Section outline

  • General

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    Curriculum and Pedagogy Seminar

    Professor Ismael Jimenez

  • PART I: WHO AM I AS AN EDUCATOR?

    Guiding Question

    How have my experiences, preparation, and developing understanding of education shaped what I believe about teaching, learning, knowledge, and the purpose of education?

    In this part of the course, we will examine the experiences and ideas that have shaped how we understand education. We will consider identity, knowledge, the purpose of education, critical pedagogy, culture, and our developing philosophies of teaching and learning.

    Assignments

    Autobiography of Learning and Philosophy of Education
    Due September 8 | 100 points | Minimum 1,200 words

    Mixtape #1: Identity, Knowledge, and Teaching
    Due September 8 | 20 points | Minimum 250 words

    Mixtape #2: Critical Pedagogy and Social Justice
    Due September 15 | 20 points | Minimum 250 words

    Mixtape #3: Culture, Knowledge, and Education
    Due September 22 | 20 points | Minimum 250 words

    Portfolio Connection: The work you complete in this Part provides evidence for Section I: Autobiography of Learning and Philosophy of Education of your Reflective Teaching Portfolio.

  • Part II: Focus on Learners

    Guiding Question

    What can I learn from students about who they are, how they experience education, and what they need in order to learn and participate meaningfully?

    This part of the course asks us to learn directly from students and to consider the relationship between identity, culture, relationships, community, belonging, and learning.

    Assignments

    Dialogue Project: Initial Questions and Preparation
    Beginning September 22

    Mixtape #7: Classroom Environment, Relationships, and Restorative Practice
    Due October 27 | 20 points

    Mixtape #8: Social and Emotional Dimensions of Learning
    Due November 3 | 20 points

    Mixtape #10: Students, Families, and Communities
    Due November 17 | 20 points

    Dialogue Project: Conversations and Shadowing
    Substantially complete by November 17

    Dialogue Analysis
    Due December 8 | Approximately 2,000 words

    Portfolio Connection: Evidence from your Dialogue Project, shadowing, Mixtapes, and other experiences may contribute to Section II: Focus on Learners.

  • Part III: Focus on Curriculum

     

    Guiding Question

    What knowledge is important for students to learn, who determines what knowledge matters, and how do we design curriculum that leads to meaningful understanding?

    In this part of the course, we will examine curriculum as more than a collection of content to cover. We will consider what it means to understand something, how knowledge is selected and organized, the role of standards, and how backward design, differentiation, assessment, and disciplinary knowledge can inform curriculum development.

    Assignments

    Mixtape #4: Understanding, Curriculum, and Lesson Planning
    Due September 29 | 20 points | Minimum 250 words

    Mixtape #5: Standards, Backward Design, and Differentiation
    Due October 6 | 20 points | Minimum 250 words

    Mixtape #6: Curriculum, Knowledge, and Assessment
    Due October 20 | 20 points | Minimum 250 words

    Curriculum Analysis
    Due October 27 | Minimum 1,200 words + curriculum artifact

    Curriculum Design Project: Peer Review Draft
    Due December 1

    Final Curriculum Design Project
    Due December 10 at 5:00 p.m.

    Portfolio Connection

    The work you complete in this Part will provide evidence for Section III: Focus on Curriculum of your Reflective Teaching Portfolio. Save your curriculum analysis, curriculum design work, feedback and revisions, relevant Mixtapes, and insights from your Subject Area Specialist sessions that have influenced how you think about curriculum and disciplinary knowledge.

  • Part IV: Focus on Pedagogy

    Guiding Question

    How do I make intentional decisions about how I teach, and how do I know whether those decisions are supporting student learning?

    In this part of the course, we will focus more directly on the decisions educators make in practice. We will examine instructional strategies, inquiry, technology and AI, assessment, and evidence of student learning while considering when, why, and for whom particular approaches are appropriate. The goal is not simply to collect teaching strategies, but to develop the judgment necessary to connect pedagogy to students, curriculum, and purpose.

