PME 810: Integrated Planning, Instruction, and Assessment (Module 1-5)
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1) Humanistic/Student-Centered/Self-Actualization Conceptions (Eisner, McNeill, Sowell, Ornstein, Schiro)
2) Academic Rationalism/Scholar-Academic Conceptions (Eisner, Sowell, Schiro)
3) Standards-Based Approach (the Systemic Curriculum) (McNeil)
4) Social Reconstruction-Relevance (Eisner, McNeil, Sowell)
It should come as no surprise that in many academic contexts, the Academic Rationalism conception is dominant; especially in North America. For better or worse, we are a product of Literary, Economic, and Political traditions, which are a result of dominant civilizations (Greek/Roman Empires, 'Western Civilization'). As E. Eisner and E. Vallance state in their Conflicting Conceptions of Curriculum, this conception is "primarily concerned with enabling the young to acquire the tools to participate in the Western cultural tradition and with providing access to the greatest ideas and objects that man has created" (1974). Our broader understanding of Human history; how information/technological advances have been disseminated across space and time, helps us realize that this tradition would not have been possible if not for the positive influences of civilizations across the globe. That being said, this conception draws from significant accomplishments across a variety of fields, for example, Mathematics, Science, English, History. I would think that the very discoveries which have led us to this point in time, are worthy of passing down to future generations due to that very fact. Certain concepts and advancements have withstood the test of time. I believe that's what Eisner and Vallance were implying. What's more, the bodies of knowledge, for us, are becoming open to interpretation and revision. And as Nadya Al Mousa states in her paper, this approach is designed to "make the students thinkers; thinkers that can question, hypothesize, synthesize, and draw conclusions in any academic discipline" (2013). Surely, this is why the conception is so widespread; because it seems universal and somewhat dynamic, perhaps easier to implement.
As modern educators, we are fortunate enough to be alive in such a time that allows for critical, open reflection on what is necessary to teach, and how to teach it. As to why other conceptions, like the Humanist or Social Reconstruction approaches, are not as dominant is difficult for me to answer. Perhaps it's because they are newer approaches? Both approaches are products of the early 20th century. Or I wonder, could it be more difficult to match-up with a Standards-Based approach? This is where I'd like to tie in my context of practice, Ontario.
The benefit of this task is that it allows me to make connections to our current curriculum. I can reflect, and say to myself, "Interesting. This theory is evident in our curriculum through ___." As objectively as possible, I tried to examine our curriculum as a whole. Absolutely, the foundation is Academic Rationalism. We have specific subjects and content within each subject that is deemed critical for understanding. Moreover, the curriculum is linked to a Standards-Based approach. John McNeil in his Contemporary Curriculum in Thought and Action describes this is a series of prescribed goals and performance standards, linked to subjects and age groups (2009). In our curriculum, each grade and subject have overall and specific expectations that students should work towards. What's more, teachers are encouraged to assess students based on their progress in attaining these expectations. It's my understanding that this system allows teachers and administrators to held accountable for student achievement, and public education in general. In other words, it's easier to gather quantifiable data. That being said, I also see hints of Humanistic/Learner-Centered and Social Reconstruction conceptions.
In Ontario, and I think in Canadian education in general, there's been a push to center learning around the individual. To relate concepts to student experiences. In addition, the emphasis on Individual Education Plans, and presenting content in meaningful, accessible ways; where students experience learning in their own multi-modalities, is at its core, Humanistic. Strategies such as Inquiry-based learning and 'Makerspace' (Science, Tech., Engineering, Arts, and Math projects) attempt to recapture the student's love for learning and exploration. This, to me, is in the hopes of building confidence and providing students the tools to help themselves succeed in all aspects of life. As Eisner states, "It is child centered, autonomy and growth-oriented, and education is seen as an enabling process that would provide the means to personal liberation and development" (1974).
