EDM703-- Individual Presentation [Chapter 8]

8/8/2019 EDM703-- Individual Presentation [Chapter 8]

1/24

EDM703

Lecturer:Assoc. Prof. Dr. Gurnam Kaur Sidhu

Presented by:Hanisah Bt Bon (Kasbon)

2009222348


2/24

Introduction

Building TCL Professional Learning

CommunitiesBuilding Stakeholder Learning

Communities

Valuing 3S Performances of

understandingEducating for Professional Advocacy

Educating for Negotiating


3/24


4/24

3S education requires sophisticated curriculum

deliberation within a professional learning community

that will support and sustain these deliberations.

What is meant by professional learning communities? A [professional learning] community is a community of difference. It

is based on the ethics of acceptance of others with respect, justice, and

appreciation of peaceful cooperation within difference. It is inspired

by the metaphor of an interconnected, interdependent web of persons

engaged in global community

(Furman, 1998, p. 312)


5/24

TCL professional learning communities look forward to

having the complicated discussion that necessary for

curriculum wisdom problem solving.

The currere narrative is an important part of the

wisdom problem-solving cycle.

Thus, deliberation of a series of questions is required

for the purpose of establishing a TCL professionallearning communities.


6/24

In a TCL learning community, another significant

variable is added to the mix of differentiated needs:

how each teacher has constructed her or his professional

identity.

Categories a b c

Rule-bound Strong rule

boundLess rule bound In the middle

Comfort zone High Low Mediate

Professional

identities

Shaped by

being good at

what others tell

them to do.

Not shaped by

the opinion on

others.

Self-authorship,

interdependence

with others, and

wisdom.


7/24

Those who are involved need to be cognizant of the social,interpersonal, psychological and developmental readiness.

Differences will evoke a variety of responses upon the readinessof each teacher.

Patience plays an important key to embrace the curriculumwisdom problem solving.

Why??? High expectations

Required discipline

Practical Sophisticated reasoning

Developmental readiness addresses the two fundamentalchallenges and the four decision-making process.


8/24

According to Barth (2001), critical friends (CFs)offersessential ways for building a TCL professional learningcommunity.

CFscan be experienced in at least three ways: Through students in classroom, Through a trusted colleague, or Through a group of colleague.

CFs -ask provocative questions

-offer critique-advocate for the success of the work-fully embrace the journey-admit the possibility of error-aware of consequences of actions


9/24

Critical

FriendsStatements

Students Students are storehouse of information, providing feedback for improving our

wisdom problem solving and elevating our curriculum judgement.

Contribute to an important aspect of the 3S journey of understanding.

Teachers will be provided with real and insightful feedback on the quality ofthe four decision making processes.

Colleagues Supported by three professional development activities:

-disciplined study about a variety of timely and

relevant topics in small and large groups before,

during, and after school;

-participation in a higher education/K-12 school partnerships by

having professors join the learning community, immersing themselves

in study, with opportunities to secure university workshop credit for

the members; and

-finding time for sharing currere narratives, formally and informally as

data for DPTEO decisions.

Holonomy the delicate balance between autonomy and interdependence-was

a factor to building their reflective inquiry capacities.


10/24

Stakeholder learning communities are composed of

parents, community members, and others.

Educating stakeholder learning communities possesadditional challenge.

A wide range of curriculum stakeholders need to know

what it means to educate for deep subject matter

understanding and democratic self and social learning.


11/24

Imagine for a moment:

The deep gratitude a parent or guardian might have

if their child were involved in a curriculum project

that helped the community.

The appreciation a parent or guardian might have if

their child saw herself as an active, informed lifelong

learner, capable of using subject matter

understanding in ways that contribute to the

elimination of suffering and injustice.


12/24

In order for 3S education to have sustainability, we

need to educate our public in a way that not only

advances this professional advocacy, but also

communicates to them their roles as essentialsupporters of this professional advocacy.


13/24

Walker (2003) outlines key negotiation strategies that

curriculum stakeholders need to employ in order to

meet the challenges of any curriculum improvement:

1. Achieving working agreement

2. Making principled decisions

3. Working constructively with teachers

4. Seeking substantial, lasting improvement5. Facing conflicts constructively


14/24

BREAK


15/24

EDM703

Lecturer:Assoc. Prof. Dr. Gurnam Kaur Sidhu

Presented by:Hanisah Bt Bon (Kasbon)

2009222348


16/24

Articulate standards for a holistic 3S education.

Subject matter understanding that is embedded in democratic selfand social understanding.

Cultivate reflective inquiry capacities in order to clearlyconceptualise and enact 3S educational standards.

