UBC Wiki - User contributions [en]

Course:EDCP481

2011-07-05T17:55:07Z

PeterHalim: /* Textbook (Media Study Guide) Planning Section */

== '''Summer 2a 2011''' ==
== '''Media Studies (Across the Curriculum)''' ==

This course focuses on understanding media and associated freedoms of expression and the press for learning, teaching, and public pedagogy. Media studies is a dynamic discipline tailored to exploring youth, culture, and education through concepts or techniques such as articulation, framing, regulation, remediation, representation, and transcoding. In addition to understanding media and the process of meaning-making, media studies also focuses on making and managing media across formats, creative expression, and civic engagement. Making minimal distinction among (the) media of, on, and in education, the course provides a survey of media studies and new media with an emphasis on media education and literacy. Media education and literacy are among the most relevant challenges to “official” knowledge and represent key movements in the sociology of curriculum. Hence, this course emphasizes ethical, legal, and theoretical aspects and the design of curriculum and courses for teaching media education or media studies and for integrating media literacy across the curriculum. [Link to the EDCP 481 Resource page http://m1.cust.educ.ubc.ca:16080/tsedgrad/?page_id=460].

'''Student Planning Space'''

== Textbook (Media Study Guide) Planning Section ==
'''Planning: Please coordinate and organize your topics for the Media Studies book here (You will author a section-- Media Study Guide-- of a textbook, which is being designed and written for grade 8-10 or 11-12 students):''' 

'''Section 952 Media Study Guide Ideas:''' 
xx 
Brian, Peter & Tyler - The Call of Duty

'''Section 951 Media Study Guide Ideas:''' 
xx
Ashley MacKenzie and Alex Thureau - "One Week"

Wendy Sigaty and Haley Lucas - "Big Bang Theory"

Kady Huhn & Hannah Yu- "Mean Girls"

Fay Sterne & Brittaney Boone - "The Office"

== BAA Course Planning Section ==

'''The direct link to the example BAA is:''' 
http://www.bced.gov.bc.ca/greenschools/sustcoursecontent.htm

'''Planning: Please coordinate and organize your topics for the BAA Course here:''' 

'''Section 952 BA/A Topics''' 

Brian, Peter & Tyler - Video Games(*actual title TBD)

Dianna Stashuk and Adam Alvaro

Michelle Fatkin and Chelsea Campbell (xo)

Taha and Kara - Apocalypse in Media

Stef and Jess aka...Jeff

Nick De Santis and Nam Pham - The Power of Propaganda

Thomas Froh and Peter Maxwell

Paul and Rhonda

Rupinder and Parmjeet

Michael & John - TBA - Disneyland Won the War

Chris and Grace - Multiculturalism in the Media

'''Section 951 BA/A Topics''' 

Ashley MacKenzie and Alex Thureau - Reality Television Production

Kady Huhn & Hannah Yu-Media & Identity

Wendy Sigaty and Haley Lucas

Rachel Fales & Jennifer Visser - Film Studies

Michael Bui & Jennifer Neff

Fay Sterne & Brittaney Boone - Analyzing Animated Satire

Graham Haigh & Dean Morris (Advertising)

== '''Summer 2a 2010''' ==

== '''Media Studies (Across the Curriculum)''' ==

This course focuses on understanding media and associated freedoms of expression and the press for learning, teaching, and public pedagogy. Media studies is a dynamic discipline tailored to exploring youth, culture, and education through concepts or techniques such as articulation, framing, regulation, remediation, representation, and transcoding. In addition to understanding media and the process of meaning-making, media studies also focuses on making and managing media across formats, creative expression, and civic engagement. The course provides a survey of media studies and new media with an emphasis on media education and literacy. Media education and literacy are among the most relevant challenges to “official” knowledge and represent key movements in the sociology of curriculum. Hence, this course emphasizes ethical, legal, and theoretical aspects and the design of curriculum and courses for teaching media education or media studies and for integrating media literacy across the curriculum. [Link to the EDCP 481 Resource page http://m1.cust.educ.ubc.ca:16080/tsedgrad/?page_id=366].

'''Student Planning Space'''

== Textbook Curriculum Planning Section ==

Download the Media Studies 11-12 Textbook written by EDCP 481 students: http://m1.cust.educ.ubc.ca:16080/tsedgrad/?page_id=366

'''Table of Contents'''

'''1. Who/What are The Media?''' 
Who / What is a Journalist? (Paul Korczyk & Sara Newham) 
Web 2.0 (Matthew Palmer & Stasia Siscoe) 
Social Networking and the Media (Esther Yong & Gideon Lin) 
Teen Age, Teen Ad (Shelagh & Sean) 

'''2. News or Entertainment''' 
The Blurring Line Between Television News and Entertainment (Herleen Malli & Jagroop Nagra) 
Celebrity Culture (Magda Misiak & Jo-Anne McKee) 
The Prevalence of Violence in the Media (Cameron Vand'Erkamps & Daljit Purewal) 
School on Television: Reality vs. Depiction (Greg Rushton & Sheryl Reinhardt) 
Fashion Trends and Media Representations (Balkiran Dusanj & Shirley Lal) 

'''3. Bias and Perspective''' 
Bias and Perspective in the Mainstream Media (David Bron & Kari White) 
Editing: An Inquiry into Ideological Stance (David Mergens & Andrew Crawford) 
The use of Propaganda in Modern Society (Kiran Basi & Mike Byun) 
Storytelling and Media (Elle Kay & Rochelle Patten) 

'''4. Culture and Technology''' 
Media Consumption in the Digital Age (Caleb Bouey & Gabrielle Rougeau) 
Technology and the Evolution of Music (JP Lancaster & Dorianna Chessa) 
Literature Adaptations and Interpretations in the Media (Sarah McNeil & Victoria Yip) 
Cultural Analysis of Mainstream Movies (Mary Yang & Liang You) 
Copyright in the Information Age (Ken Vimalesan & Jen Fehlauer) 
Appropriation and Art: Issues of Copyright in Image Production (Alex Reed & Fred Beitler) 

'''Planning: Please coordinate and organize your topics for the Media Studies book here (You will author a 4 page section of a textbook, which is being designed and written for grade 10-12 students):''' 

e.g., Teen Age, Teen Ad (Shelagh & Sean)
Cable News (Bert & Ernie)
Web 2.0 (Stasia & Matthew)
Storytelling and Media (Rochelle and Elle)
Literature Adaptations and Interpretations in the Media (Victoria & Sarah)
Bias and Perspective in the Mainstream Media (David & Kari)
Fashion Trends and Media Representations (Balkiran & Shirley)
Who/What is a Journalist? (Paul and Sara)
Celebrity Gossip as News (Magda and Jo-Anne)
Social Networking and the Media (Esther and Gideon)
Editing; An Inquiry into Ideological Stance (David and Andrew)
The blurring line between television news and entertainment (Herleen and Jag)
The prevelance of violence in the media (Cam and Dal)
Technology and the Evolution of Music (JP and Dorianna)
Cultural Analysis of Mainstream Movies (Mary and Liang)
The use of propaganda in modern society (Kiran and Mike)
Media Consumption in the Digital Age (Caleb and Gabby)
School on Television: Reality vs. Depiction (Greg and Sheryl)
Copyright in the Information Age (Ken and Jen)
Appropriation and Art: Issues of copyright in image production (Alex and Fred)

Here are a couple possible ways to break down the book with some (wild) guesses about where each topic might fit. Thoughts? (Thanks Jen-- awesome work!)

'''A''' 
'''1. Who/What are The Media?''' 
Who/What is a Journalist? (Paul and Sara) 
The blurring line between television news and entertainment (Herleen and Jag) 
Celebrity Gossip as News (Magda and Jo-Anne) 
Bias and Perspective in the Mainstream Media (David & Kari) 

'''2. Who/What is Represented?''' 
Editing: An Inquiry into Ideological Stance (David and Andrew) 
The use of propaganda in modern society (Kiran and Mike) 
School on Television: Reality vs. Depiction (Greg and Sheryl) 
The prevalence of violence in the media (Cam and Dal) 

'''3. Web 2.0''' 
Web 2.0 (Stasia & Matthew) 
Social Networking and the Media (Esther and Gideon) 
Copyright in the Information Age (Ken and Jen) 

'''4. The Evolution of Culture''' 
Technology and the Evolution of Music (JP and Dorianna) 
Storytelling and Media (Rochelle and Leanna) 
Film Adaptations of ''Alice's Adventures in Wonderland'' (Victoria & Sarah) 
Cultural Analysis of Mainstream Movies (Mary and Liang) 
Appropriation and Art: Issues of copyright in image production (Alex and Fred) 

'''5. Economics of Technology''' 
Teen Age, Teen Ad (Shelagh & Sean) 
Fashion Trends and Media Representations (Balkiran & Shirley) 
Media Consumption in the Digital Age (Caleb and Gabby) 

'''B''' 
'''1. Who/What are The Media?''' 
Who/What is a Journalist? (Paul and Sara) 
Web 2.0 (Stasia & Matthew) 
Social Networking and the Media (Esther and Gideon) 
Teen Age, Teen Ad (Shelagh & Sean) 

'''2. News or Entertainment''' 
The blurring line between television news and entertainment (Herleen and Jag) 
Celebrity Gossip as News (Magda and Jo-Anne) 
The prevalence of violence in the media (Cam and Dal) 
School on Television: Reality vs. Depiction (Greg and Sheryl) 
Fashion Trends and Media Representations (Balkiran & Shirley) 

'''3. Bias and Perspective''' 
Bias and Perspective in the Mainstream Media (David & Kari) 
Editing: An Inquiry into Ideological Stance (David and Andrew) 
The use of propaganda in modern society (Kiran and Mike) 
Storytelling and Media (Elle & Rochelle) 

'''4. Culture and Technology''' 
Media Consumption in the Digital Age (Caleb and Gabby) 
Technology and the Evolution of Music (JP and Dorianna) 
Literature Adaptations and Interpretations in the Media (Victoria & Sarah) 
Cultural Analysis of Mainstream Movies (Mary and Liang) 
Copyright in the Information Age (Ken and Jen) 
Appropriation and Art: Issues of copyright in image production (Alex and Fred) 

== BAA Course Planning Section ==

'''Media and Advertising 11'''(Ken and Jen)
 
This course will prepare students to deconstruct and understand how media impact their lives and decisions. Students will learn and apply the concepts of audience, purpose and argument through an analysis of advertising across various media. Students will understand how advertising creates and appeals to cultural values which will prepare them to be informed and active citizens in a media-saturated world.

'''Identity, Pop Culture and Media 12''' (Rochelle and Leanna)
-portrayals of gender, age, race, sexuality, beauty, and wealth in Pop Culture and the Media and how these construct and affirm our beliefs and personal and corporate identity

'''Societal and Cultural Values in Media 12''' (Gideon & Esther)
 An overview analysis of television, film, pop culture and advertising and how, within these mediums, certain societal and cultural values are propagated and reflected. It is important for students to be aware and analytical of what they view/listen to etc, in order to be critical of what values are being (re)presented by the media.

'''From The Page to the Stage, and Beyond: Literary Adaptations in the Media''' (Victoria & Sarah)
 Increasingly, the first exposure that young people have to literature is through television, film, or Internet adaptations. This course will help students understand the transformation that a work goes through as it travels from the page to another medium, and will explore adaptations of popular works for the stage, radio, television, film, and Internet.

'''Music and Technology 11/12''' (Greg and Sheryl)
This course will examine the ways in which technology has changed the way that music is created, perceived and consumed.

'''"History lives -An examination of historical events through film"''' (Mike and Kiran)
This course will consider various points in history through the medium of film. A careful examination of movies that deal with historical events will be analyzed with respect to the underlying message portrayed in the film. This course will consider the political and social aspects as well as the historical context and how it is portrayed by the media.

'''A Game Making Approach to Bioethics''' (Mary and Liang)
 This course is meant to consider the ethical issues associated with the studies of current science that incorporate biology and technology. With some knowledge on high school biology, students will develop a basic understanding of these science studies. Through collecting science media, students will learn about the occurrence and the relevancy of these studies to their daily lives. With some discussions, students will identify both ethical and unethical actions committed by stakeholders. In addition, students will master the ability to come up with alternative solutions that are by definition more ethical to these studies. Lastly, students will demonstrate their overall knowledge of bioethics by planning for a computer or video game that demands ethical decisions and administers consequences. As well, the planning process requires the usage of multiple forms of technology. Through the practices of this course, students are made to hold some responsibilities to the well-being of our world as a whole.

'''The Power of Media''' (David B and Kari)

This course will challenge students to look at the way in which the media impacts society. Looking at different forms of media (ie. television, the radio, the internet, newspapers/magazines) the following issues will be addressed: how does the media shape reality, who is the targeted audience, the ability of technology to communicate, and the influence that the media has on everyday life.

'''The History of Communication Throughout the 20th Century''' (JP and Dorianna)
This course will examine the evolution of communication throughout the 20th century and how this process affected important historical events, eras and trends. Students will look at how various communication technologies, such as AM radio, television, and the internet, were employed during the century and what events/phenomenons they facilitated. Central themes to be studied will include war and conflict, popular culture, and globalization.

'''Music Media''' (David and Andrew)
Investigation of lyrical content with respect to audience. Investigation into lyrical content and political message. The study of the interaction between lyrical message and music video message. This course will provide for students opportunities to observe aspects of social, political, and cultural history through the lens of instrumental music. In regards to tonality, style, and timbre, the directions in which genres of music evolved heavily reflected the social conditions of eras; it is impossible, for example, to separate the violence associated wit the modern Civil Rights Movement from the sound of 1960s avant-garde jazz. Students will analyze such connections in a variety of ways, such as by sampling various music selections that will be supplemented with pertaining historical contexts.
[[Category: Curriculum and Pedagogy]]

'''Critical Media Studies in Film and Television''' (Alex and Fred)
This course will focus on pop culture film and television media of the 20th and 21st centuries. Students will develop a critical awareness of how media messages are constructed in the world of film and television. Students will make use of media literacy methodologies to deconstruct and critically analyze meaning in a series of film and television screenings. Students will also read texts and view documentaries critiquing pop culture film and telesion. The course will culminate in the students utilizing these critical skills to create their own critical documentary.

