Chapter 7 Presentation

1. Chapter 7
The Curriculum of Identity Parallel

2. What does the Identity Parallel mean for
students?
● The focus of this parallel is on the student and how to help
them concentrate on their sense of self (identity), by using
curriculum components.
● Students receive feedback from teachers, teaching and
learning activities, and experts in a targeted field.
● Students reflect on their knowledge in a discipline,their
preferred ways to work and communicate, their goals, and
where they fit into a discipline, now and in the future.

3. The three way mirror metaphor
● Side one Knowledge of the Discipline: feedback
about what a student knows in a targeted field of
study.
● Side two Knowledge about Myself as a Learner
and Worker: allows reflection from a different
perspective about the student's abilities, preferred
ways to communicate, and goals.
● Center section Reflections of Possible Self or
Selves: a composite of the student using both side
mirrors which allows him to see the possibilities,
now and in the future.

4. Why is Identity important?
● All students have interests, preferred modes of
expression, and learning and working preferences.
● According to Jensen,” we learn more effectively and
efficiently when learning is associated with personal
feelings.” (page 196)
● Students need opportunities to learn in their
preferred modes of learning: students learn more
effectively and perform more capably when allowed
to learn and demonstrate that learning in their
preferred mode.
● Teachers can assist students by nurturing student
identities through the curriculum and instruction.

5. Benefits to teachers
● Reminds us that the focus of our work is students
● Makes teaching more enjoyable
● Provides specific techniques for learning about a
student's identity
● Illuminates critical learning differences among students
● Pinpoints where teachers need to adjust curriculum
● One size fits all curriculum less likely
● Helps student”s learning to become more effective and
efficient

6. Benefits for students
● Encourages exploration and mastery of curriculum in
motivating context
● Decreases anonymity
● Reduces student alienation
● Encourages the student to examine and reflect on
her learning strengths
● Helps a student to identify with a field and see
possibilities for themselves by encountering experts
● Offers opportunities for the student to compare his
learning strengths and all of the aspects of a
discipline

7. Benefits to students continued
● Shows student progress and development in
affective and cognitive domains
● Highlights areas of student growth, targets possible
next steps
● Clarifies over time and at increasing levels, the
degree of fit between learning and work profile to
the targeted field
● Informs decision making
● Increase the likelihood of creative productivity
across the lifespan

8. Content
● The Identity Parallel draws from documents
developed by state departments of education, state
Codes of Professional Responsibility, and national
publications for information about character
education.
● Goals for students include:
self-esteem
sociability
self- management

9. List of standards for the Curriculum of
Identity
Students will be able to:
● Understand components of a learning and work profile,
(abilities, interests, learning-style preferences,skills,
goals,etc) and document these over time
● Reflect upon their learning and working profiles
● Develop a sense of what the daily lives of practicing
professionals are like
● Assess the degree of fit between their ideas of day-to-day
living with the actual day-to-day life of the practicing
professional
● Identify how their learning profiles align with
practitioners in one or more disciplines

10. Assessment
1.Teachers should select and generate a list of
assessment formats that require student reflection.
( Text references figures 4.4 and 4.5)
Examples include:
Conversations; essays; concept maps and
performances; goal statements; reflective essays;
photographic essays that chronicle the student's
change from novice toward expert; journals; a log of
insights, discoveries and/or thinking: and
longitudinal portfolios.

11. Assessment continued
2. Address the need for students to have choice in
assessments and products.
3. Look at the role of self assessment for students in
their work and learning.
4. Use longitudinal rubrics to address growth and
talent development over time.
Figure 7.6 page 209

12. Introductory activities
Four main components
● Focusing questions to address the role of the
student and elicit a personal response
● Hook or teaser will have introspective or personal
focus
● Rationale makes the importance of the topic clear to
students
● Performance standards that relate to self knowledge

13. Teaching methods
Best methods provide students opportunity to
● Take on or closely examine the role of a practicing
professional
● Reflect on and construct self knowledge. Examples
include coaching, demonstration/modeling, role
playing, cooperative learning, inquiry-based
instruction, independent study, visualization,
simulations Text references figure 3.7, chapter 3.

14. Learning activities and grouping
● Students need to develop executive processing
skills of goal setting, formulating
questions,developing hypotheses, generalization,
problem solving, and planning, This will allow the
student to feel what it is like to be a practicing
professional.
● Grouping : one on one, small groups based on
interests, preferences, goals, and ideas. Peers for
editing, large groups for guest speakers,
discussions and overviews.

15. Resources
Exemplary Resources are human and nonhuman
that will allow the student to see revealing glimpses
into the personal and professional lives of
practicing practitioners. These resources provide
students from all ethnic, economic, and language
groups, and from both genders to see themselves
in the materials and resources used in the unit of
study.

16. Products
Students should be given regular opportunities to
choose the format of their products. Products must:
● Align with the targeted learning
● Have the capacity to reveal the targeted skill or
knowledge
● Reflect the work of a practicing professional
● Invite student reflection in ways that might produce
insights about personal traits,goals,preferences,
values, and ways of working compared with those
same traits in those who work in or are reflected in the
discipline

17. Extensions
● Extensions provide compelling glimpses of who
students are and might become. Examples include:
● Individual and small group investigations
● Opportunities to interact with practicing professionals
● Reading journals, diaries, internet sources,
biographies, autobiographies
● Examining work samples and critiques of the work of
experts
● Introspective writings

18. Differentiation
● Students need to move on a continuum, from novice
toward expertise.
● Students who struggle may benefit from”opening a
window” which allows them to view themselves in
relation to topics from within the discipline as a means
of self reflection.
● Special attention must be paid to the reading levels of
the students.
● Using a longitudinal rubric will to locate a student's
level of proficiency.
● Student developed rubrics

19. Lesson and closure
Some suggested ways to close lessons include:
● Class discussions of teacher observations about
students
● Student journals
● Building a classroom matrix of strengths,
preferences and insights about class members
● Developing concepts and principles about
motivation, diverse perspectives, ethics,
persistence, and creativity

20. Question
● Considering the Common Core and Essential
Standards for your grade level or subject area,
where does the Curriculum of Identity belong ? How
would you begin to implement it?