    Assignments

    Mixtape #9: Pedagogical Strategies, Inquiry, and Practice
    Due November 10 | 20 points | Minimum 250 words

    In-Class Teaching and Facilitation
    Individually scheduled | 45–60 minutes | Minimum 750-word reflection

    Mixtape #11: Technology, AI, Knowledge, and Teaching
    Due November 24 | 20 points | Minimum 250 words

    Mixtape #12: Assessment, Evidence of Learning, and Evaluation
    Due December 1 | 20 points | Minimum 250 words

    Mixtape #13: Curriculum, Pedagogy, and Developing Practice
    Due December 8 | 20 points | Minimum 250 words

    Portfolio Connection

    The work you complete in this Part will provide evidence for Section IV: Focus on Pedagogy of your Reflective Teaching Portfolio. Save teaching and facilitation materials, relevant Mixtapes, feedback, evidence of learning, and reflections that demonstrate how your thinking about teaching has developed.

    Your field placement lessons and reflections will also be important evidence for this section of the portfolio, even though Field Placement is maintained as its own course component in Moodle.

     

  • Subject Area Specialist Sessions

  • Field Placement and Teaching




  • Final Synthesis: Reflective Teaching Portfolio

  • October 29th

     

    Classroom Environment and Restorative Justice

    Ø Muhammad, M. (2019). The Restorative Journey (All of it :) - Please have physical text during class

    Ø  Listen to Dialogue 4– how does the dialogue compare to the readings – bring notes/ideas to class. 

    Bonus Texts:

    Ø Cook-Sather, Alison. Learning from the Students Perspective. Chapter 2 (SKIM)

    Ø  The New Teacher Book: OPTIONAL

    o   Chapter 4. Discipline: Rescuing the remains of the day when class doesn’t go as planned.

  • November 4th

    Section III: Focus on Curriculum

    Learning from Students and Families

    In preparation for class, we encourage you all to complete the following: 

    • Required Watch: Translators Film - 21 minutes
      • Who are the students? How are they being supported by families, educators, communities, and more? 
    • Required View/Annotate: https://www.dualcapacity.org/ - The Dual Capacity-Building Framework for Family-School Partnerships
      • Consider while viewing - What are the big ideas? Who is the intended audience? What perspectives are missing? What language could be modify?

    Bring quotes from previous Dialogue Project sessions for us to dig deeper into. 

    As always, please keep in mind Restorative Practices, Social Justice, and Cultivating Joy practices as you engage with these resources.

    Bonus Texts:

     

  • November 11th

    Section IV: Focus on Pedagogy & Preparation

  • November 18th

    Social and Emotional Health

    • READ: Trauma Informed Schools and the Role of Restorative Practice in Trauma-Informed Schools
    • LISTEN: Dialogue Session
    • WATCH one of the following videos for Shaye's session:
    • "Why schools should teach emotional intelligence" 
    • "Why social Health is key to happiness and longevity" 
    • "How social emotional Learning Benefits Everyone" 
    • "Preventing teacher burnout" 
    • SKIM: Assessing Perceptions of Culture and Trauma in an Elementary School: Informing a Model for Culturally Responsive Trauma-Informed Schools
    • SKIM: Social and Emotional Learning as a Public Health Approach to Education

  • November 25th

    Technology

    • Complete AI Literacy Module and take notes on your process (30-40 mins) 
      • What did you learn?
      • What surprised you?
      • What was reinforced for you?
      • What do you embrace/reject?
      • What role will AI have in your individual practice?
    • Skim: "The Digital Gap between Rich Kids and Poor Kids is Not What We Expected"
    • Preview ISTE Standards (make a note of the standards that seem important to your future classroom)
    • Skim: "What is Media Literacy?"
    • Bonus "Advancing Racial Literacy in Digital Spaces
    • Listen to “Technology” Dialogue – consider the role technology plays in the classroom. How will / should the students’ experiences influence teaching? How do they influence your teaching? What are you wary of /excited for? Bring notes to class to share.

  • December 2nd

    Assessment & Evaluation

    • READ Oakes, J. & Lipton, M. Teaching to Change the World.  Chapter 6: Assessment. Pages 231-243
    • Re-READ Muhammad, G. Unearthing Joy, Chapter 4 (Attend to Assessments)
    • BONUS: Au, W. High Stakes Testing
    • Skim: Orlich et al. Teaching Strategies. Chapter 10: Monitoring Student Success.  (pp. 352-387)
    • Skim: Tomlinson & McTighe (2006). Integrating Differentiated Instruction and Understanding by Design. Chapter 5: Assessment (58-82)
      Listen to Dialogue 
    • Subject Area Specialist Meeting (Last one!)

     

  • December 10th

  • FINALS WEEK!

    Enjoy break! =D

    Office Hours: BAO - please email or text!