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Calendar Spring 2014

Page history last edited by David Shutkin 7 years, 7 months ago

 

Week One Week Two  Week Three Week Four Week Five
Week Six Week Seven Week Eight Week Nine Week Ten
Week Eleven Week Twelve Week Thirteen Week Fourteen Week Fifteen

 

 


 

Week One

Tuesday, January 14

Introductions, phase I: ED 100, the course syllabus, Dr. Shutkin and you!

Workshop:  How to make a WebLog


Week One

Thursday, January 16 

Noteworthy

  • For class next Tuesday, please bring a prop to class that relates in some way to the reading.
  • Please know that you must bring assigned readings to class. 

Readings:

Educational foundations, Part I: Why Teach? p. 1

Educational foundations, Chapter 1 Letters to a young teacher / Jonathan Kozol p. 3 

Educational foundations, Chapter 2  The Green Monongahela / John Taylor Gatto   p. 8

Educational foundations, Chapter 3 Why Teach? / Herbert Kohl, p. 17

Introductions, phase II:  Sharing your WebPost and more introductions

Discussion:

  • Being as specific as you can, what must be in place for you to feel comfortable taking intellectual and creative risks in a classroom? and other important ideas and people... 
  • Why Teach? 
  • Blogging for next week 

 

Assignment Due Thursday 16 January: BlogPost1:  Course Survey  


Week Two

Tuesday, January 21 

Noteworthy

  • Please bring a prop to class that relates in some way to the reading for today.
  • Confirmed School Visits: Beachwood MS and Orange HS.  Do you have a class at 8:00AM on Thursdays? 
  • A few words about the course attendance and assignment policies
  • Readings for next class: In the readings for 23 January, we will examine how our own experiences influence our perceptions.  There will be exercises to practice the difference between making an interpretation and the details of what we are looking at. 

Readings:

To Teach: The Journey, in Comics, Introduction: welcome to our comic book /William Ayers p. xiv

To Teach: The Journey, in Comics, Ch 1. Opening day: the journey begins /William Ayers p. 1

To Teach: The Journey, in Comics, Ch. 2. Seeing the student / William Ayers p. 13

Discussion:

BlogPost1:  

Bloom's Taxonomy:  A link to the revised version

To Teach: The Journey, in Comics

  • A few definitions and clarifications from the reading: women's work, deskilling, at risk (labeling)  
  • "We all have things we are good at and things we are learning to do better." p. 24/p. 31
  • Props and dramatics

 


Week Two

Thursday, January 23

Noteworthy:

  • Lisa Sugar, Field Experience Coordinator to visit ED100.
  • About the previous reading from To Teach: The Journey, in Comics
    • A few definitions and clarifications from the reading: women's work, deskilling, at risk (labeling)  
    • "We all have things we are good at and things we are learning to do better." p. 24/p. 31
    • Props and dramatics 

Viewing 

What do Teachers Make?  Taylor Mali

  

Readings: 

 DiscussionsThe Art of Awareness: 

  • Skits with Props1
  • Learning to See: A Sense of Wonder 
  • The Art of Awareness and Observing in Schools: Venturing into the text...
  • The Art of Awareness and Observing: p. 14+ T chart:  description/interpretation/parking lot  
  • The Art of Awareness and Observing in Schools: Putting it All Together, p. 17 in Curtis and Carter;  
  • A few words about the CourseBlogBlogPost2 , and BlogPost Titles :  In addition to the title of your choosing, please include the post and/or week number i.e. this week's post would be Blog Post II.

 


Week Three

Tuesday, January 28

Noteworthy:

  • The Green Field Placement Data Form 
  • Grace
  • The Grade book is nearly ready 
  • The FieldBlogPost 
  • BlogPost3 

 

Readings: 

To Teach: The Journey, in Comics, Chapter 3. Creating an environment for learning / William Ayers, p. 33

To Teach: The Journey, in Comics, Chapter 4. Building bridges / William Ayers, p. 47

 

Discussion:

  • The Art of Awareness and Observing in Schools: Practice Describing the Details, p. 16 in Curtis and Carter or Listening to the Blocks....  
  • What are we supposed to do when we visit and make observations at a school?
  • Creating and Building and Visiting Schools...FieldBlogPost1 

 

Assignment Due:  BlogPost2 (based on Curtis and Carter p. 17, More Exploration of Mental Filters and Their Influences on Perception).


