Monday, December 5, 2011

2017 Spring M/W/F Schedule

Fall 2017 EDU 111-01
MWF 10:30AM - 11:20AM
HIP 209


Day
Class Focus/Assignments Due
Aug 23, 25
Week 1
W

"
Theme for English B," Langston Hughes


"Save the Last Word" activity

“Eleven,” Sandra Cisneros (google Drive)
F
Foucault, “The Means of Correct Training” (google Drive) 
Aug 28-Sept 1
Week 2

M
Groups formed, topics chosen
W
“Banking concept”; Freire, Ch .2 Pedagogy of the Oppressed (google Drive)

Topic 1: The Teaching Profession

F
 Topic 1, Freire continued
Sept 4-8
Week 3
M
Labor Day
W
Gorski/Landsman book club discussion

Topic 2: Educational Philosophies

F
Educational Philosophies and Learning Theories (google Drive)
Sept 11-15
Week 4
M

Topic 2 continued
W
Topic 3: Historical Foundations of Education
F
Thomas Jefferson on Education (http://edu111furman.blogspot.com/2012/01/idealistic-and-elitist-roots-of-public.html) and “The American Scholar,” Ralph Waldo Emerson (http://www.emersoncentral.com/amscholar.htm)
Sept 18-22
Week 5
M
Corridor of Shame (http://www.corridorofshame.com/)
W
Topic 4: Diversity, Multiculturalism, Poverty/Privilege, Class, and Race
F

“What These Children Are Like,” Ralph Ellison (
http://www.teachingamericanhistory.org/library/index.asp?document=575)
Sept 25-29
Week 6
M
Gorski/Landsman book club discussions

Poverty and education, discussion continued
W
F
Little Rock Central: 50 Years Later continued
Oct 2-6
Week 7
M
Gorski/Landsman book club discussions

LRC discussion

Workshop: Group Presentations
W
Group Presentations Workshop

F
Group Presentations

Oct 11-13
Week 8
M
Fall Break
W

F
Group Presentations


Oct 16-20
Week 9
M
Midterm

Class discussion: Gorski/Landsman's The Poverty and Education Reader

But That's Just Good Teaching! The Case for Culturally Relevant Pedagogy, Gloria Ladson-Billings

Email to professor BEFORE class 3-5 key points from Gorski with evidence (quotes and/or page numbers). Have key points in class to discuss in small groups before opening discussion to the whole class.
W
F
Topic 5 continued

Jenny Colvin, LIBR
Oct 23-27
Week 10
M
Emdin book club discussion

Topic 5 continued
W
F
Ruby Payne, deficit perspective

Return of the Deficit, Curt Dudley-Marling

Oct 30-Nov 3
Week 11
M
Emdin book club discussion

Deficit perspective continued

W
Topic 6: Curriculum, Instruction, and Assessment

F
Topic 6 continued
Nov 6-10
Week 12
M
Emdin book club discussion
W
Topic 7: Current Issues and the Future of Education
F
Topic 7 continued

ESSAY DRAFT DUE/ WORKSHOP

Nov 13-15
Week 13
M

W
Hard Times cont.
F
No Class
Nov 20
Week 14
M
Hard Times discussion
W
Thanksgiving
F
Thanksgiving

Nov 27-Dec 1
Week 15
M
Emdin discuss and response due
Cited essay workshop
W
Tutoring share
F
Virtual Schools Report
Dec 4
Week 16
M
TBD
Exam
M
December 11, 2017

Monday 8:30AM - 11:00AM, HIP 209
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Monday, November 14, 2011

TCRecord: Article

TCRecord: Article

Stalinizing American Education
by Lawrence Baines — September 16, 2011

Wednesday, November 2, 2011

Schools Matter: The Nation's Report Card on Corporate Ed Reform Co...

Schools Matter: The Nation's Report Card on Corporate Ed Reform Co...: The Milton Friedman disciples who came to Washington with the Gipper in 1980 were intent upon smashing the public school system, beginning ...

Thursday, October 20, 2011

Living & Learning in Poverty: Paul Gorski to speak at FU on poverty

Living & Learning in Poverty: Paul Gorski to speak at Furman University on pover...: A Cultural Life Program on poverty will be sponsored by the Furman University chapter of the NAACP this coming WEDNESDAY October 26 in McEa...

Wednesday, October 19, 2011

Tuesday, October 4, 2011

Friday, September 16, 2011

Saturday, September 3, 2011

Learning Theories


Learning theories are scientific explanations for how people do and should learn. The two dominant learning theories in education throughout the U. S.—behaviorism and constructivism. Behaviorism is the default learning theory, however, that guides the vast majority of educational practices in our school systems. Critical pedagogy challenges both behaviorism and constructivism as blinded by assumptions and mechanistic.


[Traditional Practices]
[Progressive Suggestions]
[Critical Lens]

Behaviorism
Constructivism
Critical Pedagogy
Role of TEACHER
Authoritarian
Facilitator/ Mentor (Coach)
Authoritative (teacher-student)
Role of STUDENT
Receptive (passive)
Active
Empowered (student-teacher)
Role of CONTENT (ends v. means)
Ends (goal)
Means
Means
Nature of REASONING (inductive v. deductive)
Instructional decisions = Deductive
Instructional decisions = Inductive
Not primary over affect;
Instructional decisions = Inductive
Assumptions about student thinking/ learning
Analytical (part to whole)
Global (whole to part)
To be monitored by teacher and learner
Responsibility for learning
Primarily the teacher
Primarily the student
Teacher-student/ Student-teacher
Central source of CURRICULUM
Traditions of the field
Student needs and interests
Discovered and defined during process
Nature of ASSESSMENT
Selected response/ serves to label and sort
Created response/ performances
Authentic/ integral part of learning
Nature of learning conditions (individual v. social)
Individual
Social
Social
Nature of QUESTIONS (opened v. closed)
Closed
Opened
Opened
Attitude toward ERROR
Must be avoided
Natural and even necessary element of learning
Sees “error” as dehumanizing and oppressive
Assumptions about MOTIVATION (intrinsic v. extrinsic)
Extrinsic
Intrinsic
To be monitored by teacher and learner
Role of psychology (behavioral v. cognitive)
Behavioral
Cognitive
Postformalism (Kincheloe)
Names associated with theory
Pavlov, Skinner, Thorndike, Watson
Piaget, Dewey, Vygotsky
Freire, hooks, Vygotsky, Giroux, Kincheloe, Apple
Attitude toward standardization
Appropriate goal
Flawed expectation
Dehumanizing
Goal of instruction (answers v. questions)
Answers (correctness)
Questions (possibilities)
Questions that confront norms, assumptions
Perception of the nature of the mind
Blank slate
Jungian (Collective Unconscious)
Cognitive and affective both valued, evolving
Nature of Truth/truth
Truth (absolute)
truth (relative)
Truths as normalized assumptions (oppressive)