Read by December 8 class session:
"Choices for Children," Alfie Kohn
Saturday, November 15, 2008
Thursday, November 13, 2008
Flock of Dodos discussion support
Thomas Jefferson claimed: "The moment a person forms a theory, his imagination sees, in every object, only the traits which favor that theory."
NCSE
SCSE
Discovery Institute
Can you define?:
Hypothesis
Theory
Law
The Scientific Method
Belief
Evolution
NCSE
SCSE
Discovery Institute
Can you define?:
Hypothesis
Theory
Law
The Scientific Method
Belief
Evolution
Tuesday, November 11, 2008
School reform and poverty. . .what do we do?
You may find this research concerning the KIPP schools of interest.
Friday, November 7, 2008
Academic and Intellectual Freedom in the Classroom
How the survey played out:
1) I remain quiet in class discussions because I am concerned that my ideas and beliefs may be different than those of my teacher/professor and that such a difference will negatively impact my grade.
Never (8) Rarely (21) Occasionally (20) Often (7) Always
2) When I talk in class discussions, I express ideas and beliefs that are similar to the teacher/professor’s even though the ideas and beliefs are not necessarily my ideas and beliefs because I am concerned that my ideas and beliefs may be different than those of my teacher/professor and that such a difference will negatively impact my grade.
Never (14) Rarely (25) Occasionally (13) Often (4) Always
3) On written test/exams, I express ideas and beliefs that are similar to the teacher/professor’s even though the ideas and beliefs are not necessarily my ideas and beliefs because I am concerned that my ideas and beliefs may be different than those of my teacher/professor and that such a difference will negatively impact my grade.
Never (8) Rarely (14) Occasionally (18) Often (11) Always (5)
4) My teachers/professors are aware of their own assumptions and biases, and they make serious efforts not to allow their ideas and beliefs to impact negatively how they grade their students.
Never Rarely (7) Occasionally (19) Often (25) Always (4)
5) Most students express (orally and in writing) primarily what they believe teachers/professors want to hear/read instead of saying or writing ideas and comments that may contradict the teacher/professor because students fear differences of opinion negatively impact students’ grades.
Never Rarely (2) Occasionally (18) Often (34) Always (2)
6) I am more likely to change my views by what my peers believe or say than what my teachers/professors believe or say.
Never (4) Rarely (17) Occasionally (17) Often (16) Always (2)
1) I remain quiet in class discussions because I am concerned that my ideas and beliefs may be different than those of my teacher/professor and that such a difference will negatively impact my grade.
Never (8) Rarely (21) Occasionally (20) Often (7) Always
2) When I talk in class discussions, I express ideas and beliefs that are similar to the teacher/professor’s even though the ideas and beliefs are not necessarily my ideas and beliefs because I am concerned that my ideas and beliefs may be different than those of my teacher/professor and that such a difference will negatively impact my grade.
Never (14) Rarely (25) Occasionally (13) Often (4) Always
3) On written test/exams, I express ideas and beliefs that are similar to the teacher/professor’s even though the ideas and beliefs are not necessarily my ideas and beliefs because I am concerned that my ideas and beliefs may be different than those of my teacher/professor and that such a difference will negatively impact my grade.
Never (8) Rarely (14) Occasionally (18) Often (11) Always (5)
4) My teachers/professors are aware of their own assumptions and biases, and they make serious efforts not to allow their ideas and beliefs to impact negatively how they grade their students.
Never Rarely (7) Occasionally (19) Often (25) Always (4)
5) Most students express (orally and in writing) primarily what they believe teachers/professors want to hear/read instead of saying or writing ideas and comments that may contradict the teacher/professor because students fear differences of opinion negatively impact students’ grades.
Never Rarely (2) Occasionally (18) Often (34) Always (2)
6) I am more likely to change my views by what my peers believe or say than what my teachers/professors believe or say.
Never (4) Rarely (17) Occasionally (17) Often (16) Always (2)
Thursday, November 6, 2008
Reminders and FINAL Schedule
F 11/7: Class discussion, text readings
M 11/10: Flock of Dodos DVD; see link
W 11/12: Flock of Dodos cont.; discussion
F 11/14: Hersch, Tribe DUE; discussion
Questions for Hersch:
a) What were some of the reasons Hersch wrote this book? In other words, what kinds of questions about adolescents did she want to answer?
b) Choose one of the adolescents that Hersch focuses on. Describe them and their hopes, fears, and problems.
c) What conclusions does Hersch draw about adolescents in general?
d) What does this book tell us about either how our educational system works or how it should work?