On the other hand, the Social Reconstruction approach has been picking up much steam, as of late. I can think of the push to "decolonize education" as some believe that traditional knowledge is a result of oppressive institutions. Critical Race theory, from what I understand, believes that there is an intersectional way of understanding racial inequities in society. It aims to reframe what we know and create a movement for 'Social Justice'. As Michael Shiro states in his book, Curriculum Theory, "Social Reconstructionists are conscious of the problems of our society and the injustices done to its members, such as those originating from racial, gender, social, and economic inequalities. They assume that the purpose of education is to facilitate the construction of a new and more just society that offers maximum satisfaction to all of its members" (2013). In Ontario, I can think of Project-Based learning which works to solve real-world problems, at the school, community, and world levels. I'm also reminded of culturally responsive education. This movement seeks to help students see themselves in their learning. This could involve incorporating texts from non-Euro-centric countries, highlighting the achievements of individuals who may sometimes be glossed over. There is also a call to present other ways of knowing, doing, and being in the world. This is certainly the case of First Nations, Metis, and Inuit education (one of my backgrounds). At its core, the push is to re-establish education in a more equitable light. A more holistic approach. How much of this would lead to a restructuring of society at large may be questionable. In short, Ontario's curriculum is on its way to becoming more holistic, as it implements pedagogies based on a wider variety of curriculum theories. The key question is, what is the right balance?
Sources:
Al Mousa, N. (2013). An examination of cad use in two interior design programs from the perspectives of curriculum and instructors, pp. 21-37 (Master’s Thesis)
Eisner, E., & Vallance, E. (Eds.). (1974). Five conceptions of the curriculum: Their roots and implications for curriculum planning.In E. Eisner & E. Vallance (Eds.), Conflicting conceptions of curriculum (pp. 1-18). Berkeley, CA: McCutchan Publishing.
McNeil, J. D. (2009). Contemporary curriculum in thought and action (7th ed.). Hoboken, NJ: John Wiley. Pages 1, 3-14, 27-39, 52-60, 71-74.
Schiro, M. S. (2013). Introduction to the curriculum ideologies. In M. S. Schiro, Curriculum theory: Conflicting visions and enduring concerns (2nd ed., pp. 1-13). Thousand Oaks, CA: Sage.
Right away, what stuck out for me with this task was how it built upon our understanding of curriculum conceptions from Module 1. I admit, I felt a little overwhelmed by all of the information, but we eventually managed to create a map in our minds that helped.
It is my understanding that the 'bedrock' or foundation of curriculum conceptions is Philosophy. In other words, we group our curriculums based on our worldviews. In some cases, these could be beliefs of what the world and education should be. The curriculum conceptions I view as heads of families. The practical designs are the children and/or cousins. The offspring, if you will.
As my partner, Mark K. and I have discovered throughout this process, much like anything in life, there are many nuances and trial and error involved when dealing with belief systems.
Traditionally there has been a lot of debate about the different philosophies which surround curriculum design and development. The Ornstein and Hunkins article teaches us that it is, “Central, when considering curriculum design, to include learner development in the curriculum algorithm” (1991). Thus we see many of the curricular designs having a student-centered focus. One of the biggest issues facing modern aspects of curriculum design in a country such as Canada is the multitude of regions and the various cultural backgrounds of our ever-changing society. Where do we find a balance? Our curricular designs should reflect diverse voices, meanings, and points of view. The scope of this diversity is one of the largest challenges we see from this activity for curriculum designers going forward. Which types of diversity are to be included and which to be left out? We see an interesting shift in how we organize schooling for our students. Elementary schools take a student-centered design whereas in high school the approach shifts to a more subject-centered focus pushed upon by prerequisites from the post-secondary level.
I would take this a step further and ask, how does higher education contribute to this shift? Historically, Academia served to enlighten the privileged in society. A truly liberal education involved developing awareness in Philosophy, Social Sciences, the Arts. Many of these programs have fallen out of favor because of limited job prospects come graduation. People still choose to study what they are passionate about (no doubt a product of this tradition and our education system) while many others focus on technical learning as it pertains to work opportunities (e.g, Business Admin., Engineering, Computer Science). Given that higher education is in essence, a business; how does this trickle down to the Elementary and Secondary schools? Politics and philosophy aside, an educator, as Ornstein and Hunkins state, "Imparts essential understandings, attitudes, and skills" (1991). As eluded to above, who determines these essential understandings, and what are they? It is my hope that they be sufficient to carry my students throughout their lives, in whatever capacity they choose.
