What types of problems and/or questions have I forgotten to address?
24 comments:
Anonymous
said...
I think this is a great issue for debate and I was wondering if you were going to include any insight from any other perspective? Radical? Existential?
I think that you should address the social implications of a deliberative curriculum on society. (For example, Giroux argues that democratic schools preserve democracy in our nation; what do schools with a deliberative curriculum do?) Also, I think that you should highlight the moral/ethical questions that a deliberative curriculum forces us to deal with. Additionally, you may want to address whether a deliberative curriculum is necessary because of the great diversity in schools now, or has a deliberative curriculum always been a need. I think that you begin this argument when you say that "[Reid and Schwab] see deliberation as the animating principle that enables curriculum workers to avoid the extreme thinking that has harmed curriculum for at least a century". However, I am not sure this is the direction you wanted to go with this statement.
I think you should explain how curriculum is used and altered in lower income schools and how they are affected by it. Go more in depth of curriculum VS education in this type of environment. I think you should list examples of how you think schools can be libertated. You mentioned what we could "Follow others in order to keep curriculum liberated." Who exaclty would we be following? I was just a little confused by that statement. I feel that you have included all aspects of curriculum except in lower income schools. It might help your audiance understand what your trying to say if you answer the question you state in that same pragraph instead of stating the answer in the next argument.
In order for a deliberative curriculum to be effective, do changes need to be made beyond the classroom--perhaps at the policy-making, state or national level? at the school-board level? What arguments might be made against this deliberative method, and how would you address those arguments? What has kept us from using this approach already?
How will a deliberative curriculum be implemented in different types of schools? Who will be responsible for making changes or adaptations to it as need be in schools of varying SES? If a deliberative curriculum is what we need, who must be convinced of this before changes are made?
I was wondering if you could maybe talk about curriculum "standards" changing with time. The curriculum today isn't the same as the curriculum back then, so who decides when it's time to change it? Does it really change drastically at all?
The ideas you have for the book is great. I obviously, do not know the extent of what you know about the topic. However, like Whitney said, will you include anything from what we have discuss from class? The different views seem like important things to address. We read books about all the different views but I think it would be cool if you used different views in the book. I think knowing the different sides of an arguement help a reader better understand what is going on.
Well one thing I've noticed in class discussions is how the authors never really discuss the effects of their point of view in different settings. They mostly always have a cookie cutter version of what they think it should be like and they don't really go into too much detail about certain environmental or financial factors (where the school is located, the primary language of the students, how much the parents make, how qualified the teachers are) So I think it would be good to let your audience know that you have taken all factors into consideration and maybe discuss how you would implement and differentiate a deliberative curriculum based on certain factors.
I am just wondering how you are going to address the issue for different settings. For instance, will you write on cirriculum for an academic classroom or specialty classrooms as well? I'm the problem child who always wants to know how you are going to fit in fine arts, but I think that is important for people to know how to apply theories for classrooms other then just academics.
I would address the fact that other books that are talking about the right way to teach curriculum seem to leave out the part that the current education system is not set up perfectly like anyone needs, to set in motion this perfect curriculum and teaching system. Talk about how the struggles of making this reality because of so many different views of education that are out there. Talk about the stepping stones needed to take the path to this deliberative curriculum.
I think that you should address how curriculum has played a role on society, and how society has played a role in structuring our curriculum. I feel that maybe it should be discussed on a personal level from you, how curriculum and education has had an impact on you. Maybe you can discuss the issues of how curriculum has affected the teaching philosophies of many teachers, if any took the path of the liberating curriculum, etc.
I do not know to what extent you are going to extend your book to yet, but I think personal experiences are always great. I was also wondering if you were going to use what we have used in class with the different perspectives? Also, I was wondering if you will define curriculum in different types of classrooms? For example special ed classrooms would need a different curriculum would need a different curriculum than an AP/honors class.
I talked about this in question one but, how did you come to this conclusion and why is this important to you? Not only that but, why should this be imporant to me? I just am not sure why this is such an important issue to be discussing and how this should affect the way I teach and the way I look at curriculum.
