Module Two: Collaborative Visual Blog Post

 Hi everyone, 

Please click on the link below to view our powerpoint for module two. 

Collaborative Visual Powerpoint 


Below is our updated visual for Module 2 and accompanying paragraph. 



    For module 2, we looked at the philosophical foundations and their relationship to curricular designs. Our visual representation was derived from our interpretation of the concepts in the readings. The concept map we have decided to use separates each of the philosophies as the main category. From there, we looked at the components of curricular conceptions and the connections to curricular designs. When considering the philosophies, we broke them down into Traditional and Contemporary (Ornstein, 1990/1991). The objectives of Perennialism and Essentialism are ultimately to educate and “to promote the intellectual growth” (p. 105) of students (Ornstein, 1990/1991). The objectives of Progressivism and Reconstructionism are to educate “for change and social reform” (Ornstein, p. 105). Then, we looked at the conceptions of curriculum and decided on which ones fit into the philosophies. The categories we had were Academic, Social Reconstruction, Student Centred, Technology and Cognitive. After, we categorized the curricular designs into Problem based, Subject based, and Learner based by referencing Table 6.1 Overview of Major Curriculum Designs (Ornstein & Hunkins, p.173).

    As educators, we know how our decisions can help foster positive learning experiences for our students and help them grow both academically and personally. We chose to use this garden themed visual as it incapsulates the interconnectedness and ever-changing nature of the concepts, philosophies, and designs of education.






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