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Summary of week 2
Summary of week 2
Summary of week 2
Summary of week 2
Summary of week 2
Summary of week 2
Summary of week 2
Summary of week 2
Summary of week 2
Summary of week 2
Summary of week 2
Summary of week 2
Summary of week 2
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Summary of week 2

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Summary of classroom discussion

Summary of classroom discussion

Published in: Education, Technology
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  • 1. Week 2 Summary 5 Narratives (Postman 1995)
  • 2.
    • The Spaceship earth – interdependence and global cooperation
    • The Fallen Angel – We make mistakes but we can improve
    • The American Experiment – to provide our youth with the knowledge and will to participate
    • The Law of Diversity – people from many cultures come together
    • Word Weavers/World Makers – Language and the way it creates the world is the driving force in what makes us human
  • 3.
    • written curriculum provide the knowledge ,
    • taught curriculum provide the learning environment
    • tested curriculum would provide students opportunities to apply their learning and defend their positions
    • All of our students … reach the American Dream
    • [ School ] is a place to discover, share, and debate
  • 4.
    • Moving away from psychometric practice of “selecting and sorting students according to their abilities” (Elkind, 1989)
    • Attention to how language is used and how directions are written to accommodate our diverse population.
    • All people come together to form a common culture. (positive and negative)
  • 5.
    • We need to move realistic evaluations
    • “think globally, act locally”
    • The best we can be
    • Ulterior motives [destroy] shared vision/global commitment
    • [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
  • 6.
    • 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)
    • 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. ]
  • 7.
    • As human beings we are very good at learning from our mistakes.
  • 8. Conclusions
    • Each narrative helps us to explain ourselves to the outside world, but more importantly it helps us to understand ourselves.
    • The way we see ourselves will go a long way in determining the choices we make when educating our children.
  • 9.
    • Suggested assessment innovation configuration . And PBL activities .  
    • 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/ .
    • Engaging students in math curriculum betterus-fall09-web.pdf
    • National Equity Project. http://nationalequityproject.org/
    • 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
    • Culturally Responsive Teaching models and cooperative learning.
  • 10.
    • All teams had very similar axioms
    • Axiom 1 : The Role of Technology in the Curriculum : tightly integrated into the curriculum we are preparing learners for: digital age learning environments
    • Axiom 2: Authentic, relevant collaboration must be the basis for Professional development [that] must support curriculum development .
  • 11.
    • the "birdhouse" 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
    • 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
    Axiom 1 : The Role of Technology in the Curriculum : tightly integrated into the curriculum we are preparing learners for: digital age learning environments
  • 12. Does the real need to protect students from the dangers inherent with open access need to be addressed in this axiom?
    • 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.
    • I think many school districts opt to be overly cautious to avoid being sued.  
    • there needs to be a balance. - if we ban it, they never will get the opportunity to learn how to do so responsibly.
    • 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. 
    • It's the Wild West out there right now and teachers need to redefine their roles relative to taming it. 
  • 13.
    • Do you think the ideal or hidden curriculum is just as important, or supplemental?
    • hidden curriculum is important, but not the curriculum that is going to get people's attention.
    • hidden and the ideal can be woven into that PD
    • it depends on one’s definition of “hidden curriculum”. … Based on my understanding, I would asked, “How do you measure success”.
    Axiom 2: Authentic, relevant collaboration must be the basis for Professional development [that] must support curriculum development .

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