I still think interpreting all the different views into the book would be great idea, and maybe making some other ideologies of your own to make it unique. Also, will it be centered around the other groups like Languages, Music, or Physical Education? Or will it be centered around the core subjects and curriculum of classes like English, History, or Math? I think maybe you could make it in an outline of core classes to each demographic, and the vocational kind of classes with the same demographics as well. But this is just an idea.
I think you should talk about the different ideas of each style of teaching (existential, radical ect.) and work in your pesonal experiences with each. I think that it would give you a better advantage because you have so much teaching experiences that you have been able to see the pros and cons of other styles.
What EXACTLY is the definition of "curriculum" and "education"? what is "deliberative curriculum? who creates it? who enforces it? how is it enforced? how is the effectiveness of the curriculum measured? how is the curriculum carried out? is it flexible or one size fits all? does it take into account the diversity of students? does it address urban schools, minorities, or the poor? How will the new curriculum effect teachers, students, parents and society as a whole? Is deliberative education practical, helpful, positive, and enforceable? Is the change to a new curriculum nessasary and why? Why is this important???? Answers need to be clear. They should be stated bluntly, and clearly. No ambiguous answers or over complicated word phrases.
You mentioned the different views such as systematic, existentialist, and radical in the outline for the book, but can you include more examples of the issue of curriculum from those different perspectives? I personally would better understand your views if I also know about the views of others and what they think about the issue you are presenting.
I think that you should specifically address in detail the spectrum of social issues found in curriculum liberation. It seems that you intend to address what the difference is between education and curriculum, but are you planning on addressing the full gamut of implications that curriculum formation and liberation will have on the society in which it is placed? What effects do you project in society as a whole, and will there be differentiation or bias for this to work better in affluent or poverty stricken school systems? Is their a way to see this implemented in areas where the in class teachers were taught a completely different view on curriculum or were just trained differently? I think that you should include something about how entrenched teachers can modify their methods in order to conform to a more holistic view of curriculum.
I think that you should add how the other thinkers on the subject view the deliberative curriculum. You should also point out how this idea will affect different types of schools and if it is probable to even see it in them.
I feel as if you should relate a few references to the topics that we have discussed in class. Is your approach to liberating curriculum fall on the radical, existential, systematic, or pragmatic? It would also be great if you at least touched upon how you would go about instating a nearly complete change of curriculum in schools. Another question that I would like to see answered is, to implement the deliberate/liberated curriculum fully; do we need to re-evaluate/re-educate our teachers? Will it take a different type of understanding/education than what we as future educators are currently receiving to teach in the type of curriculum you would prefer to implement? I did not know if you planned on touching on the issues of how this curriculum would fit into schools of lower income families.
I think you have adequately addressed the ideas related to curriculum theory, but perhaps there are areas on which you should expand. For example, you devote more time in part 2 of the book to university curriculum (which is of course key, since they are preparing the teachers), but I think to make the information more relevant you should also be more specific about what k-12 curriculists should do with the curriculum they have. What can they do, in their current situation, to improve their district's curriculum in its present state? I think this will make less readers feel like the topic is out of their hands and not relevant to their position in the educational system.
I covered most of this in question 1, but I think you need to move the emphasis of the first part of your book to match the title. More needs to be on how to liberate curriculum and what it means to liberate it and from whom.
Again (I mentioned this in my answer to question 1), I think you should address the teachers and their concerns over the lack of relevance that NCLB reflects. Perhaps against the backdrop of other past examples of "bad curriculum" this would be a point that would capture their interest and cause them to become more engaged in the curriculum process. Teachers very often stay frustrated by the disconnect that exists between what is touted as curriculum (TEKS, etc.) and the realization that this is not the true nature of curriculum or the education process. Perhaps some early comments could also be added concerning the true nature of curriculum (and teaching) as that of "ebb and flow" rather than "magic bullet" or "one size fits all".
If I am a teacher who reads your book and chooses to use the deliberative approach to curriculum, do I need clearance from someone (ie. principal, school board,)before I can implement it into my classroom? What if my school uses a different approach?
