How far should we pare the apple?

1
How far should we pare the apple? Theoretical and
Practical Implications of Using a Core Curriculum
Deborah Davis Liberty University
The last several slides are actually the notes to
the correspondingly numbered slides.
2
Agenda

• Introduction - Administrative Details and
  Overview 10 minutes
• Theoretical Implications 30 minutes
• BREAK 10 minutes
• Practical Implications 30 minutes
• Eternal Implications 30 minutes
• Conclusion 10 minutes
• References Available for review

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Introduction

• Administrative Details
• In-service requirements
• Local Professional Development Committee Approved
• Eligible for Continuing Education Units (2) --
  Participation Form
• Location of
• Emergency Exits, Alarms, etc. Drinks, Snacks,
  Restrooms, etc. Extra Pencils, Paper, and
  Electrical Outlets
• There will be a short break in the middle of the
  presentation

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The entire life of a school child!
Introduction Purpose

• Purpose/Overview
• Common Core is NOT a part of this presentation
• Core Curriculum has been defined anonymously as,

5

• Theoretical Implications

• Introduction
• Essentialist Theory
• Constructivist Theory

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• Theoretical Implications

• Essentialist Theory
• The schools first task is to teach basic
  knowledge (Knight, 2006, p. 122).
• Reading and writing are central to the process
  of learning in any discipline and that discipline
  specialists need to take this into consideration
  when planning their curricula (Paxton Frith,
  2014, p. 172).

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• Theoretical Implications

• Constructivist Theory
• Beliefs are one contextual filter by which
  teachers manage their classrooms (Howe, Jacobs,
  Vukelich, Recchia, 2012, p. 356)
• Note that any act of design and especially the
  one developed in a constructivist paradigm
  involve intertwining the epistemological and
  pragmatic areas (Cretu Rogoz, 2011, p. 15).

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• Theoretical Implications

• Summary
• Essentially . . .
• Constructively . . .

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Break
A quick 10 minutes . . .
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• Practical Implications

• Introduction
• Prevention . . .
• Methodology . . .

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• Practical Implications

• Prevention
• Preventing early reading difficulties from
  becoming more serious reading problems (Clarke,
  et al., 2011, p. 563).
• It is a common axiom that early detection is the
  best method for redirection and correction.
• Picking the best apple for the use.

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• Practical Implications

• Methodology - Clarke, et al (2011)
• Central construct concrete example.
• Extension of first activity or review of prior
  material
• Prior material from other content area
• Paper and pencil review
• Family engagement

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• Practical Implications

• Practice Time
• Apple
• A
• Round
• Write, Draw, and Color
• Handout to attach

Note these handouts are attached to the end of
the presentation for printing and future use.
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• Practical Implications

• Summary
• Prevention . . .
• Methodology . . .

15

• Eternal Implications

• Introduction
• Faith to Knowledge . . .
• Curricular Components. . .
• Roots of Instruction and Faith. . .

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• Eternal Implications

• If according to studies by Piaget (1973), we
  need to move from faith to knowledge in order to
  build intelligence, in the case of Moscovici's
  studies (1972-2000) the relationship between I -
  Other / Alter-Object becomes relevant (Cretu
  Rogoz, 2011, p. 11)

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• Eternal Implications

• Curricular components evolve from the ground
  up (i.e., from the worldviews, values, beliefs,
  and behaviors of the population that the program
  is intended to serve) and therefore look and
  sound familiar to the participants (Okamoto et
  al., 2014, p. 104).

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• Eternal Implications

• Proverbs 413 Take fast hold of instruction
  let not go keep her for she is life (KJV).
• Deuteronomy 1119 - And ye shall teach them your
  children, speaking of them when thou sittest in
  thine house, and when thou walkest by the way,
  when thou liest down, and when thou risest up.

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• Eternal Implications

• Proverbs 1130 The fruit of the
  righteous is a tree of life and he that winneth
  souls is wise.
• Revelation 2214 -- Blessed are they that do his
  commandments, that they may have right to the
  tree of life, and may enter in through the gates
  into the city.

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• Eternal Implications

• Summary
• Faith to Knowledge . . .
• Curricular Components
• Roots of Instruction and Faith. . .

