How far should we pare the apple?
Theoretical and Practical Implications of Using a Core Curriculum
Deborah Davis
Liberty University
The last several slides are actually the notes to the correspondingly numbered slides.
1
Agenda
Introduction - Administrative Details and Overview – 10 minutes
Theoretical Implications – 30 minutes
BREAK – 10 minutes
Practical Implications – 30 minutes
Eternal Implications – 30 minutes
Conclusion – 10 minutes
References – Available for review
2
Introduction
Administrative Details
In-service requirements
Local Professional Development Committee Approved
Eligible for Continuing Education Units (2) -- Participation Form
Location of :
Emergency Exits, Alarms, etc.; Drinks, Snacks, Restrooms, etc.;
Extra Pencils, Paper, and Electrical Outlets
There will be a short break in the middle of the presentation
3
Introduction & Purpose
Purpose/Overview
Common Core is NOT a part of this presentation
Core Curriculum has been defined anonymously as,
4
Theoretical Implications
Introduction
Essentialist Theory
Constructivist Theory
5
Theoretical Implications
Essentialist Theory
“The school’s first task is to teach basic knowledge” (Knight, 2006,
p. 122).
“Reading and writing are central to the process of learning in any
discipline and that discipline specialists need to take this into
consideration when planning their curricula” (Paxton & Frith, 2014,
p. 172).
6
Theoretical Implications
Constructivist Theory
“Beliefs are one contextual filter by which teachers manage their
classrooms” (Howe, Jacobs, Vukelich, & Recchia, 2012, p. 356)
“Note that any act of design and especially the one developed in a
constructivist paradigm involve intertwining the epistemological and
pragmatic areas” (Cretu & Rogoz, 2011, p. 15).
7
Theoretical Implications
Summary
Essentially . . .
Constructively . . .
8
Break
A quick 10 minutes . . .
9
Practical Implications
Introduction
Prevention . . .
Methodology . . .
10
Practical Implications
Prevention
“Preventing early reading difficulties from becoming more serious
reading problems” (Clarke, et al., 2011, p. 563).
It is a common axiom that early detection is the best method for
redirection and correction.
Picking the best apple for the use.
11
Practical Implications
Methodology - Clarke, et al (2011) –
Central construct concrete example.
Extension of first activity or review of prior material
Prior material from other content area
Paper and pencil review
Family engagement
12
Practical Implications
Practice Time
Apple
“A”
Round
Write, Draw, and Color
Handout to attach
Note: these handouts are attached to the end of the presentation for
printing and future use.
13
Practical Implications
Summary
Prevention . . .
Methodology . . .
14
Eternal Implications
Introduction
Faith to Knowledge . . .
Curricular Components. . .
Roots of Instruction and Faith. . .
15
Eternal Implications
“If according to studies by Piaget (1973), we need to move from faith to
knowledge in order to build intelligence, in the case of Moscovici's
studies (1972-2000) the relationship between I - Other / Alter-Object
becomes relevant” (Cretu & Rogoz, 2011, p. 11)
16
Eternal Implications
“Curricular components evolve from the ‘‘ground up’’ (i.e., from the
worldviews, values, beliefs, and behaviors of the population that the
program is intended to serve) and therefore look and sound familiar to
the participants” (Okamoto et al., 2014, p. 104).
17
Eternal Implications
Proverbs 4:13 – Take fast hold of instruction; let not go: keep her; for
she is life (KJV).
Deuteronomy 11:19 - And ye shall teach them your children, speaking
of them when thou sittest in thine house, and when thou walkest by the
way, when thou liest down, and when thou risest up.
18
Eternal Implications
Proverbs 11:30 – The fruit of the righteous is a tree of life; and he that
winneth souls is wise.
Revelation 22:14 -- Blessed are they that do his commandments, that
they may have right to the tree of life, and may enter in through the
gates into the city.
19
Eternal Implications
Summary
Faith to Knowledge . . .
Curricular Components
Roots of Instruction and Faith. . .
20
Conclusion
Definition
Theoretical Implications
Practical Implications
Eternal Implications
Questions?
21
References
Clarke, B., Smolkowski, K., Baker, S. K., Fien, H., Doabler, C. T., & Chard, D. J.
(2011). The impact of a comprehensive tier I core kindergarten program on the
achievement of students at risk in mathematics. Elementary School Journal, 111(4),
561-584.
Creţu, C. c., & Rogoz, N. n. (2011). Teachers' social representations of constructivist
curriculum design. Journal Of Educational Sciences / Revista De Stiintele Educatiei,
13(2), 9-17.
