Summary of week 2

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Summary of week 2

  1. 1. Week 2 Summary 5 Narratives (Postman 1995)
  2. 2. <ul><li>The Spaceship earth – interdependence and global cooperation </li></ul><ul><li>The Fallen Angel – We make mistakes but we can improve </li></ul><ul><li>The American Experiment – to provide our youth with the knowledge and will to participate </li></ul><ul><li>The Law of Diversity – people from many cultures come together </li></ul><ul><li>Word Weavers/World Makers – Language and the way it creates the world is the driving force in what makes us human </li></ul>
  3. 3. <ul><li>written curriculum provide the knowledge , </li></ul><ul><li>taught curriculum provide the learning environment </li></ul><ul><li>tested curriculum would provide students opportunities to apply their learning and defend their positions </li></ul><ul><li>All of our students … reach the American Dream </li></ul><ul><li>[ School ] is a place to discover, share, and debate </li></ul>
  4. 4. <ul><li>Moving away from psychometric practice of “selecting and sorting students according to their abilities” (Elkind, 1989) </li></ul><ul><li>Attention to how language is used and how directions are written to accommodate our diverse population. </li></ul><ul><li>All people come together to form a common culture. (positive and negative) </li></ul>
  5. 5. <ul><li>We need to move realistic evaluations </li></ul><ul><li>“think globally, act locally” </li></ul><ul><li>The best we can be </li></ul><ul><li>Ulterior motives [destroy] shared vision/global commitment </li></ul><ul><li>[teachers] need to pull together identify students who need help and provide them with the support necessary to their success and ultimately the success of the school </li></ul>
  6. 6. <ul><li>Mastering language (thus thinking), in order to participate in and contribute to the “moral and social dimensions of the culture” (Burello, et. Al., 2000, p. 19) </li></ul><ul><li>Wish we all could have an army of writers and developers at our disposal [to ensure high degree of congruence between written and taught curriculum and a tight alignment between written and tested curriculum. ] </li></ul>
  7. 7. <ul><li>As human beings we are very good at learning from our mistakes. </li></ul>
  8. 8. Conclusions <ul><li>Each narrative helps us to explain ourselves to the outside world, but more importantly it helps us to understand ourselves. </li></ul><ul><li>The way we see ourselves will go a long way in determining the choices we make when educating our children. </li></ul>
  9. 9. <ul><li>Suggested assessment innovation configuration . And PBL activities .   </li></ul><ul><li>I'm not sure if this is much help, but here are our state documents for ELL Overlay for math and literacy: http://www.pdesas.org/module/sas/curriculumframework/elloverlay.aspx .  Here is the site for Migrant and ESL Services (the web site is not too pretty, but the resources may be helpful!): http://migrant.iu12.org/ . </li></ul><ul><li>Engaging students in math curriculum betterus-fall09-web.pdf </li></ul><ul><li>National Equity Project. http://nationalequityproject.org/ </li></ul><ul><li>The Bay Area Coalition for Equitable Schools (BayCES) is a nonprofit agency that provides education coaching and related services to schools and districts undergoing reform efforts. http://en.wikipedia.org/wiki/Bay_Area_Coalition_for_Equitable_Schools </li></ul><ul><li>Culturally Responsive Teaching models and cooperative learning. </li></ul>
  10. 10. <ul><li>All teams had very similar axioms </li></ul><ul><li>Axiom 1 : The Role of Technology in the Curriculum : tightly integrated into the curriculum we are preparing learners for: digital age learning environments </li></ul><ul><li>Axiom 2: Authentic, relevant collaboration must be the basis for Professional development [that] must support curriculum development . </li></ul>
  11. 11. <ul><li>the &quot;birdhouse&quot; analogy. In the course of teaching someone how to build a birdhouse, they have to learn how to use a table saw, drill, screwdriver, hammer, etc. We don't have a separate course in these tools </li></ul><ul><li>The other point related to your analogy is that we don't just give them the project, throw those items on the floor and tell the kids to have at it; we have an explicit role to fulfill in helping them learn to use the tools for a purpose </li></ul>Axiom 1 : The Role of Technology in the Curriculum : tightly integrated into the curriculum we are preparing learners for: digital age learning environments
  12. 12. Does the real need to protect students from the dangers inherent with open access need to be addressed in this axiom? <ul><li>CIPA (Child Internet Protection Act) and the requirement to have a filtering system in place as well as providing instruction on cyber safety and cyber citizenship. </li></ul><ul><li>I think many school districts opt to be overly cautious to avoid being sued.   </li></ul><ul><li>there needs to be a balance. - if we ban it, they never will get the opportunity to learn how to do so responsibly. </li></ul><ul><li>if it is our schools' responsibility to prepare children for their future and to become good digital citizens, that we need to provide them the learning environment through which to learn those skills.  </li></ul><ul><li>It's the Wild West out there right now and teachers need to redefine their roles relative to taming it.  </li></ul>
  13. 13. <ul><li>Do you think the ideal or hidden curriculum is just as important, or supplemental? </li></ul><ul><li>hidden curriculum is important, but not the curriculum that is going to get people's attention. </li></ul><ul><li>hidden and the ideal can be woven into that PD </li></ul><ul><li>it depends on one’s definition of “hidden curriculum”. … Based on my understanding, I would asked, “How do you measure success”. </li></ul>Axiom 2: Authentic, relevant collaboration must be the basis for Professional development [that] must support curriculum development .

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