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The Knowledge Centered Approach- Group 2
Transcript of The Knowledge Centered Approach- Group 2
The Knowledge Centered Approach
The Student's Role
The Teacher's Role
In the knowledge centered approach students are viewed as novice learners who do not have the maturity necessary in order to be responsible for their own education. What students are responsible for is learning the content and completing assignments. Students are also required to demonstrate the product and process of the knowledge they acquire. Typically, these assessments are presented to the student in a multiple-choice format, but students must also be prepared to complete open-ended essays and/or oral examinations.
Students in a knowledge centered curriculum need to display the following qualities:
o Participation with course content
In this presentation Group 2 hopes to describe the history and efficiency of a knowledge centered approach to teachers looking to adopt a curriculum in their classroom that will help prepare their students for the increasing demands of secondary education and/or the workforce.
Objective: To impart knowledge from teacher to student by way of......
Lecture and Instruction
Encouraging students to practice concepts through educational "coaching."
Preparation for assessment, or "teaching to the test."
Mortimer Adler's three approaches (columns) of teaching
to enhance acquisition of factually knowledge
for development of intellectual skills
to increase understanding of ideas and values
The general role of the teacher in a knowledge based curriculum is a scholarly role model that provides academic rigor. though systematic lessons. Additionally, the teacher will set the course of learning focused on specific academic disciplines. while continuing to seek out knowledge.
0 through 1.33 minutes
We will be able to achieve a just and prosperous society only when our schools ensure that everyone commands enough shared background knowledge to be able to communicate effectively with everyone else.
E. D. Hirsch
"The knowledge-centered curriculum is an academic curriculum where students are expected to acquire knowledge of their world as a foundation for adult life" (Ellis, 2004, p. 147)
One seeks to equip the child with deeper, more gripping, and subtler ways of knowing the world and himself.
Founding of Harvard College
The canon of Harvard’s curriculum was mainly theological as “knowledge of Christ was the foundation for all knowledge” (Willis 1993, p.7) In order to read the scriptures, Latin and Greek were essential components of the curriculum along with other specified areas of study. Many American educational institutions followed the KBC structure of Harvard until about the second half of the nineteenth century.
The Committee of Ten
During this conference the conclusion was reached that a standardized college prep curriculum served as “the best preparation for both college and life in general”. (Willis 1993, p.86).
Mann served as the Massachusetts State Board of Education Secretary
In this position Mann develop a united curriculum for the country’s common schools in order that all children be given the opportunity to receive an equal moral and academic education.
Sputnik 1 and National Defense Education Act
Public outcries about conditions in the schools led Congress passed the National Defense Education Act. Once again the cannon was restored to a coursework of rigorous traditional academic offerings.
A Nation at Risk
This document and most other national reports of the 1980’s gave “greater national credence than at any time since the nineteenth century to the ideas that a single curriculum is equally appropriate for everyone and that local communities and educators cannot be entrusted with making and implementing curricular decisions.” (Spring 2011, p.402)
Most recently the push towards a knowledge centered approach to curriculum can be seen with the implementation of the common core standards. It does appear they are a follow up to the many recommendations of A Nation At Risk that have not been implemented over the last 30 years. As in 1958 and 1983 a national economic crisis has preceded this push for a “national” more rigorous academic curriculum. This educator comes to the conclusion that indeed the best education for the best should be the best education for all. History shows that when students are challenged with a rigorous streamlined academic curriculum they rise to that challenge and morally responsible citizens who partake in government are produced as a result. Individuals and country both benefit from a knowledge based curriculum.
E. D. Hirsch and Core Knowledge Curriculum
The International Baccalaureate Program
Mortimer Adler and The Paideia Curriculum
The knowledge-centered approach provides a liberal education for all that focuses on academics and typically includes no electives. Tracking systems are not used in this approach since it is believed that all students should receive the same body of information. The questions that are debated, and reflected differently in the three following examples of curriculum are:
What subject matter should be included in the canon?
What should the presentation of such subject matter look like in our classrooms?
Ellis, A., K. (2004). Exemplars of Curriculum Theory. Larchmont, NY: Eye on Education
Spring, J. (2011). The American school: A global context from the Puritans to the Obama era. (8th ed).
New York, NY: McGraw-Hill Companies Inc.
Willis (1993). The American Curriculum: A Documentary History. Westport, CT: Greenwood Press