11.5.15 Courses, classes, learning, teaching

Whitehead, really? I totally forgot the Romance, Precision, Generalization cycle! The love affair has never left me, and time and practice make for the rest. Motivation to continue and persist with stamina, tenacity, and joy is another educator’s conundrum that falls squarely in self-esteem land. In my opinion.

The curriculum discussion is lovely, and from a librarian’s perspective it is the one I attach to the most.

Explicit curriculum: subjects that will be taught, the identified “mission” of the school, and the knowledge and skills that the school expects successful students to acquire

Implicit curriculum: lessons that arise from the culture of the school and the behaviors, attitudes, and expectations that characterize that culture

Null curriculum: topics or perspectives that are specifically excluded from the curriculum

Extra curriculum: school-sponsored programs that are intended to supplement the academic aspect of the school experience

(from: Curriculum Definition,  Edward S. Ebert II, Christine Ebert, Michael L. Bentley  retrieved 11.5.15: http://www.education.com/reference/article/curriculum-definition/)

It is an endless, living document! Can’t get more awesome than that for collection development and knowledge development, but for a student and a snapshot in time (the quarter/semester, class, seminar etc) there cannot be endless and the snapshot has to be pertinent/relevant/extensible. This is where the instructional designer in me steps up and competes with the collection developer.

The instructional designer is consumed with connecting relevance and class differentiation all in hand of what the educator really feels must be conveyed. Indicators of achievement is something I am still juggling, and I am looking forward to working more on this (especially in a narrow confine like a limited classroom).

I got the question about FLOW wrong on the quiz, but I would argue about that. Of course. FLOW is the goal, but I realize in retrospect that that is not what the question was really asking. Multiple choice problems.