A Way to Read the Curriculum Model Map
If it helps you to think three-dimensionally, turn this map into an apple tree with four major branches. In this case, we could label each tree branch Collaborative, Experiential, Dynamic, and Reflective. Then we could say that the ITS Curriculum is characterized as being collaborative, experiential, dynamic, and reflective. What do these terms mean to you?
| Interactive
Dialogic Conversational Communicative |
Collaborative |  |
Dynamic | Metacognitive Innovative Developmental |
Tactile Hands-On Practical Action-Packed |
Experiential | Reflective | Inquiry Assessment Practice Evaluation
|
At the next level, surging from each of these branches are the teaching strategies, like the leaves that emerge from each of the four branches. For example, we might assume that:
- Because
the curriculum is collaborative, we practice
activities that are dialogic (i.e. communicative) and interactive.
This means we create together whatever emerges from this workshop. It is a two-way effort.
- The outcome, or the fruit, is a thinking-centered person, learning and growing and teaching in a thinking-centered climate. What this means is that this curriculum model attempts to create non-threatening environments that encourage risk-taking, which then leads to thinking "outside" the constraints and politics of a regular classroom. Just like a tree growing in fertile soil, the thinking mind is not contained, but is free to develop according to its own internal vision.
- Because
the curriculum is experiential, we use
activities that are tactile, hands-on, action-packed,
practical, and applicable to the context in which they are used.
- The outcome is a person who is constructive, creating new knowledge and synthesizing new meanings, and solving problems in creative ways.
- Because
the curriculum is dynamic, we practice
activities that inspire metacognitive, innovative, and developmental
processes.
- The outcome is a person who recognizes his or her transformation of consciousness (mental patterns, or habits) and welcomes the changes that occur in the process.
- Because
the curriculum is reflective, we consistently
question, assess, practice, and re-assess in order to plan and execute future action.
- The outcome is a person who is involved in reconstruction of personal habits and environments, one who consciously attempts to make life more fulfilling for all concerned. This step takes one back to greater Collaboration, other Experiences, more Change, and back to Reflection.
This is my interpretation of the curriculum as it has emerged for me in my teaching. In other words, it is not a theoretical model, but an experiential one. How about you. What has emerged for you? How would you interpret this model? What ideas would you change? What assumptions would you challenge?
Think about it and bring your ideas to the workshop.
Vi Olsen
OPDS Presenter and Curriculum Developer
March 20, 2004