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Summer2012Calendar

Page history last edited by David Shutkin 8 years, 3 months ago

 Week One   

1. June 18

 

Introduction

  • Introductions
  • Overview and syllabus
  • IntroBlog 
  • Workshop: Course BlogSpot 

 

2. June 19

 

Introduction

Music before class:  The Fray - Uncertainty

 

Reading:

Discussion:

 

A few thoughts about Autobiography

 

Bricks and Buckets or the Banking Method of Education...

 

Teaching The War Of 1812

 

STANDPOINT THEORY

 

What is the Uncertainty Principle?  (or is Science Multicultural)?

 

3. June 20

 

Globalization & Nationalism

ReadingThe American School 2, 3 (48-61):

Discussion 

Threads and Weblog

 

4. June 21

 

Why Teach?

ReadingEducational Foundations, Part 1  
Discussion:

WebLog I due: (Share one idea from your initial blog)

Intellectual risks

 Please bring a prop or two that captures a significant aspect or aspects of the readings for class today.

  

 

Week Two

5. June 25

 

Common Schools

 

ReadingThe American School 4

Questions (some really challenging questions) from you to me...

DiscussTimeline Assignment

 

6. June 26

 

Common Schools

 

ReadingThe American School 5

A Few Questions:

What path did you take, whether purposely or otherwise, to get to the point where you are today as an educator? When you were a teenager, or 20-something, did you know where you'd be 20 years or so down the line? But my question for Dr. Shutkin and the class is kind of broad and open ended. If you could change one thing about education what would it be?

Resources:

Discussion:

1. Three significant ideas or events, one from each of the three primary sections;

2. Analysis of these ideas;

3. Your responsibility aka your ability to respond indeed!

Writing Circles

7. June 27

 

Who are today’s students?

 

ReadingEducational Foundations, Part 2

Discussion Please bring a prop or two that informs your synthesis of the readings for class today

 

 

8. June 28

 

Autobiography

Reading:
  1. Bullough, R.V. and Pinnegar, S. (2001) Guidelines for autobiographical forms of self-study research. 13-21. 
  2. Pinar, W. (2012) Chapter two, section one:  To Run The Course: Currere. What Is Curriculum Theory. New York : Routledge. pp. 43-49. (What is Currere as a research methodology)

 

Discussions: “Autobiography in Teacher Education”

  1. Presenting Prop Performances   
  2.  Weblog partner exercise  
  3. Earliest Time Line Entries... (if time permits)
  4. Writing Circles: Without references to specifics what is working, what is not working?

  
WebLog II due / Writing Circle 1

Week Three

9. July 2

 

Common Schools

 

ReadingThe American School 7

 

Discussion:

  • Subjugation: The deculturalization and assimilation of your people(s) into “Americans;”
  1. Mexican Americans
  2. Asian Americans
  3. Native Americans
  4. African Americans
  5. Puerto Ricans  

 

Resources:

 

 

10. July 3

 

From Nixon to Obama

 

ReadingThe American School, 15

Discussion:

Writing Circles:

  1. Assessing blogposts using the course rubric.
  2. Back to the task at hand... 

Resources:

Ohio lawmakers approve Mayor Jackson's Cleveland schools plan after weeks of tense negotiatons

 

Cleveland Mayor Frank Jackson, after weeks of tense negotiations, finally gained the legislative approval he needed on Tuesday to carry out his plan to reform the city's troubled schools. Full story »

 

 

July 4

Independence Day. No class.

11. July 5

 

Autobiography

Class meets in library for independent reading and writing and conferencing with Dr. Shutkin.

 

Writing Circles will meet.

 

Optional Reading:  Saar, M. (2008). Understanding Genealogy: History, Power, and the Self. Journal of the Philosophy of History. 2 (3). 295-314.

 
Writing Circles

Timeline I due

 

Week Four

12. July 9

 

Migration and Welfare

 

ReadingThe American School 8 (Who invented an American Culture?)

 Discussions:

  • Americanization : assimilation : deculturalization or Where did you come from?
  • Home Economics and the invention/education of the consumer.
  • "Ketchup is a vegetable:" the school cafeteria and Fast Food Nation
  • Play, Social Control and the commodification of children...

