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T-527 How to TeachFor Understanding
Perspectives onCurriculum and Pedagogy
Session 1
T-527 Fall 2009
Challenge = bridge knowledge-action gap
Connecting educational researchwith your experience and practice
T-527 Fall 2009
Using theory
To design and analyze practice
T-527 Fall 2009
T527 Focus and Process
EducationalPrinciples
EducationalTechnologies
How can we deepen learning?
ReflectiveCommunity
Designs for Learning
T-527 Fall 2009
Goals for today
• What are the big questions for T527?
• How can I connect my experience to this course?
• Who are my classmates in T527?
• Where do I stand in relation to varied perspectives
on curriculum and pedagogy?
• How will we investigate the big questions in T527?
• How can I plan a generative project?
T-527 Fall 2009
Big Questions
• How can we design curriculum that deepens meaningful learning?
• How can we infuse new technologies to enhance teaching and learning for understanding?
• How can we develop a collaborative,
reflective community of learners?
Learning Activities
• Overview: Curriculum, Pedagogy, Technology
• How to Teach and Foster Learning: Throughlines/Targets of Difficulty, Topics, Goals Performances, Assessment, Community
• Implementation Issues: Diverse Learners, Technology and Change, Alignment
• Explore topics, partners
• Develop/refine proposal
• Learn, draft plans, reflect, revise
• Collaborate on review and feedback
• Articulate the rationale for your design
• Present your project
Readings Project
Community• Share your expertise • Exchange ideas and feedback
Education is a continuing reconstruction of experience.John Dewey
T-527 Fall 2009
Reflecting on your experience of understanding:
Meeting your course mates
Think about something that you understand well….
Evidence: How can you tell that you understand it?
Process: How did you come to understand it?
Find one person in the class whom you don’t know …
Compare and contrast your answers to these questions
List some common themes
List some differences
What is understanding? How is it fostered?
T-527 Fall 2009
T527 Focus and Process
EducationalPrinciples
EducationalTechnologies
How can we deepen learning?
ReflectiveCommunity
Designs for Learning
T-527 Fall 2009
Perspectives onCurriculum and Pedagogy
History, philosophy, politics, models, technology
• Dewey: education as reconstruction of experience• Kinchloe: traditional vs. holistic models of
curriculum, the politics of curriculum (including hidden and null)
• Darling-Hammond: social perspective on planned, enacted, and hidden curriculum; professional responsibilities amidst constraints
• Joyce: models of teaching/concepts of learning• Partnership for 21st Century Skills: implications of
technology, globalization,
T-527 Fall 2009
Take a position:
Curriculum is a product that lays out the course students and teachers will follow through one or more subject matters
Curriculum is a process of understanding the self in relation to the world
Where do you stand on this continuum? Why?How did the readings influence your position?
T-527 Fall 2009
Discussion Questions
How did this week’s readings influence your thinking and your position on this continuum?
The readings focus on k-12 schools in the US…Are they relevant to other contexts for learning?Other countries?
Talk in small groupsShare themes with whole group
T-527 Fall 2009
How can I plan a generative project?
• Design your project so that it creates a
strong bridge between the course goals
and your interests
• Use the project to connect and critique
principles with practice
• Consider collaborating with a practicing
educator and one or more classmates
T-527 Fall 2009
T-527 Fall 2009
Project discussion groups (suggested)
High School 1 Joel, Benjamin, Alex, Christopher
High School 2 Courtney, Katharine, Scott, Carolyn
Adult Learning Laura, Sara, Leslie, Marcy
Middle School 1 Toyin, Joshua, Jodi, Kelly
Middle School 2 Shaheer, Rob, Winnie, Christine, Sam
Elementary Robyn, Lisa, Caroline, Lindsay, Dianne,
International Jenny, Janhvi, Pouney, Bau Jun
Preparing for class next week Readings: compare the authors’ perspectives on the roles of
educational technologies; consider them in relation to your own and your partner educator’s views. Think, take notes, collaborate.
Project: explore partnerships with teachers and classmates. Use the course website discussion area to exchange ideas and plans.
Website: check the announcement area of the website for updates about course activities.
Meet Stone during office hours, if you wish: Wednesday, Sept. 9, 10-noon at Longfellow 324
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