Howe, N. n., Jacobs, E., Vukelich, G., & Recchia, H. (2012). In-service professional
development and constructivist curriculum: Effects on quality of child care, teacher
beliefs, and interactions. Alberta Journal Of Educational Research, 57(4), 353-378.
22
References - continued
Knight, G. (2006), Philosophy and Education. Berrien Springs, Michigan: Andrews
University Press.
Okamoto, S., Kulis, S., Marsiglia, F., Holleran Steiker, L., & Dustman, P. (2014). A
continuum of approaches toward developing culturally focused prevention
interventions: From adaptation to grounding. Journal Of Primary Prevention, 35(2),
103-112. doi:10.1007/s10935-013-0334-z
Paxton, M. m., & Frith, V. v. (2014). Implications of academic literacies research for
knowledge making and curriculum design. Higher Education, 67(2), 171-182.
23
Questions?
24
Aa
Apple Aa
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NAME
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These handouts go along with presentation slide 13 for activity of practical application.
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apple
apple
26
Draw an Apple in the box!
27
Notes to accompany the various slides as identified by number.
1.
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Title Slide
Agenda with timeline breakdown
 The Superintendent of Schools will open the presentation, read through the general agenda and administrative details and introduce the speaker.
Introduction
As always, we have to go through the requirements.
This In-Service does meet our state requirements for a formal In-Service. It is being conducted by someone selected by our Local Professional Development
Committee (LPDC). The LPDC has reviewed and approved the agenda and content for purposes of conducting this education. It will be two hours with a ten minute
break in the middle. There will be an opportunity afterwards for unrelated questions and concerns and open discussion. However, due to time constraints, there will not
be questions during the presentation. There are, however, pencils and papers at your seats to allow for you to make notes, and you are encouraged to do so. The
Participation Form required to allow you to gain the Continuing Education Units (CEUs) is at the entrance to the conference room. Make sure to sign in and out to affirm
your attendance at the entire presentation and to gain the two CEUs available to you.
Emergency Exits are at the rear and your right as you are seated in this room. There is a fire alarm box in the back by the door. There is a table at the back with water
and cheese crackers, and the restrooms are off the hall. While you have paper and pencils at your seats, there are more in the back and there are outlets (for you
electronically attached people) on both sides of the room and in the floor near the middle.
Again, there will be a ten minute break near the middle of the program.
With that out of the way, I present to you our speaker this morning. Deborah Davis is a student at Liberty University Online seeking her doctorate of education (Ed.D.)
in Curriculum and Teaching. She has a Masters in Education – Curriculum and Teaching from Shawnee State University. She also holds a Juris Doctorate, a Masters in
English, a Bachelors in English, and an Associates in Computer Programming. She has taught throughout her career from California to Korea, in schools public and
private. She homeschooled her son after her retirement from the Marine Corps, and has since taught Freshman Composition at Shawnee State University as an Adjunct
Professor. Please welcome Deborah Davis.
Notes to accompany the various slides as identified by number.
4.
Introduction & Purpose
 Good Morning! Thank you so much for having me here today. It is important to note that the purpose of this in-service presentation is to discuss/present Implications of
Having a CORE CURRICULUM. This is not the same as the Common Core discussion that is prevalent in the media today. There are important distinctions.
 Common Core is the state standards education program established and governmentally set across the nation to allow all schools to work toward the same set of goals. This
governmental directive is NOT the focus of today’s in-service.
 Core curriculum is the essential elements of the focus of the school itself. Is the focus of the school centered around community service? Then everything taught (and not
taught) in that school is focused on community service. Is the focus of the school the “Reading is FUNdamentals” program? Then everything taught (and not taught) in
that school is focused on teaching and encouraging students to read.
 In short, Core Curriculum is the entire life of a school child.
5. Theoretical Implications - Introduction
 First, I want to cover the theoretical implications of having a core curriculum. I will review the Essentialist Theory perspective to include constructs of basic knowledge,
as well as a reading and writing construct. Also, I will review the Constructivist theory including the child center beliefs and circular learning patterns.
6. Theoretical Implications – Essentialist Theory
 Knight (2006) tells us that in Essentialist Theory, “The school’s first task is to teach basic knowledge” (p. 122). While there are many perspectives to what is “basic
knowledge,” Paxton and Frith (2014) posit that “Reading and writing are central to the process of learning” (p. 172). For purposes of this presentation, we will allow this as
an axiom.
