Session 8
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This document outlines an agenda for a teacher's class that focuses on the roles of teachers, students, parents, and communities in education. It includes activities like a video on educating the "whole child", blog responses to the video, and a Socratic seminar discussing what makes the perfect parent. It also previews student presentations on a school reform model and wraps up by assigning an article on segregation of American teachers to review.
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- Keynote, 5th International Blended Learning Conference
- Note: sources, licensing information etc given in slide note. That means no re-using or editing of the image from World of Warcraft.
reading Phillips & Soltis Chapter 6Wenger A Social .docx
reading
Phillips & Soltis: Chapter 6
Wenger: A Social Theory of Learning
McLeod: Vygotsky (Links to an external site.)
https://www.simplypsychology.org/vygotsky.html
Schunk: Chapter 6 (Read Only the Following Pages/Sections)
240 (Vygotsky S.C. Theory) - 248
250 (Socially Mediated Learning) - 233
269 (Peer Assisted) - 271
274 (Summary) - 277
Commentonat least 3 Classmates’Posts (approximately 150 -300 words each)§
- comment must address the R2R prompt and your classmate’s response substantively; if you agree or disagree, provide reasoning and rational evidence from the readings to support your position
- build on the ideas of what your classmate has written and dig deeper into the ideas
- support your views through research you have read or through your personal and/or professional experiences§demonstrate a logical progression of ideas
- comments need to be thoughtful and substantive; not gratuitous comments like “this was a good post” or simply that “you agree”. Simply congratulating the writer on their astute insights is insufficient.
- cite the readings in your response by using proper APA Style format and conventions.
classmate 1
Hello everyone!
Social learning theory is described as being a “theory of learning process and social behavior which proposes that new behaviors can be acquired by observing and imitating others.” Learning is a social experience in a lot of different ways. Social interactions are critical in learning. We learn so much from interacting with others and our environment. The fundamental principles of social learning states that “learning occurs when observing other's behaviors and the resulting outcomes of those behaviors.” Observation and mimicking are the first forms of learning as a child. Peer collaboration, reciprocal teaching, apprenticeships, and scaffolding are all examples of learning using the social model. In other words, we learn from everything around us. We learn from our interactions as it stimulates developmental processes and fosters cognitive growth, the information that is “learned” is transformed into knowledge.
Lev Vygotsky is a constructivist theorist; he placed more emphasis on the social environment being a factor in learning. Vygotsky’s theory stresses that “the interaction of interpersonal (social), cultural-historical, and individual factors as the key to human development. Vygotsky considered the social environment critical for learning and thought that social interactions form learning experiences” (Schunk, page 242). One of the fundamental concepts presented by Lev Vygotsky is that a person’s interactions with the environment aid in their learning. Social interactions are necessary for learning to take place, and that knowledge is gained when two or more people interact with one another. Another concept would be self-regulation, which involves “the coordination of mental processes such as planning, synthesizing, and forming concepts” (Schunk, page 252)..
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1 The Division of Undergraduate Studies is grateful .docx
1
The Division of Undergraduate Studies is grateful to Teaching Effectiveness Program’s spring 2016
faculty and GTF reading group, which was a pilot community reflecting on reading and teaching Coates’
book on our campus.
About the Book
Between the World and Me, Ta-Nehisi Coates’ letter to his teenage son, is a
moving personal account of what it’s like to be black in America.
It’s also about:
• Race as the child of racism, not the father
• Resilience in the face of racism
• The “American Dream,” including its myths, privileges, and prejudices
• The power of education for growth and awareness
• The irreplaceable value of the body, individual lives, our collective
resources
This is not an easy book, but it is a powerful and important one. As Coates says:
“I hope to haunt [my readers], to trouble their sense of how things actually are.”
One thing Coates teaches is that it’s okay not to have answers. He encourages us to face our
discomfort—to sit with our questions. It’s the asking and the seeking that matter most.
Let’s begin the conversation!
Ta-Nehisi Coates is a correspondent with The Atlantic. He is a
2015 winner of a MacArthur Fellowship and a National Book
Award for his second book, Between the World and Me. He
published his first book, a memoir, The Beautiful Struggle: A
Father, Two Sons, and an Unlikely Road to Manhood in 2008.