Week Three

Thursday, January 30

 

Field Experience One: Mercer Elementary School

Please be at the bus by 8:30AM. If you have an 8:00AM class, do amazing things to make it to the bus on time! 

 

Noteworthy:About upcoming readings:  Before you read the next few essays, review chapter two in Bill Ayer's graphic text...

    • What are the main ideas of each essay?  How are these main ideas developed and supported? 
    • Based on the reading for Tuesday, please compose and bring three: discussion points, questions, and/or related materials to share, etc. 

 


Assignment Due 31 January:  BlogPost3


Week Four  

Tuesday, February 4 

Assignment Due: FieldBlogPost1

Noteworthy

  • The Green Field Placement Data Form  
  • The Grade book 

Readings: 

  • Before you read the new essays listed below, review Bill Ayers, chapter two.
    • What are the main ideas of each essay?  How are these main ideas developed and supported? 
    • Based on the following readings, please compose and bring three:  discussion points, questions, related materials to share, etc. 

Educational foundations, Pt. II Who Are Today's Students? p. 29

Educational foundations, Chapter 4 What Should Teachers Do? Ebonics and Culturally Responsive Instruction / Lisa Delpit, p. 31

Discussion

  • Blog entries
  • How does the previous readings from To Teach: The Journey in Comics speak to the readings for today?   
  • Lisa Delpit and wondrous confusions regarding Ebonics /  African American Vernacular English.  What Matters - Code-Switching: Communication That Matters   

  

 

Assignment Due: FieldBlogPost1 

 


Week Four

Thursday, February 6

 

Readings: Educational foundations, Chapter 5. Racism, Discrimination, and Expectations of Students' Achievement / Sonia Nieto, p. 44

 

Additional Readings: 

 

Discussion: (Institutional Racism)

 

For Further Thought: (Institutional Racism)

Where Race Lives  Where you live in the U.S. isn't just a matter of preference. It's also about providing for the future. Does everyone have the same access to home ownership, good schools, and resources?

 

More Resources

White Privilege

Male Privilege:  Version One / Version Two / Version Three / 

Heterosexual Privilege 

 


Assignment Due Friday 7 February: BlogPost4  (Did you know that the blog post is not due until 11:59:59 PM Friday night)?


Week Five

Tuesday, February 11  

Noteworthy

  • Writing an even better blogpost: Let's look at the rubric and the assignment and consider the readings...  
  • BlogPostIT PostIt Notes annotation strategy (due Tuesday 18 February ) 

Capture your thoughts on postits marking the place in the book where you had your thoughts. As you are reading, please pay close attention to your thought process. Using Postit notes, mark places in the text where you become conscious of your thinking process. Examples: questions, things you wonder about, making a prediction about what is next, offer some critique and analysis, connect to other readings, connect to observations in the field, connect to current affairs in the news, relate to a lived experience and so forth. Take one or more of the annotations and develop it further into a BlogPost. 

 

Reading: Educational foundations, Chapter 7.  Lesbian, Gay, Bisexual, and Transgender Students: Perceived Social Support in the High School Environment. Corrine Munoz-Plaza, Sandra Quinn and Kathleen Rounds, p. 81

Discussion(s)

What do you know? Characterize how your HS supported LGBTQ students.  What role was played by students, teachers, administration?  Was your school hostile?  Were some people hostile? students? teachers? administrators?   What type of changes would you like to see?  What do you know about the John Carroll Campus and support for LGBTQ students?

Resources: 

 


Week Five 

Thursday, February 13

Field Experience Two: Beachwood Middle School.

Please be at the bus by 8:30AM. If you have an 8:00AM class, do amazing things to make it to the bus on time! 

 

NoteworthyPreparing for Freire (Bus Talk...) 

 


Assignment Due Friday 14 February: BlogPost5


Week Six

Tuesday, February 18 

Noteworthy:   If I do NOT assign a blog-specific query...

Reading: Educational foundations, Chapter 8. The Banking Concept of Education / Paulo Freire, p. 103

Discussion:

"...the more the oppressed can be led to adapt to that situation, the more easily they can be dominated" -- Paulo Friere, 1970

Paired reading: and levels of learning

Goal: Following Friere, what is Banking Education and why is it oppressive of

children right now in schools?

social, economic, political relations in society?

