Assignment 2 1

Running head: Assignment 2

Assignment 2

In APA Style

Shannon Pierce

National University

Assignment 2

Abstract

A. The various curriculum philosophies, theories and psychologies we are

studying in this course are used to help identify the theories each of our school has

adopted. Philosophies such as existentialism are used in our health and art classes

while our CSI and science classes/ curriculums are very similar to those of realism

described I the book.

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B. The theory of variation states, “A school is a community in which people

exhibit individual differences. They must learn to communicate, cooperate, respect

others’ opinions and reach a consensus. “ Del Campo (DC) does an excellent job

providing opportunities for all interests while supporting the Humanistic Approach.

The humanistic approach is appealing to me because I enjoy group projects,

artistic endeavors, field trips, dramatization, social enterprises, and benefit from

tutoring stations. Not only does this approach allow students to self-reflect it also

looks at the dynamics of the classroom. There are many differences between an

elementary classroom and a high school classroom. When I walk into an elementary

classroom there is color, projects, art work, poems, pictures, students of the week,

birthdays for the month and papers stamped with smiley faces, and decorated with

“Great Job,” and “You’re a Star” all over the place. The dynamics of an elementary

classroom are fun, inviting, colorful and make kids want to be a part of the

atmosphere. Although, DC’s classrooms are not typically as decorated as an

elementary school most of them due hang artwork, “A” papers, and demonstrate

self-expression by its occupants. They are inviting and unique.

“Philosophy is central to curriculum.” (p.31) Compared to other schools in

the San Juan Unified School District (SJUSD) Del Campo is not very diverse. The

majority of the students are middle class, Caucasian students. I agree when the book

says, “Diversity enhances the curriculums dynamics,” (p. 32) but I must say lack of

diversity does not impact the success in electives or our students. The staff at DC is

like a village, we each have our own specialties and interests and use one another’s

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gifts to enhance our teaching tools and provide support for one another. Ex. 1: Our

auto teacher needs cars for the students to work and practice on and we all

eventually need an oil change or something fixed with our car. So we provide the

car his class benefits from the experience and we benefit from free labor. Ex. 2: Ms.

Wilson, one of our science teachers teaches her kids the components of trajectory,

distance, speed, and power in the game of golf. After she has defined the words and

provided examples of what each looks like and is measured she uses P.E. golf clubs

and balls and makes the math and science relatable.

The CSI class supports the realism and pragmatism theory. The class was

created to teach kids the law of gravity, physics, motion, and other natural laws, as

well as those used in the court of law. The class cultivates rational thoughts,

exercises the brain, and challenges objectivity and scientific explanations. Although

not all classes are as exciting as Crime Scene Investigators our teachers are taught

how to follow the essentialism philosophy. I have never heard of the philosophy

before this class but after reading it, I was able to relate it to teaching styles

previously visited. I believe it is important to always come back to the basics, just as

the essentialism philosophy suggests. Our mission statement is very similar to the

“Aim of Education” described on page 56. It reads, “To promote the intellectual

growth of the individual; to educate the competent person.” Both statements refer

to individual empowerment through learning.

When asked in the intro of Chapter 4, “How should curriculum be organized

to enhance learning?” My first thought was, every person is unique and using only

one teaching style will only reach one group of learners. As teachers we must be

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able to adapt to our students and their individual needs. Following the how’s was

the what’s. “What is the optimal level of student participation in learning the

curriculum’s various components?” My response is obviously 100% participation is

wanted, but referring back to school at Sac State the professors advised if 80% of

the class is competent the lesson should go on. Thorndike’s Connectionism has been

greatly adopted by the teachers at DC, for they agree learning is a habit and when

connected with more and more habits a complex structure i.e. knowledge is created.

I know this because at our last staff meeting our leadership team presented similar

foundations and the staff had agreed they would like or already do have similarities

with Thorndike’s connectionism.

I have always received good grades throughout school however many classes

challenged me beyond liking. I had teachers who did not teach for their students to

learn and apply they simply wanted us to memorize and regurgitate information.

Tyler and Taba said rote learning and memorization was unnecessary, and by

organizing and classifying information into existing mental patterns and using them

in different situations connections were stronger, and lasted beyond those of simple

memorizing.

After reading tons of chapters and hundreds of pages I have concluded that

Del Campo High School is meeting it’s mission statement with a supportive, well-

educated and animated staff. Below you will find our mission statement as it is

written in every DC planner, carved in wood above the entrance of the gymnasium

and on every teacher’s wall. The mission statement DC created is not a bunch big

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word used to describe something we aspire to be; it describes who we are now, and

who we will continue to be.

C.

Del Campo High School Mission Statement

To empower each student to discover and expand his or her

Strengths through relevant and challenging learning experiences,

So each can become personally successful and productive in the

21st century.

Expected School wide learning results

Del Camp High School will prepare it’s graduates, through a

Challenging curriculum, to be:

-Self-directed Learners

-Collaborative Workers

-Self-Aware Individuals

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-Quality Producers

-Community/ Global Contributors

Del Campo does a great job offering and enabling all it’s students to become

more successful and have a goal. Our counselors spend hours, weeks, and months

reaching each of the students on an individual basis, getting to know them and what

their aspirations are. Students who do not want to go on to college are set up with

career techs and exposed to careers in the military, the art of an auto mechanic, CSI,

law enforcement officer, and several other valued careers that often are over looked

with all the pressures of adults wanting their kids to go straight to college from high

school. The curriculum at DC is set up to provide students with the standards (140

credits) and half the time is spent on electives providing students the opportunity to

become something they never imagined.

Assignment 2

Reference Page

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