 If we do take this as an axiom, we are acknowledging that Theoretical considerations come to the forefront as a defining generalism. If the theory of the school as an entity
is that students must read first and foremost, and the intricacies of comprehension of the reading material will follow, we can posit that learning follows teaching. We know,
however, that despite the best efforts of teachers, not all students will learn. However, all students do learn. They learn in different ways, at different rates, and not
necessarily the things we would want them to learn. Nonetheless, all students learn. It is the theory of Core Curriculum, that the entire school will be focused on the one
central theme of learning. This what, they (the students) are encompassed in a shell that infuses them with the core learning that is in the desires of the school. This,
presumably, is resultantly in the best interests of the student.
 This kind of focus allows for centrality within the school itself. Everyone – teachers, students, staff, visitors, etc. – everyone knows the focus of the school. In a school
district this kind of focus can allow for the entire community to become engaged. If literacy is the focus, then that includes the community sponsorship of adult literacy
programs. As you can tell, this kind of focus can become a whirlwind that stirs up the entire area surrounding the school, and that kind of momentum will encourage even
the youngest student to become a strong reader.
Notes to accompany the various slides as identified by number.
7. Theoretical Implications – Constructivist Theory
 Constructivists believe in building on the current existence of knowledge. As such, the students’ grasp of the topic builds from their grasp of the fundamentals of the topic.
 Howe, Jacobs, Vukelich, and Recchia (2012) posit that “Beliefs are one contextual filter by which teacher manage their classrooms” (p. 356). The belief that each step in the
learning process if based on the one that comes before requires an intimate understanding of both the basis and the goal for all students. The establishment of a core
curriculum for all grades allows for this understanding throughout the program.
 Cretu and Rogoz (2011) remind us to “Note that any act of design and especially the one developed in a constructivist paradigm involve intertwining the epistemological
and pragmatic areas” (p. 15). The notion that the whole perspective of the school and community plays into the basic elements of presentation is a critical element of the
core curriculum process. If there is disconnect from within the community presentation of the value of the core perspective, there will be a dichotomy within the student.
The engagement of the entirety is a pertinent point in this evolution.
8. Theoretical Implications – Summary
 Theoretically, we recognize that there are ways to view any curriculum focus. Essentialists believe that the determination of a foundational perspective, a “return to basics”
theory is required to give learners a solid foundation. Constructivists would posit that that firm foundation is only a basis for scaffolding a higher knowledge. Returning to
our analogy of the apple, the essentialist believes the focus is all about the roots. The constructivist would argue that the roots are only a basis for growing a strong trunk
and limbs that will support the bounty of the apple – the fruit of knowledge.
 Regardless of the theory embraced, there is a practical side to consider, and we will do that right after our short break. I know you need to finish this in-service in a timely
manner, so I request you grab you snacks or whatever and return to your seats quickly as we will start promptly in ten minutes.
9. Break
 During the break, handout materials from slides # 25/26/27 will be distributed to each participant’s seat
10. Practical Implications – Introduction
 Thank you for returning so promptly. . . . We need to present the practical implications of a core curriculum.
 Preventing illness by far beats the alternative of trying to cure it. The same is true of preventing children from missing out on learning because the core curriculum did not
include their kind of learning.
 The methodology or manner of implementation allows for an influx of information from all angles to present a singular construct to the student.
Notes to accompany the various slides as identified by number.
11. Practical Implications – Prevention
 Clarke, et al (2011), present that “preventing early reading difficulties from becoming more serious reading problems” (p. 563) has allows Response to Intervention (RTI) to
be particularly successful. Reading issues detected at the earliest point can be corrected or retraining provided to give the student the best possible learning experience. The
same is true of mathematics, though not given the same emphasis historically, perhaps it is time for mathematics to receive equal attention to reading (Clarke, et al., 2011).
 One of the few things that educators do agree on is that redirecting behaviors early allows for better behaviors later. This is true whether the behavior is a physical act or a
learning act. Personally, I have always hated the phrase “learning disability”. To me, indicating a dis-ability implies that the ability is not there. All students learn, but do
so in their own manner. It would be a wonderful thing if we could provide one-on-one learning for every student, suiting our teaching style to that individual student
learning style. That, however, is impossible. So, in an integrated classroom of wide-ranging learning styles, we try to find the method that reaches the most students, with a
few extras thrown in for those on the fringes of learning methods. All of these desires are honestly skewed by the teacher’s own learning and teaching style. That is reality.
 BUT, if we can aid the students in knowing their own best learning methods early in their schooling, their schooling will be undoubtedly more effective!
 So, if our core curriculum is focused on basic knowledge and learning skills, then from the earliest classroom moments, the teachers and aides need to be educated and
trained to watch for the differing learning styles and abilities.