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• Conclusion

• Definition
• Theoretical Implications
• Practical Implications
• Eternal Implications
• Questions?

22

References

• Clarke, B., Smolkowski, K., Baker, S. K., Fien,
  H., Doabler, C. T., Chard, D. J. (2011). The
  impact of a comprehensive tier I core
  kindergarten program on the achievement of
  students at risk in mathematics. Elementary
  School Journal, 111(4), 561-584.
• Cretu, C. c., Rogoz, N. n. (2011). Teachers'
  social representations of constructivist
  curriculum design. Journal Of Educational
  Sciences / Revista De Stiintele Educatiei, 13(2),
  9-17.
• Howe, N. n., Jacobs, E., Vukelich, G., Recchia,
  H. (2012). In-service professional development
  and constructivist curriculum Effects on quality
  of child care, teacher beliefs, and interactions.
  Alberta Journal Of Educational Research, 57(4),
  353-378.

23

References - continued

• Knight, G. (2006), Philosophy and Education.
  Berrien Springs, Michigan Andrews University
  Press.
• Okamoto, S., Kulis, S., Marsiglia, F., Holleran
  Steiker, L., Dustman, P. (2014). A continuum of
  approaches toward developing culturally focused
  prevention interventions From adaptation to
  grounding. Journal Of Primary Prevention, 35(2),
  103-112. doi10.1007/s10935-013-0334-z
• Paxton, M. m., Frith, V. v. (2014).
  Implications of academic literacies research for
  knowledge making and curriculum design. Higher
  Education, 67(2), 171-182.

24
Questions?
25
A a
________________ NAME
Apple
Aa
These handouts go along with presentation slide
13 for activity of practical application.
26
(No Transcript)
27
Draw an Apple in the box!
28
Notes to accompany the various slides as
identified by number.

• Title Slide
• Agenda with timeline breakdown
• The Superintendent of Schools will open the
  presentation, read through the general agenda and
  administrative details and introduce the speaker.
  
• Introduction
• As always, we have to go through the
  requirements.
• This In-Service does meet our state
  requirements for a formal In-Service. It is
  being conducted by someone selected by our Local
  Professional Development Committee (LPDC). The
  LPDC has reviewed and approved the agenda and
  content for purposes of conducting this
  education. It will be two hours with a ten
  minute break in the middle. There will be an
  opportunity afterwards for unrelated questions
  and concerns and open discussion. However, due
  to time constraints, there will not be questions
  during the presentation. There are, however,
  pencils and papers at your seats to allow for you
  to make notes, and you are encouraged to do so.
  The Participation Form required to allow you to
  gain the Continuing Education Units (CEUs) is at
  the entrance to the conference room. Make sure
  to sign in and out to affirm your attendance at
  the entire presentation and to gain the two CEUs
  available to you.
• Emergency Exits are at the rear and your
  right as you are seated in this room. There is a
  fire alarm box in the back by the door. There is
  a table at the back with water and cheese
  crackers, and the restrooms are off the hall.
  While you have paper and pencils at your seats,
  there are more in the back and there are outlets
  (for you electronically attached people) on both
  sides of the room and in the floor near the
  middle.
• Again, there will be a ten minute break near
  the middle of the program.
• With that out of the way, I present to you
  our speaker this morning. Deborah Davis is a
  student at Liberty University Online seeking her
  doctorate of education (Ed.D.) in Curriculum and
  Teaching. She has a Masters in Education
  Curriculum and Teaching from Shawnee State
  University. She also holds a Juris Doctorate, a
  Masters in English, a Bachelors in English, and
  an Associates in Computer Programming. She has
  taught throughout her career from California to
  Korea, in schools public and private. She
  homeschooled her son after her retirement from
  the Marine Corps, and has since taught Freshman
  Composition at Shawnee State University as an
  Adjunct Professor. Please welcome Deborah Davis.

29
Notes to accompany the various slides as
identified by number.

• Introduction Purpose
• Good Morning! Thank you so much for having me
  here today. It is important to note that the
  purpose of this in-service presentation is to
  discuss/present Implications of Having a CORE
  CURRICULUM. This is not the same as the Common
  Core discussion that is prevalent in the media
  today. There are important distinctions.
• Common Core is the state standards education
  program established and governmentally set across
  the nation to allow all schools to work toward
  the same set of goals. This governmental
  directive is NOT the focus of todays in-service.
  