Lastly, it seems to me that moving away from subject-centered curriculums and a heavier focus on student-centered learning would be beneficial. Not that we don't do this now; I would argue that we could do more. I believe that the shift from Elementary to Secondary and Post-Secondary robs the students of, "individual expression and imposition from authority" (Ornstein, 1991) as the reconstructionists would say. Moreover, education is stifled and is no longer a, "creative self-learning; active process in which the leaner re-constructs knowledge" (1991), and society for that matter, according to the Progressives and Reconstructionists.
Ornstein, A. C. (1990/1991). Philosophy as a basis for curriculum decisions. The High School Journal, 74, 102-109.
What Mark K. and I enjoyed about partner work, beyond the analysis and discovery of new information, is to work with someone who shares a common vision for education.Overall, we see a need for the old perennial model of curriculum (Top-down approach) as being archaic and exclusionary to minority and low-income learners. This is not a curriculum that lines itself with a country that has a population that is becoming more diverse and a society where the gap betw
een the rich and the poor is growing. We see that a more humanistic approach to curriculum design is needed to ensure we are offering everyone a fair chance at success.
Just the other day in Ontario, the government passed a bill that allows Directors of Education in school boards do not have any classroom experience, they don’t need to be or have been a teacher to oversee an education system. We find this to be a step toward the perennial system as curriculum design should be developed primarily from the ‘bottom-up’. The process of designing an equitable and progressive curriculum cannot be undertaken using a mechanical perspective.
We also note that there needs to be some flexibility when discussing philosophical positions on the curriculum. As Ornstein notes: “Curriculum specialists who are unwilling to modify their points of view, or compromise philosophical positions when school officials or their colleagues espouse another philosophy, are at risk of causing conflict and disrupting the school” When making curricular designs and decisions we need to ensure equity plays a role in our discussions. Disagreements are healthy but being unwilling to compromise is damaging.
It is also important to allow schools to design themselves in a way that works for them. What works in an urban school setting may not apply to a rural or northern school setting. Different boards in a province will be dealing with a different clientele. Allowing for school-based decisions on assessment and curriculum interpretation again provides a more humanistic approach to learning. In the Ornstein article, a quote from Brandt and Tyler (1983) notes: “Curriculum workers need to provide assistance in developing and designing school practices that coincide with the philosophy of the school and community. Teaching, learning, and curriculum are all interwoven in school practices and should reflect a school's and a community's philosophy.” Allowing for school-based decisions allows administrators, teachers, and community members to design schools that work for them.
We see this through the lens of St. Anne School in Saskatchewan, and A.E. Wright & Maples Collegiate in Winnipeg. The teachers at these schools collaborated together and decided to focus on inquiry-based learning in order to better serve their specific clientele. They flipped assessment on its head by focussing more on formative assessment instead of summative. The student's voice was also included within the discussions surrounding curriculum design and more flexibility was provided to engage student learning. We’ve incorporated these changes into our visual mind map. You will notice that planning is linked to student interest, needs, and their lived experiences. While instruction is based on inquiry, connections to the cultures of said students, with an emphasis on cyclical learning; drawn from Indigenous perspectives on holistic education wherein students become learners and teachers of content. There also comes a change to assessment practices. Students are now actively engaged, they take responsibility for their learning by designing the parameters for success, and what they might look like through process and products.
As we mentioned earlier we see curriculum design as needed to support all learners and this absolutely means indigenizing our curriculum to support First-Nations Metis and Inuit learners (FNMI). We see value in shifting instruction methods to encourage learning about FNMI culture and to support the learning of our FNMI students. There is a saying used “What is good for the FNMI learner is good for all learners.” The rich culture lends well to a humanistic approach to the curriculum. The use of elders in education is also a powerful resource that not only transfers knowledge to students but also challenges students to use different skills such as listening, interpretation of knowledge, and other cross-curricular notions. For as we learned in this module according to Castellon: “When an Elder dies a library burns.”