M 11/17: Hersch, Tribe discussion
W 11/19: Virtual School, submit school choices; discuss assignment in class:
Virtual School Observations (12 hrs.):
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 on the course CD.)
Prepare a one-page handout on each school and make a brief presentation on what you learned (presentations due December 3 and 5).
F 11/21: Workshop with Peer Group; Share your essay with each member of your peer group; also submit your essay to your Peer Expert by the following guidelines:
Peer Experts:
Group 1: Jeff Heinzl
Group 2: Laura-Ann Jacobs
Group 3: Amanda Pepper
Group 4: Laura Johnson931
Group 5: Alison Flowers
M 11/24: Workshop with Peer Group; SUBMIT ESSAY BEFORE HOLIDAY BREAK
W 11/26: Thanksgiving Holiday
F 11/28: Thanksgiving Holiday
M 12/1: Essay discussion
W 12/3: Virtual School Visits Report
F 12/5: Virtual School Visits Report
M 12/8: "Choices for Children," Alfie Kohn
T 12/16: 8:30, Final Portfolio/ Exam
M 11/10: Flock of Dodos DVD; see link
W 11/12: Flock of Dodos cont.; discussion
F 11/14: Hersch, Tribe DUE; discussion
Questions for Hersch:
a) What were some of the reasons Hersch wrote this book? In other words, what kinds of questions about adolescents did she want to answer?
b) Choose one of the adolescents that Hersch focuses on. Describe them and their hopes, fears, and problems.
c) What conclusions does Hersch draw about adolescents in general?
d) What does this book tell us about either how our educational system works or how it should work?
M 11/17: Hersch, Tribe discussion
W 11/19: Virtual School, submit school choices; discuss assignment in class:
Virtual School Observations (12 hrs.):
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 on the course CD.)
Prepare a one-page handout on each school and make a brief presentation on what you learned (presentations due December 3 and 5).
F 11/21: Workshop with Peer Group; Share your essay with each member of your peer group; also submit your essay to your Peer Expert by the following guidelines:
Peer Experts:
Group 1: Jeff Heinzl
Group 2: Laura-Ann Jacobs
Group 3: Amanda Pepper
Group 4: Laura Johnson931
Group 5: Alison Flowers
M 11/24: Workshop with Peer Group; SUBMIT ESSAY BEFORE HOLIDAY BREAK
W 11/26: Thanksgiving Holiday
F 11/28: Thanksgiving Holiday
M 12/1: Essay discussion
W 12/3: Virtual School Visits Report
F 12/5: Virtual School Visits Report
M 12/8: "Choices for Children," Alfie Kohn
T 12/16: 8:30, Final Portfolio/ Exam
Wednesday, November 5, 2008
Sunday, November 2, 2008
Do we remain biased in America?
Interesting Op-Ed in The State; note the two tests you can take on-line to identify your biases:
What? Me biased?
What? Me biased?
Friday, October 31, 2008
Friday, October 24, 2008
Tuesday, October 21, 2008
Rethinking the Course at Midterm
Thank you all for your feedback about the course at the halfway mark. Here are some thoughts in response and some ideas for how we should proceed (mixed in are some observations gleened from your midterm exams as well):
• We should look at how states are comparable (or not) based on standards and testing; this ties in with NCLB and other issue we have addressed. See this link from the Fordham Institute.
• What are at-risk students? And what should we do about them?
• Teaching as a career—pros, cons, and such.
• Types of schools: public, private, charter, magnet. . .
• More focus on the text—What is important?
• More on certification, alternative certification, and other avenues to teaching. Look at the Furman Education Department web page, the NCATE web site, and the SC Department of Education.
• More on the theories and practices (pedagogy) in teaching.
• More on poverty, and addressing it in schools.
• How to manage the real-world (that is traditional) if you are a nontraditional teacher?
• Teacher evaluation and retention.
• More on educational thinkers (like Freire and Kozol), except including the more traditional thinkers. See the link to Meirer and Ravitch for more on this. Some conservative/traditional educational thinkers to explore: Diane Ravitch, E. D. Hirsch, B. F. Skinner, Chester Finn.
• School choice, vouchers, etc. See this link to NCSPE for research on these topics.
Now, some responses. . .:
• I recognize that our textbook has a huge amount of information. I do not ascribe to the belief that there is a fixed amount of knowledge you must "learn"; therefore, I do not worry about "covering the right things" (those ideas are supported by Hirsch noted above). So I am not trying to identify for you the "right" material. Be patient. I believe you are learning a great deal of important things, but we will never learn everything. . .
