Making School Meaningful Conference

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    1. 1. Making School Meaningful The Institute for Global Ethics www.ethical-literacy.org November 14, 2012 pmirk@globalethics.orgCopyright © 2012 by the Institute for Global Ethics. Certain materials and methodologies described in these pages arethe proprietary intellectual property of the Institute for Global Ethics. They are provided expressly for use within thisworkshop offered by the Institute on the indicated date, and may not be further copied, excerpted, used, or distributedoutside the participant group at the workshop without the express written permission of the Institute for Global Ethics.
    2. 2. Copyright © Institute for GlobalEthics, 2012. Please do not copy or redistribute www.globalethics.org Thanks, Catherine Cook School! 2
    3. 3. Copyright © Institute for GlobalEthics, 2012. Please do not copy or redistribute www.globalethics.org Introductions: The Institute for Global Ethics Ethical Literacy Learning Community www.ethical-literacy.org 3
    4. 4. Copyright © Institute for GlobalEthics, 2012. Please do not copy or redistribute www.globalethics.org Today’s Goals Explore concepts, frameworks and research to build or add to a school wide ethics focus Explore ways to strengthen/support the common core through ethical decision making Examine classroom practice for building trust and positive relationships Learn from experience here at Catherine Cook 4
    5. 5. Copyright © Institute for GlobalEthics, 2012. Please do not copy or redistribute www.globalethics.org Our Broad Agenda 9 – 10:15 Schools of Integrity Balancing Academics and Ethics 15 min. Break 10:30 – Noon The Common Core Using ethics to build skills 45 min. Lunch 12:45 pm – 2 pm Relevance and Relationship Using ethics to increase relevance 2pm – 3pm: Catherine Cook’s experience 5
    6. 6. Copyright © Institute for GlobalEthics, 2010. Please do not copy or redistribute www.globalethics.org Why are we doing this work? The broadest purpose of education
    7. 7. Copyright © Institute for Global Ethics, 2012. Please do not copy or redistribute www.globalethics.org IGE Timeline 1990 What concepts does each person need to know about and appreciate? 1992 Do we share ethical values around the world? 1995 How canwhichperson embrace the complex world in each we live? How can each person better uphold their 2000 principles?What conditions need to be in place tosupport each person’s ethics? 2006 - 2012 7
    8. 8. Copyright © Institute for Global Ethics, 2012. Please do notcopy or redistribute www.globalethics.org Findings: Consider Your School Provide examples 1. X Cutting Dimension 2. Driver and connector for classwork 3. Fueling Relationships is key to learning 4.Trustees/alumni keepers of moral compass 5. Tone at the Top 6. Cultures of open feedback: continuous learning 7. Tolerance for ambiguity; comfort w/ thinking 8. Pro D from the Ranks; models for everybody 9. Authentic input from students 10. Growth, not punishment 8
    9. 9. Copyright © Institute for GlobalEthics, 2012. Please do not copy or redistribute www.globalethics.org At Your Tables: • Talk about the strengths and needs at your school – get and give ideas for “first step plans” to preserve or initiate the finding. • Generate examples of your Hidden Curriculum: what will change, and what will students notice/experience because of this first step? 9
    10. 10. Copyright © Institute for GlobalEthics, 2012. Please do not copy or redistribute www.globalethics.org BREAK 10
    11. 11. Copyright © Institute for GlobalEthics, 2012. Please do not copy or redistribute www.globalethics.org The Common Core and Ethical Literacy What skill areas does the Common Core seek to increase: • Critical Thinking, Problem Solving, Literacy What skill areas does our framework address? • Critical Thinking, Problem Solving, Literacy 11
    12. 12. Copyright © Institute for GlobalEthics, 2012. Please do not copy or redistribute www.globalethics.org It’s not “what”, it’s “how” How do we increase critical thinking, problem solving and literacy in our schools? … Through effective teaching strategies. 12
    13. 13. Copyright © Institute for GlobalEthics, 2012. Please do not copy or redistribute www.globalethics.org How? • By DOING: (constructivist) – We believe most people are interested in the human struggle to be good – We believe in promoting how to think (asking) not what to think (telling) – We strive to be learners ourselves: we hypothesize, but hold open possibilities – We believe our work applies to everyone; resides toward the top of Bloom 13
    14. 14. Copyright © Institute for GlobalEthics, 2012. Please do not copy or redistribute www.globalethics.org 14
    15. 15. Copyright © Institute for GlobalEthics, 2012. Please do not copy or redistribute www.globalethics.org Six Core Strategies 1. A good “hook” 2. Make the strategy explicit 3. Make the skill – building explicit 4. Use discussion and questions to extend learning. 5. Ask students to synthesize and transfer learning. 6. Reflection 15
    16. 16. Copyright © Institute for GlobalEthics, 2012. Please do not copy or redistribute www.globalethics.org Stories: A good hook Do you think math is boring and numbers lack drama? Think again! Listen to this story about an innocent mathematician who just wanted an ordinary life … but knew too much about numbers! Whether you go into high finance or another line of work, you may be faced with a similar challenge one day! 16
