ED 200 Week Three Session Two (Winter 2020) Monday

Welcome back everyone,

https://www.oregon.gov/ode/educator-resources/standards/Pages/default.aspx

 

I know you have heard the word curriculum. But have you given much thought to what it means or where it comes from? Have you ever wondered how teachers think about curriculum in terms of their own students?

All of the teachers that taught you in school and university have thought about the curriculum you were being exposed to. They wondered how you would learn what the curriculum provided. They wondered how you would interact with the curriculum at hand. They probably all wondered how you, and of course the other students in the class, thought. They wondered about your thinking. Why? Presumably one has to think about the material in the curriculum to learn.

The etymological online dictionary says:

curriculum (n.) Look up curriculum at Dictionary.com
1824, from Modern Latin transferred use of classical Latin curriculum “a running, course, career” (also “a fast chariot, racing car”), from currere (see current (adj.)). Used in English as a Latin word since 1630s at Scottish universities.

The Glossary of Education Reform writes:

The term curriculum refers to the lessons and academic content taught in a school or in a specific course or program. In dictionaries, curriculum is often defined as the courses offered by a school, but it is rarely used in such a general sense in schools. Depending on how broadly educators define or employ the term, curriculum typically refers to the knowledge and skills students are expected to learn, which includes the learning standards or learning objectives they are expected to meet; the units and lessons that teachers teach; the assignments and projects given to students; the books, materials, videos, presentations, and readings used in a course; and the tests, assessments, and other methods used to evaluate student learning. An individual teacher’s curriculum, for example, would be the specific learning standards, lessons, assignments, and materials used to organize and teach a particular course. (more)

As a teacher you will spend a lot of time thinking about curriculum. You will use curriculum already provided for you. You will work to develop curriculum collaboratively with other teachers, and you will develop your own curriculum.

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Here are a few clips that talk about curriculum. You should begin to see how important curriculum is thought to be.

Let’s begin with a short clip about the early development of the Progressive Curriculum.

 

Progressive Curriculum Segment 4 (03:17)

 

 

 

Curriculum Compacting Segment 9 (01:43)

 

 

Violence Prevention Curriculum Segment 8 (04:20)

 

 

Fragmented High School Curriculum Segment 9 (02:42)

 

 

Curriculum is about informing as well as teaching.

Land and Water Education Segment 11 (02:52)

 

 

People will often talk about reforming curriculum–such as the math curriculum.

 

Curriculum Reforms Segment 8 (03:06)

 

Reordering Curriculum Segment 7 (01:55)

 

 

Students and children of all ages are engaged in curriculum.

Curriculum Content Segment 6 (07:51)

 

 

We all talk about curriculum–how to make it better, how to make it more authentic, how to make it more engaging, how to use it to achieve or goals, etc. etc. etc.

 

 

Project-Based Learning: Success Start to Finish

Projects and Project-Based Learning: What’s The Difference?

Project-Based Learning at High-Tech High

Problem Based Learning in First Grade

Big Picture Learning: A Look at the MET School

Personalized Learning: Enabling Voice and Choice Through Projects