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Who: bell hooks, Nel Noddings

What: Transformative, historical, contemporary, contextual

Where:  Where ever the individual is

Why: Learning is personal transformation and relational, liberating, freedom

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Who: George S. Counts, Bill Pinar

What: Critical of status quo, historical, contemporary, contextual

Where: Where ever oppression or social injustice exists

Why: Democratic IDEALS are unfulfilled promises. Empanipatory, liberation

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Who: John Dewey, Jane Addams,

What: Practical Arts and academics, multicultural melting pot

Where: Community

Why: Democratic citizenship requires practice and critical thinking. Life isn't about either/or's. Progress and growth are prized.

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Who: William Bagley, E.D. Hirsch

What: Cultural Cannon, Perennial-lite with practical application skill

Where: All American Public Schools

Why: Access to the Cultural Capital--doesn't matter that canno may not be representative. It is established. Access equals power.

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Who: Mortimer Adler, Robert Hutchinson

What: Great Books, Socratic Seminar, Western cannon

Where: Liberal Arts Schools

Why: To think deeply and critically

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Practice into Theory: Curriculum Orientations--Asking ourselves WHAT and WHOSE knowledge is worth knowing?

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Practice into Theory: Curriculum Orientations--Asking ourselves WHAT and WHOSE knowledge is worth knowing?

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Remember Concepts of Education?

How does what we believe the purpose of education to be impact our own curriculum orientations? Do we need to fit completely into one category? What happens if I believe there to be multiple purposes for education? Who (what kind of kiddo) benefits and who doesn't in your own curriculum orientation? Is that intentional?

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What will I teach?

To whom will I teach it?

How will I teach it?

When and for how long?

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How does DAP connect to your teacher education coursework?

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How does DAP connect to your teacher education coursework?

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What is presently known and understood about kids

Planning focused on Assets (strengths, interests, needs)

Incorporates family, values, culture, and background

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Perceptions about kids

Interpretation of content

How he/she shapes the content

How he/she MANAGES the classroom

Level of compliance to the larger community's

expectations (local, state, national standards)

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How are content literacy instructional strategies tied to curriculum? 

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How are content literacy instructional strategies tied to curriculum? 

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How is curriculum tied to Teacher Identity?

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How is curriculum tied to Teacher Identity?

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What do school "have to" teach? Who decides?

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What do people learn "unintentionally" at school?

How do these things get learned? Who decides?

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CONTENT, PROCESS, PRODUCT (assessment) within

a Universal Design Learning environment (CONTEXT)

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An organized framework that delineates the CONTENT kids learn, the PROCESSES through which kids (and teachers) go, and the CONTEXTS in which teaching and learning occur.