Chapter 9 Teaching Worthwhile Content. Overview of Prominent Philosophies IdealismDevelopment of the - Mind Truth through great ideas RealismDevelopment.

Chapter 9Chapter 9

Teaching Worthwhile ContentTeaching Worthwhile Content

Overview of Prominent PhilosophiesOverview of Prominent Philosophies

IdealismIdealism Development of the - Mind Truth Development of the - Mind Truth through great ideasthrough great ideas

RealismRealism Development of well-defined body of Development of well-defined body of knowledge - Mastery of factsknowledge - Mastery of facts

EssentialismEssentialism Basic Skills training in reading, Basic Skills training in reading, writing and math (very similar to realism) writing and math (very similar to realism)

PerennialismPerennialism Development of Intelligence Development of Intelligence focus on mental processes (very similar to focus on mental processes (very similar to idealism)idealism)

Overview of Prominent PhilosophiesOverview of Prominent Philosophies

ProgressivismProgressivismDevelopment of problem-solving skills – Learn by Development of problem-solving skills – Learn by doingdoing

ReconstructionismReconstructionismSchools should create a new society – teach people to Schools should create a new society – teach people to address societal problems (war, injustice, poverty, address societal problems (war, injustice, poverty, environmental concerns) environmental concerns)

ExistentialismExistentialismDevelopment of the individual through conscious Development of the individual through conscious awareness of choice and consequence – Learners awareness of choice and consequence – Learners free to make choicesfree to make choices

Sources of CurriculumSources of CurriculumFour Different PerspectivesFour Different Perspectives

Schools should teach fundamental universally Schools should teach fundamental universally applicable knowledgeapplicable knowledge

Schools should teach content based on the natural Schools should teach content based on the natural development and interests of the childdevelopment and interests of the child

Schools should teach concepts and skills that will Schools should teach concepts and skills that will prepare students to fulfill adult roles societyprepare students to fulfill adult roles society

Schools should teach about social policy issues to Schools should teach about social policy issues to combat social injustice and promote change.combat social injustice and promote change.

Content SelectionContent Selection

Curricula and Instructional Guides tend to Curricula and Instructional Guides tend to emphasize breadth of knowledge at the expense emphasize breadth of knowledge at the expense of depthof depth

They represent presentation of a series of mini-They represent presentation of a series of mini-steps toward acquisition of a large body of steps toward acquisition of a large body of knowledge (A “Parade of Facts” approach)knowledge (A “Parade of Facts” approach)

Researchers contend that disconnected facts Researchers contend that disconnected facts without relevant context or connections are not without relevant context or connections are not very meaningful or useful to studentsvery meaningful or useful to students

Content Selection (Cont.)Content Selection (Cont.)

Scholars tend to agree that content should be taught Scholars tend to agree that content should be taught in greater depth as networks of connected in greater depth as networks of connected knowledgeknowledge

Powerful ideas: Essential Understandings, Guiding Powerful ideas: Essential Understandings, Guiding Questions, or Generalizations should guide the Questions, or Generalizations should guide the selection and presentation of contentselection and presentation of content

Note: The Powerful Ideas approach is illustrated in Note: The Powerful Ideas approach is illustrated in ELED 4220 Integrating InstructionELED 4220 Integrating Instruction

Where Can I Find Big Ideas?Where Can I Find Big Ideas?

Introductions to state curriculum guidesIntroductions to state curriculum guides

Look at the NCSCOS Introductory sections for Look at the NCSCOS Introductory sections for each subject and grade. These provide thorough each subject and grade. These provide thorough overviews of the concepts that should be overviews of the concepts that should be developed during instruction.developed during instruction.

See: www.dpi.state.nc.us/currriculum See: www.dpi.state.nc.us/currriculum

Introductions to most teacher manuals provide Introductions to most teacher manuals provide similar informationsimilar information

Professional Decision MakingProfessional Decision Making

One role of a teaching professional is to make One role of a teaching professional is to make sound judgments about how to balance breath sound judgments about how to balance breath versus depth when planning instructionversus depth when planning instruction

A clear understanding of the nature of the students A clear understanding of the nature of the students in the class should guide these decisionsin the class should guide these decisions

Such things as developmental stages, background Such things as developmental stages, background experiences, ethnic factors, community experiences, ethnic factors, community characteristics and curriculum sequence should be characteristics and curriculum sequence should be considered when deciding instructional contentconsidered when deciding instructional content

