Fall 2011 MWF Schedule

Spring 2017 EDU 111-01

MWF 9:30AM - 10:20AM

HIP 106

Day	Class Focus/Assignments Due
	google Drive course files: https://drive.google.com/folderview?id=0B5rkPGGYEGphVE5xdjV2MG5sOEU&usp=sharing
Jan 9-13	Week 1
M	Introduction to course; assignments (http://edu111furman.blogspot.com/2010/08/fall-2010-edu-111-assigments.html) "Theme for English B," Langston Hughes “Eleven,” Sandra Cisneros (google Drive)
W	Katherine Christie, Berea Middle, tutoring Read/discuss Course Rationale: http://edu111furman.blogspot.com/2008/02/welcome-to-occupation-teaching.html Foucault, “The Means of Correct Training” (google Drive)  Poverty and Testing in Education: “The Present Scientifico-legal Complex”
F	Groups formed, topics chosen
Jan 16-20	Week 2
M	MLK Day
W	“Banking concept”; Freire, Ch .2 Pedagogy of the Oppressed (google Drive) Topic 1: The Teaching Profession http://edu111furman.blogspot.com/2012/07/topic-1-teaching-profession.html
F	Topic 1, Freire continued
Jan 23-27	Week 3
M	Gorski book club discussions
W	Topic 2: Educational Philosophies http://edu111furman.blogspot.com/2012/07/topic-2-educational-philosophies.html “A generalized crisis in relation to all the environments of enclosure”: Deleuze
F	Educational Philosophies and Learning Theories (google Drive)
Jan 30 – Feb 3	Week 4
M	Poverty and the ideological imperative: a call to unhook from deficit and grit ideology and to strive for structural ideology in teacher education, Paul Gorski Topic 2 continued
W	Topic 3: Historical Foundations of Education http://edu111furman.blogspot.com/2012/07/topic-3-historical-foundations-of.html
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)
Feb 6-10	Week 5
M	Corridor of Shame (http://www.corridorofshame.com/)
W	Topic 4: Diversity, Multiculturalism, Poverty/Privilege, Class, and Race http://edu111furman.blogspot.com/2012/07/topic-4-diversity-multiculturalism.html
F	James Baldwin on education (1974) “What These Children Are Like,” Ralph Ellison (http://www.teachingamericanhistory.org/library/index.asp?document=575)
Feb 13-17	Week 6
M	Gorski book club discussions Poverty and education, discussion continued
W	Little Rock Central: 50 Years Later
F	Little Rock Central: 50 Years Later continued
Feb 20-24	Week 7
M	Gorski book club discussions FACTS TRUTH ETHICS — In Focus LRC discussion Workshop: Group Presentations OWL APA
W	Group Presentations
F	Group Presentations
Feb 27 – Mar 3	Week 8
M	Group Presentations
W	Midterm Class discussion: Gorski's Reaching and Teaching Students in Poverty: Strategies for Erasing the Opportunity Gap 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.
F	TBD Kohn: Feel-Bad Education “Well, Duh!” -- Ten Obvious Truths That We Shouldn’t Be Ignoring, Alfie Kohn
Mar 4-12	Spring Break
Mar 13-17	Week 9
M	Topic 5: Legal, Political, and Financial http://edu111furman.blogspot.com/2012/07/topic-5-legal-political-and-financial.html
W	Topic 5 continued
F	Topic 5 continued Jenny Colvin, LIBR
Mar 20-24	Week 10
M	Emdin book club discussion Topic 5 continued
W	Black Folk Hate White Tears and Blatant Racism More Than Charter Schools, Andre Perry
F	Ruby Payne, deficit perspective http://rubypayneiswrong.blogspot.com/ Return of the Deficit, Curt Dudley-Marling "What These Children Are Like": Rejecting Deficit Views of Poverty and Language
Mar 27-31	Week 11
M	Emdin book club discussion Deficit perspective continued The Truth about Effort/Education?
W	Topic 6: Curriculum, Instruction, and Assessment http://edu111furman.blogspot.com/2012/07/topic-6-curriculum-instruction-and.html Seven ‘great’ teaching methods not backed up by evidence
F	Topic 6 continued Evolution as Design
Apr 3-7	Week 12
M	Emdin book club discussion
W	Topic 7: Current Issues and the Future of Education http://edu111furman.blogspot.com/2012/07/topic-7-current-issues-and-future-of.html
F	Topic 7 continued ESSAY DRAFT DUE/ WORKSHOP Sample APA essay with notes
Apr 10-14	Week 13
M	Hard Times at Douglass High (http://www.hbo.com/documentaries/hard-times-at-douglass-high-no-child-left-behind#) Current Education Reform Perpetuating, Not Curbing, Inequity
W	Hard Times cont.
F	Good Friday Holiday
Apr 17-21	Week 14
M	Easter Holiday
W	Emdin discuss and response due Cited essay workshop
F	Tutoring share

Apr 24-28	Week 15
M	Virtual Schools Report
	Exam
M	May 1, 2017 Monday 8:30AM - 11:00AM, HIP 106

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EDU 111 Assigments

Reading assignments (e-journals):

You should have major text reading completed BEFORE the class session of the assignment, and you should submit a written e-journal (by email) as a response to that reading due BEFORE class session designated on course schedule. Put the text reading in your SUBJECT line (ex. Topic 1) and PASTE your response in the BODY of the email; DO NOT SEND AS AN ATTACHMENT. Many prefer to do text responses in Word and then copy and paste into email body.

