FINAL PAPER C&T 709

FINAL PAPER C&T 709

Mary Anderson

Kansas State University

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Part I
John Dewey and Ralph Tyler are two educational theorists who have had an impact on

Americas schools and society. Dewey believed that the child as an individual should be at the

center of its own education. He believed that true education comes through the stimulation of

the childs powers by the demands of the social situations in which he finds himself (Flinders &

Thornton, p.33). Dewey placed the learner at the center of the curriculum. He believed that the

education should be centered on the child itself as a social being. If we eliminate the social

factor from the child we are left only with an abstraction; if we eliminate the individual factor

from society we are left only with an inert and lifeless mass. Education, therefore, must begin

with a psychological insight into the childs capacities, interest, and habits (Flinders &

Thornton, p.34). In more broad terms, Dewey believed that the school was to be created to mimic

a social institution. He wanted the school to be a comfortable and fluid setting that the child was

accustomed to. On the other hand, Ralph Tyler believed that the approach to curriculum planning

should have an important scope and sequence with objectives and assessment forms already laid

out. Tylers method was guided by four fundamental questions that determined what would be

taught. His method started with a clearly stated objective and the lesson followed in a nice

orderly way. Deweys philosophy of focusing on the child and their interests is very important to

me as an educator. I also really like, and relate to the structure and sequence of Tylers methods

as well. Both agreed that hands-on and active engagement is key to successful education. Tyler

and Dewey are both influential philosophers whose ideas have helped form and shape American

education, as we know it today.

A real life example of John Deweys theories of curriculum would be learning by doing

sort of approach. For example, learning the color wheel with a hands on approach. Letting the

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students get the primary colors of paint and then letting them explore how to make other colors.

The student is in control of their learning, making decisions, and pushing the limit on their

exploration. The teacher is there to work side by side with the student, offering help, but not

being an authoritative figure.

An example of Tylers theories and method would be a more structured approach. A

math lesson on addition would begin with a set objective, read aloud to the students. The

students would know what their goal was to complete at the end of the lesson. Next, the students

would go through the teaching and learning experiences with the teacher. In this example, the

teacher would introduce addition using a manipulative. She would teach, then let the students

have a turn learning and experiencing it, and then assess after the lesson was done. At the end of

the lesson, the lesson would be evaluated to see what was effective, and what was not.

As the course is concluding, I see these theorists in a different way than at the beginning.

I often times would think of Dewey or Tyler as I was reading other theorists ideas and beliefs.

Towards the end of the course, I really started to see how different Tyler and Dewey were. This

was very hard for me because I really liked both of their ideas and beliefs. I wanted them to work

together to form a cohesive curriculum philosophy. When I was writing my philosophy of

curriculum, this was really hard. I continued to analyze the two to see how I could fit them

together. Another example is that I often made connections between Tyler and James Popham

and their ideas of objectives. I made the connection that Pophams thinking through educators

eyes should come before Tylers four fundamental questions as the teacher was making the

plans. Another example that included Tyler and Dewey was, what Tyler called screens, or

what Dewy obliquely referred to as the fundamental processes (Flinders & Thornton, p.231)

We continue to learn about how they both had the core of curriculum defined together. Their

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specific ideas and implications differed, but they had the core the same. Both agreed with that

their core looked similar to Schwabs commonplaces and his definition, which included,

students, subject matters, and milieu (Flinders & Thornton, p.231). There were many times

where I would be reading a chapter and think to myself that this theorist really reminds me of

Tyler or Dewey.

After studying more theorists and ideas, my understanding of these two theorists ideas

has only deepened and expanded. I had a lot more real life examples of the two theorists in my

own classroom come to mind, as I was reading and analyzing. I believe that I incorporate both

theorists views and ideas into my classroom regularly. I feel more confident in the way that I am

teaching as I think I am reflecting both theorists.

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Part II
Analyzing the negative affect that standardized testing and assessment has on our schools

today was the topic that I researched. When testing season rolls around in our schools, our

every day curriculum is dropped and pushed to the side. Weeks are spent reviewing material that

will be tested, taking practice tests, and gearing up on how to be successful on specific material.

The curriculum and regular teaching day is changed. Halls are mandated to be much quieter,

bathroom breaks are monitored, and the schedule is changed dramatically to fit the testers

needs. Testing in our schools today has changed the way we teach our children.