• Core curriculum is the essential elements of the
  focus of the school itself. Is the focus of the
  school centered around community service? Then
  everything taught (and not taught) in that school
  is focused on community service. Is the focus of
  the school the Reading is FUNdamentals program?
  Then everything taught (and not taught) in that
  school is focused on teaching and encouraging
  students to read.
• In short, Core Curriculum is the entire life of a
  school child.
• Theoretical Implications - Introduction
• First, I want to cover the theoretical
  implications of having a core curriculum. I will
  review the Essentialist Theory perspective to
  include constructs of basic knowledge, as well as
  a reading and writing construct. Also, I will
  review the Constructivist theory including the
  child center beliefs and circular learning
  patterns.
• Theoretical Implications Essentialist Theory
• Knight (2006) tells us that in Essentialist
  Theory, The schools first task is to teach
  basic knowledge (p. 122). While there are many
  perspectives to what is basic knowledge, Paxton
  and Frith (2014) posit that Reading and writing
  are central to the process of learning (p. 172).
  For purposes of this presentation, we will allow
  this as an axiom.
• If we do take this as an axiom, we are
  acknowledging that Theoretical considerations
  come to the forefront as a defining generalism.
  If the theory of the school as an entity is that
  students must read first and foremost, and the
  intricacies of comprehension of the reading
  material will follow, we can posit that learning
  follows teaching. We know, however, that despite
  the best efforts of teachers, not all students
  will learn. However, all students do learn.
  They learn in different ways, at different rates,
  and not necessarily the things we would want them
  to learn. Nonetheless, all students learn. It
  is the theory of Core Curriculum, that the entire
  school will be focused on the one central theme
  of learning. This what, they (the students) are
  encompassed in a shell that infuses them with the
  core learning that is in the desires of the
  school. This, presumably, is resultantly in the
  best interests of the student.
• This kind of focus allows for centrality within
  the school itself. Everyone teachers,
  students, staff, visitors, etc. everyone knows
  the focus of the school. In a school district
  this kind of focus can allow for the entire
  community to become engaged. If literacy is the
  focus, then that includes the community
  sponsorship of adult literacy programs. As you
  can tell, this kind of focus can become a
  whirlwind that stirs up the entire area
  surrounding the school, and that kind of momentum
  will encourage even the youngest student to
  become a strong reader.

30
Notes to accompany the various slides as
identified by number.

• Theoretical Implications Constructivist Theory
• Constructivists believe in building on the
  current existence of knowledge. As such, the
  students grasp of the topic builds from their
  grasp of the fundamentals of the topic.
• Howe, Jacobs, Vukelich, and Recchia (2012) posit
  that Beliefs are one contextual filter by which
  teacher manage their classrooms (p. 356). The
  belief that each step in the learning process if
  based on the one that comes before requires an
  intimate understanding of both the basis and the
  goal for all students. The establishment of a
  core curriculum for all grades allows for this
  understanding throughout the program.
• Cretu and Rogoz (2011) remind us to Note that
  any act of design and especially the one
  developed in a constructivist paradigm involve
  intertwining the epistemological and pragmatic
  areas (p. 15). The notion that the whole
  perspective of the school and community plays
  into the basic elements of presentation is a
  critical element of the core curriculum process.
  If there is disconnect from within the community
  presentation of the value of the core
  perspective, there will be a dichotomy within the
  student. The engagement of the entirety is a
  pertinent point in this evolution.
• Theoretical Implications Summary
• Theoretically, we recognize that there are ways
  to view any curriculum focus. Essentialists
  believe that the determination of a foundational
  perspective, a return to basics theory is
  required to give learners a solid foundation.
  Constructivists would posit that that firm
  foundation is only a basis for scaffolding a
  higher knowledge. Returning to our analogy of
  the apple, the essentialist believes the focus is
  all about the roots. The constructivist would
  argue that the roots are only a basis for growing
  a strong trunk and limbs that will support the
  bounty of the apple the fruit of knowledge.
• Regardless of the theory embraced, there is a
  practical side to consider, and we will do that
  right after our short break. I know you need to
  finish this in-service in a timely manner, so I
  request you grab you snacks or whatever and
  return to your seats quickly as we will start
  promptly in ten minutes.
• Break
• During the break, handout materials from slides
  25/26/27 will be distributed to each
  participants seat
• Practical Implications Introduction
• Thank you for returning so promptly. . . . We
  need to present the practical implications of a
  core curriculum.
• Preventing illness by far beats the alternative
  of trying to cure it. The same is true of
  preventing children from missing out on learning
  because the core curriculum did not include their
  kind of learning.
• The methodology or manner of implementation
  allows for an influx of information from all
  angles to present a singular construct to the
  student.