'''Intro to Media Studies''' (Matthew and Stasia)
This course will introduce students to the concept of media studies and what it entails - what is media, the history of media, the influence of media on society, the different forms of media, etc. It will provide a foundation for future, more focused courses, and will establish the analytical skills necessary for students to navigate todays dynamic media landscape.

'''Media: Issues and Technology 12''' (Paul and Sara)
This course deals with media depictions of controversial issues facing the world today. Each issue will be looked at through one of television/film, radio, print, and internet. The technology aspect of the course covers media production, and students will gain experience working in each of the major forms of media. After analyzing issues, students will be asked to produce their own representations of those issues in a skills-based, technological approach.

[[Category:EDCP]]

Course:EDCP481

2011-07-05T17:54:30Z

PeterHalim: /* Textbook (Media Study Guide) Planning Section */

== '''Summer 2a 2011''' ==
== '''Media Studies (Across the Curriculum)''' ==

This course focuses on understanding media and associated freedoms of expression and the press for learning, teaching, and public pedagogy. Media studies is a dynamic discipline tailored to exploring youth, culture, and education through concepts or techniques such as articulation, framing, regulation, remediation, representation, and transcoding. In addition to understanding media and the process of meaning-making, media studies also focuses on making and managing media across formats, creative expression, and civic engagement. Making minimal distinction among (the) media of, on, and in education, the course provides a survey of media studies and new media with an emphasis on media education and literacy. Media education and literacy are among the most relevant challenges to “official” knowledge and represent key movements in the sociology of curriculum. Hence, this course emphasizes ethical, legal, and theoretical aspects and the design of curriculum and courses for teaching media education or media studies and for integrating media literacy across the curriculum. [Link to the EDCP 481 Resource page http://m1.cust.educ.ubc.ca:16080/tsedgrad/?page_id=460].

'''Student Planning Space'''

== Textbook (Media Study Guide) Planning Section ==
'''Planning: Please coordinate and organize your topics for the Media Studies book here (You will author a section-- Media Study Guide-- of a textbook, which is being designed and written for grade 8-10 or 11-12 students):''' 

'''Section 952 Media Study Guide Ideas:''' 
xx
Brian, Peter & Tyler - The Call of Duty

'''Section 951 Media Study Guide Ideas:''' 
xx
Ashley MacKenzie and Alex Thureau - "One Week"

Wendy Sigaty and Haley Lucas - "Big Bang Theory"

Kady Huhn & Hannah Yu- "Mean Girls"

Fay Sterne & Brittaney Boone - "The Office"

== BAA Course Planning Section ==

'''The direct link to the example BAA is:''' 
http://www.bced.gov.bc.ca/greenschools/sustcoursecontent.htm

'''Planning: Please coordinate and organize your topics for the BAA Course here:''' 

'''Section 952 BA/A Topics''' 

Brian, Peter & Tyler - Video Games(*actual title TBD)

Dianna Stashuk and Adam Alvaro

Michelle Fatkin and Chelsea Campbell (xo)

Taha and Kara - Apocalypse in Media

Stef and Jess aka...Jeff

Nick De Santis and Nam Pham - The Power of Propaganda

Thomas Froh and Peter Maxwell

Paul and Rhonda

Rupinder and Parmjeet

Michael & John - TBA - Disneyland Won the War

Chris and Grace - Multiculturalism in the Media

'''Section 951 BA/A Topics''' 

Ashley MacKenzie and Alex Thureau - Reality Television Production

Kady Huhn & Hannah Yu-Media & Identity

Wendy Sigaty and Haley Lucas

Rachel Fales & Jennifer Visser - Film Studies

Michael Bui & Jennifer Neff

Fay Sterne & Brittaney Boone - Analyzing Animated Satire

Graham Haigh & Dean Morris (Advertising)

== '''Summer 2a 2010''' ==

== '''Media Studies (Across the Curriculum)''' ==

This course focuses on understanding media and associated freedoms of expression and the press for learning, teaching, and public pedagogy. Media studies is a dynamic discipline tailored to exploring youth, culture, and education through concepts or techniques such as articulation, framing, regulation, remediation, representation, and transcoding. In addition to understanding media and the process of meaning-making, media studies also focuses on making and managing media across formats, creative expression, and civic engagement. The course provides a survey of media studies and new media with an emphasis on media education and literacy. Media education and literacy are among the most relevant challenges to “official” knowledge and represent key movements in the sociology of curriculum. Hence, this course emphasizes ethical, legal, and theoretical aspects and the design of curriculum and courses for teaching media education or media studies and for integrating media literacy across the curriculum. [Link to the EDCP 481 Resource page http://m1.cust.educ.ubc.ca:16080/tsedgrad/?page_id=366].

'''Student Planning Space'''

== Textbook Curriculum Planning Section ==

Download the Media Studies 11-12 Textbook written by EDCP 481 students: http://m1.cust.educ.ubc.ca:16080/tsedgrad/?page_id=366

'''Table of Contents'''

'''1. Who/What are The Media?''' 
Who / What is a Journalist? (Paul Korczyk & Sara Newham) 
Web 2.0 (Matthew Palmer & Stasia Siscoe) 
Social Networking and the Media (Esther Yong & Gideon Lin) 
Teen Age, Teen Ad (Shelagh & Sean) 

'''2. News or Entertainment''' 
The Blurring Line Between Television News and Entertainment (Herleen Malli & Jagroop Nagra) 
Celebrity Culture (Magda Misiak & Jo-Anne McKee) 
The Prevalence of Violence in the Media (Cameron Vand'Erkamps & Daljit Purewal) 
School on Television: Reality vs. Depiction (Greg Rushton & Sheryl Reinhardt) 
Fashion Trends and Media Representations (Balkiran Dusanj & Shirley Lal) 

'''3. Bias and Perspective''' 
Bias and Perspective in the Mainstream Media (David Bron & Kari White) 
Editing: An Inquiry into Ideological Stance (David Mergens & Andrew Crawford) 
The use of Propaganda in Modern Society (Kiran Basi & Mike Byun) 
Storytelling and Media (Elle Kay & Rochelle Patten) 

'''4. Culture and Technology''' 
Media Consumption in the Digital Age (Caleb Bouey & Gabrielle Rougeau) 
Technology and the Evolution of Music (JP Lancaster & Dorianna Chessa) 
Literature Adaptations and Interpretations in the Media (Sarah McNeil & Victoria Yip) 
Cultural Analysis of Mainstream Movies (Mary Yang & Liang You) 
Copyright in the Information Age (Ken Vimalesan & Jen Fehlauer) 
Appropriation and Art: Issues of Copyright in Image Production (Alex Reed & Fred Beitler) 

'''Planning: Please coordinate and organize your topics for the Media Studies book here (You will author a 4 page section of a textbook, which is being designed and written for grade 10-12 students):''' 

e.g., Teen Age, Teen Ad (Shelagh & Sean)
Cable News (Bert & Ernie)
Web 2.0 (Stasia & Matthew)
Storytelling and Media (Rochelle and Elle)
Literature Adaptations and Interpretations in the Media (Victoria & Sarah)
Bias and Perspective in the Mainstream Media (David & Kari)
Fashion Trends and Media Representations (Balkiran & Shirley)
Who/What is a Journalist? (Paul and Sara)
Celebrity Gossip as News (Magda and Jo-Anne)
Social Networking and the Media (Esther and Gideon)
Editing; An Inquiry into Ideological Stance (David and Andrew)
The blurring line between television news and entertainment (Herleen and Jag)
The prevelance of violence in the media (Cam and Dal)
Technology and the Evolution of Music (JP and Dorianna)
Cultural Analysis of Mainstream Movies (Mary and Liang)
The use of propaganda in modern society (Kiran and Mike)
Media Consumption in the Digital Age (Caleb and Gabby)
School on Television: Reality vs. Depiction (Greg and Sheryl)
Copyright in the Information Age (Ken and Jen)
Appropriation and Art: Issues of copyright in image production (Alex and Fred)

Here are a couple possible ways to break down the book with some (wild) guesses about where each topic might fit. Thoughts? (Thanks Jen-- awesome work!)

'''A''' 
'''1. Who/What are The Media?''' 
Who/What is a Journalist? (Paul and Sara) 
The blurring line between television news and entertainment (Herleen and Jag) 
Celebrity Gossip as News (Magda and Jo-Anne) 
Bias and Perspective in the Mainstream Media (David & Kari) 

'''2. Who/What is Represented?''' 
Editing: An Inquiry into Ideological Stance (David and Andrew) 
The use of propaganda in modern society (Kiran and Mike) 
School on Television: Reality vs. Depiction (Greg and Sheryl) 
The prevalence of violence in the media (Cam and Dal) 

'''3. Web 2.0''' 
Web 2.0 (Stasia & Matthew) 
Social Networking and the Media (Esther and Gideon) 
Copyright in the Information Age (Ken and Jen) 

'''4. The Evolution of Culture''' 
Technology and the Evolution of Music (JP and Dorianna) 
Storytelling and Media (Rochelle and Leanna) 
Film Adaptations of ''Alice's Adventures in Wonderland'' (Victoria & Sarah) 
Cultural Analysis of Mainstream Movies (Mary and Liang) 
Appropriation and Art: Issues of copyright in image production (Alex and Fred) 

'''5. Economics of Technology''' 
Teen Age, Teen Ad (Shelagh & Sean) 
Fashion Trends and Media Representations (Balkiran & Shirley) 
Media Consumption in the Digital Age (Caleb and Gabby) 

'''B''' 
'''1. Who/What are The Media?''' 
Who/What is a Journalist? (Paul and Sara) 
Web 2.0 (Stasia & Matthew) 
Social Networking and the Media (Esther and Gideon) 
Teen Age, Teen Ad (Shelagh & Sean) 

'''2. News or Entertainment''' 
The blurring line between television news and entertainment (Herleen and Jag) 
Celebrity Gossip as News (Magda and Jo-Anne) 
The prevalence of violence in the media (Cam and Dal) 
School on Television: Reality vs. Depiction (Greg and Sheryl) 
Fashion Trends and Media Representations (Balkiran & Shirley) 

'''3. Bias and Perspective''' 
Bias and Perspective in the Mainstream Media (David & Kari) 
Editing: An Inquiry into Ideological Stance (David and Andrew) 
The use of propaganda in modern society (Kiran and Mike) 
Storytelling and Media (Elle & Rochelle) 

'''4. Culture and Technology''' 
Media Consumption in the Digital Age (Caleb and Gabby) 
Technology and the Evolution of Music (JP and Dorianna) 
Literature Adaptations and Interpretations in the Media (Victoria & Sarah) 
Cultural Analysis of Mainstream Movies (Mary and Liang) 
Copyright in the Information Age (Ken and Jen) 
Appropriation and Art: Issues of copyright in image production (Alex and Fred) 

== BAA Course Planning Section ==

'''Media and Advertising 11'''(Ken and Jen)
 
This course will prepare students to deconstruct and understand how media impact their lives and decisions. Students will learn and apply the concepts of audience, purpose and argument through an analysis of advertising across various media. Students will understand how advertising creates and appeals to cultural values which will prepare them to be informed and active citizens in a media-saturated world.

'''Identity, Pop Culture and Media 12''' (Rochelle and Leanna)
-portrayals of gender, age, race, sexuality, beauty, and wealth in Pop Culture and the Media and how these construct and affirm our beliefs and personal and corporate identity

'''Societal and Cultural Values in Media 12''' (Gideon & Esther)
 An overview analysis of television, film, pop culture and advertising and how, within these mediums, certain societal and cultural values are propagated and reflected. It is important for students to be aware and analytical of what they view/listen to etc, in order to be critical of what values are being (re)presented by the media.

'''From The Page to the Stage, and Beyond: Literary Adaptations in the Media''' (Victoria & Sarah)
 Increasingly, the first exposure that young people have to literature is through television, film, or Internet adaptations. This course will help students understand the transformation that a work goes through as it travels from the page to another medium, and will explore adaptations of popular works for the stage, radio, television, film, and Internet.

'''Music and Technology 11/12''' (Greg and Sheryl)
This course will examine the ways in which technology has changed the way that music is created, perceived and consumed.

'''"History lives -An examination of historical events through film"''' (Mike and Kiran)
This course will consider various points in history through the medium of film. A careful examination of movies that deal with historical events will be analyzed with respect to the underlying message portrayed in the film. This course will consider the political and social aspects as well as the historical context and how it is portrayed by the media.

'''A Game Making Approach to Bioethics''' (Mary and Liang)
 This course is meant to consider the ethical issues associated with the studies of current science that incorporate biology and technology. With some knowledge on high school biology, students will develop a basic understanding of these science studies. Through collecting science media, students will learn about the occurrence and the relevancy of these studies to their daily lives. With some discussions, students will identify both ethical and unethical actions committed by stakeholders. In addition, students will master the ability to come up with alternative solutions that are by definition more ethical to these studies. Lastly, students will demonstrate their overall knowledge of bioethics by planning for a computer or video game that demands ethical decisions and administers consequences. As well, the planning process requires the usage of multiple forms of technology. Through the practices of this course, students are made to hold some responsibilities to the well-being of our world as a whole.

'''The Power of Media''' (David B and Kari)

This course will challenge students to look at the way in which the media impacts society. Looking at different forms of media (ie. television, the radio, the internet, newspapers/magazines) the following issues will be addressed: how does the media shape reality, who is the targeted audience, the ability of technology to communicate, and the influence that the media has on everyday life.