He is also the author of Marvel Comics’ Black Panther series,
the first issue of which was released in April 2016.
Ta-Nehisi Coates’ Between the World and Me
A Teaching Guide
By Sharon Kaplan, UO Common Reading Program Coordinator
© Antoine Doyen
http://www.theatlantic.com/notes/2016/02/against-endorsements/462261/
http://www.theatlantic.com/notes/2016/02/against-endorsements/462261/
http://www.theatlantic.com/notes/2016/02/against-endorsements/462261/
2
About the UO Common Reading Program
Common Reading at UO opens doors by providing a shared critical reading experience for first-year
students, creating a sense of community, and exposing students to issues relevant to today’s global
society.
About this Guide
This guide offers educators jumping off points for exploring Between the World and Me deeply with
their students through a variety of disciplines, source materials, and forms of response. The activities
encourage students (and instructors) to reflect upon their own experiences and draw meaningful
personal connections to the book.
Starting Off introduces some of the main questions posed by the book and provides resources for
engaging in difficult conversations in the classroom.
The three units that follow explore the book through a variety of lenses. Altogether, they offer more
than 20 specific teaching ideas, each including what we hope are compelling questions and companion
texts to Coates work. The units are:
History Got it Wrong
This unit helps students rethink popular versions of “American history” and become a.
Intro To Critical Literacy Key Tenets
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Slides from a short presentation on how to use tools in the class to help students read, write, and think more effectively and deeply.
Myths and promises of blended learning
Myths and promises of blended learning
While lots of people write about blended learning, it isn’t always clear what is meant, or whether people are writing about the same thing. The purpose of this talk is to identify some assumptions and common assertions made about blended learning, so that these “myths” – claims that seem natural, because their historical and constructed status has been hidden rhetorically – can be explored and challenged. Such myths include the existence of purely online and purely face-to-face learning that can then be blended, ignoring the complex ways in which students learn; the idea that we should incorporate new technology because it is demanded by a new generation of students, ignoring the diversity of students’ experiences and evidence that technology use is not ‘generational’; and the claim that we can turn courses into learning communities through blended learning. Based on this critique, a more complicated picture emerges, highlighting the importance of learners’ purposes, choices and contexts. Throughout, I will argue that a body of work has developed that takes account of this messier, less controllable situation, and that we need to turn to this to as a basis for developing our thinking about blended learning.
- Keynote, 5th International Blended Learning Conference
- Note: sources, licensing information etc given in slide note. That means no re-using or editing of the image from World of Warcraft.
reading Phillips & Soltis Chapter 6Wenger A Social .docx
reading
Phillips & Soltis: Chapter 6
Wenger: A Social Theory of Learning
McLeod: Vygotsky (Links to an external site.)
https://www.simplypsychology.org/vygotsky.html
Schunk: Chapter 6 (Read Only the Following Pages/Sections)
240 (Vygotsky S.C. Theory) - 248
250 (Socially Mediated Learning) - 233
269 (Peer Assisted) - 271
274 (Summary) - 277
Commentonat least 3 Classmates’Posts (approximately 150 -300 words each)§
- comment must address the R2R prompt and your classmate’s response substantively; if you agree or disagree, provide reasoning and rational evidence from the readings to support your position
- build on the ideas of what your classmate has written and dig deeper into the ideas
- support your views through research you have read or through your personal and/or professional experiences§demonstrate a logical progression of ideas
- comments need to be thoughtful and substantive; not gratuitous comments like “this was a good post” or simply that “you agree”. Simply congratulating the writer on their astute insights is insufficient.
- cite the readings in your response by using proper APA Style format and conventions.
classmate 1
Hello everyone!
Social learning theory is described as being a “theory of learning process and social behavior which proposes that new behaviors can be acquired by observing and imitating others.” Learning is a social experience in a lot of different ways. Social interactions are critical in learning. We learn so much from interacting with others and our environment. The fundamental principles of social learning states that “learning occurs when observing other's behaviors and the resulting outcomes of those behaviors.” Observation and mimicking are the first forms of learning as a child. Peer collaboration, reciprocal teaching, apprenticeships, and scaffolding are all examples of learning using the social model. In other words, we learn from everything around us. We learn from our interactions as it stimulates developmental processes and fosters cognitive growth, the information that is “learned” is transformed into knowledge.