31
Notes to accompany the various slides as
identified by number.

• Practical Implications Prevention
• Clarke, et al (2011), present that preventing
  early reading difficulties from becoming more
  serious reading problems (p. 563) has allows
  Response to Intervention (RTI) to be particularly
  successful. Reading issues detected at the
  earliest point can be corrected or retraining
  provided to give the student the best possible
  learning experience. The same is true of
  mathematics, though not given the same emphasis
  historically, perhaps it is time for mathematics
  to receive equal attention to reading (Clarke, et
  al., 2011).
• One of the few things that educators do agree on
  is that redirecting behaviors early allows for
  better behaviors later. This is true whether the
  behavior is a physical act or a learning act.
  Personally, I have always hated the phrase
  learning disability. To me, indicating a
  dis-ability implies that the ability is not
  there. All students learn, but do so in their
  own manner. It would be a wonderful thing if we
  could provide one-on-one learning for every
  student, suiting our teaching style to that
  individual student learning style. That,
  however, is impossible. So, in an integrated
  classroom of wide-ranging learning styles, we try
  to find the method that reaches the most
  students, with a few extras thrown in for those
  on the fringes of learning methods. All of these
  desires are honestly skewed by the teachers own
  learning and teaching style. That is reality.
• BUT, if we can aid the students in knowing their
  own best learning methods early in their
  schooling, their schooling will be undoubtedly
  more effective!
• So, if our core curriculum is focused on basic
  knowledge and learning skills, then from the
  earliest classroom moments, the teachers and
  aides need to be educated and trained to watch
  for the differing learning styles and abilities.
  
• Red delicious apples and golden delicious apples
  are wonderful for snacks drying them for quick
  and easy snacking can be a real treat. Fuji and
  galas make better applesauce, and pies depend of
  personal taste some prefer a macintosh, while
  others seek the piquant flavor of a granny smith.
  To chop and apple for use in jam, the tarter the
  better to provide more natural pectin. The point
  is that while some argue the differences between
  apples and oranges, there are also differences
  between apples and apples. Out students are a
  veritable orchard of mixed fruit. Some are
  sweet, some are tart, but they all have similar
  growth patterns and eventual tasks to complete.
  It is our task to ready them for their own tasks
  an to do that, we have to recognize, early on,
  what kind of learning (apples) they are!