    17. 17. Copyright © Institute for GlobalEthics, 2012. Please do not copy or redistribute www.globalethics.org The Guardian, 3/24/2010 In a small Massachusetts town, American fund manager Harry Markopolos lived in fear of his life. For three years, he carried a Smith & Wesson revolver, checked under his car for bombs and avoided walking along dark shadowy streets. A self- confessed maths geek, he had unravelled the secret of Wall Streets biggest conman. "Think about it. Here was a man that wiped out thousands of families," says Markopolos, who was afraid both of Madoff and of the tame "feeder funds" that fed him customers money. "If he didnt have a reason to kill me, think about the feeder funds. Whats going to happen to their lifestyles? Theyre all going to be ruined financially, theyll all be sued and, hopefully, many of them will go to jail. What will people do to protect their lifestyles?“ A quantitative financial specialist with an instinct for the numbers behind complex derivatives, Markopolos smelt a rat about Madoff Investment Securities as far back as 1999 …. 17 Andrew Clark in New York The Guardian, Wednesday 24 March 2010 08.17 EDT
    18. 18. Copyright © Institute for GlobalEthics, 2012. Please do not copy or redistribute www.globalethics.org Markopolos Ethical Dilemma It was right, on the one hand, to speak up about the weird numbers Markopolos had noticed. After all, Ponsy Schemes always end up hurting someone, and the bigger the scheme, the bigger the impact. But it was right on the other hand, to keep quiet. Markopolos feared for his life, he had three small children, and Madoff had already “wiped out thousands of families”. 18
    19. 19. Copyright © Institute for GlobalEthics, 2012. Please do not copy or redistribute www.globalethics.org 2. Make the Strategy Explicit Now that I’ve got your interest, we’re going to use a decision strategy called “right vs. right” to think through this math-related dilemma. 19
    20. 20. ©2011 Institute for Global Ethics® Right-versus-Right Paradigms • truth vs. loyalty • individual vs. community • short-term vs. long-term • justice vs. mercy
    21. 21. Copyright © Institute for GlobalEthics, 2012. Please do not copy or redistribute www.globalethics.org 3. Make the Skill-building Explicit Now we’re going to use the right vs. right paradigms to think through the Markopolos dilemma. I’m going to ask you to analyze the dilemma, to apply the paradigms to the story, to put your thinking into words and to back up your thinking if need be. 21
    22. 22. Copyright © Institute for GlobalEthics, 2012. Please do not copy or redistribute www.globalethics.org 4. Use discussion and questions to extend learning 22
    23. 23. ©2011 Institute for Global Ethics® Right-versus-Right Paradigms • truth vs. loyalty • individual vs. community • short-term vs. long-term • justice vs. mercy
    24. 24. Copyright © Institute for GlobalEthics, 2012. Please do not copy or redistribute www.globalethics.org (repeat:) 2. Make the Strategy Explicit Now that we’ve thoroughly analyzed Markopolos’ dilemma, we’re going to use three strategies from philosophy to think about what to do. 24
    25. 25. ©2011 Institute for Global Ethics® Right-versus-Right Decision Principles • ENDS-BASED: The greatest good for the greatest number • RULE-BASED: “If everybody did this” – what’s the standard • CARE-BASED: Put yourself in the other person’s position
    26. 26. Copyright © Institute for GlobalEthics, 2012. Please do not copy or redistribute www.globalethics.org 3. Make the Skill-building Explicit We’re going to use Ends Based, Rule Based and Care Based to build our flexibility with different points of view, and to eventually solve the Markopolos dilemma. 26
    27. 27. Copyright © Institute for GlobalEthics, 2012. Please do not copy or redistribute www.globalethics.org 4. Use discussion and questions to extend learning 27
    28. 28. Copyright © Institute for GlobalEthics, 2012. Please do not copy or redistribute www.globalethics.org 5. Ask students to synthesize and transfer learning Before we hear from Markopolos about what he did, I want to know if you can think of other “right vs. right” dilemmas from your literature, history or science classes – do any come to mind? 28
    29. 29. Copyright © Institute for GlobalEthics, 2012. Please do not copy or redistribute www.globalethics.org What did Markopolos decide to do, and why? • A belatedly celebrated whistleblower who was ignored by everybody, Markopolos tried, umpteen times, to raise the alarm about Bernard Madoffs $65bn (£43bn) Ponzi scheme which imploded at the end of 2008, leaving thousands of charities, hedge funds, pensioners and Hollywood stars bereft of billions of dollars. Dismissed as a misguided obsessive until Madoffs eventual confession, he became increasingly anxious for his safety. • Im a little bit eccentric, of course," concedes Markopolos, who reveals in his book that at one point he kept an old army gas mask handy in case SEC investigators burst into his home with teargas. "If youre a whistleblower, you need to be eccentric. You have to have a firm belief in your core values and you have to be willing to risk it all to do whats right." 29
