Depth and Design: developing a holistic curriculum

Depth and Design: developing a holistic curriculum: Clancy Burkholder

@patricktiernan

Tiernan@bchigh.edu

Jean Piaget - Soren Kierkegaard

What should every student know and be able to do ?

What are the psycho-social, cognitive , and spiritual capabilities/needs if each level in secondary schools ?

- we tend to teach the way that we learn best - you're ostracizing most of your class by doing this

What structures are in place to ensure their needs are met while "uncovering" the material?

How does a religion curriculum nurturer opportunities for interdisciplinary studies ?

What content knowledge should be emphasized and what is not paramount to an adolescent 's religious development?

Can you utilize multiple sources to achieve the same objective?

- you don't put on a "different hat" for each new course

- knowledge is fluid - it is constantly changing - nothing stays the same.

Http://www.youtube.com/watch?v=Hzgzim5m7oU

It's how we say things that's important - language - what do we mean by what we say ? Semantics and language becomes messy.

Inside - essential to know
Outside circle - important to know
Outside Outside circle -Nice to know

Work your way out.

KEY IDEAS

* essential/enduring knowledge transcends content acquisition
- it poses questions that go beyond yes/no or basic responses (lower order processing)

*Important knowledge frames lesson/unit planning
- "as the result of this lesson,students will know A and be able to do B"

*Nice knowledge may be teacher specific
-opportunity to develop new topics

What UbD is ...
- "backwards" design - distinguishes between depth (vertical) and breadth (horizontal) when it comes to the "uncoverage" of material

- it is a methodology for documenting and emphasizing that is essential for students to know and be able to do

- we truly understand what we can - explain, - interpret , - apply

- we truly understand when we have perspective
- this is the ability to see and hear other points of view to imagine the larger issues

- we truly understand when we can empathize

- we truly understand when we have self - knowledge
* this is the act of being able to look within ourselves and reflect on why we can comprehend something

{see image in camera roll)

IDENTIFY THE DESIRED OUTCOME - if not - then it doesn't matter what tools you used

Fallacy of learning - content leads to knowledge rather than skills leading to understanding

Create your test before your lesson.

Give the final exam on the first day of school.

Assessments shouldn't be a magic trick - not a surprise , why are we still trying to trick students?

DATA ANALYSIS - refine refine refine

The ignatian pedagogical paradigm - interplay between treatment and retreat director


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