I explored Paulo Freires idea of the banking method (Flinders & Thornton, p. 160) in

comparison to testing. As a student teacher observing, teachers were the definite authoritative

figure and dumping information into the passive student learner. The teachers were almost

spoon-feeding the students the exact type of information they would need to be successful on the

test. I suggested that instead of the banking method teachers and students should work together

more in a team approach where the student and the teacher work together to learn from each

other. I then explored the question of where do we go with state mandated assessment; what can

we do about testing as we know it. As we encourage students to be critical thinkers it is hard to

find one way to make sure the students are learning and becoming successful people. I find that

there has to be a happy medium of creating critical thinkers but at the same time being able to

assess them to make sure they are indeed learning. I look to Jerome Bruner; we hope to

provide enough variety so that a teacher can choose an emphasis of his own, whether it be to

increase self-consciousness about language or to impart a livelier sense of some distinctively

human aspect of human language. (Flinders & Thornton, p.83). He believes that teachers

choose the purpose and value of what they are teaching their students. If teachers are teaching to

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their students needs and wants, how can all fourth grade students be expected to take the same

test. He later states, try to encourage students to discover on their own. (Flinders &

Thornton p. 90) The purpose of trying to create critical thinking directly clashes with

standardized testing. Multiple theorists encourage critical thinking to in turn create higher level

of thinking. If there were a shift to more of a team teaching approach, our assessment would be

much different. There would be more differentiation within our assessment model.

My stance on assessment and standardized testing has not changed since writing the

second response paper. I think instead it has opened my mind and eyes to other theorists

opinions and how they mesh with my stance on assessment. I have been introduced to other

theorists ideas and thoughts on assessment during the course. James Popham helped me see

more angles and ideas on what educators can do to enhance educational assessment. I also made

a connection with John Dewey and his theory on curriculum to assessment. This connection is

one that I dont believe is answered yet, but it has me thinking in a broader form. Reflecting on

the course, I see many connections to assessment that I did not see or connect with when writing

the first paper on taking a stance.

As concluding the course and connecting my thoughts to assessment, I think back to

Dewey and his approach to the individualized, student a the center approach to their education.

His method, which I like, really contrasts with the standardized testing movement that we have

now. If we are tailoring education to each individual student and focusing on their needs and

wants, finding some sort of assessment that fits them all is almost going to be very hard. With as

many differentiated lesson plans that I have in my day, I often find myself thinking about Dewey

and how I am implementing his beliefs and values. I question myself that maybe it is because I

am in the Kindergarten level right now so standardized, high-stakes assessment is not present in

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my classroom. Thinking larger, I wonder if there could be some form of assessment that fits into

John Deweys educational model of teaching and learning. I think the answer is yes, but I do not

know what it would look like.

I also now think back to James Pophams video interview where he states that educators

are allowing the wrong kinds of tests to judge the quality of teachers and schools. (KU Connect,

C&T 709, July 23, 2015). Popham talks about how testing is actually doing harm to the students;

students are really only learning what they need for the test, not getting the deeper level of

learning. This support would have benefited my first paper. It now adds to my opinion and stance

on assessment. He continues to talk about the solution to this is to get educators to be more

knowledgeable about assessment. I am stuck in a hard place on this analysis. As a Kindergarten

teacher in Montana, we are not mandated to take standardized assessment. Therefore, I do not

have much involvement in them at the time, except a major change in my schedule, and quiet

threats from other teachers. I am guilty of just going with the flow right now because I am not

highly educated on these specific tests. I hope that I can be more informed on the standardized

assessment. I believe fully with Popham that our teachers and educators are not knowledgeable

on the tests that they are given. I know that I need to be more fully educated on the types of

assessment that are mandated by our government. Teachers need to be more aware, educated,

and informed on the tests that they are giving.

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Part III
After reading many ideas and beliefs of theorists over the time of this course, I have

started to shape my philosophy of curriculum. Right now, I see myself incorporating John

Dewey and Ralph Tylers curriculum models into my personal philosophy. From the start of the

course, John Deweys work has always really connected with my style as an early education

teacher. I also connect with Tylers rational of the four fundamental questions to drive

educational practices in a clearly defined way. I choose to base most of my framework off of

Deweys because I believe that his ideas and theories are mostly what I believe as an educator. I

am an avid proponent of active, hands on learning along with differentiated instruction.