'''The History of Communication Throughout the 20th Century''' (JP and Dorianna)
This course will examine the evolution of communication throughout the 20th century and how this process affected important historical events, eras and trends. Students will look at how various communication technologies, such as AM radio, television, and the internet, were employed during the century and what events/phenomenons they facilitated. Central themes to be studied will include war and conflict, popular culture, and globalization.

'''Music Media''' (David and Andrew)
Investigation of lyrical content with respect to audience. Investigation into lyrical content and political message. The study of the interaction between lyrical message and music video message. This course will provide for students opportunities to observe aspects of social, political, and cultural history through the lens of instrumental music. In regards to tonality, style, and timbre, the directions in which genres of music evolved heavily reflected the social conditions of eras; it is impossible, for example, to separate the violence associated wit the modern Civil Rights Movement from the sound of 1960s avant-garde jazz. Students will analyze such connections in a variety of ways, such as by sampling various music selections that will be supplemented with pertaining historical contexts.
[[Category: Curriculum and Pedagogy]]

'''Critical Media Studies in Film and Television''' (Alex and Fred)
This course will focus on pop culture film and television media of the 20th and 21st centuries. Students will develop a critical awareness of how media messages are constructed in the world of film and television. Students will make use of media literacy methodologies to deconstruct and critically analyze meaning in a series of film and television screenings. Students will also read texts and view documentaries critiquing pop culture film and telesion. The course will culminate in the students utilizing these critical skills to create their own critical documentary.

'''Intro to Media Studies''' (Matthew and Stasia)
This course will introduce students to the concept of media studies and what it entails - what is media, the history of media, the influence of media on society, the different forms of media, etc. It will provide a foundation for future, more focused courses, and will establish the analytical skills necessary for students to navigate todays dynamic media landscape.

'''Media: Issues and Technology 12''' (Paul and Sara)
This course deals with media depictions of controversial issues facing the world today. Each issue will be looked at through one of television/film, radio, print, and internet. The technology aspect of the course covers media production, and students will gain experience working in each of the major forms of media. After analyzing issues, students will be asked to produce their own representations of those issues in a skills-based, technological approach.

[[Category:EDCP]]

Course:EDCP481

2011-07-05T17:53:45Z

PeterHalim: /* BAA Course Planning Section */

== '''Summer 2a 2011''' ==
== '''Media Studies (Across the Curriculum)''' ==

This course focuses on understanding media and associated freedoms of expression and the press for learning, teaching, and public pedagogy. Media studies is a dynamic discipline tailored to exploring youth, culture, and education through concepts or techniques such as articulation, framing, regulation, remediation, representation, and transcoding. In addition to understanding media and the process of meaning-making, media studies also focuses on making and managing media across formats, creative expression, and civic engagement. Making minimal distinction among (the) media of, on, and in education, the course provides a survey of media studies and new media with an emphasis on media education and literacy. Media education and literacy are among the most relevant challenges to “official” knowledge and represent key movements in the sociology of curriculum. Hence, this course emphasizes ethical, legal, and theoretical aspects and the design of curriculum and courses for teaching media education or media studies and for integrating media literacy across the curriculum. [Link to the EDCP 481 Resource page http://m1.cust.educ.ubc.ca:16080/tsedgrad/?page_id=460].

'''Student Planning Space'''

== Textbook (Media Study Guide) Planning Section ==
'''Planning: Please coordinate and organize your topics for the Media Studies book here (You will author a section-- Media Study Guide-- of a textbook, which is being designed and written for grade 8-10 or 11-12 students):''' 

'''Section 952 Media Study Guide Ideas:''' 
xx

'''Section 951 Media Study Guide Ideas:''' 
xx
Ashley MacKenzie and Alex Thureau - "One Week"

Wendy Sigaty and Haley Lucas - "Big Bang Theory"

Kady Huhn & Hannah Yu- "Mean Girls"

Fay Sterne & Brittaney Boone - "The Office"

== BAA Course Planning Section ==

'''The direct link to the example BAA is:''' 
http://www.bced.gov.bc.ca/greenschools/sustcoursecontent.htm

'''Planning: Please coordinate and organize your topics for the BAA Course here:''' 

'''Section 952 BA/A Topics''' 

Brian, Peter & Tyler - Video Games(*actual title TBD)

Dianna Stashuk and Adam Alvaro

Michelle Fatkin and Chelsea Campbell (xo)

Taha and Kara - Apocalypse in Media

Stef and Jess aka...Jeff

Nick De Santis and Nam Pham - The Power of Propaganda

Thomas Froh and Peter Maxwell

Paul and Rhonda

Rupinder and Parmjeet

Michael & John - TBA - Disneyland Won the War

Chris and Grace - Multiculturalism in the Media

'''Section 951 BA/A Topics''' 

Ashley MacKenzie and Alex Thureau - Reality Television Production

Kady Huhn & Hannah Yu-Media & Identity

Wendy Sigaty and Haley Lucas

Rachel Fales & Jennifer Visser - Film Studies

Michael Bui & Jennifer Neff

Fay Sterne & Brittaney Boone - Analyzing Animated Satire

Graham Haigh & Dean Morris (Advertising)

== '''Summer 2a 2010''' ==

== '''Media Studies (Across the Curriculum)''' ==

This course focuses on understanding media and associated freedoms of expression and the press for learning, teaching, and public pedagogy. Media studies is a dynamic discipline tailored to exploring youth, culture, and education through concepts or techniques such as articulation, framing, regulation, remediation, representation, and transcoding. In addition to understanding media and the process of meaning-making, media studies also focuses on making and managing media across formats, creative expression, and civic engagement. The course provides a survey of media studies and new media with an emphasis on media education and literacy. Media education and literacy are among the most relevant challenges to “official” knowledge and represent key movements in the sociology of curriculum. Hence, this course emphasizes ethical, legal, and theoretical aspects and the design of curriculum and courses for teaching media education or media studies and for integrating media literacy across the curriculum. [Link to the EDCP 481 Resource page http://m1.cust.educ.ubc.ca:16080/tsedgrad/?page_id=366].

'''Student Planning Space'''

== Textbook Curriculum Planning Section ==

Download the Media Studies 11-12 Textbook written by EDCP 481 students: http://m1.cust.educ.ubc.ca:16080/tsedgrad/?page_id=366

'''Table of Contents'''

'''1. Who/What are The Media?''' 
Who / What is a Journalist? (Paul Korczyk & Sara Newham) 
Web 2.0 (Matthew Palmer & Stasia Siscoe) 
Social Networking and the Media (Esther Yong & Gideon Lin) 
Teen Age, Teen Ad (Shelagh & Sean) 

'''2. News or Entertainment''' 
The Blurring Line Between Television News and Entertainment (Herleen Malli & Jagroop Nagra) 
Celebrity Culture (Magda Misiak & Jo-Anne McKee) 
The Prevalence of Violence in the Media (Cameron Vand'Erkamps & Daljit Purewal) 
School on Television: Reality vs. Depiction (Greg Rushton & Sheryl Reinhardt) 
Fashion Trends and Media Representations (Balkiran Dusanj & Shirley Lal) 

'''3. Bias and Perspective''' 
Bias and Perspective in the Mainstream Media (David Bron & Kari White) 
Editing: An Inquiry into Ideological Stance (David Mergens & Andrew Crawford) 
The use of Propaganda in Modern Society (Kiran Basi & Mike Byun) 
Storytelling and Media (Elle Kay & Rochelle Patten) 

'''4. Culture and Technology''' 
Media Consumption in the Digital Age (Caleb Bouey & Gabrielle Rougeau) 
Technology and the Evolution of Music (JP Lancaster & Dorianna Chessa) 
Literature Adaptations and Interpretations in the Media (Sarah McNeil & Victoria Yip) 
Cultural Analysis of Mainstream Movies (Mary Yang & Liang You) 
Copyright in the Information Age (Ken Vimalesan & Jen Fehlauer) 
Appropriation and Art: Issues of Copyright in Image Production (Alex Reed & Fred Beitler) 

'''Planning: Please coordinate and organize your topics for the Media Studies book here (You will author a 4 page section of a textbook, which is being designed and written for grade 10-12 students):''' 

e.g., Teen Age, Teen Ad (Shelagh & Sean)
Cable News (Bert & Ernie)
Web 2.0 (Stasia & Matthew)
Storytelling and Media (Rochelle and Elle)
Literature Adaptations and Interpretations in the Media (Victoria & Sarah)
Bias and Perspective in the Mainstream Media (David & Kari)
Fashion Trends and Media Representations (Balkiran & Shirley)
Who/What is a Journalist? (Paul and Sara)
Celebrity Gossip as News (Magda and Jo-Anne)
Social Networking and the Media (Esther and Gideon)
Editing; An Inquiry into Ideological Stance (David and Andrew)
The blurring line between television news and entertainment (Herleen and Jag)
The prevelance of violence in the media (Cam and Dal)
Technology and the Evolution of Music (JP and Dorianna)
Cultural Analysis of Mainstream Movies (Mary and Liang)
The use of propaganda in modern society (Kiran and Mike)
Media Consumption in the Digital Age (Caleb and Gabby)
School on Television: Reality vs. Depiction (Greg and Sheryl)
Copyright in the Information Age (Ken and Jen)
Appropriation and Art: Issues of copyright in image production (Alex and Fred)

Here are a couple possible ways to break down the book with some (wild) guesses about where each topic might fit. Thoughts? (Thanks Jen-- awesome work!)

'''A''' 
'''1. Who/What are The Media?''' 
Who/What is a Journalist? (Paul and Sara) 
The blurring line between television news and entertainment (Herleen and Jag) 
Celebrity Gossip as News (Magda and Jo-Anne) 
Bias and Perspective in the Mainstream Media (David & Kari) 

'''2. Who/What is Represented?''' 
Editing: An Inquiry into Ideological Stance (David and Andrew) 
The use of propaganda in modern society (Kiran and Mike) 
School on Television: Reality vs. Depiction (Greg and Sheryl) 
The prevalence of violence in the media (Cam and Dal) 

'''3. Web 2.0''' 
Web 2.0 (Stasia & Matthew) 
Social Networking and the Media (Esther and Gideon) 
Copyright in the Information Age (Ken and Jen) 

'''4. The Evolution of Culture''' 
Technology and the Evolution of Music (JP and Dorianna) 
Storytelling and Media (Rochelle and Leanna) 
Film Adaptations of ''Alice's Adventures in Wonderland'' (Victoria & Sarah) 
Cultural Analysis of Mainstream Movies (Mary and Liang) 
Appropriation and Art: Issues of copyright in image production (Alex and Fred) 

'''5. Economics of Technology''' 
Teen Age, Teen Ad (Shelagh & Sean) 
Fashion Trends and Media Representations (Balkiran & Shirley) 
Media Consumption in the Digital Age (Caleb and Gabby) 

'''B''' 
'''1. Who/What are The Media?''' 
Who/What is a Journalist? (Paul and Sara) 
Web 2.0 (Stasia & Matthew) 
Social Networking and the Media (Esther and Gideon) 
Teen Age, Teen Ad (Shelagh & Sean) 

'''2. News or Entertainment''' 
The blurring line between television news and entertainment (Herleen and Jag) 
Celebrity Gossip as News (Magda and Jo-Anne) 
The prevalence of violence in the media (Cam and Dal) 
School on Television: Reality vs. Depiction (Greg and Sheryl) 
Fashion Trends and Media Representations (Balkiran & Shirley) 

'''3. Bias and Perspective''' 
Bias and Perspective in the Mainstream Media (David & Kari) 
Editing: An Inquiry into Ideological Stance (David and Andrew) 
The use of propaganda in modern society (Kiran and Mike) 
Storytelling and Media (Elle & Rochelle) 

'''4. Culture and Technology''' 
Media Consumption in the Digital Age (Caleb and Gabby) 
Technology and the Evolution of Music (JP and Dorianna) 
Literature Adaptations and Interpretations in the Media (Victoria & Sarah) 
Cultural Analysis of Mainstream Movies (Mary and Liang) 
Copyright in the Information Age (Ken and Jen) 
Appropriation and Art: Issues of copyright in image production (Alex and Fred) 

== BAA Course Planning Section ==

'''Media and Advertising 11'''(Ken and Jen)
 
This course will prepare students to deconstruct and understand how media impact their lives and decisions. Students will learn and apply the concepts of audience, purpose and argument through an analysis of advertising across various media. Students will understand how advertising creates and appeals to cultural values which will prepare them to be informed and active citizens in a media-saturated world.

'''Identity, Pop Culture and Media 12''' (Rochelle and Leanna)
-portrayals of gender, age, race, sexuality, beauty, and wealth in Pop Culture and the Media and how these construct and affirm our beliefs and personal and corporate identity

'''Societal and Cultural Values in Media 12''' (Gideon & Esther)
 An overview analysis of television, film, pop culture and advertising and how, within these mediums, certain societal and cultural values are propagated and reflected. It is important for students to be aware and analytical of what they view/listen to etc, in order to be critical of what values are being (re)presented by the media.

'''From The Page to the Stage, and Beyond: Literary Adaptations in the Media''' (Victoria & Sarah)
 Increasingly, the first exposure that young people have to literature is through television, film, or Internet adaptations. This course will help students understand the transformation that a work goes through as it travels from the page to another medium, and will explore adaptations of popular works for the stage, radio, television, film, and Internet.

'''Music and Technology 11/12''' (Greg and Sheryl)
This course will examine the ways in which technology has changed the way that music is created, perceived and consumed.

'''"History lives -An examination of historical events through film"''' (Mike and Kiran)
This course will consider various points in history through the medium of film. A careful examination of movies that deal with historical events will be analyzed with respect to the underlying message portrayed in the film. This course will consider the political and social aspects as well as the historical context and how it is portrayed by the media.

