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IYT2 Task 1 - Ideology Evaluation.docx Introduction to Curriculum Theory, Task One Wes

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IYT2 Task 1 - Ideology Evaluation.docx Introduction to Curriculum Theory, Task One Western Governors University Introduction My current classroom instructional setting is a first-grade classroom... of twenty-two students. Of these 22 students, one has an IEP for reading/writing and one has an IEP for speech services. My class is comprised of twelve girls and ten boys. I teach all subjects daily including Math, Reading, Language, Writing, Science, and Social Studies. Key Elements of Ideologies Social Reconstruction The Social Reconstruction ideology views curriculum from a social perspective regarding problems that threaten the survival of society. It is centered around the belief that society is facing a major downfall and that education is the answer to keep society from destroying itself. â€œSocial Reconstructionists have faith in the ability of education, through the medium of curriculum, to teach people to understand their society in such a way that they can develop a vision of a better society and act to bring that vision into existenceâ€ (Schiro, 2008). In a classroom with twenty-two six and seven-year-old students, I do not believe that the Social Reconstruction ideology is realistic. Many of the students in my classroom have never been exposed to the problems that threaten our society, so it is difficult to adopt this ideology into my philosophy and adapt its beliefs into my curriculum and instruction. My students need to build their foundations of core knowledge through grade-level appropriate d. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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