• I will help with guidelines foe "graded" work, but please ask. If you do not ask, I am comfortable with you experimenting.
• Your writing needs to be MORE SPECIFIC. Your beginnings are vague and lifeless—push yourself to be specific and interesting from the first words. We'll work on this.
• I also recognize that I do not impose as much structure as you want (or feel you want). That is intentional. That is my educational philosophy so I try to practice what I preach. I believe you should create and follow the structure you want and need. But I certainly am available for input to help you make those decisions.
• We should look at how states are comparable (or not) based on standards and testing; this ties in with NCLB and other issue we have addressed. See this link from the Fordham Institute.
• What are at-risk students? And what should we do about them?
• Teaching as a career—pros, cons, and such.
• Types of schools: public, private, charter, magnet. . .
• More focus on the text—What is important?
• More on certification, alternative certification, and other avenues to teaching. Look at the Furman Education Department web page, the NCATE web site, and the SC Department of Education.
• More on the theories and practices (pedagogy) in teaching.
• More on poverty, and addressing it in schools.
• How to manage the real-world (that is traditional) if you are a nontraditional teacher?
• Teacher evaluation and retention.
• More on educational thinkers (like Freire and Kozol), except including the more traditional thinkers. See the link to Meirer and Ravitch for more on this. Some conservative/traditional educational thinkers to explore: Diane Ravitch, E. D. Hirsch, B. F. Skinner, Chester Finn.
• School choice, vouchers, etc. See this link to NCSPE for research on these topics.
Now, some responses. . .:
• I recognize that our textbook has a huge amount of information. I do not ascribe to the belief that there is a fixed amount of knowledge you must "learn"; therefore, I do not worry about "covering the right things" (those ideas are supported by Hirsch noted above). So I am not trying to identify for you the "right" material. Be patient. I believe you are learning a great deal of important things, but we will never learn everything. . .
• I will help with guidelines foe "graded" work, but please ask. If you do not ask, I am comfortable with you experimenting.
• Your writing needs to be MORE SPECIFIC. Your beginnings are vague and lifeless—push yourself to be specific and interesting from the first words. We'll work on this.
• I also recognize that I do not impose as much structure as you want (or feel you want). That is intentional. That is my educational philosophy so I try to practice what I preach. I believe you should create and follow the structure you want and need. But I certainly am available for input to help you make those decisions.
School Vouchers and Religious Freedom
Education professor Scott Henderson has an excellent Op-Ed in The Greenville News today:
School vouchers endanger religious freedom
School vouchers endanger religious freedom
Friday, October 17, 2008
REMINDER at Midterm!
Assignment
Reading assignments (e-journals):
You should have major text reading completed BEFORE the week of the assignment, and you should submit a written e-journal (by email) as a response to that reading due BEFORE Wednesday @ 10:30 AM. Put the text reading in your SUBJECT line (ex. Chapter 1, Webb) and submit your response in the BODY of the email; DO NOT SEND AS AN ATTACHMENT. Many prefer to do text responses in Word; then copy and paste into email body.
[ ] Pt. 1—The Teaching Profession (Webb, 1-2)
[ ] Pt. 2—Philosophy and Its Impact on the Schools (Webb, 3-4)
[ ] Pt. 3—Historical Foundations of Education (Webb, 5-7)
[ ] Pt. 4—Schooling in a Diverse and Multicultural Society (Webb, 8-10)
[ ] Pt. 5—Legal and Political Control and Financial Support (Webb, 11-13)
[ ] Pt. 6—Curriculum and Instruction (Webb, 14-15)
[ ] Pt. 7—Projections for the Future (Webb, 16)
Supplemental Texts:
[ ] Kozol, J. (2008). Letters to a young teacher. TBD.
[ ] Hersch, P. (1999). A Tribe apart: A journey into the heart of American adolescence. New York: Ballentine Books.
Field Component:
[ ] Virtual School Observations (12 hrs.)
[ ] School Board Observation (2 hrs.)
[ ] Tutoring/ Reflection (12 hrs.)
Class-based Assessments:
[ ] Mid-term self-evaluation/course evaluation
Group Presentation:
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).
Final Portfolio
Submit all work in a final portfolio on the final exam date, December 16, 2008 (final portfolio is your final exam). Use this grade sheet to submit work; be sure to organize and include all work designated on this sheet.
Thursday, October 16, 2008
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