Dewey argues, It cannot, therefore, be true that the proper studies for one grade are mere

reading and writing, and that at a later grade, reading, or literature, or science may be

introduces. The progress is not in the succession of studies, but in the development of

new attitudes towards, and new interests in, experience. (Flinders & Thornton, p. 37)

My experiences as an educator have mostly all been in low-income, Title-1 school. This belief of

Dewey is so reassuring to hear, as many of my students come to school with varied experiences

and schema. It is apart of my philosophy that I need to take each student and teach to his or her

needs depending on the student. For example, one boy came to the first day of school with a love

of trains, where I had one who had no idea what a train is. I feel that it is my responsibility to

push the little guy who knows a lot about trains to learn to read a book on trains, or to have him

build a model train. I then get to take my little guy who has no idea what a train is and see if he is

interested in learning about trains, or what it is he wants to learn about. It is my job to open doors

for students to walk through.

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One big part of Deweys thoughts that really fits in with me right now is that he I believe

that the school should be a social setting that is an extension from the students home lives. We

sometimes expect students to come to school and just fit right in and follow the norms. Many of

my students have no parental guidance at home and do as they please. While this would not be

feasible in a school, I think we have to meet in the middle and work together as a team to find

some sense of order that works. I believe that we need to let students be in charge of their

learning, and decisions. Instead of having our schools look like jails, students are free to explore

and guide their own learning. My students come with varied life experiences; we as educators

need to relate to their social settings and embrace them the way they are. Dewey argued that part

of the schools role is to teach the students how to get along in a social setting, learn to share,

learn to follow directions. As a Kindergarten teacher, these beliefs are very important to me. If

my students cannot learn to sit when asked, follow directions, and learn to share, they are going

to have a difficult time becoming successful learners as they move into higher grades. Allowing

students to be engaged with hands-on learning encourages more active learning in the school

setting.

Allowing my students to develop their attitudes, interests, and thoughts at their own pace

is wonderful. I compare this to reading. In my school, we allow our students to learn to read at

their own pace, their own level, and they are allowed to chose the books that they want. From

this independence, my students have grown to be excellent readers. In the same way, I believe

that students need to be able to express themselves. It is apart of our schools job to create a well-

rounded student who knows how to get along in a social setting.

Contrastingly, I struggle to base all of my philosophy of curriculum off of Dewey because I

think there are many other theorists whose ideas are great as well. I love the ideas of Ralph Tyler

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on his four fundamental questions. Tyler states, educational objectives become the criteria by

which materials are selected, content is outlines, instructional procedures are developed and tests

and examinations are prepared (Flinders & Thornton, p.60).

1. What educational purposes should the school seek to attain?

2. What educational experiences can be provided that are likely to attain these purposes?

3. How can these educational experiences be effectively organized?

4. How can we determine whether these purposes are being attained? (Flinders & Thornton,

p.59)

As a previous fourth grade teacher, I really like the general outline of Tylers model. I think it is

nice to have some sort of structure to guide teaching on. I like that Tylers model starts with a

clearly stated objective, proceeds through teaching and learning, and then is capped with an

assessment to evaluate the learning process. I am a firm believer in objectives. In the

presentation on Tylers work, it states that objectives are, specific, measurable, and attainable

(KU Connect, C&T 709, July 28, 2015). I believe that there can be a healthy mix of the two

theorists. With Deweys outline of curriculum and individualized teaching, I think that Tylers

questions can be incorporated to create a more dynamic learning approach. Especially as students

progress, they are more active and involved in their learning. Allowing them to have choice in

maybe question one, would allow them to take ownership, but be responsible for their own

learning.

In conclusion, I believe that I am not 100% sure of my philosophy of curriculum as I am

only beginning my fourth year of teaching. I think I may be biased as a Kindergarten teacher

right now where I feel that Deweys model is applicable and fits great with the early education

model that I teach. I am not fully committed to saying I practice only one theorists beliefs. My

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philosophy of curriculum incorporates two differing theorists along with two differing ideas. I

know that with experience and more knowledge, my philosophy with strengthen.

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RESOURCES

Flinders, David, & Thornton, Stephen (2013). The Curriculum Studies Reader

KU Connect, C&T 709, July 23, 2015 https://kuconnect.ku.edu/courses/304/pages/m2t1-

presentation-on-ralph-tyler-and-principles-of-curriculum-and-

instruction?module_item_id=15666

KU Connect, C&T 709, July 28, 2015https://kuconnect.ku.edu/courses/304/pages/m3t1-video-

of-w-james-popham-discussing-educational-measurement?module_item_id=15679

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