32
Notes to accompany the various slides as
identified by number.

• Practical Implications Methodology
• Clarke, Smolkowski, Baker, Fein, Doabler, and
  Chard (2011) explain the practical implementation
  and consequently the implications of an Early
  Learning in Mathematics (ELM) core curriculum.
  The methodology is easily transferred to any
  other core determined by the schools.
• Probably the best example of this relates to my
  own child in his pre-kindergarten years. In his
  math class, the teacher would spend about ten
  minutes presenting a new idea to the students.
  If they were learning the construct of three
  that day, she might have images of three things
  grouped in threes.
• Then, the students would participate in a
  learning activity that included counting to three
  as a group. They would use manipulatives that
  mimicked the images the teacher had presented.
  This activity would last about ten minutes.
• After this, the teacher would have them sort the
  manipulatives into groups of one, two, and/or
  three, as directed. This would allow them to
  reinforce the prior knowledge. At this point,
  the teacher would also work on issues or perhaps
  color of the manipulatives or spelling the words
  one, two, three or adding one plus one to equal
  three or arranging the items as a triangle. This
  activity would also last about ten minutes.
• For the next ten minutes, the students would work
  at table with writing utensils and papers. The
  would color three things and practice drawing the
  number three and writing the word. The student
  would put the paper in a backpack that travelled
  to and from school every day with all the work
  from that day and a folder for any messages that
  needed returned. A note explaining the project
  of the day would be appended.
• The students would do a physical activity in
  groups of three or using three objects as they
  assembled their items and moved to the next
  classroom.
• In the next class, (reading, for example)
  whatever the topic of the day was would include
  the element of three. The letter of the day
  would be written or used in sets of three, etc.
• I have to thank the Arden Cahill Academy of
  Gretna, Louisiana for their fine work with these
  young people. My son not only learned his
  letters and numbers in pre-K there, but life
  skills like setting the table and making a
  sandwich and washing dishes and disposing of
  trash. He learned to swim and to ride horses and
  take care of barn animals. He learned to be
  polite, stand in line, be quiet when needed,
  follow directions, and work within a group. While
  your school may not have a barn or a pool, I know
  you do your best to teach them appropriate
  behaviors and etiquette. At Arden Cahill,
  however, these were courses that also sent home
  materials for family activities. It was a
  supreme example of the practical application of a
  core curriculum.

33
Notes to accompany the various slides as
identified by number.

• Practical Implications Practice Time
• Today we are going to learn about the apple.
  During the break, two paper cut outs of apple
  were laid at your place under your materials.
  There is also a paper with the letter A in
  capital and small print and in capital and small
  script. One apple, it says Name under a line.
  I would like you to print your name on the line
  on the apple. You may print is using any utensil
  you like. Then set it aside. Pick up the other
  apple.
• I present to you that this is an Apple say it
  with me Apple
• Note that it begins with the letter A and is
  round in shape and red in color. Can someone
  tell me of another color of apple? Yes, green
  and yellow are other colors of apples.
• Please take your crayons and the paper and draw a
  picture of your apple. Also, there is a paper
  that helps you write the word apple, and I would
  like you to spend a couple of minutes filling in
  your paper trace the letters, then try to write
  them on your own.
• For the next two minutes, the attendees will work
  at table with writing utensils and papers. They
  would trace and color the apple, then draw and
  color the apple, then trace the lettering and try
  to write it the same.
• There is a short handout for you to put with your
  materials to explain the purpose of this lesson.
  
• Since apples dont grow alone, I want you to take
  the apple with your name on it and place it on
  one of the trees on the walls. We will have our
  very own orchard!
• In the next class, (reading, for example)
  whatever the topic of the day was would include
  the element of apples. The letter of the day may
  be A, or the shape of round or the color
  red and perhaps the book Ten Apples Up On Top
  by Theo. LeSieg would be read, etc.
• Practical Implications Summary
• We all recognize the need for prevention of
  illness. Consequently, we wash our hands a
  gazillion times a day, and worry about the
  alcohol intake of the antibacterial goo we use.
  We also need to prevent early labeling of our
  students and thinking of those who learn
  differently as dis-abled. All are able the
  abilities are unique to the person. It is
  important to prevent future learning shortages
  because of misplaced diagnostics. We need to
  ensure our core curriculum employs tools to
  enable our educators and thus our students.
• Probably the best methodology lies in the
  incorporation of a core throughout the student
  populace, the educational workplace, and the
  community. Everyone needs to be on the same page
  with the curriculum, across the board and
  vertically as well. If this week we are studying
  three then even the food in the cafeteria
  should be arranged in groups of three if
  possible.