Common Elements in Teaching for UnderstandingCommon Elements in Teaching for UnderstandingWhat a Teacher Should DoWhat a Teacher Should Do

Activate students’ prior knowledgeActivate students’ prior knowledge Scaffold and respond to students’ learningScaffold and respond to students’ learning Help students construct meaning Help students construct meaning Engage students in problem solving and Engage students in problem solving and

critical thinkingcritical thinking Stimulate higher order thinking as a natural Stimulate higher order thinking as a natural

part of lessonspart of lessons Create a learning community that features: Create a learning community that features:

discourse or dialogue to promote discourse or dialogue to promote understandingunderstanding

Knowledge NetworksKnowledge Networks

Traditional curriculum theory emphasized Traditional curriculum theory emphasized hierarchies of knowledge that must be hierarchies of knowledge that must be presented in a linear instructional approachpresented in a linear instructional approach

Modern curriculum theory suggests that Modern curriculum theory suggests that most curriculum content is better most curriculum content is better approached using the NETWORK OF approached using the NETWORK OF KNOWLEDGE approachKNOWLEDGE approach

Knowledge Networks Include:Knowledge Networks Include:

Facts, concepts and generalizationsFacts, concepts and generalizations

Opportunities to begin learning within the network Opportunities to begin learning within the network at almost any point (non-linear hierarchy)at almost any point (non-linear hierarchy)

Procedural knowledge (implementation skills)Procedural knowledge (implementation skills)

Conditional knowledge (when and why to apply Conditional knowledge (when and why to apply the knowledge network)the knowledge network)

How to Use Knowledge NetworksHow to Use Knowledge Networks

Focus on the most important ideas and conceptsFocus on the most important ideas and concepts

Limit breadth to allow time to explore ideas and Limit breadth to allow time to explore ideas and develop Essential Understandingsdevelop Essential Understandings

Emphasize application of Essential Understandings Emphasize application of Essential Understandings and Powerful Ideas to the students’ world and Powerful Ideas to the students’ world

Emphasize application of Essential Understandings Emphasize application of Essential Understandings and Powerful Ideas to life-long learning and problem and Powerful Ideas to life-long learning and problem solvingsolving

Types of Activities to Create Networks of KnowledgeTypes of Activities to Create Networks of Knowledge

Simply replacing “parade of facts” Simply replacing “parade of facts” worksheets with “better” worksheets will not worksheets with “better” worksheets will not workwork

Good and Brophy argue: Good and Brophy argue: – Much seatwork is busy work Much seatwork is busy work – Frequently, assigned seatwork is either too Frequently, assigned seatwork is either too

easy or to difficult for most studentseasy or to difficult for most students– Most seatwork is poorly coordinated with what Most seatwork is poorly coordinated with what

is being taught at the time and unlikely to help is being taught at the time and unlikely to help students achieve the desired learning students achieve the desired learning objectives. objectives.

Teaching Toward Big IdeasTeaching Toward Big Ideas

The “Big Ideas” approach lends itself to The “Big Ideas” approach lends itself to more Authentic Learning experiencesmore Authentic Learning experiences

– Using what is learned for accomplishing some Using what is learned for accomplishing some sort of real life applicationsort of real life application

– Constructing knowledge that has value beyond Constructing knowledge that has value beyond the classroomthe classroom

– NOTE: See p. 287 (Good and Brophy) for NOTE: See p. 287 (Good and Brophy) for overview of Authentic Activitiesoverview of Authentic Activities

Guidelines for Seatwork (Osborn 1984)Guidelines for Seatwork (Osborn 1984)

Tasks should be related to current instructionTasks should be related to current instruction

Some tasks should provide systematic reviewSome tasks should provide systematic review

Tasks should focus on the most important Tasks should focus on the most important conceptsconcepts

Instructions should be brief and clearInstructions should be brief and clear

Guidelines for Seatwork (Cont.)Guidelines for Seatwork (Cont.)(Osborn 1984)(Osborn 1984)

Tasks should be accompanied by a brief Tasks should be accompanied by a brief explanation of their purposeexplanation of their purpose

Response modes should require sustained Response modes should require sustained reading and writing (as opposed to circling, reading and writing (as opposed to circling, drawing, underlining etc.)drawing, underlining etc.)