'''A Game Making Approach to Bioethics''' (Mary and Liang)
 This course is meant to consider the ethical issues associated with the studies of current science that incorporate biology and technology. With some knowledge on high school biology, students will develop a basic understanding of these science studies. Through collecting science media, students will learn about the occurrence and the relevancy of these studies to their daily lives. With some discussions, students will identify both ethical and unethical actions committed by stakeholders. In addition, students will master the ability to come up with alternative solutions that are by definition more ethical to these studies. Lastly, students will demonstrate their overall knowledge of bioethics by planning for a computer or video game that demands ethical decisions and administers consequences. As well, the planning process requires the usage of multiple forms of technology. Through the practices of this course, students are made to hold some responsibilities to the well-being of our world as a whole.

'''The Power of Media''' (David B and Kari)

This course will challenge students to look at the way in which the media impacts society. Looking at different forms of media (ie. television, the radio, the internet, newspapers/magazines) the following issues will be addressed: how does the media shape reality, who is the targeted audience, the ability of technology to communicate, and the influence that the media has on everyday life.

'''The History of Communication Throughout the 20th Century''' (JP and Dorianna)
This course will examine the evolution of communication throughout the 20th century and how this process affected important historical events, eras and trends. Students will look at how various communication technologies, such as AM radio, television, and the internet, were employed during the century and what events/phenomenons they facilitated. Central themes to be studied will include war and conflict, popular culture, and globalization.

'''Music Media''' (David and Andrew)
Investigation of lyrical content with respect to audience. Investigation into lyrical content and political message. The study of the interaction between lyrical message and music video message. This course will provide for students opportunities to observe aspects of social, political, and cultural history through the lens of instrumental music. In regards to tonality, style, and timbre, the directions in which genres of music evolved heavily reflected the social conditions of eras; it is impossible, for example, to separate the violence associated wit the modern Civil Rights Movement from the sound of 1960s avant-garde jazz. Students will analyze such connections in a variety of ways, such as by sampling various music selections that will be supplemented with pertaining historical contexts.
[[Category: Curriculum and Pedagogy]]

'''Critical Media Studies in Film and Television''' (Alex and Fred)
This course will focus on pop culture film and television media of the 20th and 21st centuries. Students will develop a critical awareness of how media messages are constructed in the world of film and television. Students will make use of media literacy methodologies to deconstruct and critically analyze meaning in a series of film and television screenings. Students will also read texts and view documentaries critiquing pop culture film and telesion. The course will culminate in the students utilizing these critical skills to create their own critical documentary.

'''Intro to Media Studies''' (Matthew and Stasia)
This course will introduce students to the concept of media studies and what it entails - what is media, the history of media, the influence of media on society, the different forms of media, etc. It will provide a foundation for future, more focused courses, and will establish the analytical skills necessary for students to navigate todays dynamic media landscape.

'''Media: Issues and Technology 12''' (Paul and Sara)
This course deals with media depictions of controversial issues facing the world today. Each issue will be looked at through one of television/film, radio, print, and internet. The technology aspect of the course covers media production, and students will gain experience working in each of the major forms of media. After analyzing issues, students will be asked to produce their own representations of those issues in a skills-based, technological approach.

[[Category:EDCP]]

Course:EDCP481

2011-07-05T17:52:42Z

PeterHalim: /* BAA Course Planning Section */

== '''Summer 2a 2011''' ==
== '''Media Studies (Across the Curriculum)''' ==

This course focuses on understanding media and associated freedoms of expression and the press for learning, teaching, and public pedagogy. Media studies is a dynamic discipline tailored to exploring youth, culture, and education through concepts or techniques such as articulation, framing, regulation, remediation, representation, and transcoding. In addition to understanding media and the process of meaning-making, media studies also focuses on making and managing media across formats, creative expression, and civic engagement. Making minimal distinction among (the) media of, on, and in education, the course provides a survey of media studies and new media with an emphasis on media education and literacy. Media education and literacy are among the most relevant challenges to “official” knowledge and represent key movements in the sociology of curriculum. Hence, this course emphasizes ethical, legal, and theoretical aspects and the design of curriculum and courses for teaching media education or media studies and for integrating media literacy across the curriculum. [Link to the EDCP 481 Resource page http://m1.cust.educ.ubc.ca:16080/tsedgrad/?page_id=460].

'''Student Planning Space'''

== Textbook (Media Study Guide) Planning Section ==
'''Planning: Please coordinate and organize your topics for the Media Studies book here (You will author a section-- Media Study Guide-- of a textbook, which is being designed and written for grade 8-10 or 11-12 students):''' 

'''Section 952 Media Study Guide Ideas:''' 
xx

'''Section 951 Media Study Guide Ideas:''' 
xx
Ashley MacKenzie and Alex Thureau - "One Week"

Wendy Sigaty and Haley Lucas - "Big Bang Theory"

Kady Huhn & Hannah Yu- "Mean Girls"

Fay Sterne & Brittaney Boone - "The Office"

== BAA Course Planning Section ==

'''The direct link to the example BAA is:''' 
http://www.bced.gov.bc.ca/greenschools/sustcoursecontent.htm

'''Planning: Please coordinate and organize your topics for the BAA Course here:''' 

'''Section 952 BA/A Topics''' 

Brian, Peter & Tyler - The Call of Duty

Dianna Stashuk and Adam Alvaro

Michelle Fatkin and Chelsea Campbell (xo)

Taha and Kara - Apocalypse in Media

Stef and Jess aka...Jeff

Nick De Santis and Nam Pham - The Power of Propaganda

Thomas Froh and Peter Maxwell

Paul and Rhonda

Rupinder and Parmjeet

Michael & John - TBA - Disneyland Won the War

Chris and Grace - Multiculturalism in the Media

'''Section 951 BA/A Topics''' 

Ashley MacKenzie and Alex Thureau - Reality Television Production

Kady Huhn & Hannah Yu-Media & Identity

Wendy Sigaty and Haley Lucas

Rachel Fales & Jennifer Visser - Film Studies

Michael Bui & Jennifer Neff

Fay Sterne & Brittaney Boone - Analyzing Animated Satire

Graham Haigh & Dean Morris (Advertising)

== '''Summer 2a 2010''' ==

== '''Media Studies (Across the Curriculum)''' ==

This course focuses on understanding media and associated freedoms of expression and the press for learning, teaching, and public pedagogy. Media studies is a dynamic discipline tailored to exploring youth, culture, and education through concepts or techniques such as articulation, framing, regulation, remediation, representation, and transcoding. In addition to understanding media and the process of meaning-making, media studies also focuses on making and managing media across formats, creative expression, and civic engagement. The course provides a survey of media studies and new media with an emphasis on media education and literacy. Media education and literacy are among the most relevant challenges to “official” knowledge and represent key movements in the sociology of curriculum. Hence, this course emphasizes ethical, legal, and theoretical aspects and the design of curriculum and courses for teaching media education or media studies and for integrating media literacy across the curriculum. [Link to the EDCP 481 Resource page http://m1.cust.educ.ubc.ca:16080/tsedgrad/?page_id=366].

'''Student Planning Space'''

== Textbook Curriculum Planning Section ==

Download the Media Studies 11-12 Textbook written by EDCP 481 students: http://m1.cust.educ.ubc.ca:16080/tsedgrad/?page_id=366

'''Table of Contents'''

'''1. Who/What are The Media?''' 
Who / What is a Journalist? (Paul Korczyk & Sara Newham) 
Web 2.0 (Matthew Palmer & Stasia Siscoe) 
Social Networking and the Media (Esther Yong & Gideon Lin) 
Teen Age, Teen Ad (Shelagh & Sean) 

'''2. News or Entertainment''' 
The Blurring Line Between Television News and Entertainment (Herleen Malli & Jagroop Nagra) 
Celebrity Culture (Magda Misiak & Jo-Anne McKee) 
The Prevalence of Violence in the Media (Cameron Vand'Erkamps & Daljit Purewal) 
School on Television: Reality vs. Depiction (Greg Rushton & Sheryl Reinhardt) 
Fashion Trends and Media Representations (Balkiran Dusanj & Shirley Lal) 

'''3. Bias and Perspective''' 
Bias and Perspective in the Mainstream Media (David Bron & Kari White) 
Editing: An Inquiry into Ideological Stance (David Mergens & Andrew Crawford) 
The use of Propaganda in Modern Society (Kiran Basi & Mike Byun) 
Storytelling and Media (Elle Kay & Rochelle Patten) 

'''4. Culture and Technology''' 
Media Consumption in the Digital Age (Caleb Bouey & Gabrielle Rougeau) 
Technology and the Evolution of Music (JP Lancaster & Dorianna Chessa) 
Literature Adaptations and Interpretations in the Media (Sarah McNeil & Victoria Yip) 
Cultural Analysis of Mainstream Movies (Mary Yang & Liang You) 
Copyright in the Information Age (Ken Vimalesan & Jen Fehlauer) 
Appropriation and Art: Issues of Copyright in Image Production (Alex Reed & Fred Beitler) 

'''Planning: Please coordinate and organize your topics for the Media Studies book here (You will author a 4 page section of a textbook, which is being designed and written for grade 10-12 students):''' 

e.g., Teen Age, Teen Ad (Shelagh & Sean)
Cable News (Bert & Ernie)
Web 2.0 (Stasia & Matthew)
Storytelling and Media (Rochelle and Elle)
Literature Adaptations and Interpretations in the Media (Victoria & Sarah)
Bias and Perspective in the Mainstream Media (David & Kari)
Fashion Trends and Media Representations (Balkiran & Shirley)
Who/What is a Journalist? (Paul and Sara)
Celebrity Gossip as News (Magda and Jo-Anne)
Social Networking and the Media (Esther and Gideon)
Editing; An Inquiry into Ideological Stance (David and Andrew)
The blurring line between television news and entertainment (Herleen and Jag)
The prevelance of violence in the media (Cam and Dal)
Technology and the Evolution of Music (JP and Dorianna)
Cultural Analysis of Mainstream Movies (Mary and Liang)
The use of propaganda in modern society (Kiran and Mike)
Media Consumption in the Digital Age (Caleb and Gabby)
School on Television: Reality vs. Depiction (Greg and Sheryl)
Copyright in the Information Age (Ken and Jen)
Appropriation and Art: Issues of copyright in image production (Alex and Fred)

Here are a couple possible ways to break down the book with some (wild) guesses about where each topic might fit. Thoughts? (Thanks Jen-- awesome work!)

'''A''' 
'''1. Who/What are The Media?''' 
Who/What is a Journalist? (Paul and Sara) 
The blurring line between television news and entertainment (Herleen and Jag) 
Celebrity Gossip as News (Magda and Jo-Anne) 
Bias and Perspective in the Mainstream Media (David & Kari) 

'''2. Who/What is Represented?''' 
Editing: An Inquiry into Ideological Stance (David and Andrew) 
The use of propaganda in modern society (Kiran and Mike) 
School on Television: Reality vs. Depiction (Greg and Sheryl) 
The prevalence of violence in the media (Cam and Dal) 

'''3. Web 2.0''' 
Web 2.0 (Stasia & Matthew) 
Social Networking and the Media (Esther and Gideon) 
Copyright in the Information Age (Ken and Jen) 

'''4. The Evolution of Culture''' 
Technology and the Evolution of Music (JP and Dorianna) 
Storytelling and Media (Rochelle and Leanna) 
Film Adaptations of ''Alice's Adventures in Wonderland'' (Victoria & Sarah) 
Cultural Analysis of Mainstream Movies (Mary and Liang) 
Appropriation and Art: Issues of copyright in image production (Alex and Fred) 

'''5. Economics of Technology''' 
Teen Age, Teen Ad (Shelagh & Sean) 
Fashion Trends and Media Representations (Balkiran & Shirley) 
Media Consumption in the Digital Age (Caleb and Gabby) 

'''B''' 
'''1. Who/What are The Media?''' 
Who/What is a Journalist? (Paul and Sara) 
Web 2.0 (Stasia & Matthew) 
Social Networking and the Media (Esther and Gideon) 
Teen Age, Teen Ad (Shelagh & Sean) 

'''2. News or Entertainment''' 
The blurring line between television news and entertainment (Herleen and Jag) 
Celebrity Gossip as News (Magda and Jo-Anne) 
The prevalence of violence in the media (Cam and Dal) 
School on Television: Reality vs. Depiction (Greg and Sheryl) 
Fashion Trends and Media Representations (Balkiran & Shirley) 

'''3. Bias and Perspective''' 
Bias and Perspective in the Mainstream Media (David & Kari) 
Editing: An Inquiry into Ideological Stance (David and Andrew) 
The use of propaganda in modern society (Kiran and Mike) 
Storytelling and Media (Elle & Rochelle) 

'''4. Culture and Technology''' 
Media Consumption in the Digital Age (Caleb and Gabby) 
Technology and the Evolution of Music (JP and Dorianna) 
Literature Adaptations and Interpretations in the Media (Victoria & Sarah) 
Cultural Analysis of Mainstream Movies (Mary and Liang) 
Copyright in the Information Age (Ken and Jen) 
Appropriation and Art: Issues of copyright in image production (Alex and Fred) 

== BAA Course Planning Section ==

'''Media and Advertising 11'''(Ken and Jen)
 
This course will prepare students to deconstruct and understand how media impact their lives and decisions. Students will learn and apply the concepts of audience, purpose and argument through an analysis of advertising across various media. Students will understand how advertising creates and appeals to cultural values which will prepare them to be informed and active citizens in a media-saturated world.

