Transformativist Curriculum: Uses a theoretical framework of meaningfulness to view motivations a...

1. Aware

1.1. What is their world?

1.1.1. We must know this in order to help prepare them to be better citizens of the world

1.1.2. What in our teaching can we connect to them?

1.2. Student-Centered

1.2.1. Valenzuela

1.2.2. Noddings

1.2.3. Bruner

1.2.4. Addams

1.2.5. Dewey

1.2.6. Freire

1.2.6.1. Emancipatory curriculum grows out of lives experiences and their social circumstances

1.2.7. Montessori

1.2.8. Au

1.3. We must move past methodologies and pre-determined approaches.

1.3.1. Did Orff or Kodály ever teach students like the ones sitting in front of you?

1.3.2. Abrahams: Do they meet the needs of 21st century students?

1.3.3. When the students leave your class, can they go out and interact with the content they've learned beyond school, regardless of the context?

1.4. Relevant

1.4.1. Valid, proven, substantiated reasons for content we teach and the methods we use

1.4.2. Book Part 4

1.4.3. Montessori

1.4.3.1. scientific pedagogy

1.4.4. Bobbit

1.4.5. McLaughlin

1.4.6. Stodolsky

2. Democratic

2.1. Counts

2.1.1. Goal of education: to build a more humane and democratic society

2.1.2. Students must acknowledge social content in order to truly use a child-centered pedagogy

2.1.3. Education happens in society

2.2. Adler

2.3. Freire

2.3.1. "Authentic dialogue"

2.3.1.1. Necessary between teachers and students to truly achieve literacy and knowledge

2.4. Hutchins

2.5. Mann

2.6. Dewey

2.7. He

2.7.1. Curriculum is a dynamic interplay between experiences of students and teachers, content knowledge and pedagogical premises, and practices.

2.8. Eisner

2.8.1. Teaching is a dynamic, interactive, non-mechanistic pursuit

3. Meaningful

3.1. Rebecca Roesler

3.1.1. Why:

3.1.1.1. Sometimes we perform, teach, and learn with goals in mind that have nothing to do with music itself?

3.1.2. Questions:

3.1.2.1. What kinds of experiences are students having?

3.1.2.2. Are they fitting to what we are teaching?

3.1.2.3. If not, what is getting in the way of students' connections to the content?

3.1.3. Students can be motivated and engaged, or they can be unmotivated and disengaged. These reactions are about more than individual differences between students. They are reactions to the social environment and classroom climate in which they are learning. A social context—be it the classroom or on a one-on-one level —can vitalize and nurture students' inner motivational resources, resulting in enthusiastic engagement, or it can neglect and frustrate students' inner motivational resources, resulting in alienation and disaffection. A theory of student motivation that is especially well suited to explain such engagement versus disaffection is self-determination theory.

3.1.4. Accessing what intrinsically and extrinsically motivates students is vital.

3.2. Walker

3.2.1. Decker Walker talks about having a platform of beliefs to guide teachers in developing curricula

3.2.2. "Platform of beliefs"

3.2.2.1. the system of beliefs and values that the curriculum developer brings to his task and allows to guide the development of the curriculum

3.2.2.2. This platform among teachers helps determine shared values

3.2.3. The commitment to making curriculum choices based on shared views of the way life can and should be

3.3. Greene

3.3.1. "Interior Journey"

3.4. The opposite of meaningfulness is social efficiency

3.4.1. Pinar and Reynolds

3.4.1.1. Social-efficiency sees curriculum as an assembly line, children as a raw material, and graduates as marketable products

3.4.1.2. One way we see this in action today is the extensive standardized testing and curriculum requirements being handed down on federal and state levels. How do we get back to what is meaningful even though these tests occupy such a large portion of the year/curriculum?

3.5. Eisner

3.5.1. What questions would we ask without test scores?

3.5.1.1. I believe those questions would tackle the meaningfulness of a curriculum.

3.6. Chan

3.6.1. Mutual adaptation: takes into account local contexts, honors the progessionalism of the teachers, and assumes diverse realities, meaningins, and agents adapting curriculum in different ways

3.6.2. "Teachers bring to their teaching beliefs and values shaped by their own experiences of teaching and being taught."

3.6.3. We as teachers must recognize these beliefs and values before designing a curriculum

3.6.4. Do these beliefs and values compliment the curriculum or infuse it with bias?

4. Empowering

4.1. Bruner

4.1.1. Learning: discovering knowledge, not being told

4.1.1.1. Anti-'banking'

4.1.1.1.1. Unless the learner also masters himself, disciplines his taste, and deepens his view of the world, the "something" that is got across is hardly worth the effort of "transmission".

4.1.1.2. Learning how to learn

4.2. McLaughlin

4.2.1. Curriculum enactment paradigm emphasizes teachers and students as the designers and implementers of a cirriculum

4.3. Abrahams and John

4.3.1. Purpose of curriculum is to enrich and change knowings, understandings, and perceptions that teachers and students have as individuals and members of a sub-set in society

4.3.2. It also demands recognizing the sub-set of society that one is a part of, or the role that one plays in society as a whole.

4.3.2.1. This definition demands recognizing one's self as an individual, which empowers self-awareness

4.3.2.1.1. What is valuable about myself? What do I value?

4.3.2.1.2. How can I use what I've learned to do something?

4.3.3. Once this is recognized, it becomes easier to determine whether or not to act as an agent of change within that society.

4.4. Moroye

4.5. Whitehead

4.6. Cape

4.6.1. Supporting development of autonomy and agency is crucial in order to make meaning

4.7. Agency

4.7.1. Making students agentive learners and people

5. Goal-Oriented

5.1. Popham

5.1.1. What will students be able to do as a result of instruction?

5.2. Tyler

5.3. Bobbit

5.4. Walker

5.4.1. We teach a subject not to produce little living libraries on the subject, but rather to get a student to think for himself, consider matters, to take part in the process of knowledge.

5.4.2. These beliefs about what is educationally desireable, or the good and beautiful in education, are our aims.

5.4.2.1. These aims are stated through educational objectives.

5.5. Abrahams and John

5.5.1. 4 types of objectives

5.5.1.1. Behavioral

5.5.1.2. Cognitive

5.5.1.3. Experiential

5.5.1.4. Constructivist

5.6. Renwick and Reeve

5.6.1. Intrinsic vs. extrinsic motivation

5.6.2. Both forms of motivation should be considered when designing a curriuclum

5.6.3. Optimal challenges

5.6.4. Ask what they want to learn, and take it into consideration when designing objectives

5.7. The goals we set as teachers, as well as the goals students create for themselves, affect how we act, think, learn, and feel during educational experiences.

5.8. Freire

5.8.1. The action of men without objectives is not praxis. (This action) is ignorant of its own process and of its aim.

5.8.2. Planning action implies methods, objectives, and value.