 

WebLog III due

13. July 10

 

What Makes a Good Teacher?

 

ReadingEducational Foundations, Part 3:  "What Makes a Good Teacher?"

(Based on your reading, identify guiding principles for a new teacher education program).

9.   Freire

10. Ohanian

11. DiGuiulio

12. Postman and Weingartner

 

 Writing Circles

14. July 11

 

Human Capital

Scientific Management & Pluralism

 

ReadingThe American School, 9 or 10 or 11  (A teach-around: clarify your topic by teaching it to others)

A few Notes on assessment

Discussion:

9.    Human Capital

10.  Scientific Management 

11.  The Politics of Knowledge

 

9 a,b 10a,b  11 a,b
9a,10a  9b,11b  10b,11a 
9b,10b  9a,11a  10a,11b 

 

 Resources (chapter 11):

1.   AFT - American Federation of Teachers - A Union of Professionals

2.   NEA – The National Education Association

3.   The American Legion

 

Summerhill 

15. July 12

 

What Do Good Schools Look Like?

 

 Reading: Educational Foundations, Part 4: What do good schools look like? 

(A dramatic presentation on what students are doing all day.  Conclude with an explication of the role of the school principal and/or vision of the school).

13. A.S. Neil

14. Meier

15. Washor

16. Donnell

 

 Writing Circles

 Writing Circle 2

Week Five

16. July 16

Assessing Student Learning? 

ReadingEducational Foundations, Part 5

 

Discussion: I don't much like the assessment rubric for the timeline project.  Based on the readings, in small groups and as a class, can we devise an alternative assessment?

 

Gallery time:  Time Lines (in room OC211)

 

Viewing:  Images from the Jim Crow era : A Prosaic Approach to Civil Rights Images

 

Timeline II due

17. July 17

 

Civil Rights, Multiculturalism and the War on Poverty

ReadingThe American School, 13, pp. 366-376 and 14 

 Discussion

 Research Presentations: Group1

  • Aaron Agrast             
  • Kate Bataille
  • Emily Bertagnolli      
  • Maria Bertoncin       
  • Kayleigh Brickman
  • Emily Eddings          
  • Daniel Fossa  
  • Georgana Fox            

 

18. July 18

 

Developing a Critical Voice

ReadingEducational Foundations, Part 6 

 Discussion

 Research Presentations: Group2

  • Angie Germano       
  • Stuart Gair
  • Aaron Graora            
  • Maggie Junkin          
  • Meghan Keener       
  • Kate Lawson             
  • Liz Lewis

 

19. July 19

 Concluding Thoughts:

 

When I do not know myself, I cannot know 

who my students are. I will see them through 

a glass darkly, in the shadows of my unexamined life

—and when I cannot see them clearly,

I cannot teach them well. 

—Parker J. Palmer (1998, p. 2) 

 

 Research Presentations:  Group3

  • Courtney Maistros   
  • Andrew Petraska     
  • Jenna Rezac  
  • Kara Reiter     
  • Darcy Riley    
  • Jim Shurtleff
  • Stacie Slay     
  • Shawn Zetzer

 

 Research Report due 

 

Comments (1)

David Shutkin said

at 2:21 pm on Jul 10, 2012

1. We have 7 remaining reading assignments. In lieu of these assigned readings, I am inclined to invite you to review the two course books and select 4 readings (any 4 readings) remaining in either book that will best support your interests and the development of your remaining BlogPosts and research.

2. This creates a pedagogical issue of how best to encourage discussion. This is what I propose:

•Everyone signs up to lead a 30 minute small group discussion based on:
◦1. a single reading and
◦2. your efforts to integrate your reading, timeline and direction of research
•Every discussion leader needs to bring a reading and/or handout and create a guided reading experience for their small group
•The small group discussion will culminate in a 10 minute class discussion that you lead.
•Goals will be to inform and engage the whole class and
•To get constructive feedback/input about the direction of your work.
•This format does NOT supplant regular writing circles.


We decided to vote on this change. Please make your selections below.


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