'''Identity, Pop Culture and Media 12''' (Rochelle and Leanna)
-portrayals of gender, age, race, sexuality, beauty, and wealth in Pop Culture and the Media and how these construct and affirm our beliefs and personal and corporate identity

'''Societal and Cultural Values in Media 12''' (Gideon & Esther)
 An overview analysis of television, film, pop culture and advertising and how, within these mediums, certain societal and cultural values are propagated and reflected. It is important for students to be aware and analytical of what they view/listen to etc, in order to be critical of what values are being (re)presented by the media.

'''From The Page to the Stage, and Beyond: Literary Adaptations in the Media''' (Victoria & Sarah)
 Increasingly, the first exposure that young people have to literature is through television, film, or Internet adaptations. This course will help students understand the transformation that a work goes through as it travels from the page to another medium, and will explore adaptations of popular works for the stage, radio, television, film, and Internet.

'''Music and Technology 11/12''' (Greg and Sheryl)
This course will examine the ways in which technology has changed the way that music is created, perceived and consumed.

'''"History lives -An examination of historical events through film"''' (Mike and Kiran)
This course will consider various points in history through the medium of film. A careful examination of movies that deal with historical events will be analyzed with respect to the underlying message portrayed in the film. This course will consider the political and social aspects as well as the historical context and how it is portrayed by the media.

'''A Game Making Approach to Bioethics''' (Mary and Liang)
 This course is meant to consider the ethical issues associated with the studies of current science that incorporate biology and technology. With some knowledge on high school biology, students will develop a basic understanding of these science studies. Through collecting science media, students will learn about the occurrence and the relevancy of these studies to their daily lives. With some discussions, students will identify both ethical and unethical actions committed by stakeholders. In addition, students will master the ability to come up with alternative solutions that are by definition more ethical to these studies. Lastly, students will demonstrate their overall knowledge of bioethics by planning for a computer or video game that demands ethical decisions and administers consequences. As well, the planning process requires the usage of multiple forms of technology. Through the practices of this course, students are made to hold some responsibilities to the well-being of our world as a whole.

'''The Power of Media''' (David B and Kari)

This course will challenge students to look at the way in which the media impacts society. Looking at different forms of media (ie. television, the radio, the internet, newspapers/magazines) the following issues will be addressed: how does the media shape reality, who is the targeted audience, the ability of technology to communicate, and the influence that the media has on everyday life.

'''The History of Communication Throughout the 20th Century''' (JP and Dorianna)
This course will examine the evolution of communication throughout the 20th century and how this process affected important historical events, eras and trends. Students will look at how various communication technologies, such as AM radio, television, and the internet, were employed during the century and what events/phenomenons they facilitated. Central themes to be studied will include war and conflict, popular culture, and globalization.

'''Music Media''' (David and Andrew)
Investigation of lyrical content with respect to audience. Investigation into lyrical content and political message. The study of the interaction between lyrical message and music video message. This course will provide for students opportunities to observe aspects of social, political, and cultural history through the lens of instrumental music. In regards to tonality, style, and timbre, the directions in which genres of music evolved heavily reflected the social conditions of eras; it is impossible, for example, to separate the violence associated wit the modern Civil Rights Movement from the sound of 1960s avant-garde jazz. Students will analyze such connections in a variety of ways, such as by sampling various music selections that will be supplemented with pertaining historical contexts.
[[Category: Curriculum and Pedagogy]]

'''Critical Media Studies in Film and Television''' (Alex and Fred)
This course will focus on pop culture film and television media of the 20th and 21st centuries. Students will develop a critical awareness of how media messages are constructed in the world of film and television. Students will make use of media literacy methodologies to deconstruct and critically analyze meaning in a series of film and television screenings. Students will also read texts and view documentaries critiquing pop culture film and telesion. The course will culminate in the students utilizing these critical skills to create their own critical documentary.

'''Intro to Media Studies''' (Matthew and Stasia)
This course will introduce students to the concept of media studies and what it entails - what is media, the history of media, the influence of media on society, the different forms of media, etc. It will provide a foundation for future, more focused courses, and will establish the analytical skills necessary for students to navigate todays dynamic media landscape.

'''Media: Issues and Technology 12''' (Paul and Sara)
This course deals with media depictions of controversial issues facing the world today. Each issue will be looked at through one of television/film, radio, print, and internet. The technology aspect of the course covers media production, and students will gain experience working in each of the major forms of media. After analyzing issues, students will be asked to produce their own representations of those issues in a skills-based, technological approach.

[[Category:EDCP]]

File:Blue group.pdf

2010-10-13T01:13:46Z

PeterHalim: october 12 discussion notes

october 12 discussion notes

Course:EDCP562/Chapter 5/question

2010-10-13T00:14:20Z

PeterHalim: Created page with 'class discussion'

class discussion

Course:EDCP562/Chapter 5

2010-10-13T00:14:09Z

PeterHalim: /* Introduction */

== Introduction ==

• “There exists no perfect, universal structure for a school or classroom.”

----

'''Allure of the technical fix'''

“Behind every technical fix, in fact, are cultural norms that make the fix seem sensible.”

• year-round-schooling

• Distance Ed.

• Age-graded classrooms

• Grade retention

• Gifted pull-out programs

• Tracking

• Serving special needs

• ESL

• School choice

• Small and large schools

'''Pull of policy Norms'''

• Efficiency, choice, and meritocracy are the three main norms that are constantly being used to justify policy.

• The division of the schools was based on efficiency, elementary, middle and high school.

• Also year round schooling and distance education.

• “It would be inefficient to educate a diverse group of children in the same classroom”. P.93

'''Persistent politics of stratification'''

• The parents that are schooled themselves tend to have more say as to where their child will attend school. More parents are looking at class size, school location and materials that the school has.

'''The loose connection between structural and instructional change'''

• Changing the size of a school or the number of students in a classroom does not ensure that it will be a better education.

[[Course:EDCP562/Chapter 5/question|EDCP562:Chapter 5]]

Course:EDCP562/Chapter 5

2010-10-12T03:57:50Z

PeterHalim: /* Introduction */

Course:EDCP562/Chapter 5

2010-10-12T03:57:31Z

PeterHalim: /* Allure of the technical fix */

== Introduction ==

• “There exists no perfect, universal structure for a school or classroom.”

'''Allure of the technical fix'''

“Behind every technical fix, in fact, are cultural norms that make the fix seem sensible.”

• year-round-schooling

• Distance Ed.

• Age-graded classrooms

• Grade retention

• Gifted pull-out programs

• Tracking

• Serving special needs

• ESL

• School choice

• Small and large schools

'''Pull of policy Norms'''

• Efficiency, choice, and meritocracy are the three main norms that are constantly being used to justify policy.

• The division of the schools was based on efficiency, elementary, middle and high school.

• Also year round schooling and distance education.

• “It would be inefficient to educate a diverse group of children in the same classroom”. P.93

'''Persistent politics of stratification'''

• The parents that are schooled themselves tend to have more say as to where their child will attend school. More parents are looking at class size, school location and materials that the school has.

'''The loose connection between structural and instructional change'''

• Changing the size of a school or the number of students in a classroom does not ensure that it will be a better education.

Course:EDCP562/Chapter 5

2010-10-12T03:57:02Z

PeterHalim: /* Pull of policy Norms */

== Introduction ==

• “There exists no perfect, universal structure for a school or classroom.”

== Allure of the technical fix ==

“Behind every technical fix, in fact, are cultural norms that make the fix seem sensible.”

• year-round-schooling

• Distance Ed.

• Age-graded classrooms

• Grade retention

• Gifted pull-out programs

• Tracking

• Serving special needs

• ESL

• School choice

• Small and large schools

'''Pull of policy Norms'''

• Efficiency, choice, and meritocracy are the three main norms that are constantly being used to justify policy.

• The division of the schools was based on efficiency, elementary, middle and high school.

• Also year round schooling and distance education.

• “It would be inefficient to educate a diverse group of children in the same classroom”. P.93

'''Persistent politics of stratification'''

• The parents that are schooled themselves tend to have more say as to where their child will attend school. More parents are looking at class size, school location and materials that the school has.

'''The loose connection between structural and instructional change'''

• Changing the size of a school or the number of students in a classroom does not ensure that it will be a better education.

Course:EDCP562/Chapter 5

2010-10-12T03:56:06Z

PeterHalim: /* Allure of the technical fix */

== Introduction ==

• “There exists no perfect, universal structure for a school or classroom.”

== Allure of the technical fix ==

“Behind every technical fix, in fact, are cultural norms that make the fix seem sensible.”

• year-round-schooling

• Distance Ed.

• Age-graded classrooms

• Grade retention

• Gifted pull-out programs

• Tracking

• Serving special needs

• ESL

• School choice

• Small and large schools

== Pull of policy Norms ==

• Efficiency, choice, and meritocracy are the three main norms that are constantly being used to justify policy.

• The division of the schools was based on efficiency, elementary, middle and high school.

• Also year round schooling and distance education.

• “It would be inefficient to educate a diverse group of children in the same classroom”. P.93

Persistent politics of stratification

• The parents that are schooled themselves tend to have more say as to where their child will attend school. More parents are looking at class size, school location and materials that the school has.

The loose connection between structural and instructional change

• Changing the size of a school or the number of students in a classroom does not ensure that it will be a better education.

Course:EDCP562/Chapter 5

2010-10-12T03:55:39Z

PeterHalim: /* Pull of policy Norms */

== Introduction ==

• “There exists no perfect, universal structure for a school or classroom.”

== Allure of the technical fix ==

“Behind every technical fix, in fact, are cultural norms that make the fix seem sensible.”
• year-round-schooling

• Distance Ed.

• Age-graded classrooms

• Grade retention

• Gifted pull-out programs

• Tracking

• Serving special needs

• ESL

• School choice

• Small and large schools

== Pull of policy Norms ==

• Efficiency, choice, and meritocracy are the three main norms that are constantly being used to justify policy.

• The division of the schools was based on efficiency, elementary, middle and high school.

• Also year round schooling and distance education.

• “It would be inefficient to educate a diverse group of children in the same classroom”. P.93

Persistent politics of stratification

• The parents that are schooled themselves tend to have more say as to where their child will attend school. More parents are looking at class size, school location and materials that the school has.

The loose connection between structural and instructional change

• Changing the size of a school or the number of students in a classroom does not ensure that it will be a better education.

Course:EDCP562/Chapter 5

2010-10-12T03:55:26Z

PeterHalim: /* = Pull of policy Norms */

== Introduction ==

• “There exists no perfect, universal structure for a school or classroom.”

== Allure of the technical fix ==

“Behind every technical fix, in fact, are cultural norms that make the fix seem sensible.”
• year-round-schooling

• Distance Ed.

• Age-graded classrooms

• Grade retention

• Gifted pull-out programs

• Tracking

• Serving special needs

• ESL

• School choice

• Small and large schools

= Pull of policy Norms =

• Efficiency, choice, and meritocracy are the three main norms that are constantly being used to justify policy.

• The division of the schools was based on efficiency, elementary, middle and high school.

• Also year round schooling and distance education.

• “It would be inefficient to educate a diverse group of children in the same classroom”. P.93

Persistent politics of stratification

• The parents that are schooled themselves tend to have more say as to where their child will attend school. More parents are looking at class size, school location and materials that the school has.

The loose connection between structural and instructional change

• Changing the size of a school or the number of students in a classroom does not ensure that it will be a better education.

Course:EDCP562/Chapter 5

2010-10-12T03:55:14Z

PeterHalim: /* Introduction */

== Introduction ==

• “There exists no perfect, universal structure for a school or classroom.”

== Allure of the technical fix ==

“Behind every technical fix, in fact, are cultural norms that make the fix seem sensible.”
• year-round-schooling

• Distance Ed.

• Age-graded classrooms

• Grade retention

• Gifted pull-out programs

• Tracking

• Serving special needs

• ESL

• School choice

• Small and large schools

== Pull of policy Norms =

• Efficiency, choice, and meritocracy are the three main norms that are constantly being used to justify policy.

• The division of the schools was based on efficiency, elementary, middle and high school.

• Also year round schooling and distance education.

• “It would be inefficient to educate a diverse group of children in the same classroom”. P.93

Persistent politics of stratification

• The parents that are schooled themselves tend to have more say as to where their child will attend school. More parents are looking at class size, school location and materials that the school has.

The loose connection between structural and instructional change

• Changing the size of a school or the number of students in a classroom does not ensure that it will be a better education.

Course:EDCP562/Chapter 5

2010-10-12T03:54:03Z

PeterHalim:

== Introduction ==

• “There exists no perfect, universal structure for a school or classroom.”

Allure of the technical fix:

“Behind every technical fix, in fact, are cultural norms that make the fix seem sensible.”
• year-round-schooling

• Distance Ed.

• Age-graded classrooms

• Grade retention

• Gifted pull-out programs

• Tracking

• Serving special needs

• ESL

• School choice

• Small and large schools

Pull of policy Norms:
• Efficiency, choice, and meritocracy are the three main norms that are constantly being used to justify policy.

• The division of the schools was based on efficiency, elementary, middle and high school.

• Also year round schooling and distance education.

• “It would be inefficient to educate a diverse group of children in the same classroom”. P.93

Persistent politics of stratification
• The parents that are schooled themselves tend to have more say as to where their child will attend school. More parents are looking at class size, school location and materials that the school has.

The loose connection between structural and instructional change
• Changing the size of a school or the number of students in a classroom does not ensure that it will be a better education.

Course:EDCP562/Chapter 5

2010-10-12T03:53:09Z

PeterHalim:

Intro:
• “There exists no perfect, universal structure for a school or classroom.”