    30. 30. Copyright © Institute for GlobalEthics, 2012. Please do not copy or redistribute www.globalethics.org 6. Reflect The reason I shared this story with you is to make sure you understand that all the subjects you study – including math – have an ethics dimension to them. Along with learning information and skills, we want you to learn to think ethically. Why do you think Markopolos was willing to risk like this? Was he just born that way or what do you think made him choose that path? 30
    31. 31. Copyright © Institute for GlobalEthics, 2012. Please do not copy or redistribute www.globalethics.org The Common Core Emphasis: oral skills first • Reading and understanding rigorous texts • Evaluating evidence and using it to support positions • Conducting comparative analysis • Finding patterns and structures in content • Mastering academic vocabulary and integrating it into speech and writing 31
    32. 32. Copyright © Institute for GlobalEthics, 2012. Please do not copy or redistribute www.globalethics.org The Common Core Emphasis oral skills first • Understanding and contributing to meaningful discussions • Using writing to advance learning and clarify thinking • Writing comfortably in the key Common Core text types: arguments, informative/explanatory, narrative 32
    33. 33. Copyright © Institute for GlobalEthics, 2012. Please do not copy or redistribute www.globalethics.org Let’s Practice 33
    34. 34. Copyright © Institute for GlobalEthics, 2012. Please do not copy or redistribute www.globalethics.org Tell Your Story • Stop at the point of the dilemma • Get the group to analyze • Move on to the next story • Return to one and discuss resolution …we’ll work on resolving some of these before lunch. 34
    35. 35. Copyright © Institute for GlobalEthics, 2012. Please do not copy or redistribute www.globalethics.org LUNCH 35
    36. 36. Copyright © Institute for GlobalEthics, 2012. Please do not copy or redistribute www.globalethics.org Shared Values Examples … from around the world 36
    37. 37. ©2011 Institute for Global Ethics® Shared Values: “Scholars are fascinated with divergence in value systems; the men and women who must keep a society functioning are always seeking the common ground that will make concerted action possible. They have no choice.” --John Gardner
    38. 38. Copyright © Institute for GlobalEthics, 2012. Please do not copy or redistribute www.globalethics.org Ethical Values: The Johnny Test If Johnny isn’t ______ is he necessarily unethical? Creative Respectful Outgoing Smart Caring Strong Honest Responsible 38
    39. 39. Copyright © Institute for GlobalEthics, 2010. Please do not copy or redistribute www.globalethics.org Shared Values Worldwide
    40. 40. Copyright © Institute for GlobalEthics, 2010. Please do not copy or redistribute www.globalethics.org Educators from England, Scotland, Wales and N. Ireland • Respect • Responsibility • Compassion • Fairness • Inclusiveness
    41. 41. Copyright © Institute for GlobalEthics, 2010. Please do not copy or redistribute www.globalethics.org • Respect • Responsibility • Compassion • Fairness • Inclusiveness
    42. 42. Copyright © Institute for GlobalEthics, 2010. Please do not copy or redistribute www.globalethics.org La Paz, Bolivia • Solidaridad /Unity • Responsabilidad • Libertad / Freedom • Tolerancia • Honestidad • Justicia
    43. 43. Copyright © Institute for GlobalEthics, 2012. Please do not copy or redistribute www.globalethics.org Shared Values: Bangladesh • Truth • Responsibility • Respect • Fairness • Freedom 43
    44. 44. Copyright © Institute for GlobalEthics, 2012. Please do not copy or redistribute www.globalethics.org Shared Values: Japan 44
    45. 45. Copyright © Institute for GlobalEthics, 2010. Please do not copy or redistribute www.globalethics.org Where?
    46. 46. Copyright © Institute for GlobalEthics, 2012. Please do not copy or redistribute www.globalethics.org Camden Hills Regional High School Camden, Maine • Respect • Responsibility • Integrity • Honesty • Loyalty 46
    47. 47. Copyright © Institute for Global Ethics, 2010. Please do not copy or redistribute www.globalethics.orgRespect,Responsibility,Truth,Freedom,Compassion Bangladesh Columbia Poland South Africa USA
    48. 48. Copyright © Institute for GlobalEthics, 2010. Please do not copy or redistribute www.globalethics.org
    49. 49. Responsibility Integrity* HonestyTruth Trustworthy Respect Integrity* Shared Values Inclusiveness Worldwide Compassion Fairness Justice Equality Love Kindness Copyright © Institute for Global Ethics, 2012. Please do not copy or redistribute www.globalethics.org 49
    50. 50. Copyright © Institute for GlobalEthics, 2012. Please do not copy or redistribute www.globalethics.org Grade Level Groups honesty, respect, responsibility, fairness, compassion • How can we maximize positive relationships through classroom practice? Discuss choices you make or should make to signal that these core values are important to you. • What do your students see/experience about each ethical value? 50
    51. 51. Copyright © Institute for GlobalEthics, 2012. Please do not copy or redistribute www.globalethics.org The Catherine Cook Experience 51

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