24 comments:
I think this is a great issue for debate and I was wondering if you were going to include any insight from any other perspective? Radical? Existential?
I think that you should address the social implications of a deliberative curriculum on society. (For example, Giroux argues that democratic schools preserve democracy in our nation; what do schools with a deliberative curriculum do?) Also, I think that you should highlight the moral/ethical questions that a deliberative curriculum forces us to deal with. Additionally, you may want to address whether a deliberative curriculum is necessary because of the great diversity in schools now, or has a deliberative curriculum always been a need. I think that you begin this argument when you say that "[Reid and Schwab] see deliberation as the animating principle that enables curriculum workers to avoid the extreme thinking that has harmed curriculum for at least a century". However, I am not sure this is the direction you wanted to go with this statement.
I think you should explain how curriculum is used and altered in lower income schools and how they are affected by it. Go more in depth of curriculum VS education in this type of environment. I think you should list examples of how you think schools can be libertated. You mentioned what we could "Follow others in order to keep curriculum liberated." Who exaclty would we be following? I was just a little confused by that statement. I feel that you have included all aspects of curriculum except in lower income schools. It might help your audiance understand what your trying to say if you answer the question you state in that same pragraph instead of stating the answer in the next argument.
In order for a deliberative curriculum to be effective, do changes need to be made beyond the classroom--perhaps at the policy-making, state or national level? at the school-board level? What arguments might be made against this deliberative method, and how would you address those arguments? What has kept us from using this approach already?
How will a deliberative curriculum be implemented in different types of schools? Who will be responsible for making changes or adaptations to it as need be in schools of varying SES? If a deliberative curriculum is what we need, who must be convinced of this before changes are made?
I was wondering if you could maybe talk about curriculum "standards" changing with time. The curriculum today isn't the same as the curriculum back then, so who decides when it's time to change it? Does it really change drastically at all?
The ideas you have for the book is great. I obviously, do not know the extent of what you know about the topic. However, like Whitney said, will you include anything from what we have discuss from class? The different views seem like important things to address. We read books about all the different views but I think it would be cool if you used different views in the book. I think knowing the different sides of an arguement help a reader better understand what is going on.
Well one thing I've noticed in class discussions is how the authors never really discuss the effects of their point of view in different settings. They mostly always have a cookie cutter version of what they think it should be like and they don't really go into too much detail about certain environmental or financial factors (where the school is located, the primary language of the students, how much the parents make, how qualified the teachers are) So I think it would be good to let your audience know that you have taken all factors into consideration and maybe discuss how you would implement and differentiate a deliberative curriculum based on certain factors.
I am just wondering how you are going to address the issue for different settings. For instance, will you write on cirriculum for an academic classroom or specialty classrooms as well? I'm the problem child who always wants to know how you are going to fit in fine arts, but I think that is important for people to know how to apply theories for classrooms other then just academics.
I would address the fact that other books that are talking about the right way to teach curriculum seem to leave out the part that the current education system is not set up perfectly like anyone needs, to set in motion this perfect curriculum and teaching system. Talk about how the struggles of making this reality because of so many different views of education that are out there. Talk about the stepping stones needed to take the path to this deliberative curriculum.
I think that you should address how curriculum has played a role on society, and how society has played a role in structuring our curriculum. I feel that maybe it should be discussed on a personal level from you, how curriculum and education has had an impact on you. Maybe you can discuss the issues of how curriculum has affected the teaching philosophies of many teachers, if any took the path of the liberating curriculum, etc.
I do not know to what extent you are going to extend your book to yet, but I think personal experiences are always great. I was also wondering if you were going to use what we have used in class with the different perspectives? Also, I was wondering if you will define curriculum in different types of classrooms? For example special ed classrooms would need a different curriculum would need a different curriculum than an AP/honors class.
I talked about this in question one but, how did you come to this conclusion and why is this important to you? Not only that but, why should this be imporant to me? I just am not sure why this is such an important issue to be discussing and how this should affect the way I teach and the way I look at curriculum.