Allure of the technical fix:
“Behind every technical fix, in fact, are cultural norms that make the fix seem sensible.”
• year-round-schooling
• Distance Ed.
• Age-graded classrooms
• Grade retention
• Gifted pull-out programs
• Tracking
• Serving special needs
• ESL
• School choice
• Small and large schools

Pull of policy Norms:
• Efficiency, choice, and meritocracy are the three main norms that are constantly being used to justify policy.
• The division of the schools was based on efficiency, elementary, middle and high school.
• Also year round schooling and distance education.
• “It would be inefficient to educate a diverse group of children in the same classroom”. P.93
Persistent politics of stratification
• The parents that are schooled themselves tend to have more say as to where their child will attend school. More parents are looking at class size, school location and materials that the school has.
The loose connection between structural and instructional change
• Changing the size of a school or the number of students in a classroom does not ensure that it will be a better education.

Sandbox:EDCP562: DLG3 Introduction

2010-10-12T01:29:01Z

PeterHalim:

Introduction

We are going to be facilitating the readings regarding the "management of curriculum"
This topic covers 3 chapters out of sage;

Chapter 5 [Rick]

Structuring Curriculum: Technical, Normative, and Political Considerations.

Chapter 6 [Vonnia]

Curriculum Implementation and Sustainability.

Chapter 7 [Myrone & Peter]

Technology's Role in Curriculum and Instruction.

Closing

Course:EDCP562/Chapter 6

2010-10-12T00:31:59Z

PeterHalim: /* Introduction */

'''Curriculum Implementation and Sustainability.'''

== Introduction ==

- Curriculum innovation 1960 had a flaw.

- Implementation in two ways: phase one 1995-1997 Fidelity & Mutual Adaptation.

- The second perspective 1997- present, how curriculum change can be seen as part and parcel of system.

== Phase One: The Innovation ==

Factors that determine whether or not innovation was put into practice.

'''1. Behavior and Beliefs'''

- Superficiality of teacher learning

Four studies discussed:

Ball & Cohen

- Stating that after development sessions & workshops teachers do not gain from them.

Stigler & Hiebert (1999)

- Teachers can misinterpret reform and change surface features but fail to alter their basic approach to teaching.

Oaks (1999)

- “Turning point”, observed that educators rush to adopt new structures and strategies without considering the deeper implications.

Spillane (2004)

- Another study about behavior found that superficiality also existed in implementations even when there is a tri level solution; there was a lack in deeper understanding.

'''2. The Nature of the Innovation & Adoption Process'''

- Prescriptive teaching refers to direct approach to curriculum and instructions.

- Flexible models are likely to retained but are not substantial.

- Datnow (2002) found that prescriptive models get better short term result but do not last whereas, flexible models last longer but lack focus.

- WSR requires endorsement of the majority of staff.

'''3. WSR '''

In the 1990’s WSR model was design.

- WSR models are intended to provide proven school wide innovations to be adopted by schools to improve students’ achievements.

== Phase Two: System Reform ==

WSR was not the solution for change.

The tri level solution was introduced:

- Tri level solution address: what would it take to have the school community, the district and the government leveled.

- England in 1997 designed a comprehensive strategy to improve literacy and numeracy.

- The cross city campaign for Urban School Reform (2005) case study.

Course:EDCP562/Chapter 6

2010-10-12T00:31:42Z

PeterHalim: /* Phase One: The Innovation */

'''Curriculum Implementation and Sustainability.'''

== Introduction ==

- Curriculum innovation 1960 had a flaw.
- Implementation in two ways: phase one 1995-1997 Fidelity & Mutual Adaptation.
- The second perspective 1997- present, how curriculum change can be seen as part and parcel of system.

== Phase One: The Innovation ==

Factors that determine whether or not innovation was put into practice.

'''1. Behavior and Beliefs'''

- Superficiality of teacher learning

Four studies discussed:

Ball & Cohen

- Stating that after development sessions & workshops teachers do not gain from them.

Stigler & Hiebert (1999)

- Teachers can misinterpret reform and change surface features but fail to alter their basic approach to teaching.

Oaks (1999)

- “Turning point”, observed that educators rush to adopt new structures and strategies without considering the deeper implications.

Spillane (2004)

- Another study about behavior found that superficiality also existed in implementations even when there is a tri level solution; there was a lack in deeper understanding.

'''2. The Nature of the Innovation & Adoption Process'''

- Prescriptive teaching refers to direct approach to curriculum and instructions.

- Flexible models are likely to retained but are not substantial.

- Datnow (2002) found that prescriptive models get better short term result but do not last whereas, flexible models last longer but lack focus.

- WSR requires endorsement of the majority of staff.

'''3. WSR '''

In the 1990’s WSR model was design.

- WSR models are intended to provide proven school wide innovations to be adopted by schools to improve students’ achievements.

== Phase Two: System Reform ==

WSR was not the solution for change.

The tri level solution was introduced:

- Tri level solution address: what would it take to have the school community, the district and the government leveled.

- England in 1997 designed a comprehensive strategy to improve literacy and numeracy.

- The cross city campaign for Urban School Reform (2005) case study.

Course:EDCP562/Chapter 6

2010-10-12T00:30:44Z

PeterHalim: /* Phase One: The Innovation */

'''Curriculum Implementation and Sustainability.'''

== Introduction ==

- Curriculum innovation 1960 had a flaw.
- Implementation in two ways: phase one 1995-1997 Fidelity & Mutual Adaptation.
- The second perspective 1997- present, how curriculum change can be seen as part and parcel of system.

== Phase One: The Innovation ==

Factors that determine whether or not innovation was put into practice.

'''1. Behavior and Beliefs'''

- Superficiality of teacher learning

Four studies discussed:

Ball & Cohen

- Stating that after development sessions & workshops teachers do not gain from them.

Stigler & Hiebert (1999)

- Teachers can misinterpret reform and change surface features but fail to alter their basic approach to teaching.

Oaks (1999)

- “Turning point”, observed that educators rush to adopt new structures and strategies without considering the deeper implications.

Spillane (2004)

- Another study about behavior found that superficiality also existed in implementations even when there is a tri level solution; there was a lack in deeper understanding.

'''2. The Nature of the Innovation & Adoption Process'''

- Prescriptive teaching refers to direct approach to curriculum and instructions.

- Flexible models are likely to retained but are not substantial.

- Datnow (2002) found that prescriptive models get better short term result but do not last whereas, flexible models last longer but lack focus.

- WSR requires endorsement of the majority of staff.

'''3. WSR '''

In the 1990’s WSR model was design.

- WSR models are intended to provide proven school wide innovations to be adopted by schools to improve students’ achievements.

== Phase Two: System Reform ==

WSR was not the solution for change.

The tri level solution was introduced:

- Tri level solution address: what would it take to have the school community, the district and the government leveled.

- England in 1997 designed a comprehensive strategy to improve literacy and numeracy.

- The cross city campaign for Urban School Reform (2005) case study.

Course:EDCP562/Chapter 6

2010-10-12T00:30:20Z

PeterHalim: /* Phase One: The Innovation */

'''Curriculum Implementation and Sustainability.'''

== Introduction ==

- Curriculum innovation 1960 had a flaw.
- Implementation in two ways: phase one 1995-1997 Fidelity & Mutual Adaptation.
- The second perspective 1997- present, how curriculum change can be seen as part and parcel of system.

== Phase One: The Innovation ==

Factors that determine whether or not innovation was put into practice.

'''1. Behavior and Beliefs'''
- Superficiality of teacher learning

Four studies discussed:

Ball & Cohen

- Stating that after development sessions & workshops teachers do not gain from them.

Stigler & Hiebert (1999)

- Teachers can misinterpret reform and change surface features but fail to alter their basic approach to teaching.

Oaks (1999)

- “Turning point”, observed that educators rush to adopt new structures and strategies without considering the deeper implications.

Spillane (2004)

- Another study about behavior found that superficiality also existed in implementations even when there is a tri level solution; there was a lack in deeper understanding.

'''2. The Nature of the Innovation & Adoption Process'''

- Prescriptive teaching refers to direct approach to curriculum and instructions.
- Flexible models are likely to retained but are not substantial.
- Datnow (2002) found that prescriptive models get better short term result but do not last whereas, flexible models last longer but lack focus.
- WSR requires endorsement of the majority of staff.

'''3. WSR '''

In the 1990’s WSR model was design.

- WSR models are intended to provide proven school wide innovations to be adopted by schools to improve students’ achievements.

== Phase Two: System Reform ==

WSR was not the solution for change.

The tri level solution was introduced:

- Tri level solution address: what would it take to have the school community, the district and the government leveled.

- England in 1997 designed a comprehensive strategy to improve literacy and numeracy.

- The cross city campaign for Urban School Reform (2005) case study.

Course:EDCP562/Chapter 6

2010-10-12T00:30:03Z

PeterHalim: /* Phase Two: System Reform */

'''Curriculum Implementation and Sustainability.'''

== Introduction ==

- Curriculum innovation 1960 had a flaw.
- Implementation in two ways: phase one 1995-1997 Fidelity & Mutual Adaptation.
- The second perspective 1997- present, how curriculum change can be seen as part and parcel of system.

== Phase One: The Innovation ==

Factors that determine whether or not innovation was put into practice.

'''1. Behavior and Beliefs'''
- Superficiality of teacher learning

Four studies discussed:

Ball & Cohen

- Stating that after development sessions & workshops teachers do not gain from them.

Stigler & Hiebert (1999)

- Teachers can misinterpret reform and change surface features but fail to alter their basic approach to teaching.

Oaks (1999)

- “Turning point”, observed that educators rush to adopt new structures and strategies without considering the deeper implications.

Spillane (2004)

- Another study about behavior found that superficiality also existed in implementations even when there is a tri level solution; there was a lack in deeper understanding.

'''2. The Nature of the Innovation & Adoption Process'''

- Prescriptive teaching refers to direct approach to curriculum and instructions.
- Flexible models are likely to retained but are not substantial.
- Datnow (2002) found that prescriptive models get better short term result but do not last whereas, flexible models last longer but lack focus.
- WSR requires endorsement of the majority of staff.

'''3. WSR '''

In the 1990’s WSR model was design.

- WSR models are intended to provide proven school wide innovations to be adopted by schools to improve students’ achievements.

== Phase Two: System Reform ==

WSR was not the solution for change.

The tri level solution was introduced:

- Tri level solution address: what would it take to have the school community, the district and the government leveled.

- England in 1997 designed a comprehensive strategy to improve literacy and numeracy.

- The cross city campaign for Urban School Reform (2005) case study.

Course:EDCP562/Chapter 6

2010-10-12T00:29:50Z

PeterHalim: /* Phase One: The Innovation */

'''Curriculum Implementation and Sustainability.'''

== Introduction ==

- Curriculum innovation 1960 had a flaw.
- Implementation in two ways: phase one 1995-1997 Fidelity & Mutual Adaptation.
- The second perspective 1997- present, how curriculum change can be seen as part and parcel of system.

== Phase One: The Innovation ==

Factors that determine whether or not innovation was put into practice.

'''1. Behavior and Beliefs'''
- Superficiality of teacher learning

Four studies discussed:

Ball & Cohen

- Stating that after development sessions & workshops teachers do not gain from them.

Stigler & Hiebert (1999)

- Teachers can misinterpret reform and change surface features but fail to alter their basic approach to teaching.

Oaks (1999)

- “Turning point”, observed that educators rush to adopt new structures and strategies without considering the deeper implications.

Spillane (2004)

- Another study about behavior found that superficiality also existed in implementations even when there is a tri level solution; there was a lack in deeper understanding.

'''2. The Nature of the Innovation & Adoption Process'''

- Prescriptive teaching refers to direct approach to curriculum and instructions.
- Flexible models are likely to retained but are not substantial.
- Datnow (2002) found that prescriptive models get better short term result but do not last whereas, flexible models last longer but lack focus.
- WSR requires endorsement of the majority of staff.

'''3. WSR '''

In the 1990’s WSR model was design.

- WSR models are intended to provide proven school wide innovations to be adopted by schools to improve students’ achievements.

== Phase Two: System Reform ==

WSR was not the solution for change.

The tri level solution was introduced:

- Tri level solution address: what would it take to have the school community, the district and the government leveled.

- England in 1997 designed a comprehensive strategy to improve literacy and numeracy.

- The cross city campaign for Urban School Reform (2005) case study.

Course:EDCP562/Chapter 6

2010-10-12T00:29:05Z

PeterHalim: /* Phase Two: System Reform */

'''Curriculum Implementation and Sustainability.'''

== Introduction ==

- Curriculum innovation 1960 had a flaw.
- Implementation in two ways: phase one 1995-1997 Fidelity & Mutual Adaptation.
- The second perspective 1997- present, how curriculum change can be seen as part and parcel of system.

== Phase One: The Innovation ==

Factors that determine whether or not innovation was put into practice.

'''1. Behavior and Beliefs'''
- Superficiality of teacher learning

Four studies discussed:

Ball & Cohen

- Stating that after development sessions & workshops teachers do not gain from them.

Stigler & Hiebert (1999)

- Teachers can misinterpret reform and change surface features but fail to alter their basic approach to teaching.

Oaks (1999)

- “Turning point”, observed that educators rush to adopt new structures and strategies without considering the deeper implications.

Spillane (2004)

- Another study about behavior found that superficiality also existed in implementations even when there is a tri level solution; there was a lack in deeper understanding.

'''2. The Nature of the Innovation & Adoption Process'''

- Prescriptive teaching refers to direct approach to curriculum and instructions.
- Flexible models are likely to retained but are not substantial.
- Datnow (2002) found that prescriptive models get better short term result but do not last whereas, flexible models last longer but lack focus.
- WSR requires endorsement of the majority of staff.

'''3. WSR '''

In the 1990’s WSR model was design.
WSR models are intended to provide proven school wide innovations to be adopted by schools to improve students’ achievements.

== Phase Two: System Reform ==

WSR was not the solution for change.

The tri level solution was introduced:

- Tri level solution address: what would it take to have the school community, the district and the government leveled.

- England in 1997 designed a comprehensive strategy to improve literacy and numeracy.

- The cross city campaign for Urban School Reform (2005) case study.

