Philosophy of Curriculum

Philosophy of Curriculum, Teaching and Learning

You will develop an approximately 3 page (plus selected reference list) single spaced 12point

font concise statement of your beliefs about curriculum, teaching and learning that you might

use as an evolving guide in your career in education. Include a reference section with key

references that you relate to in connection with your personal beliefs (e.g., can be select

references from this course and throughout program).. The following is an important

pedagogical purpose for the development of a philosophy of curriculum, teaching and

learning:

“Teaching is about making some kind of dent in the world so that the world is different than

it was before you practiced your craft. Knowing clearly what kind of dent you want to make

in the world means that you must continually ask yourself the most fundamental evaluative

questions of all–What effect am I having on students and on their learning?” (Stephen

Brookfield, The Skillful Teacher, 1990, pp. 18-19)

What are major components of a philosophy of curriculum, teaching, and learning to be

included?

The literature on philosophies of curriculum, teaching and learning suggests several

components for educators to include in their philosophy statements. Your paper should

include the following components adapted from Nancy Chism’s (1998) article, “Developing a

Philosophy of Teaching Statement.” Your philosophy statement may be in essay form. You

do not have to break it up by the components below; however, you should address all

components in your final statement. Write from a first person perspective and incorporate

your own creative style.

1. Conceptualization of learning: Ask yourself questions such as “How do I think

learning occurs?” “What do I mean by learning?” and “What happens in a learning

situation?” Think of your answers to these questions based on your personal experiences

and making connections to ideas of learning discussed in the literature by citing authors

were appropriate. You might use a metaphor to explain your beliefs about learning or you

might choose to use a more direct approach to conceptualize learning (i.e., describe how you

think learning occurs and what you think occurs during a learning episode, based on

personal observations, experience, and on current literature on teaching and learning).

2. Conceptualization of teaching: Ask yourself questions such as “What do I mean by

teaching?” “How do I facilitate the learning process?” “How do I challenge students

intellectually?” “How do I meet students’ needs and support students academically?”

Again a metaphor or a direct description with respect to motivating and facilitating learning

might be used. Discuss how your personal experiences as a student or teacher and your

reading of the education literature (e.g., curriculum, teaching, and learning literature)

support your conceptualization of teaching. If you have experience teaching, you might also

discuss how your teaching has changed over time and what factors have fostered these

changes.

3. Conceptualization of curriculum: Ask yourself questions such as “What do I believe

is the role of curriculum in the teaching and learning of diverse students in preparation for

their futures?” “What are my views of the aims, means, and ends of education and how are

these evidenced in the curriculum I select, create, or adapt and in the school subjects I think

are of value?” Think of your answers to these questions in relation to your personal

experiences and in connections to ideas about curriculum discussed in the literature by citing

authors were appropriate. Based on the extent of your experience, you might also discuss

how your views of curriculum have changed over time and what factors have fostered these

changes.

4. Goals for students: Ask yourself questions such as “What content, processes and

skills do you expect students to obtain as a result of learning?” “What goals do you set for

your classes and what is your rationale for these goals?” “What types of activities do you

implement in your classes to achieve these goals?” “How have your goals changed over time

through your personal experiences and/or through the reading of literature (referenced as

appropriate)?” For instance, you might describe your expectations for students to learn not

only content goals, but also develop with respect to affective goals related to beliefs, values,

emotions, and feelings, and process goals such as reasoning and problem solving or skills

such as critical thinking, followed by elaboration on why these are important to you and how

you have or will design individual steps toward accomplishing these goals.

5. Implementation of the philosophy: Ask yourself questions such as “How do I

operationalize my philosophy in the classroom?” and “What personal characteristics in

myself or my students influence the way in which I approach teaching and curriculum

development?” Illustrate how you transform your beliefs of curriculum, teaching and

learning and your goals for students into classroom activities. You may reflect on ways you

present course materials and ways in which you interact with students both in and out of

classes, as well as what activities, assignments, and projects you implement in the

teachinglearning process and the possible consequences of all of these.

6. Professional growth plan: Teachers should set clear goals for themselves and

consider means for accomplishing these goals. Ask yourself questions such as “What goals

have I set for myself as a teacher?” and “How do I intend to accomplish these goals?” For

example, you might illustrate how you have grown professionally over the years, what

challenges exist for you at present, what long-term development plans you have projected,

and what you will do to reach these goals.

7. References: As you create your philosophy, carefully select a limited set of references

that support your ideas (e.g., can be select references from this course and throughout

program).

Refer to these references briefly in the body of your paper and create a reference list at the

end.

Rubric for Philosophy of Curriculum, Teaching, and Learning (24 points)

Mastery 3 points

Sufficient

2 points Limited

1 point

Your philosophy statement is a coherent argument

consisting of clear logic and reasoning.

All components of the philosophy assignment are

clearly addressed.

The points you are making are identifiable and the

relationship between points is understood as you move

from one point to another and across areas of

curriculum, teaching and learning.

You use appropriate examples and explanations to

support your points across areas of curriculum,

teaching and learning.

Your philosophy statement presents an interconnected

argument across areas of curriculum, teaching and

learning rather than simply explaining points or

examples.

Your philosophy statement includes goals for students

and implementation of the philosophy that are clearly

aligned, as well plans for your future professional

growth.

You cite appropriate literature grounded in recent

research and theory in connection to your personal

beliefs.

Your statement conforms to professional standards for

style, grammar, and mechanics.

Your statement includes a specifically selected list

references used in support of your ideas and placed at

the end of your statement following APA style.