The curriculum offered at Clement Middle School has historical underpinnings from the establishment of common schools in the 19th century. Thomas Jefferson and Benjamin Rush believed in free public education to the disadvantaged. Jefferson asserted that a nation cannot expect to be ignorant and free in a civilized world; and that “formal education should not be restricted to particular religious or upper–class groups” (Ornstein & Hunkins, 2013, pp. 58–59). Horace Mann also claimed that, “universal education would create a stable society in which people would obey the laws and increase the nation’s political and economic well–being” (Ornstein & Hunkins, 2013, p. 65). The school serves a diverse population with religious beliefs, varying
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Clement Middle School’s curriculum reflect Franklin Bobbitt’s desire to have a well–organized and efficient curriculum. “Curriculum should outline the knowledge important for each subject and then develop appropriate activities” (Ornstein & Hunkins, 2013, p. 77). Educators at the school collaborate with each other to develop activities that reflect students’ interests while addressing essential standards in the core subjects. Hollis Caswell “believed that curriculum must address children’s interests, social functions, and organized knowledge. It should also provide the proper scope and sequence of the subject matter at every grade level” (Ornstein & Hunkins, 2013, p. 80–81). This is evidenced by the district’s scope and sequence designed by groups of grade level teachers and is constantly being updated by teachers on assignment (TOA) from the input of teachers. Ralph Tyler addresses the need for educators to plan lessons with objectives in mind. In many classrooms making learners aware of lesson objectives is …show more content…
The curriculum emphasizes cognitive psychology. Teachers employ variety of research based models of teaching that promote thinking among students, including, critical thinking and creative thinking. Some of the models used are the classroom are scientific inquiry, inductive, advanced organizers. These models enable students to develop executive functioning skills such as collect and organize data into categories, determine patterns, persevere to solve problems, and develop concepts and a language to conveying them (Joyce, Weil, & Calhoun, 2015, p.
Clement Middle School’s curriculum reflect Franklin Bobbitt’s desire to have a well–organized and efficient curriculum. “Curriculum should outline the knowledge important for each subject and then develop appropriate activities” (Ornstein & Hunkins, 2013, p. 77). Educators at the school collaborate with each other to develop activities that reflect students’ interests while addressing essential standards in the core subjects. Hollis Caswell “believed that curriculum must address children’s interests, social functions, and organized knowledge. It should also provide the proper scope and sequence of the subject matter at every grade level” (Ornstein & Hunkins, 2013, p. 80–81). This is evidenced by the district’s scope and sequence designed by groups of grade level teachers and is constantly being updated by teachers on assignment (TOA) from the input of teachers. Ralph Tyler addresses the need for educators to plan lessons with objectives in mind. In many classrooms making learners aware of lesson objectives is …show more content…
The curriculum emphasizes cognitive psychology. Teachers employ variety of research based models of teaching that promote thinking among students, including, critical thinking and creative thinking. Some of the models used are the classroom are scientific inquiry, inductive, advanced organizers. These models enable students to develop executive functioning skills such as collect and organize data into categories, determine patterns, persevere to solve problems, and develop concepts and a language to conveying them (Joyce, Weil, & Calhoun, 2015, p.