Course:EDCP562/Chapter 6

2010-10-12T00:28:03Z

PeterHalim: /* Phase One: The Innovation */

'''Curriculum Implementation and Sustainability.'''

== Introduction ==

- Curriculum innovation 1960 had a flaw.
- Implementation in two ways: phase one 1995-1997 Fidelity & Mutual Adaptation.
- The second perspective 1997- present, how curriculum change can be seen as part and parcel of system.

== Phase One: The Innovation ==

Factors that determine whether or not innovation was put into practice.

'''1. Behavior and Beliefs'''
- Superficiality of teacher learning

Four studies discussed:

Ball & Cohen

- Stating that after development sessions & workshops teachers do not gain from them.

Stigler & Hiebert (1999)

- Teachers can misinterpret reform and change surface features but fail to alter their basic approach to teaching.

Oaks (1999)

- “Turning point”, observed that educators rush to adopt new structures and strategies without considering the deeper implications.

Spillane (2004)

- Another study about behavior found that superficiality also existed in implementations even when there is a tri level solution; there was a lack in deeper understanding.

'''2. The Nature of the Innovation & Adoption Process'''

- Prescriptive teaching refers to direct approach to curriculum and instructions.
- Flexible models are likely to retained but are not substantial.
- Datnow (2002) found that prescriptive models get better short term result but do not last whereas, flexible models last longer but lack focus.
- WSR requires endorsement of the majority of staff.

'''3. WSR '''

In the 1990’s WSR model was design.
WSR models are intended to provide proven school wide innovations to be adopted by schools to improve students’ achievements.

== Phase Two: System Reform ==

 WSR was not the solution for change.
 The tri level solution was introduced
 Tri level solution address: what would it take to have the school community, the district and the government leveled.
 England in 1997 designed a comprehensive strategy to improve literacy and numeracy.
 The cross city campaign for Urban School Reform (2005) case study.

Course:EDCP562/Chapter 6

2010-10-12T00:27:28Z

PeterHalim: /* Phase One: The Innovation */

'''Curriculum Implementation and Sustainability.'''

== Introduction ==

- Curriculum innovation 1960 had a flaw.
- Implementation in two ways: phase one 1995-1997 Fidelity & Mutual Adaptation.
- The second perspective 1997- present, how curriculum change can be seen as part and parcel of system.

== Phase One: The Innovation ==

Factors that determine whether or not innovation was put into practice.

'''1. Behavior and Beliefs'''
- Superficiality of teacher learning

Four studies discussed:

Ball & Cohen
Stating that after development sessions & workshops teachers do not gain from them.

Stigler & Hiebert (1999)
Teachers can misinterpret reform and change surface features but fail to alter their basic approach to teaching.

Oaks (1999)
“Turning point”, observed that educators rush to adopt new structures and strategies without considering the deeper implications.

Spillane (2004)
Another study about behavior found that superficiality also existed in implementations even when there is a tri level solution; there was a lack in deeper understanding.

'''2. The Nature of the Innovation & Adoption Process'''

- Prescriptive teaching refers to direct approach to curriculum and instructions.
- Flexible models are likely to retained but are not substantial.
- Datnow (2002) found that prescriptive models get better short term result but do not last whereas, flexible models last longer but lack focus.
- WSR requires endorsement of the majority of staff.

'''3. WSR '''

In the 1990’s WSR model was design.
WSR models are intended to provide proven school wide innovations to be adopted by schools to improve students’ achievements.

== Phase Two: System Reform ==

 WSR was not the solution for change.
 The tri level solution was introduced
 Tri level solution address: what would it take to have the school community, the district and the government leveled.
 England in 1997 designed a comprehensive strategy to improve literacy and numeracy.
 The cross city campaign for Urban School Reform (2005) case study.

Course:EDCP562/Chapter 6

2010-10-12T00:26:53Z

PeterHalim: /* Phase One: The Innovation */

'''Curriculum Implementation and Sustainability.'''

== Introduction ==

- Curriculum innovation 1960 had a flaw.
- Implementation in two ways: phase one 1995-1997 Fidelity & Mutual Adaptation.
- The second perspective 1997- present, how curriculum change can be seen as part and parcel of system.

== Phase One: The Innovation ==

Factors that determine whether or not innovation was put into practice.

1. Behavior and Beliefs
- Superficiality of teacher learning

Four studies discussed:

Ball & Cohen
Stating that after development sessions & workshops teachers do not gain from them.

Stigler & Hiebert (1999)
Teachers can misinterpret reform and change surface features but fail to alter their basic approach to teaching.

Oaks (1999)
“Turning point”, observed that educators rush to adopt new structures and strategies without considering the deeper implications.

Spillane (2004)
Another study about behavior found that superficiality also existed in implementations even when there is a tri level solution; there was a lack in deeper understanding.

2. The Nature of the Innovation & Adoption Process

- Prescriptive teaching refers to direct approach to curriculum and instructions.
- Flexible models are likely to retained but are not substantial.
- Datnow (2002) found that prescriptive models get better short term result but do not last whereas, flexible models last longer but lack focus.
- WSR requires endorsement of the majority of staff.

3. WSR

In the 1990’s WSR model was design.
WSR models are intended to provide proven school wide innovations to be adopted by schools to improve students’ achievements.

== Phase Two: System Reform ==

 WSR was not the solution for change.
 The tri level solution was introduced
 Tri level solution address: what would it take to have the school community, the district and the government leveled.
 England in 1997 designed a comprehensive strategy to improve literacy and numeracy.
 The cross city campaign for Urban School Reform (2005) case study.

Course:EDCP562/Chapter 6

2010-10-12T00:25:21Z

PeterHalim: /* Phase One: The Innovation */

'''Curriculum Implementation and Sustainability.'''

== Introduction ==

- Curriculum innovation 1960 had a flaw.
- Implementation in two ways: phase one 1995-1997 Fidelity & Mutual Adaptation.
- The second perspective 1997- present, how curriculum change can be seen as part and parcel of system.

== Phase One: The Innovation ==

- Factors that determine whether or not innovation was put into practice.

Behavior and Beliefs
 Superficiality of teacher learning
 Four studies discussed:

Ball & Cohen
Stating that after development sessions & workshops teachers do not gain from them.

Stigler & Hiebert (1999)
Teachers can misinterpret reform and change surface features but fail to alter their basic approach to teaching.

Oaks (1999)
“Turning point”, observed that educators rush to adopt new structures and strategies without considering the deeper implications.

Spillane (2004)
Another study about behavior found that superficiality also existed in implementations even when there is a tri level solution; there was a lack in deeper understanding.

The Nature of the Innovation & Adoption Process

- Prescriptive teaching refers to direct approach to curriculum and instructions.
- Flexible models are likely to retained but are not substantial.
- Datnow (2002) found that prescriptive models get better short term result but do not last whereas, flexible models last longer but lack focus.
- WSR requires endorsement of the majority of staff.

WSR
In the 1990’s WSR model was design.
WSR models are intended to provide proven school wide innovations to be adopted by schools to improve students’ achievements.

== Phase Two: System Reform ==

 WSR was not the solution for change.
 The tri level solution was introduced
 Tri level solution address: what would it take to have the school community, the district and the government leveled.
 England in 1997 designed a comprehensive strategy to improve literacy and numeracy.
 The cross city campaign for Urban School Reform (2005) case study.

Sandbox:EDCP562: DLG3 Introduction

2010-10-10T21:54:11Z

PeterHalim:

Introduction

We are going to be facilitating the readings regarding the "management of curriculum"
This topic covers 3 chapters out of sage;

Chapter 5 [Rick]

Structuring Curriculum: Technical, Normative, and Political Considerations.

Chapter 6 [Vonnia]

Curriculum Implementation and Sustainability.

Chapter 7 [Myron & Peter]

Technology's Role in Curriculum and Instruction.

Sandbox:EDCP562: DLG3 Introduction

2010-10-10T21:53:57Z

PeterHalim:

Introduction

We are going to be facilitating the readings regarding the "management of curriculum"
This topic covers 3 chapters out of sage;

Chapter 5 [Rick]
Structuring Curriculum: Technical, Normative, and Political Considerations.

Chapter 6 [Vonnia]
Curriculum Implementation and Sustainability.

Chapter 7 [Myron & Peter]
Technology's Role in Curriculum and Instruction.

Course:EDCP562/Chapter 6

2010-10-10T21:48:13Z

PeterHalim: /* Phase One: The Innovation */

'''Curriculum Implementation and Sustainability.'''

== Introduction ==

- Curriculum innovation 1960 had a flaw.
- Implementation in two ways: phase one 1995-1997 Fidelity & Mutual Adaptation.
- The second perspective 1997- present, how curriculum change can be seen as part and parcel of system.

== Phase One: The Innovation ==

- Factors that determine whether or not innovation was put into practice.

Behavior and Beliefs
 Superficiality of teacher learning
 Four studies discussed:

Ball & Cohen
Stating that after development sessions & workshops teachers do not gain from them.

Stigler & Hiebert (1999)
teachers can misinterpret reform and change surface features but fail to alter their basic approach to teaching

Oaks (1999)
“Turning point”, observed that educators rush to adopt new structures and strategies without considering the deeper implications.

Spillane (2004)
Another study about behavior found that superficiality also existed in implementations even when there is a tri level solution; there was a lack in deeper understanding.

The Nature of the Innovation & Adoption Process
 Prescriptive teaching refers to direct approach to curriculum and instructions.
 flexible models are likely to retained but are not substantial
 Datnow (2002) found that prescriptive models get better short term result but do not last whereas, flexible models last longer but lack focus
 WSR requires endorsement of the majority of staff

WSR
 In the 1990’s WSR model was design.
 WSR models are intended to provide proven school wide innovations to be adopted by schools to improve students’ achievements.

== Phase Two: System Reform ==

 WSR was not the solution for change.
 The tri level solution was introduced
 Tri level solution address: what would it take to have the school community, the district and the government leveled.
 England in 1997 designed a comprehensive strategy to improve literacy and numeracy.
 The cross city campaign for Urban School Reform (2005) case study.

Course:EDCP562/Chapter 6

2010-10-10T21:46:53Z

PeterHalim: /* Phase One: The Innovation */

'''Curriculum Implementation and Sustainability.'''

== Introduction ==

- Curriculum innovation 1960 had a flaw.
- Implementation in two ways: phase one 1995-1997 Fidelity & Mutual Adaptation.
- The second perspective 1997- present, how curriculum change can be seen as part and parcel of system.

== Phase One: The Innovation ==

- Factors that determine whether or not innovation was put into practice.

Behavior and Beliefs
 Superficiality of teacher learning
 Four studies discussed
Ball & Cohen
 Stating that after development sessions & workshops teachers do not gain from them.
Stigler & Hiebert (1999)
 teachers can misinterpret reform and change surface features but fail to alter their basic approach to teaching
Oaks (1999)
 “Turning point”, observed that educators rush to adopt new structures and strategies without considering the deeper implications.
Spillane (2004)
 Another study about behavior found that superficiality also existed in implementations even when there is a tri level solution; there was a lack in deeper understanding.

The Nature of the Innovation & Adoption Process
 Prescriptive teaching refers to direct approach to curriculum and instructions.
 flexible models are likely to retained but are not substantial
 Datnow (2002) found that prescriptive models get better short term result but do not last whereas, flexible models last longer but lack focus
 WSR requires endorsement of the majority of staff

WSR
 In the 1990’s WSR model was design.
 WSR models are intended to provide proven school wide innovations to be adopted by schools to improve students’ achievements.

== Phase Two: System Reform ==

 WSR was not the solution for change.
 The tri level solution was introduced
 Tri level solution address: what would it take to have the school community, the district and the government leveled.
 England in 1997 designed a comprehensive strategy to improve literacy and numeracy.
 The cross city campaign for Urban School Reform (2005) case study.

Course:EDCP562/Chapter 6

2010-10-10T21:46:33Z

PeterHalim: /* Phase One: The Innovation */

'''Curriculum Implementation and Sustainability.'''

== Introduction ==

- Curriculum innovation 1960 had a flaw.
- Implementation in two ways: phase one 1995-1997 Fidelity & Mutual Adaptation.
- The second perspective 1997- present, how curriculum change can be seen as part and parcel of system.

== Phase One: The Innovation ==

- Factors that determine whether or not innovation was put into practice.

Behavior and Beliefs
 Superficiality of teacher learning
 Four studies discussed
Ball & Cohen
 Stating that after development sessions & workshops teachers do not gain from them.
Stigler & Hiebert (1999)
 teachers can misinterpret reform and change surface features but fail to alter their basic approach to teaching
Oaks (1999)
 “Turning point”, observed that educators rush to adopt new structures and strategies without considering the deeper implications.
Spillane (2004)
 Another study about behavior found that superficiality also existed in implementations even when there is a tri level solution; there was a lack in deeper understanding.

The Nature of the Innovation & Adoption Process
 Prescriptive teaching refers to direct approach to curriculum and instructions.
 flexible models are likely to retained but are not substantial
 Datnow (2002) found that prescriptive models get better short term result but do not last whereas, flexible models last longer but lack focus
 WSR requires endorsement of the majority of staff

WSR
 In the 1990’s WSR model was design.
 WSR models are intended to provide proven school wide innovations to be adopted by schools to improve students’ achievements.

== Phase Two: System Reform ==

 WSR was not the solution for change.
 The tri level solution was introduced
 Tri level solution address: what would it take to have the school community, the district and the government leveled.
 England in 1997 designed a comprehensive strategy to improve literacy and numeracy.
 The cross city campaign for Urban School Reform (2005) case study.

Course:EDCP562/Chapter 6

2010-10-10T21:46:07Z

PeterHalim: /* Introduction */

'''Curriculum Implementation and Sustainability.'''