I still think interpreting all the different views into the book would be great idea, and maybe making some other ideologies of your own to make it unique. Also, will it be centered around the other groups like Languages, Music, or Physical Education? Or will it be centered around the core subjects and curriculum of classes like English, History, or Math? I think maybe you could make it in an outline of core classes to each demographic, and the vocational kind of classes with the same demographics as well. But this is just an idea.
I think you should talk about the different ideas of each style of teaching (existential, radical ect.) and work in your pesonal experiences with each. I think that it would give you a better advantage because you have so much teaching experiences that you have been able to see the pros and cons of other styles.
What EXACTLY is the definition of "curriculum" and "education"?
what is "deliberative curriculum?
who creates it? who enforces it? how is it enforced? how is the effectiveness of the curriculum measured? how is the curriculum carried out? is it flexible or one size fits all? does it take into account the diversity of students? does it address urban schools, minorities, or the poor? How will the new curriculum effect teachers, students, parents and society as a whole? Is deliberative education practical, helpful, positive, and enforceable? Is the change to a new curriculum nessasary and why?
Why is this important????
Answers need to be clear. They should be stated bluntly, and clearly. No ambiguous answers or over complicated word phrases.
You mentioned the different views such as systematic, existentialist, and radical in the outline for the book, but can you include more examples of the issue of curriculum from those different perspectives? I personally would better understand your views if I also know about the views of others and what they think about the issue you are presenting.
I think that you should specifically address in detail the spectrum of social issues found in curriculum liberation. It seems that you intend to address what the difference is between education and curriculum, but are you planning on addressing the full gamut of implications that curriculum formation and liberation will have on the society in which it is placed? What effects do you project in society as a whole, and will there be differentiation or bias for this to work better in affluent or poverty stricken school systems? Is their a way to see this implemented in areas where the in class teachers were taught a completely different view on curriculum or were just trained differently? I think that you should include something about how entrenched teachers can modify their methods in order to conform to a more holistic view of curriculum.
I think that you should add how the other thinkers on the subject view the deliberative curriculum. You should also point out how this idea will affect different types of schools and if it is probable to even see it in them.
I feel as if you should relate a few references to the topics that we have discussed in class. Is your approach to liberating curriculum fall on the radical, existential, systematic, or pragmatic? It would also be great if you at least touched upon how you would go about instating a nearly complete change of curriculum in schools. Another question that I would like to see answered is, to implement the deliberate/liberated curriculum fully; do we need to re-evaluate/re-educate our teachers? Will it take a different type of understanding/education than what we as future educators are currently receiving to teach in the type of curriculum you would prefer to implement? I did not know if you planned on touching on the issues of how this curriculum would fit into schools of lower income families.
I think you have adequately addressed the ideas related to curriculum theory, but perhaps there are areas on which you should expand. For example, you devote more time in part 2 of the book to university curriculum (which is of course key, since they are preparing the teachers), but I think to make the information more relevant you should also be more specific about what k-12 curriculists should do with the curriculum they have. What can they do, in their current situation, to improve their district's curriculum in its present state? I think this will make less readers feel like the topic is out of their hands and not relevant to their position in the educational system.
I covered most of this in question 1, but I think you need to move the emphasis of the first part of your book to match the title. More needs to be on how to liberate curriculum and what it means to liberate it and from whom.
Again (I mentioned this in my answer to question 1), I think you should address the teachers and their concerns over the lack of relevance that NCLB reflects. Perhaps against the backdrop of other past examples of "bad curriculum" this would be a point that would capture their interest and cause them to become more engaged in the curriculum process. Teachers very often stay frustrated by the disconnect that exists between what is touted as curriculum (TEKS, etc.) and the realization that this is not the true nature of curriculum or the education process. Perhaps some early comments could also be added concerning the true nature of curriculum (and teaching) as that of "ebb and flow" rather than "magic bullet" or "one size fits all".
If I am a teacher who reads your book and chooses to use the deliberative approach to curriculum, do I need clearance from someone (ie. principal, school board,)before I can implement it into my classroom? What if my school uses a different approach?
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