 Red delicious apples and golden delicious apples are wonderful for snacks – drying them for quick and easy snacking can be a real treat. Fuji and galas make better
applesauce, and pies depend of personal taste – some prefer a macintosh, while others seek the piquant flavor of a granny smith. To chop and apple for use in jam, the tarter
the better to provide more natural pectin. The point is that while some argue the differences between apples and oranges, there are also differences between apples and
apples. Out students are a veritable orchard of mixed fruit. Some are sweet, some are tart, but they all have similar growth patterns and eventual tasks to complete. It is
our task to ready them for their own tasks – an to do that, we have to recognize, early on, what kind of learning (apples) they are!
Notes to accompany the various slides as identified by number.
12. Practical Implications – Methodology
 Clarke, Smolkowski, Baker, Fein, Doabler, and Chard (2011) explain the practical implementation and consequently the implications of an Early Learning in Mathematics
(ELM) core curriculum. The methodology is easily transferred to any other core determined by the schools.
 Probably the best example of this relates to my own child in his pre-kindergarten years. In his math class, the teacher would spend about ten minutes presenting a new idea
to the students. If they were learning the construct of “three” that day, she might have images of three things grouped in threes.
 Then, the students would participate in a learning activity that included counting to three as a group. They would use manipulatives that mimicked the images the teacher
had presented. This activity would last about ten minutes.
 After this, the teacher would have them sort the manipulatives into groups of one, two, and/or three, as directed. This would allow them to reinforce the prior knowledge.
At this point, the teacher would also work on issues or perhaps color of the manipulatives or spelling the words “one, two, three” or adding one plus one to equal three or
arranging the items as a triangle. This activity would also last about ten minutes.
 For the next ten minutes, the students would work at table with writing utensils and papers. The would color three things and practice drawing the number three and writing
the word. The student would put the paper in a backpack that travelled to and from school every day with all the work from that day and a folder for any messages that
needed returned. A note explaining the project of the day would be appended.
 The students would do a physical activity in groups of three or using three objects as they assembled their items and moved to the next classroom.
 In the next class, (reading, for example) whatever the topic of the day was would include the element of three. The letter of the day would be written or used in sets of
three, etc.
 I have to thank the Arden Cahill Academy of Gretna, Louisiana for their fine work with these young people. My son not only learned his letters and numbers in pre-K there,
but life skills like setting the table and making a sandwich and washing dishes and disposing of trash. He learned to swim and to ride horses and take care of barn animals.
He learned to be polite, stand in line, be quiet when needed, follow directions, and work within a group. While your school may not have a barn or a pool, I know you do
your best to teach them appropriate behaviors and etiquette. At Arden Cahill, however, these were courses that also sent home materials for family activities. It was a
supreme example of the practical application of a core curriculum.
Notes to accompany the various slides as identified by number.
13. Practical Implications – Practice Time
 Today we are going to learn about the apple. During the break, two paper cut outs of apple were laid at your place under your materials. There is also a paper with the
letter “A” in capital and small print and in capital and small script. One apple, it says “Name” under a line. I would like you to print your name on the line on the apple.
You may print is using any utensil you like. Then set it aside. Pick up the other apple.
 I present to you that this is an Apple – say it with me “Apple”
 Note that it begins with the letter “A” and is round in shape and red in color. Can someone tell me of another color of apple? Yes, green and yellow are other colors
of apples.
 Please take your crayons and the paper and draw a picture of your apple. Also, there is a paper that helps you write the word apple, and I would like you to spend a couple
of minutes filling in your paper – trace the letters, then try to write them on your own.
 For the next two minutes, the attendees will work at table with writing utensils and papers. They would trace and color the apple, then draw and color the apple, then trace
the lettering and try to write it the same.
 There is a short handout for you to put with your materials to explain the purpose of this lesson.
 Since apples don’t grow alone, I want you to take the apple with your name on it and place it on one of the trees on the walls. We will have our very own orchard!
 In the next class, (reading, for example) whatever the topic of the day was would include the element of apples. The letter of the day may be “A”, or the shape of “round”
or the color “red” and perhaps the book Ten Apples Up On Top by Theo. LeSieg would be read, etc.
14. Practical Implications – Summary
 We all recognize the need for prevention of illness. Consequently, we wash our hands a gazillion times a day, and worry about the alcohol intake of the antibacterial goo we
use. We also need to prevent early labeling of our students and thinking of those who learn differently as dis-abled. All are able – the abilities are unique to the person. It is
important to prevent future learning shortages because of misplaced diagnostics. We need to ensure our core curriculum employs tools to enable our educators and thus our
students.
