Chelsea Horsburgh PME 810

This week, Ashley Pagan and continued our collaborative work to examine how the different curriculum designs impact planning, instruction and assessment approaches at the classroom level. Ashley and I decided to continue to expand our Popplet for this module. One thing that we were conscious of as we expanded the Popplet was working carefully to organize our content so that it did not become visually distracting. To accomplish this goal, we took a lot of time adding more connections to the Popplett and reorganizing the bubbles so that they showed a clear connection from conceptions of curriculum, philosophical foundations, curriculum designs and then to planning, instruction, and assessment. Through our review of the research, we found there was a number of connections and quotes that we wanted to include. However, we worried that if we continued to expand out Popplet that it would become difficult to see the connections. For this reason, Ashley proposed that we create a chart in addi...

Over the past week, Ashley Pagan and I collaborated on the philosophical foundations of education & curriculum design planning module 2 assignment. We decided to use Popplet to create a visual representation of our learning from the course readings. At the beginning of the process, we decided to use a google doc to share our notes with each other. In the google doc we color-coded our notes so we could easily see each other's ideas. In order to engage in an ongoing two-way conversation, we used the comment function within the google doc. This allowed us to easily share ideas and move forward with creating the mind map. Through our notes and ongoing conversation, we were able to begin to highlight different ideas and see the relationship between conceptions of curriculum, philosophical foundations, and curricular designs.  Here is our collaborative work demonstrated in a Popplet visual representation. In the mindmap, we were able to show the relationship between conceptions...

Ornstein and Hunkins (2013) explain, “Curriculum results from social activity. It is designed for both present and emerging purposes. Curriculum is a dynamic field” (p.1). By considering the dynamic nature of curriculum one can explain how conceptions of curriculum have evolved and changed over time to reflect and meet the needs of society. Schiro (2013) states, “each of the curriculum ideologies has a history” (p.7). By digging deeper into the historical and social context of conceptions of curriculum one can better explain why some conceptions of curriculum remain applicable to the current educational landscape while others have not. The conceptions of the curriculum which are considered mainstream are ones that have remained relevant and enduring over time. While other conceptions have been modified or removed over time as the social, cultural, or political landscape have changed to such a degree that the conception is no longer viewed as relative in the mainstream in education. V...

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