

7. 4. The Null Curriculum • No curriculum includes everything. • The explicit curriculum is just one “take” on what is important to know • The NULL curriculum is what is NOT taught (because it is not valued?) • Examples: languages, the arts, literature, viewpoints of history

8. YOUR TURN…. In your small group, choose one content area at the high school level. In the community in which you went to school, what was included in the curriculum and what was not included or given little emphasis. What do you think the reasons were for inclusion/exclusion? You may want to discuss if you think there should be different curriculum requirements depending on the particular teaching environment.

9. The Role of Textbooks in Curriculum • The text is NOT the curriculum. Teachers must be critical thinkers and decision makers • Even when texts are high quality and wonderful resources, the authors of the text do not know the specific needs of your students, or your preferences as a teacher • Is there such a thing as TOO MANY resources? • A teacher must make informed and reasonable choices

10. ITL Project Work Time At the end of today’s work period, please sign up with the names of the people in your group and a BRIEF description of your plan (brief as in one sentence)

11. Next week… - the HIDDEN curriculum- Readings: See assignment page on the Wiki http://ecs300.uregina.wikispaces.net