The Sleeter article focused on aspects of the curriculum. Of the four main groups that were constructed by Kliebard, I agree most with the developmentalists and the social meliorists. In my classroom, students' needs and interests are of top priority. Therefore, the curriculum should include the interests of the students, and they should play a role in the formation and development of such. Additionally, I believe that the hidden curriculum has many important duties, such as preparing children for future social roles. Though this may not be an apparent or obvious function of education, I think it is one that goes unappreciated for its significance.
The second article, by Shulman, began with a quote that I unfortunately have heard before. "He who can does, he who cannot, teaches." It is one that I have had to battle more than once. Nevertheless, I know what is true and what is not, and it is evident that the author of the article does also. It is beyond me why persons still have a low opinion of teachers. However, the line "Broadly speaking, what distinguishes the man who knows from the ignorant man is an ability to teach," captures the essence of the profession well. In today's standards, the seven criterion seem a lot more fitting than the previous ones to me. It is the age of differentiation and attention to individual differences, rather than pure focus on content. This is one of the goals for my future classroom.
I believe that there needs to be as many kinds of teacher knowledge in the classroom as possible in order to make it an effective one. In my future classroom, I would be sure to combine propositional knowledge, case knowledge and strategic knowledge. One without the others can prove ineffective, and I have seen this through personal experiences in schooling.
This article ends beautifully, with the line, "Those who can do. Those who understand teach." This phrase is the one that should be well know, and I would be sure to prove it right in the future.
Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4-14.
Sleeter, C. E. (n.d.). Multicultural Education, Definitions and Curriculum Standards. Encyclopedia of Diversity in Educatio
The second article, by Shulman, began with a quote that I unfortunately have heard before. "He who can does, he who cannot, teaches." It is one that I have had to battle more than once. Nevertheless, I know what is true and what is not, and it is evident that the author of the article does also. It is beyond me why persons still have a low opinion of teachers. However, the line "Broadly speaking, what distinguishes the man who knows from the ignorant man is an ability to teach," captures the essence of the profession well. In today's standards, the seven criterion seem a lot more fitting than the previous ones to me. It is the age of differentiation and attention to individual differences, rather than pure focus on content. This is one of the goals for my future classroom.
I believe that there needs to be as many kinds of teacher knowledge in the classroom as possible in order to make it an effective one. In my future classroom, I would be sure to combine propositional knowledge, case knowledge and strategic knowledge. One without the others can prove ineffective, and I have seen this through personal experiences in schooling.
This article ends beautifully, with the line, "Those who can do. Those who understand teach." This phrase is the one that should be well know, and I would be sure to prove it right in the future.
Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4-14.
Sleeter, C. E. (n.d.). Multicultural Education, Definitions and Curriculum Standards. Encyclopedia of Diversity in Educatio