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Curriculum Portfolio Entry 1
tiffanykilcoyne
Created on October 21, 2024
This is part of the response to CPE 1 for EDUC 5113.
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My Curriculum Design PHILOSOPHIES
about me
Hello!
My name is Tiffany Kilcoyne, and I am a 7th grade English teacher and Curriculum Writer!
My name is Tiffany Kilcoyne, and I currently teach 7th grade English in the Hurst-Euless-Bedford Independent School District (HEB ISD). Our district is located halfway between Dallas and Fort Worth, Texas. HEB ISD is the most diverse school district in Texas, and working in the amazing environment created by a the multicultural nature of the families in our community has allowed me to grow as an educator. It has, however, made it more difficult to categorize my philosophies and beliefs. The colored links above outline some of the different aspects of my curriculum design philosophies. Taken individually, these philosophies may appear contradictory. Taken together, these different schools of thought create a powerful ideology that drives me to help my students on a daily basis.
Empiricist
Conceptionalist
Critical Theorist
Concepts and learning come from experience. Students must experience things in order to learn them.Hands-on learning is important. Collected data can help determine what concepts and knowledge have been attained and mastered by students. Standardized tests have their place at times; however, they should not be used in isolation.
Empiricism
Social justice is emphasized. Students' home communities are taken into consideration. Schools are viewed as places that can promote social change. Students from different backgrounds interact with each other and learn how to view cultural issues through the use of critical thinking. Students embrace multiculturalism and different voices while standing against inequity.
Critical Theorist
Finding connections is important. Exploratory learning (where students do not have an automatic right or wrong answer) is important to students' development Decision-making skills are honed. Curiousity and question-asking are encouraged. Understanding is the focus rather than memorization of facts. This promotes equity. Concepts and facts are taught for the sake of how they can be used rather than simply what they are.