Systematic decision making fundamental process of curriculumdecision making-DPTEO.

The enactment of the complete problem-solving cycle require

professional and stakeholder learning community support.

Overall goal of the book can be summarised: the cultivation ofdeep democracy requires an education for deep subject matter, self,and social understanding(p. 225).


17/24

In establishing a network of transformative curriculum leadersacross diverse educational setting:

Is such broadly based professional community building possible?

Could a transformational curriculum leadership (TCL) collegial identity beestablished in regional, state, provincial, national, or even international context?

Three-part agenda for building a collegial identity:1. Educators must understand the disciplined interpretation of curriculum-based

teaching that underlies this book.

2. Educators must embrace this understanding as central to their professionalidentity.

3. Educators must collegially act out of this understanding in multiple public forums.

Engage of two stages:historical narrative of curriculum studies inthe North American contextand engaging the broader publicsphere as transformative curriculum leaders.


18/24

Over the past 90 years, the general area of curriculum studies has

emerged in the North American.

It has different characteristics multidisciplinary, interdisciplinary and

transdisciplinary.

Characteristics Definitions

Multidisciplinary The inclusion of multiple disciplines within a

particular field of study.

Interdisciplinary The synthesis of two or more disciplines,

establishing a new metalevel of discourse (Klein,

1990).

Transdisciplinary Conceptual framework that transcend the narrow

scope of disciplinary world views, metaphorically

encompassing the several parts of material

handled separately by specialised disciplines.


19/24

With the curriculum and teaching field has developed,

it allows for a wide range of critical and creative

theorizing.

Revolve around two themes:journeyandjudgement

Summarise the book in an abbreviated sentence:TCL is a collaborative effort to advance JJ in the context of a love of

democratic wisdom.


20/24

The authors have come out with 13 ideas of the thinkingbehind problem solving, namely:

Curriculum as journey

A journey of disciplined understanding

The limits of subject understanding Holistic journey of understanding

An emancipatory point of view

Curriculum as complicated conversation

Interpreting theory and practice

Curriculum-based teaching

Curriculum as currere Curriculum as deliberative judgement

Eclectic and practical artistry

Journal and judgement are embedded

Curriculum as hermeneutic undertaking


21/24

Ideas Statements

Curriculum as journey -Long term process with a certain degree of consistency

-Continuity of experience

A journey of disciplined

understanding

-Facilitate students subject matter understanding

The limits of subject

understanding

-Deeply understanding particular subject matter is not

necessarily on a path to understand democraticgoodness

-Democratic goodness integrated with disciplined

democratic self and social understanding

-Introduce the concept of holistic goals

Holistic journey of

understanding

-Balanced subject matter and self and social learning

-Integration of democracy and education

An emancipatory point of

view

-Social constructionism

-To cultivate a Jeffersonian, freedom-loving way of living

-The notion of null and hidden curriculum


22/24

Ideas Statements

Curriculum as complicated

conversation

-Multidisciplinary and interdisciplinary interpretation

informs the conception of reflective inquiry-Involve judgement and action as well conversation

Interpreting theory and

practice

-Hope The TCL will have political impact over time

-Influenced Jim Sears (1992) Grounding

Contemporary Curriculum Thought

Curriculum-based teaching -Vital interrelation between curriculum and teaching

Curriculum as currere -Pinar (2004) explains that the purpose of practicing

currere is to cultivate a deepening understanding of

curriculum as complicated conversation.

-Currere to run the course

-Curriculum the course to be run

Curriculum as deliberative

judgement

-Curriculum development: 1918 publication of

Franklin Bobbitts The Curriculum, first publication of a

sypnotic curriculum text in American education


23/24

Ideas Statements

Eclectic and practical

artistry

-Two basic points by Joseph Schwab: i) curriculum is so

complex that it cannot be studied through anyparticular theoretical perspective; and ii) curriculum

are deliberative and cannot be reduced to precise

protocols

Journey and judgement are

embedded

-Overlapping themes curriculum-as-journey and

curriculum-as-judgement

-Two sides of the same transformative curriculumleadership coin

Curriculum as Hermeneutic

Undertaking

-Address the art of cultivating a holistic understanding

of some matter

-Possess three key characteristics: holistic orientation,

interpretive playfulness & open-minded humility


24/24

How can transformative curriculum leaders, who are

committed to this disciplined interpretation of

curriculum-based teaching, cultivate a broader public

audience?

How might their network with other like-minded

educators and curriculum stakeholders beyond their

immediate work environment?

EDM703-- Individual Presentation [Chapter 8]

Documents

Transcript of EDM703-- Individual Presentation [Chapter 8]