E-journals are required for Topics 1-7 throughout the semester

Midterm and Final Evaluations:

Midterm - (see mid-term date in course daily schedule)

Final Exam - Submit portfolio of ALL assignments on EXAM date (see course schedule)

Primary Texts (Emdin, Gorski):

Submit written reflections that show you read the entire text as noted on the schedule.

Group Presentations (Scoring guide at google Drive link):

Students in arranged groups will present to the class an educational issue or topic. These presentations should last between 16-20 minutes, and will be graded on concision, thoroughness, and clarity. Topics must be approved by the professor one week before presentation dates.

Essay on Education:

Prepare a scholarly, documented essay on the topic you chose for your group presentation. This should be documented in appropriate APA format (See Conventional Language web link on the course blog). You should consult your professor during the drafting of this essay; an initial draft of the final essay must be submitted at least two weeks before the final due date. Essay is due by the end of the course (exam date).

Field Component:

The EDU 111 field experience (EDU 001) is composed of three activities: “virtual” visits of local schools, attending a school board meeting, and tutoring of designated student at a local school (TBD). The purpose of this field experience is to engage students in the public school setting as potential teachers, provide experiences with diverse populations, and to provide insights into the way American educational institutions operate. These experiences are to enrich class discussions, help the student decide if teaching is an appropriate career goal, and to provide the opportunity to demonstrate and practice professional skills and dispositions. Students will be evaluated based upon attendance, participation, and reflections.

Virtual School Observations (12 hrs.): (or see alternative assignment)

Choose one school EACH from schools in Greenville County consisting of the following categories: elementary, middle, high, and other (career centers, child development centers, Governor’s school).

Do a virtual visit of each school that must include at least the following:

• Exploration of the most recent three consecutive years of that schools state report card.

• Analysis of the school’s web page. (See “Webculture” guidelines and read “School culture on the Internet” by Daniel Doerger, both provided at google Drive link.)

Prepare a one-page handout on each school and make a brief presentation on what you learned (presentations due December 8).

School Board Observation (2 hrs.):

Please remember that you are required to attend one Greenville County School Board meeting. The School Board meets on the fourth Tuesday of each month at the school district’s administration building. After attending your meeting, you must submit a write-up of what you saw (1-2 pages—longer if necessary), including:

a) when the meeting began and ended

b) a description of the major issues that were discussed

c) what you liked and disliked about the meeting format, the actions of specific Board members [called “Trustees”], and/or speakers from the community

d) whether anybody illustrated respect/understanding of the diverse talents, abilities, perspectives, and contributions of all students

The Greenville School Board will meet at 7:00 p.m. on the fourth Tuesday of each month.

Tutoring Reflection (12 hrs.):

Upon completion, or near the completion, of your tutoring, you are required to submit a reflection of your experiences (about two pages). This summary should include:

a) a detailed description of the student/students you tutored

b) any significant progress you perceived that the student/students made [either academically or otherwise]

c) how you demonstrated understanding of any of the diverse talents, abilities, perspectives, and/or contributions of your student/s (this might involve simply describing the student’s/students’ diversity in this reflection)

d) how you demonstrated sensitivity toward community and cultural norms (this might involve simply describing your student’s/students’ cultural/community norms in this reflection)

e) your willingness to adjust your tutoring based on monitoring of your student’s/students’ progress

You must maintain a tutoring log of times and visits throughout the semester as well and submit that log with your reflection (see end of the syllabus for the log).

Disposable children?

Apology from Australia

Believing in theories. . .

Current attitudes about evolution are detailed here.

See a criticism of the pro-ID documentary here.

How fair is our traditional grade scale?

Should we have or end minimum grade policies? Texas is struggling with this issue.

What is fair?

Traditional Scale:

A = 91-100
B = 81-90
C = 71-80
D = 61-70
F = 60-below

Student A has 4 B's (83's) and 1 F (a zero); this average equals 66, for a D overall.

Balanced Scale:

A = 41-50
B = 31-40
C = 21-30
D = 11-20
F = 0-10

Student B has 4 B's (33's) and 1 F (a zero); this average equals 26, for a C overall.

Which is fair?