curriculum as complexity
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Curriculum as Complexity. Carol Fulton ECS 210. Overview. Curriculum as complex Systems approach to Curriculum Education through the ages Old view of change vs new view Simple, Complicated, Complex Systems Characteristics of complex systems A few simple rules Stories from the field - PowerPoint PPT PresentationTRANSCRIPT
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Curriculum as Complexity
Carol FultonECS 210
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Overview Curriculum as complex Systems approach to Curriculum Education through the ages Old view of change vs new view Simple, Complicated, Complex Systems Characteristics of complex systems A few simple rules Stories from the field Opening up possibilities – Dance of Interaction
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A Systems Approach to Curriculum
Humans exist in nested arrays of complex, interdependent relationships.
Problems often viewed through narrow lenses of specific subject matter disciplines.
Challenge is to view problems from multiple perspectives, which requires synthesis rather than separation of content knowledge.
A systems approach allows equity of educational opportunity.
Tyranny of social competition gives way to cooperation, collaboration, and mutual understanding.
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Everything MattersBut we can be aware of only
a small part of what goes on around us. We can never know the full consequences of an action, and as a such, we must participate mindfully in the unfolding circumstances around us.
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Emergence – Complexity from Simplicity: Order From Chaos
http://www.google.ca/search?hl=en&client=firefox-a&hs=Bs1&rls=org.mozilla:en-US:official&tbm=isch&q=complexity+theory&revid=1464660572&sa=X&ei=qiivTqD2AoXt0gGohay5AQ&ved=0CDoQ1QIoAA&biw=1024&bih=615
http://www.youtube.com/plexusinstitute#p/c/81EF96857F0AA292/1/gdQgoNitl1g
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Education Through the Ages
The Ecological Postmodern Self
The Postmodern Self
The Modern Self
The Premodern Self
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The Pre-modern Era
Education Was: defined by relationships
and responsibilities intertwined with nature
and the spirit world not a product of schooling being/knowing/doing responsible for caring for
the earth and others
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Education in Pre-modern Times Knowledge came
from the spiritual and natural world.
Teachers were people who had special relationships with the more-than-human world
Teaching meant accompanying the learner on a journey
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The Modern Era
The Self was insulated from
others and the natural world
autonomous, unique, self-directed
able to carry on different roles but identity was fixed
compared to a machine
Education was providing knowledge
to help students reach their potential
controlled by the teacher (authority)
based on a factory metaphor
designed to make people unique yet fit into society
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Modern Society
Influences Enlightenment and
quest for knowledge European Imperialism Capititalism Industrial Revolution Printing Press
Results rationalism (logic) and
empiricism (experimentation)
Humans are separate from nature therefore can own, manage or exploit it
complex phenomena can be studied in fragmented parts
Work hard, get ahead - be anything you want to be
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The Post-Modern SelfSelf identity is fluid and changing continuously updated viewed differently by others emerging from identification
to, by, with others a product of intertwining,
overlapping (and sometimes conflicting) cultural narrativesie gender, race, ethnicity, social class, sexual orientation, ability
some identities have privilege and power
Influences civil rights movement critical theory - critique of
power relationships feminist studies semiotics - signifying
systems that represent or interpret identities
language widening gap between
rich and poor
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A New View of Identity
Self is embedded in a
number of complex systems
ermerges as part of collective or group
influenced by biology as well as social interactions
emerges in complex systems
the result of a cascade of consequences and possibilities of one’s actions
intertwined with the historical, cultural, biological, political, economic and spiritual
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Influences on the Emerging World View
The Ecological Crises - Deep ecology Systems theory in the field of
mathematics, physics, chemistry, biology and economics
Technology Holistic thinking Attention to other world views Globalization
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Views of Systems
Old View• Control
• “Make things happen” attitude
• Leader in charge
• Top-down authority
• Learning viewed as product
New View• Ambiguity
• Attitude that is both visionary and responsive to unpredictable events
• Teachers and students are co-creators
• Emergence
• Learning viewed as process and adapting to change
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Simple Complicated ComplexBaking a cake Sending a rocket
to the moonRaising/Teaching a child
Recipe Rigid Protocols Recipes and Rigid protocols counter-productive – relationships key
A good recipe produces nearly the same results every time.
Key elements of each rocket MUST be identical to succeed.
Every child is unique and must be understood as an individual.
Types of Problems
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Characteristics of Complex Systems
Consist of a large number of elements
Elements interact with each other causing system to change over time
Any element influences and is influenced by several others
Interactions are non-linear – small causes can have large result and vice-versa; have a short range – modulated
Have feed-back loops; can be positive or negative
Are open systems –interact with their environment ; difficult to define the border; framing
Do not have a state of equilibrium – constant flow of energy to maintain the system and ensure its survival – (edge of chaos)
Have history –evolve over time; past is co-responsible for their present behaviour
Are self-similar Each element of the system is
ignorant of the behaviour of the system as a whole.
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Attractors Attractors hold a
system in place or propel it to a new pattern
Are the stable factors in a system; represent the general trend of the system
Point: one direction i.e., magnet; lecture; lone hero
Periodic: oscillate back and forth, i.e., conversation, heart beat
Strange: all over, i.e., flocking birds; ants; crowds; governed by simple rules to produce a pattern
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What Would a Classroom Look Like?
Point Attractor
Periodic Attractor
Strange Attractor
Teacher directed; control; little interaction
Interaction between teacher and student
Multiple interactions and community engagement; vision
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What Are the Strange Attractors (rules) in a Dynamic Classroom?
Ethic of Caring, respect
Choice
Freedom with responsibility
Engagement with relevant issues
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What About Teacher Education?
How can student teachers learn to teach in a way that values complexity?
Julie and I believed that PBL might be one way, but is it possible in pre-internship?
• Need action with more local focus
• Instead of “charity” or helping others, need to build a sense of community and agency
• Something to help to strengthen individuals and communities
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Decided on PBL 3rd year Education students – 3 week practicum Expectation to plan a 3-week unit
Wanted to show different ways of planning: traditional and project-based (PBL)
Invited students to participate in action research project – PBL
2/64 volunteered – Heather and Cori
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Stories From Students
As you listen to the stories of the pre-interns note the following:
1. What system(s) seem to be most influencing the situation (i.e., biological, social, cultural, political, economic, educational, etc.)?
2. What was the problem?3. How did it get addressed (i.e., top-down or
collaboration)?4. What questions do you have?
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Heather’s Story
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Heather’s Health Project
“Why don’t we have a grocery store in our neighborhood?” Gr. 3 Student Quote
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Cory’s Story
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Cori’s Identity Project
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Messages from Heather and Cori
Develop relationships
Build trust
Find support
Expect “messiness”
Holistic thinkers working in a fragmented school system can be challenging
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Julie and Carol Learned
All students have different background knowledge, experience and ability
We need to build relationships and trust
Learning is contextual – no recipes
We can’t push or pull; we must walk alongside.
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We Also Learned:• University needs to communicate with field• More PD for teachers to understand shift in
focus• Disconnect between philosophical foundations
of our curriculum and what is expected of teachers
• Students need choice about how and if they will participate or plan an action project
• Messy, complex and frustrating but worthwhile – it would be a lot easier to order a text book!
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Messages from Julie and Carol
Once you ignite the inner desire, stay out of the way.
Those who inspire others to learn, have no idea what the others will learn.
We need to create spaces for learning.
We are make-up artists for the dance of interaction!
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The Dance of Interaction