34
Notes to accompany the various slides as
identified by number.

• Eternal Implications Introduction
• As educators, our belief infuses our presentation
  and such faith will, of necessity, be a part of
  the knowledge we convey to our students.
  Additionally, the community in which our student
  grown and learn will surround them with values
  and morays the will become a part of their
  personal experiences. What we can do, what we
  must do, is ensure that the apples of wisdom we
  provide are grounded in solid roots.
• 16. Eternal Implications Faith to Knowledge
• The movement from faith to knowledge is
  foundational to our understanding of the core.
• Most educators are familiar with Piaget it is
  hard to get a degree in education without reading
  about Piagets Developmental Theory. Since
  students are presumably beyond the sensorimotor
  stage and have developed language, that stage is
  not pertinent to school settings.
• The pre-operational stage is a critical stage for
  our early elementary teachers. These educators
  must (and largely do) understand how much these
  students are capable of learning. Sometimes, in
  our effort to encourage advance learning, we push
  students beyond their capabilities and drive them
  into discouragement. Sometimes, however, we
  neglect to give sufficient diagnostic tools to
  these critical educators. This is where a big
  piece of the diagnostic puzzle comes into play.
  Understanding where these children are at this
  point aids in leading them to wherever they may
  eventually go.
• While Piaget did not, perhaps, intend for his
  stages to be applied to the eternal perspective,
  it is a critical element. Virtually everyone in
  education is familiar with Proverbs 226, Train
  up a child in the way he should go and when he
  is old, he will not depart from it (King James
  Version).
• What we teach our little ones is laying a
  foundation for the seeds of their faith will
  their future be prosperous apple trees or will it
  wither like the cursed fig tree (Mark 1112-25)?
  
• 17. Eternal Implications Curricular Components
• The community constructs are critical to the
  development of the children of a community. If
  the community values integrity, the children grow
  with the value of integrity. If the community
  values a relationship with the Lord, then that
  will be a critical value to the child. These
  values must be integrated into the school
  curriculum. While a public school curriculum may
  not advocate a specific adherence to a specific
  faith, the foundation of a relationship with
  something bigger and the faiths that promote it
  are certainly permissible. More importantly, the
  actions expressed through the educator depict
  that persons faith and you may be sure the
  children will see it.
• 18. Eternal Implications Proverbs
  Deuteronomy
• Everyone learns. What they learn is largely up
  to the educators in their lives. These include
  the teachers, the other students, the staff, and
  most certainly, the family and community where
  the child is reared. Instruction is knowledge
  and knowledge is life. This syllogism implies
  that instruction is life.
• 19. Eternal Implications Proverbs and
  Revelation
• The core of an apple produces and retains the
  seeds for the next generation of apple trees. As
  we teach our children their A-B-Cs and 1-2-3s,
  they are learning life through us. We need to
  know that we are teaching them the fruit of the
  tree of life, so they may do His commandments and
  have the right to the tree of life and may enter
  through the gates into the city of God.
• 20. Eternal implications Summary
• The knowledge we present comes from a foundation
  of the faith we live and breathe Acts 1728
  tells us For in him we live, and move, and have
  our being . . . (KJV). If this is so, the our
  core curriculum must reflect that foundation.
  The components of our curriculum are founded in
  our community values. These provide the roots of
  our instruction and our faith to lead our
  children to the tree of life.

35
Notes to accompany the various slides as
identified by number.

• 21. Conclusion
• The core curriculum is the entire life of a
  school child. It should be presented in every
  aspect of the school life, and as such rebounds
  in waves to and from the community.
• The theoretical implications abound. Primarily,
  this presentation looked at the essentialism and
  constructivism perspectives. While essentialism
  can be framed in a back to basics or need to
  know ideal, constructivism indicates that
  learning will be constructed like a scaffolding
  building on a firm foundation.
• The practical implications reflect the
  implementation of a core curriculum. One aspect
  is preventative if we dont break it, we dont
  have to fix it the other aspect is in the
  methodology, and we looked at a methodology that
  allowed for presentation of a new idea, related
  it to an old idea, allowed us to work with the
  new idea, and then put the idea into practice as
  individuals, then as a group. That idea was then
  given in a handout to take home. This
  methodology was practiced using an apple graphic.
• The eternal implications of our core curriculum
  can not be underestimated. Those of us in the
  school system frequently spend more waking hours
  with these students than anyone else. As such,
  we have a huge responsibility to train them and
  guide them. The way we select core curriculum,
  and the values with which we present it may have
  eternal consequences.
• At this time, we have just a couple minutes for
  clarifying questions. Any questions you noted,
  if you submit them to me at the back of the room,
  I will ensure they are answered, and the answers
  routed to all of you.
• Thank you so much for having me here today. It
  has been a delight!
• 22. References
• 23. References continued
• 24. Questions
• 25. Handout
• 26. Handout
• 27. Handout
• 28 - Notes!