== Introduction ==

- Curriculum innovation 1960 had a flaw.
- Implementation in two ways: phase one 1995-1997 Fidelity & Mutual Adaptation.
- The second perspective 1997- present, how curriculum change can be seen as part and parcel of system.

== '''Phase One: The Innovation''' ==

- Factors that determine whether or not innovation was put into practice.

Behavior and Beliefs
 Superficiality of teacher learning
 Four studies discussed
Ball & Cohen
 Stating that after development sessions & workshops teachers do not gain from them.
Stigler & Hiebert (1999)
 teachers can misinterpret reform and change surface features but fail to alter their basic approach to teaching
Oaks (1999)
 “Turning point”, observed that educators rush to adopt new structures and strategies without considering the deeper implications.
Spillane (2004)
 Another study about behavior found that superficiality also existed in implementations even when there is a tri level solution; there was a lack in deeper understanding.

The Nature of the Innovation & Adoption Process
 Prescriptive teaching refers to direct approach to curriculum and instructions.
 flexible models are likely to retained but are not substantial
 Datnow (2002) found that prescriptive models get better short term result but do not last whereas, flexible models last longer but lack focus
 WSR requires endorsement of the majority of staff

WSR
 In the 1990’s WSR model was design.
 WSR models are intended to provide proven school wide innovations to be adopted by schools to improve students’ achievements.

Phase Two: System Reform
 WSR was not the solution for change.
 The tri level solution was introduced
 Tri level solution address: what would it take to have the school community, the district and the government leveled.
 England in 1997 designed a comprehensive strategy to improve literacy and numeracy.
 The cross city campaign for Urban School Reform (2005) case study.

Course:EDCP562/Chapter 6

2010-10-10T21:45:44Z

PeterHalim: /* Introduction */

'''Curriculum Implementation and Sustainability.'''

== '''Introduction''' ==

- Curriculum innovation 1960 had a flaw.
- Implementation in two ways: phase one 1995-1997 Fidelity & Mutual Adaptation.
- The second perspective 1997- present, how curriculum change can be seen as part and parcel of system.

== '''Phase One: The Innovation''' ==

- Factors that determine whether or not innovation was put into practice.

Behavior and Beliefs
 Superficiality of teacher learning
 Four studies discussed
Ball & Cohen
 Stating that after development sessions & workshops teachers do not gain from them.
Stigler & Hiebert (1999)
 teachers can misinterpret reform and change surface features but fail to alter their basic approach to teaching
Oaks (1999)
 “Turning point”, observed that educators rush to adopt new structures and strategies without considering the deeper implications.
Spillane (2004)
 Another study about behavior found that superficiality also existed in implementations even when there is a tri level solution; there was a lack in deeper understanding.

The Nature of the Innovation & Adoption Process
 Prescriptive teaching refers to direct approach to curriculum and instructions.
 flexible models are likely to retained but are not substantial
 Datnow (2002) found that prescriptive models get better short term result but do not last whereas, flexible models last longer but lack focus
 WSR requires endorsement of the majority of staff

WSR
 In the 1990’s WSR model was design.
 WSR models are intended to provide proven school wide innovations to be adopted by schools to improve students’ achievements.

Phase Two: System Reform
 WSR was not the solution for change.
 The tri level solution was introduced
 Tri level solution address: what would it take to have the school community, the district and the government leveled.
 England in 1997 designed a comprehensive strategy to improve literacy and numeracy.
 The cross city campaign for Urban School Reform (2005) case study.

Course:EDCP562/Chapter 6

2010-10-10T21:45:23Z

PeterHalim: /* Introduction */

'''Curriculum Implementation and Sustainability.'''

== Introduction ==

- Curriculum innovation 1960 had a flaw.
- Implementation in two ways: phase one 1995-1997 Fidelity & Mutual Adaptation.
- The second perspective 1997- present, how curriculum change can be seen as part and parcel of system.

'''Phase One: The Innovation'''

- Factors that determine whether or not innovation was put into practice.

Behavior and Beliefs
 Superficiality of teacher learning
 Four studies discussed
Ball & Cohen
 Stating that after development sessions & workshops teachers do not gain from them.
Stigler & Hiebert (1999)
 teachers can misinterpret reform and change surface features but fail to alter their basic approach to teaching
Oaks (1999)
 “Turning point”, observed that educators rush to adopt new structures and strategies without considering the deeper implications.
Spillane (2004)
 Another study about behavior found that superficiality also existed in implementations even when there is a tri level solution; there was a lack in deeper understanding.

The Nature of the Innovation & Adoption Process
 Prescriptive teaching refers to direct approach to curriculum and instructions.
 flexible models are likely to retained but are not substantial
 Datnow (2002) found that prescriptive models get better short term result but do not last whereas, flexible models last longer but lack focus
 WSR requires endorsement of the majority of staff

WSR
 In the 1990’s WSR model was design.
 WSR models are intended to provide proven school wide innovations to be adopted by schools to improve students’ achievements.

Phase Two: System Reform
 WSR was not the solution for change.
 The tri level solution was introduced
 Tri level solution address: what would it take to have the school community, the district and the government leveled.
 England in 1997 designed a comprehensive strategy to improve literacy and numeracy.
 The cross city campaign for Urban School Reform (2005) case study.

Course:EDCP562/Chapter 6

2010-10-10T21:44:29Z

PeterHalim:

'''Curriculum Implementation and Sustainability.'''

== Introduction ==

- Curriculum innovation 1960 had a flaw
- Implementation in two ways: phase one 1995-1997 Fidelity & Mutual Adaptation
- The second perspective 1997- present, how curriculum change can be seen as part and parcel of system

Phase One: The Innovation

 Factors that determine whether or not innovation was put into practice

Behavior and Beliefs
 Superficiality of teacher learning
 Four studies discussed
Ball & Cohen
 Stating that after development sessions & workshops teachers do not gain from them.
Stigler & Hiebert (1999)
 teachers can misinterpret reform and change surface features but fail to alter their basic approach to teaching
Oaks (1999)
 “Turning point”, observed that educators rush to adopt new structures and strategies without considering the deeper implications.
Spillane (2004)
 Another study about behavior found that superficiality also existed in implementations even when there is a tri level solution; there was a lack in deeper understanding.

The Nature of the Innovation & Adoption Process
 Prescriptive teaching refers to direct approach to curriculum and instructions.
 flexible models are likely to retained but are not substantial
 Datnow (2002) found that prescriptive models get better short term result but do not last whereas, flexible models last longer but lack focus
 WSR requires endorsement of the majority of staff

WSR
 In the 1990’s WSR model was design.
 WSR models are intended to provide proven school wide innovations to be adopted by schools to improve students’ achievements.

Phase Two: System Reform
 WSR was not the solution for change.
 The tri level solution was introduced
 Tri level solution address: what would it take to have the school community, the district and the government leveled.
 England in 1997 designed a comprehensive strategy to improve literacy and numeracy.
 The cross city campaign for Urban School Reform (2005) case study.

Course:EDCP562/Chapter 6

2010-10-10T21:43:24Z

PeterHalim:

'''Curriculum Implementation and Sustainability.'''

== Introduction ==

 Curriculum innovation 1960 had a flaw
 implementation in two ways: phase one 1995-1997 Fidelity & Mutual Adaptation
 the second perspective 1997- present, how curriculum change can be seen as part and parcel of system

Phase One: The Innovation

 Factors that determine whether or not innovation was put into practice

Behavior and Beliefs
 Superficiality of teacher learning
 Four studies discussed
Ball & Cohen
 Stating that after development sessions & workshops teachers do not gain from them.
Stigler & Hiebert (1999)
 teachers can misinterpret reform and change surface features but fail to alter their basic approach to teaching
Oaks (1999)
 “Turning point”, observed that educators rush to adopt new structures and strategies without considering the deeper implications.
Spillane (2004)
 Another study about behavior found that superficiality also existed in implementations even when there is a tri level solution; there was a lack in deeper understanding.

The Nature of the Innovation & Adoption Process
 Prescriptive teaching refers to direct approach to curriculum and instructions.
 flexible models are likely to retained but are not substantial
 Datnow (2002) found that prescriptive models get better short term result but do not last whereas, flexible models last longer but lack focus
 WSR requires endorsement of the majority of staff

WSR
 In the 1990’s WSR model was design.
 WSR models are intended to provide proven school wide innovations to be adopted by schools to improve students’ achievements.

Phase Two: System Reform
 WSR was not the solution for change.
 The tri level solution was introduced
 Tri level solution address: what would it take to have the school community, the district and the government leveled.
 England in 1997 designed a comprehensive strategy to improve literacy and numeracy.
 The cross city campaign for Urban School Reform (2005) case study.

Course:EDCP562/Chapter 7/History Surprise

2010-10-06T02:33:40Z

PeterHalim:

http://wiki.ubc.ca/images/2/2b/Edcp562test.jpeg

Course:EDCP562/Chapter 7/History Surprise

2010-10-06T02:33:25Z

PeterHalim: Created page with 'http://wiki.ubc.ca/images/2/2b/Edcp562test.jpeg'

[[http://wiki.ubc.ca/images/2/2b/Edcp562test.jpeg]]

File:Edcp562test.jpeg

2010-10-06T02:32:59Z

PeterHalim:

Course:EDCP562/Chapter 7

2010-10-05T00:39:01Z

PeterHalim: /* Technology's Role in Curriculum and Instruction */

== Technology's Role in Curriculum and Instruction ==

1. [[EDCP562:Chapter_7_History_of_Computer_Technologies_in_the_classroom | Pictorial History of Computer Technology used for Education]]

2. [[EDCP562:Chapter_7_Early_Theory_behind_the_use_of_Computer_Technologies_in_the_classroom | Early Computer Technology Education Theories]]

3. Evolution of School Uses of Technology

- CT traditionally medium.

- CT can be means to an end. (Computer Science)

4. Pervasiveness of Different Technology Uses in School

- How much technology is available in your school?

- Costs?

5. Effectiveness of Different Technology Uses in Schools

- SMARTboard.

- Productivity software suites (open source - OpenOffice)

6. Dawning Humility

-

7. Technology and Curriculum Today

Course:EDCP562/Chapter 7

2010-10-05T00:36:18Z

PeterHalim: /* Technology's Role in Curriculum and Instruction */

Course:EDCP562/Chapter 7

2010-10-05T00:36:09Z

PeterHalim: /* Technology's Role in Curriculum and Instruction */

Course:EDCP562/Chapter 7

2010-10-05T00:35:45Z

PeterHalim: /* Technology's Role in Curriculum and Instruction */

== Technology's Role in Curriculum and Instruction ==

1. [[EDCP562:Chapter_7_History_of_Computer_Technologies_in_the_classroom | Pictorial History of Computer Technology used for Education]]

2. [[EDCP562:Chapter_7_Early_Theory_behind_the_use_of_Computer_Technologies_in_the_classroom | Early Computer Technology Education Theories]]

3. Evolution of School Uses of Technology
- CT traditionally medium.
- CT can be means to an end. (Computer Science)

4. Pervasiveness of Different Technology Uses in School

- How much technology is available in your school?
- Costs?

5. Effectiveness of Different Technology Uses in Schools

- SMARTboard.
- Productivity software suites (open source - OpenOffice)

6. Dawning Humility

-

7. Technology and Curriculum Today

Course:EDCP562/Chapter 7

2010-10-05T00:35:32Z

PeterHalim: /* Technology's Role in Curriculum and Instruction */

== Technology's Role in Curriculum and Instruction ==

1. [[EDCP562:Chapter_7_History_of_Computer_Technologies_in_the_classroom | Pictorial History of Computer Technology used for Education]]

2. [[EDCP562:Chapter_7_Early_Theory_behind_the_use_of_Computer_Technologies_in_the_classroom | Early Computer Technology Education Theories]]

3. Evolution of School Uses of Technology
- CT traditionally medium.
- CT can be means to an end. (Computer Science)

4. Pervasiveness of Different Technology Uses in School
- How much technology is available in your school?
- Costs?

5. Effectiveness of Different Technology Uses in Schools
- SMARTboard.
- Productivity software suites (open source - OpenOffice)

6. Dawning Humility
-

7. Technology and Curriculum Today

Course:EDCP562/Chapter 7

2010-10-05T00:32:26Z

PeterHalim: /* Technology's Role in Curriculum and Instruction */

== Technology's Role in Curriculum and Instruction ==

1. [[EDCP562:Chapter_7_History_of_Computer_Technologies_in_the_classroom | Pictorial History of Computer Technology used for Education]]

2. [[EDCP562:Chapter_7_Early_Theory_behind_the_use_of_Computer_Technologies_in_the_classroom | Early Computer Technology Education Theories]]

3. Evolution of School Uses of Technology

4. Pervasiveness of Different Technology Uses in School

5. Effectiveness of Different Technology Uses in Schools

6. Dawning Humility

7. Technology and Curriculum Today

Course:EDCP562/Chapter 7

2010-10-05T00:30:10Z

PeterHalim: /* Technology's Role in Curriculum and Instruction */

Course:EDCP562/Chapter 7

2010-10-05T00:29:52Z

PeterHalim:

== Technology's Role in Curriculum and Instruction ==

[[EDCP562:Chapter_7_History_of_Computer_Technologies_in_the_classroom | Pictorial History of Computer Technology used for Education]]

[[EDCP562:Chapter_7_Early_Theory_behind_the_use_of_Computer_Technologies_in_the_classroom | Early Computer Technology Education Theories]]

Course:EDCP562/Chapter 7

2010-10-05T00:28:58Z

PeterHalim:

Chapter 7 Notes:

[[EDCP562:Chapter_7_History_of_Computer_Technologies_in_the_classroom | Pictorial History of Computer Technology used for Education]]

[[EDCP562:Chapter_7_Early_Theory_behind_the_use_of_Computer_Technologies_in_the_classroom | Early Computer Technology Education Theories]]