We feel that the change to our diagram comes from the above mentioned information. We found this module to be extremely beneficial to our understanding of curricular design and see our visual as now being more complete.
Context of Professional Practice: Ontario Elementary Social Studies Teachers Association
The context of professional practice that I've selected is the Ontario Elementary Social Studies Teachers Association (OESSTA). I decided to examine this professional community because I find myself drawn to the fields of Social Studies and History.
Of the things in this world that truly bring me joy; connecting with people across space and time is surely one. I enjoy the connections one can make across cultures, along with this comes the understanding that we as people are not too dissimilar. Social Studies and History open our eyes to the wide array of worldviews and diverse teachings in our world. It was Marcus Cicero, a Roman philosopher, who said, “To be ignorant of what occurred before you were born is to remain always a child. For what is the worth of human life, unless it is woven into the life of our ancestors by the records of history?” In other words, human life is precious, and we must understand our past in order to move forward and grow. I believe it's necessary to learn about who we were because it's our history. This is precisely what Social Studies and History attempts to communicate to the learner.
As an elementary teacher, I remain open to different perspectives to I can better inform my practice, and connect with my students. As Cate Watson mentions in their article, Professional Learning Communities have a responsibility for student learning, inquiry-based, collaborative, and promote individual and community learning (Watson, 2012). I plan to use this website during future collaboration and staff meetings in order to create new understandings of how to best approach learning in our own context, for our students.
The aim of this community is to connect educators with new ideas; ways of knowing, doing, and being. I hope to eventually contribute my findings and ideas, (from my practice) in the forms of curriculum documents and letters, to this community. To quote from the website:
"The webpage is:
A site where educators can connect with colleagues who have similar interests, challenges and/or questions about the implementation of the Ontario Social Studies/History/Geography Curriculum.
A site where educators can share ideas, resources and/or ask questions about SSHG (Social Studies, History, Geography) document.
A site where educators can exchange ideas and suggestions regarding planning, implementation and assessment of the Ontario curriculum" ("About OESSTA | OESSTA (Ontario Elementary Social Studies Teachers Association)", n.d.).
In this particular community, it seems that there is a members forum, of which I'm yet an official member. Members can pose questions and make contributions to the community. However, there are options to communicate via the association's twitter accounts and through email.
Planning, Instruction, and Assessment
Upon reviewing the website, I understood that the aim is to support the implementation of the Ontario Social Studies, History, and Geography curriculum. There is a focus on helping students learn disciplinary thinking concepts. For example, in History students study continuity & change. Students would compare past to present circumstances, in politics, social issues; making evidence-backed judgments could also be encouraged.
The act of studying disciplinary thinking concepts, I think, can be considered more subject-centered in design, and essentialist in philosophy. As Ornstein stated in his article that there is an "emphasis on acquiring knowledge and/or competency in disciplines” (1991). An aspect of competency is acquiring these essential skills; to view history as historians and critical thinkers might. However, the website does aim to present the curriculum in progressive ways.
Many of the contributions (i.e., lesson plans and unit plans) are inquiry-based, hands-on, and based on student interest. As we've learned, this, of course, is a student-centered approach. There is also an emphasis on the Citizenship Education Framework. Throughout Social Studies and History, the teacher should seek to create a stronger sense of identity; develop attributes conducive to positive growth (e.g., self-respect and empathy for others); introduce structures (of power) and their effects on social and economic change, and active participation both within and outside of learning communities (e.g., connect and learn from local organizations that foster change in society). 
This framework is obviously quite holistic in its scope. There are multiple philosophies at play. Namely, reconstructionism. The curriculum design is perhaps more than an academic-rationalist one ( or essentialist philosophy), but a social-reconstructionist, instead, as it's "interested in the relationships between curriculum and the social, political, and economic development of society” (Schiro, 2013).