 Probably the best methodology lies in the incorporation of a core throughout the student populace, the educational workplace, and the community. Everyone needs to be on
the same page with the curriculum, across the board and vertically as well. If this week we are studying “three” then even the food in the cafeteria should be arranged in
groups of three if possible.
Notes to accompany the various slides as identified by number.
15. Eternal Implications – Introduction
 As educators, our belief infuses our presentation and such faith will, of necessity, be a part of the knowledge we convey to our students. Additionally, the community in
which our student grown and learn will surround them with values and morays the will become a part of their personal experiences. What we can do, what we must do, is
ensure that the apples of wisdom we provide are grounded in solid roots.
16. Eternal Implications – Faith to Knowledge
 The movement from faith to knowledge is foundational to our understanding of the core.
 Most educator’s are familiar with Piaget – it is hard to get a degree in education without reading about Piaget’s Developmental Theory. Since students are presumably
beyond the sensorimotor stage and have developed language, that stage is not pertinent to school settings.
 The pre-operational stage is a critical stage for our early elementary teachers. These educators must (and largely do) understand how much these students are capable of
learning. Sometimes, in our effort to encourage advance learning, we push students beyond their capabilities and drive them into discouragement. Sometimes, however, we
neglect to give sufficient diagnostic tools to these critical educators. This is where a big piece of the diagnostic puzzle comes into play. Understanding where these children
are at this point aids in leading them to wherever they may eventually go.
 While Piaget did not, perhaps, intend for his stages to be applied to the eternal perspective, it is a critical element. Virtually everyone in education is familiar with Proverbs
22:6, “Train up a child in the way he should go: and when he is old, he will not depart from it” (King James Version).
 What we teach our little ones is laying a foundation for the seeds of their faith – will their future be prosperous apple trees or will it wither like the cursed fig tree (Mark
11:12-25)?
17. Eternal Implications – Curricular Components
 The community constructs are critical to the development of the children of a community. If the community values integrity, the children grow with the value of integrity.
If the community values a relationship with the Lord, then that will be a critical value to the child. These values must be integrated into the school curriculum. While a
public school curriculum may not advocate a specific adherence to a specific faith, the foundation of a relationship with something bigger and the faiths that promote it are
certainly permissible. More importantly, the actions expressed through the educator depict that person’s faith and you may be sure the children will see it.
18. Eternal Implications – Proverbs & Deuteronomy
Everyone learns. What they learn is largely up to the educators in their lives. These include the teachers, the other students, the staff, and most certainly, the family and
community where the child is reared. Instruction is knowledge and knowledge is life. This syllogism implies that instruction is life.
19. Eternal Implications – Proverbs and Revelation
 The core of an apple produces and retains the seeds for the next generation of apple trees. As we teach our children their A-B-Cs and 1-2-3s, they are learning life through
us. We need to know that we are teaching them the fruit of the tree of life, so they may do His commandments and have the right to the tree of life and may enter through
the gates into the city of God.
20. Eternal implications – Summary
The knowledge we present comes from a foundation of the faith we live and breathe – Acts 17:28 tells us “For in him we live, and move, and have our being . . . “ (KJV). If
this is so, the our core curriculum must reflect that foundation. The components of our curriculum are founded in our community values. These provide the roots of our
instruction and our faith to lead our children to the tree of life.
Notes to accompany the various slides as identified by number.
21. Conclusion
 The core curriculum is the entire life of a school child. It should be presented in every aspect of the school life, and as such rebounds in waves to and from the community.
 The theoretical implications abound. Primarily, this presentation looked at the essentialism and constructivism perspectives. While essentialism can be framed in a “back
to basics” or “need to know” ideal, constructivism indicates that learning will be constructed like a scaffolding building on a firm foundation.
 The practical implications reflect the implementation of a core curriculum. One aspect is preventative – if we don’t break it, we don’t have to fix it; the other aspect is in
the methodology, and we looked at a methodology that allowed for presentation of a new idea, related it to an old idea, allowed us to work with the new idea, and then put
the idea into practice as individuals, then as a group. That idea was then given in a handout to take home. This methodology was practiced using an apple graphic.
 The eternal implications of our core curriculum can not be underestimated. Those of us in the school system frequently spend more waking hours with these students than
anyone else. As such, we have a huge responsibility to train them and guide them. The way we select core curriculum, and the values with which we present it may have
eternal consequences.
 At this time, we have just a couple minutes for clarifying questions. Any questions you noted, if you submit them to me at the back of the room, I will ensure they are
answered, and the answers routed to all of you.
 Thank you so much for having me here today. It has been a delight!
22. References
23. References continued
24. Questions
25. Handout
26. Handout
27. Handout
28 - Notes!