Lev Vygotsky is a constructivist theorist; he placed more emphasis on the social environment being a factor in learning. Vygotsky’s theory stresses that “the interaction of interpersonal (social), cultural-historical, and individual factors as the key to human development. Vygotsky considered the social environment critical for learning and thought that social interactions form learning experiences” (Schunk, page 242). One of the fundamental concepts presented by Lev Vygotsky is that a person’s interactions with the environment aid in their learning. Social interactions are necessary for learning to take place, and that knowledge is gained when two or more people interact with one another. Another concept would be self-regulation, which involves “the coordination of mental processes such as planning, synthesizing, and forming concepts” (Schunk, page 252)..
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1 The Division of Undergraduate Studies is grateful .docx
1
The Division of Undergraduate Studies is grateful to Teaching Effectiveness Program’s spring 2016
faculty and GTF reading group, which was a pilot community reflecting on reading and teaching Coates’
book on our campus.
About the Book
Between the World and Me, Ta-Nehisi Coates’ letter to his teenage son, is a
moving personal account of what it’s like to be black in America.
It’s also about:
• Race as the child of racism, not the father
• Resilience in the face of racism
• The “American Dream,” including its myths, privileges, and prejudices
• The power of education for growth and awareness
• The irreplaceable value of the body, individual lives, our collective
resources
This is not an easy book, but it is a powerful and important one. As Coates says:
“I hope to haunt [my readers], to trouble their sense of how things actually are.”
One thing Coates teaches is that it’s okay not to have answers. He encourages us to face our
discomfort—to sit with our questions. It’s the asking and the seeking that matter most.
Let’s begin the conversation!
Ta-Nehisi Coates is a correspondent with The Atlantic. He is a
2015 winner of a MacArthur Fellowship and a National Book
Award for his second book, Between the World and Me. He
published his first book, a memoir, The Beautiful Struggle: A
Father, Two Sons, and an Unlikely Road to Manhood in 2008.
He is also the author of Marvel Comics’ Black Panther series,
the first issue of which was released in April 2016.
Ta-Nehisi Coates’ Between the World and Me
A Teaching Guide
By Sharon Kaplan, UO Common Reading Program Coordinator
© Antoine Doyen
http://www.theatlantic.com/notes/2016/02/against-endorsements/462261/
http://www.theatlantic.com/notes/2016/02/against-endorsements/462261/
http://www.theatlantic.com/notes/2016/02/against-endorsements/462261/
2
About the UO Common Reading Program
Common Reading at UO opens doors by providing a shared critical reading experience for first-year
students, creating a sense of community, and exposing students to issues relevant to today’s global
society.
About this Guide
This guide offers educators jumping off points for exploring Between the World and Me deeply with
their students through a variety of disciplines, source materials, and forms of response. The activities
encourage students (and instructors) to reflect upon their own experiences and draw meaningful
personal connections to the book.
Starting Off introduces some of the main questions posed by the book and provides resources for
engaging in difficult conversations in the classroom.
The three units that follow explore the book through a variety of lenses. Altogether, they offer more
than 20 specific teaching ideas, each including what we hope are compelling questions and companion
texts to Coates work. The units are:
History Got it Wrong
This unit helps students rethink popular versions of “American history” and become a.
Intro To Critical Literacy Key Tenets
Key Tenets of Critical Literacy
By Vivian Vasquez
clippodcast dot com
Being an instructional leader
This workshop deals with instructional leadership using the Sergiovanni model and looks at how the instructional leader can transform a school culture from a culture of teaching to a culture of learning using PLCs.
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reading Phillips & Soltis Chapter 6Wenger A Social .docx
reading Phillips & Soltis Chapter 6Wenger A Social .docx
Multicultural Teaching and Learning as Everyone's Every Day Work
Multicultural Teaching and Learning as Everyone's Every Day Work
1 The Division of Undergraduate Studies is grateful .docx
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Message: @Pi_vendor_247 on telegram if u want to sell PI COINS.
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Session 8
- 1. Teacher, Students, Parents, Community’s Role in Education
- 8. Do you agree or disagree with this reaction why or why not?
- 9. What Makes a Perfect Parent?
- 14. School Reform Model Presentations