| Dates |
Topic |
Activities |
Reading |
Writing |
| Jan 2 - 12 |
Curriculum as Experience |
Record more critical incidents
Look through the incidents you have so far and sort
them into issues / themes as best as you can. Try putting
a name to each grouping.
Freewrite about the issue - begin working on a piece
of writing to explore the tensions emerging from your
critical incidents |
Dewey
Vygotsky
Barnes
Bruner
Cardellichio
Duckwort
Bissex
Conroy
Kohl
Newman
|
- Identify the "powerful ideas" in each
piece
- Respond to the "surprises" in each article
- Share one "ah-ha" online
- Respond to the "ah-ha" from at least two others
|
| Jan 13 |
Class
meeting at Summerside Intermediate School |
| Jan 15 - Jan 21 |
Curriculum Issues |
Record more critical incidents
Continue working on your piece of writing—freewrite
attempting to identify "What is the one thing I
want readers to think about?""What is the
powerful idea I'm exploring?" |
Boomer
Darling-Hammond
Meier
Sirotnick
Smith
Tobias
Young |
- Identify the "powerful ideas" in each
piece
- Respond to the "surprises" in each article
- Share one "ah-ha" online
- Respond to the "ah-ha" from at least two
others
|
| Jan 21 - Feb 9 |
Common Knowledge |
Read as a writer—use the reading
you've done so far to help you experiment with
your own writing.
Continue developing your piece of writing-try to
complete a first draft. |
Edwards/Mercer
Wells/Chang-Wells
To help with your writing: visit
Changing
Ourselves
Read at least three of the articles - remember to read like a writer |
- Identify the "powerful ideas" in each
piece
- Respond to the "surprises" in each article
- Share one "ah-ha" online
- Respond to the "ah-ha" from at least two
others
|
| Feb 10 |
Class
meeting at Summerside Intermediate School |
| Feb 11 - Feb 17 |
Keeping It Complex |
Continue working on your piece of writing—attempt
to weave into your writing connections from the reading
you’ve done so far (both in this course and any
others you've taken in your program). |
Belenky
Duckworth
Picone
Visit
Changing
Ourselves
Read at least three more of the articles
|
- Identify the "powerful ideas" in each
piece
- Respond to the "surprises" in each article
- Share one "ah-ha" online
- Respond to the "ah-ha" from at least two
others
- Share the current draft of your writing with two
classmates and me
- Read the writing you receive from your classmates
and share the movies of your mind with them
|
| Feb 18- Feb 23 |
Curriculum as Inquiry - Exmples |
Keep working on your piece of writing |
Bigelow
Chenfeld
Deal
Dunn
Watson/Konicek
Zahorik |
- Identify the "powerful ideas" in each
piece
- Respond to the "surprises" in each article
- Share one "ah-ha" online
- Respond to the "ah-ha" from at least two
others
|
| Feb 24 |
Class
meeting at Summerside Intermediate School |
| Feb 25 - Mar 2 |
Curriculum as Inquiry - Making It
Happen |
Keep working on your piece of writing |
Barell
Cook
Newman
Rudduck
Horace 9/4 1993
|
- Share the current draft of your writing with two
classmates and me
- Read the writing you receive from your classmates
and share the movies of your mind with them
- Share one "ah-ha" online
|
| Mar 3 - Mar 9 |
The Big Issues |
Finish up your piece of writing |
Featherstone
Childress
Burbules
Vygotsky
Dewey |
- Write a final reflection: what do I know now that
I didn't know before. You might find it helpful to
refer to the "outcomes" for GLIT6756
- Email me your reflection after our gathering on
March 10.
|
| Mar 10 |
Final
gathering to wrap up the experience |