Regarding assessment, searching under the strategies tab, one will find videos where educators can learn about inquiry-based learning and applicable assessment methods. For example, during inquiry-learning, students would benefit from critical, timely feedback, reflection journals, self-assessments. These tools fall under learner-centered designs and progressive philosophies of education.
References:
About OESSTA | OESSTA (Ontario Elementary Social Studies Teachers Association). Retrieved 9 August 2020, from http://oessta-teachers.ca/about-oessta/
CITIZENSHIP EDUCATION FRAMEWORK WORKSHEET and [online image]. Retrieved 9 August 2020, from http://www.edugains.ca/resourcesCurrImpl/Elementary/CitizenshipEducationFrameworkWorksheet.pdf
CONCEPTS OF DISCIPLINARY THINKING. Retrieved 9 August 2020, from http://www.edugains.ca/resourcesCurrImpl/Elementary/ConceptsofDisciplinaryThinking.pdf
Ontario Elementary Social Studies Teachers Association. OESSTA Logo [Image]. Retrieved from http://oessta-teachers.ca/wp-content/themes/oessta_teachers/images/logo.png
Ornstein, A. C. (1990/1991). Philosophy as a basis for curriculum decisions. The High School Journal, 74, 102-109.
Schiro, M. S. (2013). Introduction to the curriculum ideologies. In M. S. Schiro, Curriculum theory: Conflicting visions and enduring concerns (2nd ed., pp. 1-13). Thousand Oaks, CA: Sage.
Watson, C. (2012). Effective professional learning communities? The possibilities for teachers as agents of change in schools. British Educational Research Journal, 40(1), 18-29. doi: 10.1002/berj.3025
PLC: Ontario Elementary Social Studies Teachers Association
My chosen professional community was the Ontario Elementary Social Studies Teacher Association. My aim was to gain a deeper understanding of how the community positively impacts the implementation of the Ontario curriculum; planning, and instruction.
August 12th
I began by exploring the website for additional resources so as to better inform my findings in relation to my guiding question. I noticed that there was a general, free membership, as well as a $20 paid membership; which granted additional perks. For example, the ability to engage in forum discussions, creation of website documents (on planning, instruction, assessment), receive discounts for future conferences. I paid the fee in the hopes of engaging with this community.
A useful document that I came across in the OESSTA website member's section is a PDF detailing the steps for developing inquiry questions. Simply put, this document positively impacts my implementation of the curriculum because it provides a detailed, relevant presentation of the inquiry process; from stimulating thinking through visuals, to creating open-ended questions in groups. To link theories from this course, we've learned that inquiry-based learning is Progressive in its philosophy. In practice, it's a student-centered design because it's based on interest and student-led questioning. Below you'll find the document embedded for curiosity's sake.
August 13th
While waiting for my membership to process, I began by posing a general question on Twitter to the community's twitter account, as well as the moderators.
@oessta1 @Robitaille2011 @24gizmo Hi everyone, for my Master's we're studying the philosophies behind curriculum, planning, instruction, and assessment. How is the curric. presented and engaged with, by students? How do you think the community affects the above mentioned topics?
— TeacherDarocha (@TeacherDarocha) August 13, 2020
August 15th
While waiting for community interaction, I came to understand that the OESSTA's website was having some technical difficulties in processing my membership registration. I sent out an email to the website moderator, hoping that they would address my concerns. I decided to peruse some of the articles tweeted by the website's Twitter account. OESSTA
August 16th
One of the articles piqued my curiosity. There was a link to a CBC article discussing the need for greater systemic change. The belief was that street names and monuments with links to slavery and our colonial past should be changed. 'History in Action', says the OESSTA tweet.
So, I considered what this term means, and how it relates to my guiding question and this course, as well as the implications of the community on student engagement in History and Social Studies.Real change must accompany removal of statues, street names linked to slavery, scholars say https://t.co/DJhgwVOYL6 - Consider historical significance - history in action #ontsshg @ChristinaGanev
— OESSTA (@oessta1) June 12, 2020
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| (Twitter, Ganev, 2020) |
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