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Running head: Assignment 2
Assignment 2 In APA Style Shannon Pierce National University
Assignment 2 2
The various curriculum philosophies, theories and psychologies we are studying
in this course are used to help identify the theories each of our school has adopted. Philosophies such as existentialism are used in our health and art classes while our CSI and science classes/ curriculums are very similar to those of realism described I the book.
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The theory of variation states, “A school is a community in which people exhibit
individual differences. They must learn to communicate, cooperate, respect others’ opinions and reach a consensus. “ Del Campo (DC) does an excellent job providing opportunities for all interests while supporting the Humanistic Approach. The humanistic approach is appealing to me because I enjoy group projects, artistic endeavors, field trips, dramatization, social enterprises, and benefit from tutoring stations. Not only does this approach allow students to self-reflect it also looks at the dynamics of the classroom. There are many differences between an elementary classroom and a high school classroom. When I walk into an elementary classroom there is color, projects, art work, poems, pictures, students of the week, birthdays for the month and papers stamped with smiley faces, and decorated with “Great Job,” and “You’re a Star” all over the place. The dynamics of an elementary classroom are fun, inviting, colorful and make kids want to be a part of the atmosphere. Although, DC’s classrooms are not typically as decorated as an elementary school most of them due hang artwork, “A” papers, and demonstrate self-expression by its occupants. They are inviting and unique. “Philosophy is central to curriculum.” (p.31) Compared to other schools in the San Juan Unified School District (SJUSD) Del Campo is not very diverse. The majority of the students are middle class, Caucasian students. I agree when the book says, “Diversity enhances the curriculums dynamics,” (p. 32) but I must say lack of diversity does not impact the success in electives or our students. The staff at DC is like a village, we each have our own specialties and interests and use one another’s gifts to enhance
Assignment 2 4 our teaching tools and provide support for one another. Ex. 1: Our auto teacher needs cars for the students to work and practice on and we all eventually need an oil change or something fixed with our car. So we provide the car his class benefits from the experience and we benefit from free labor. Ex. 2: Ms. Wilson, one of our science teachers teaches her kids the components of trajectory, distance, speed, and power in the game of golf. After she has defined the words and provided examples of what each looks like and is measured she uses P.E. golf clubs and balls and makes the math and science relatable. The CSI class supports the realism and pragmatism theory. The class was created to teach kids the law of gravity, physics, motion, and other natural laws, as well as those used in the court of law. The class cultivates rational thoughts, exercises the brain, and challenges objectivity and scientific explanations. Although not all classes are as exciting as Crime Scene Investigators our teachers are taught how to follow the essentialism philosophy. I have never heard of the philosophy before this class but after reading it, I was able to relate it to teaching styles previously visited. I believe it is important to always come back to the basics, just as the essentialism philosophy suggests. Our mission statement is very similar to the “Aim of Education” described on page 56. It reads, “To promote the intellectual growth of the individual; to educate the competent person.” Both statements refer to individual empowerment through learning. When asked in the intro of Chapter 4, “How should curriculum be organized to enhance learning?” My first thought was, every person is unique and using only one teaching style will only reach one group of learners. As teachers we must be able to
Assignment 2 5 adapt to our students and their individual needs. Following the how’s was the what’s. “What is the optimal level of student participation in learning the curriculum’s various components?” My response is obviously 100% participation is wanted, but referring back to school at Sac State the professors advised if 80% of the class is competent the lesson should go on. Thorndike’s Connectionism has been greatly adopted by the teachers at DC, for they agree learning is a habit and when connected with more and more habits a complex structure i.e. knowledge is created. I know this because at our last staff meeting our leadership team presented similar foundations and the staff had agreed they would like or already do have similarities with Thorndike’s connectionism. I have always received good grades throughout school however many classes challenged me beyond liking. I had teachers who did not teach for their students to learn and apply they simply wanted us to memorize and regurgitate information. Tyler and Taba said rote learning and memorization was unnecessary, and by organizing and classifying information into existing mental patterns and using them in different situations connections were stronger, and lasted beyond those of simple memorizing. After reading tons of chapters and hundreds of pages I have concluded that Del Campo High School is meeting it’s mission statement with a supportive, well-educated and animated staff. Below you will find our mission statement as it is written in every DC planner, carved in wood above the entrance of the gymnasium and on every teacher’s wall. The mission statement DC created is not a bunch big word used to describe something we aspire to be; it describes who we are now, and who we will continue to be.
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C. Del Campo High School Mission Statement
To empower each student to discover and expand his or her Strengths through relevant and challenging learning experiences, So each can become personally successful and productive in the 21st century.
Expected School wide learning results
Del Camp High School will prepare itâ€™s graduates, through a Challenging curriculum, to be:
-Self-directed Learners -Collaborative Workers -Self-Aware Individuals -Quality Producers -Community/ Global Contributors
Assignment 2 7 Del Campo does a great job offering and enabling all itâ€™s students to become more successful and have a goal. Our counselors spend hours, weeks, and months reaching each of the students on an individual basis, getting to know them and what their aspirations are. Students who do not want to go on to college are set up with career techs and exposed to careers in the military, the art of an auto mechanic, CSI, law enforcement officer, and several other valued careers that often are over looked with all the pressures of adults wanting their kids to go straight to college from high school. The curriculum at DC is set up to provide students with the standards (140 credits) and half the time is spent on electives providing students the opportunity to become something they never imagined.
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