Cute, non-functional, space and time-Cute, non-functional, space and time-consuming tasks should be avoidedconsuming tasks should be avoided

Subject Specific RecommendationsSubject Specific RecommendationsReadingReading

Research suggests students should learn to:Research suggests students should learn to:

– Summarize the gist of a passageSummarize the gist of a passage

– Identify main ideasIdentify main ideas

– Construct images to visually represent what the text Construct images to visually represent what the text is describingis describing

– Use mnemonic devices to remember word meaningUse mnemonic devices to remember word meaning

Recommendations Reading (Cont.)Recommendations Reading (Cont.)

– Analyze story grammarAnalyze story grammar

– Construct story maps for narrative passagesConstruct story maps for narrative passages

– Generate questions about the meanings and Generate questions about the meanings and implications of textimplications of text

Recommendations Reading (Cont.)Recommendations Reading (Cont.)

– Answer questions in the text to check for Answer questions in the text to check for understandingunderstanding

– Activate prior knowledge and make predictionsActivate prior knowledge and make predictions

– Compare events in text to one’s own Compare events in text to one’s own experiencesexperiences

Recommendations WritingRecommendations Writing

Writing instruction should focus on writing for Writing instruction should focus on writing for applicationapplication

Students should learn to organize and Students should learn to organize and communicate their thoughts through writingcommunicate their thoughts through writing

Students should learn to write to different Students should learn to write to different audiencesaudiences

Student should learn to write for different purposesStudent should learn to write for different purposes

Writing Recommendations (Cont.)Writing Recommendations (Cont.)

Writing composition should focus on:Writing composition should focus on:

– Effective communicationEffective communication– Personal craftsmanshipPersonal craftsmanship– Developing an outlineDeveloping an outline– Developing draftsDeveloping drafts– Revising draftsRevising drafts– Polishing the final form of the written productPolishing the final form of the written product

Note: Word mechanics and editing are taught in Note: Word mechanics and editing are taught in addition to the items listed aboveaddition to the items listed above

Mathematics RecommendationsMathematics Recommendations

Current trends call for emphasis on concepts – not Current trends call for emphasis on concepts – not computational operationscomputational operations

Instruction emphasizes authentic applications over Instruction emphasizes authentic applications over isolated skills practiceisolated skills practice

Research about this approach shows students Research about this approach shows students exhibit better higher-order thinking and problem-exhibit better higher-order thinking and problem-solving and as-good-as or better lower order solving and as-good-as or better lower order mathematical knowledge and computational skillsmathematical knowledge and computational skills

Science RecommendationsScience Recommendations

Blumenfld (1992) found the most successful Blumenfld (1992) found the most successful science teachers emphasized science teachers emphasized thoughtfulness. They:thoughtfulness. They:

Focused on key ideas in depthFocused on key ideas in depth Made presentations highlighting main points Made presentations highlighting main points

and critical information.and critical information. Scaffold students to develop metacognitive Scaffold students to develop metacognitive

and problem-solving strategiesand problem-solving strategies

Science Recommendations (Cont.)Science Recommendations (Cont.)

Checked for understanding and added higher level Checked for understanding and added higher level questionsquestions

Helped students make connections between key Helped students make connections between key ideasideas

Simplified problems by breaking them downSimplified problems by breaking them down

Gave models and examplesGave models and examples

Promoted self-regulation and independencePromoted self-regulation and independence

Social Studies RecommendationsSocial Studies Recommendations

The general emphasis is on ThoughtfulnessThe general emphasis is on Thoughtfulness Key indicators of thoughtfulness:Key indicators of thoughtfulness:

– Sustained examination of a few topicsSustained examination of a few topics

– Coherence and continuity of classroom Coherence and continuity of classroom activitiesactivities

– Sufficient time to thinkSufficient time to think

Social Studies Recommendations (Cont.)Social Studies Recommendations (Cont.)

– Emphasis on clarifying and justifying one’s viewEmphasis on clarifying and justifying one’s view

– Teacher models thoughtfulness during Teacher models thoughtfulness during instructioninstruction

– Students generate original and unconventional Students generate original and unconventional ideasideas

High Stakes Testing DilemmaHigh Stakes Testing Dilemma

How a teacher can use these researchHow a teacher can use these research

validated teaching strategies in an era of highvalidated teaching strategies in an era of high

stakes testing and focus on test scores?stakes testing and focus on test scores?

END OF SLIDE SHOWEND OF SLIDE SHOW