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Pedagogic Creed

Pedagogic Creed

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Published by: aschwan8911 on Jul 17, 2011
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07/10/2013

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CurriculumPlatformPhilosophy1CurriculumPlatformPhilosophyAdamSchwaningerDoaneUniversity
 
CurriculumPlatformPhilosophy2
TheAimsofEducation
Inrecentyearstheaimsofeducationhaveshiftedinschoolsduetogovernmentregulations.Moreandmoreteachersarefindingthemselves“aiming”tohavehightestscoressotheirstudentswillbeconsidered“proficient”andcontinuetoreceivegovernmentfunding.Thosedistantfromthefrontlinesofeducationseethisasaperfectwaytoensurethatnochildis“leftbehind.”StudentsMUSTmeettestinglevelsofproficiencyortheydon’treceivemoney.Perfect!Buthowmanystudentsarebeingleftbehindwhenteachersareforcedtoflutterthroughcurriculumandteachtoteststoensurescoresarehighenough?Isateacher’smaingoaltohaveaclassfullofproficienttesttakers?Iwouldarguethatthisissteeringeducationinthewrongdirection.Ibelievethemaingoalofeducationistoeducatestudents.Groundbreakingnotion,Iknow.Butwhatareweteachingstudents,asteachers,whenwetellthemthatthemostimportantthinginschoolistodowellonatest?Therearemuchmoreimportantthingsthanexamspercentagesandnumbers.I’mnotsayingthattestingholdsnovalue,andweshouldn’tusethedatatohelpshapeourdecisionsaboutinstruction,butIfeelthatthereistoomuchemphasisontestscoresandnotenoughstressonreachingourstudentsonapersonallevelandmakingaconnectionthatwillhelpthemnotonlysucceedinacademicsbutlifeaftereducation.Mymaingoalforeducatingmystudentsisnotthattheywillmemorizefactsandbeabletorecitethemonatest,butrathertoimmersetheminacultureofinclusiveinteractionsandrelationships,whichfostertheexplorationofartinourworld.Teachingartgivesmetheuniqueadvantageofdevelopingmyowncurriculumandevadingstatetesting.
 
CurriculumPlatformPhilosophy3Tohelpstudents“explore”artIhavedevelopedacurriculumthatgivesmystudentsseveralpersonalchoicesindevelopingandcreatingtheirprojects.Ratherthangivestudentsimplicitinstructionsoncompletinganassignment,Iwillgivethemamultitudeofresourcesandpossibilitiesonhowonecouldcompletetheprojectandexamplesofworkfrompaststudents.InmyresourcesIgivestudentsartistsfromvariousbackgroundstoinvestigate,andaskthemhowtheycantakeaspectsfromfamousartworkandincorporatethesefindingsintotheirowncreations.Allowingstudentstohelpdeveloptheirownprojectspromotesselfmotivatedresearchandmorepersonalinvestmentintheartwork.Workinginsmallgroupstoattainthisinformationhelpsstudentsproblemsolveinadiverseatmosphereadvocatingsocialdevelopmentthatwillbenefitthembeyondtheyearsofeducation.
ThenatureoftheLearnerandLearning
HowardGardnerhasidentifiedsevendistinctintelligences.Thistheoryemergesfromcognitiveresearchwhich,"documentstheextenttowhichstudentspossessdifferentkindsofmindsandthereforelearn,remember,perform,andunderstandindifferentways."(Claken,2010,p.1)IbelievethatGardner’smultipleintelligencesdirectlyrelatetodifferentiatedlearningstylesamongstudents.Itisimportantforeducatorstovaryinstructiontomeettheneedsofthemultiplelearningstylesofstudents.Akkoyulystates,“Itisimportantfortheeffectivenessofteachingenvironmentstotakeaccountofgrouporindividuallearners’characteristics,competenceandexperiences(pre-learning)throughouttheprocessofplanninglearningenvironments.”(2009,p.43)

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