Video: Pink Floyd The Wall


 

Assignment Due Tuesday 18 February:  BlogPostIT PostIt Notes annotation strategy

Capture your thoughts on postits marking the place in the book where you had your thoughts. As you are reading, please pay close attention to your thought process. Using Postit notes, mark places in the text where you become conscious of your thinking process. Examples: questions, things you wonder about, making a prediction about what is next, offer some critique and analysis, connect to other readings, connect to observations in the field, connect to current affairs in the news, relate to a lived experience and so forth. Take one or more of the annotations and develop it further into BlogPost6.

 



Week Six

Thursday, February 20 

 Readings: Adams, N., Shea, C., Liston, D., Deever, B. (2006) Learning to Teach: A Critical Approach to Field Experiences. Section 1: Preobservational Activities: The Exploration of Self.

 

Assignment Due: FieldBlogPost2  

 


Assignment Due Friday 21 February: BlogPost6 


Week Seven

Tuesday, February 25

Noteworthy:  Safe Zone Training  

Readings:     

Educational foundations, Pt. III What Makes a Good Teacher? p. 101

Educational foundations, Chapter 9 On Stir-and-Serve Recipes for Teaching / Susan Ohanian, p. 117

To Teach: The Journey, in Comics, Chapter 4. Building bridges / William Ayers, p. 47

 

Discussion:

  1. FieldBlogPost2  
  2. Writing Circles: sharing blogs, paper ideas and clinical ideas. 

 


Week Seven  

Thursday, February 27 

Field Experience Three: Orange HS

Please be at the bus by 8:30AM.  If you have an 8:00AM class, do amazing things to make it to the bus on time!

 


Assignment Due Friday 28 February: BlogPost7 


 

Spring Break March 2-10 No Class this week. 


Week Eight
Tuesday March 11 

Noteworthy:  

Philosophy Paper Proposals Due date 11 April

Annotated Bibliography Due Date: 1 April

Reading:

To Teach: The Journey, in Comics, Chapter 7. The mystery of teaching / William Ayers, p. 93

Assignment Due: FieldBlogPost3 


Week Eight 

Thursday March 13

 

Noteworthy: 

  • Using OhioLink research databases can blow your mind 
  • Assignment Due 14 March Friday: BlogPost8 (open blog)

 

Readings:

Educational foundations, Chapter 10 Psst ... It Ain't About the Tests: It's Still About Great Teaching / Robert DiGiulio, p. 125

Discussions:

 


Assignment Due 14 March Friday: BlogPost8 


Week Nine 

Tuesday, March 18

Noteworthy:

 

Readings:

Educational foundations, Pt. IV What Do Good Schools Look Like?, p. 131

Educational foundations, Chapter 11 The Idea of Summerhill / A. S. Neill, p. 133

Discussions: Summerhill: invention, viewing, revising, small group design project

Viewings:

A. S. Neill - Founder of Summerhill School - 1964

A.S. Neil talks about freedom and his Summerhill School in England. Summerhill is often said to be the first school based on freedom and democratic ideals.

 Imagine a School....Summerhill

The Third Mind documentary tells the story of A. S. Neill's Summerhill School and their fight for survival against Tony Blair's Labour government.

 

Here is a fictional filmic account of Summerhill

 


Week Nine

Thursday, March 20

Noteworthy:

Clinical teaching assignment (sign-ups) 

Reading: 

Educational foundations, Chapter 12 Success in East Harlem: How One Group of Teachers Built a School That Works / Deborah Meier, p. 141

Discussion:  About Meier's school

 

Assignment Due: small group design project

 


Assignment Due Friday 21 March: BlogPost9 


Week Ten 
Tuesday, March 25 

Noteworthy:

  • Annotated Bibliography 
  • Clinical Teaching Experience (know that you need to arrange a time to meet with me as a group).

 

Discussion(s):

  1. Beliefs. (Education in a fledgling democracy experienced as democratic and about democracy...)
  2. Charter Schools: Should we be waiting for Super Man? A forum.

 

 


Week Ten 

Thursday, March 27

Announce: ED200 for ECE next Fall

 Discussion: The Ed100 blogosphere 

Readings: Educational foundations, Chapter 13 Beyond the Deficit Paradigm: An Ecological Orientation to Thriving Urban Schools / Kelly Donnell, p. 151

Resource: NYT reports: School Data Finds Pattern of Inequality Along Racial Lines


Assignment Due Friday 28 March: BlogPost10 (This is the final summative blog post) 


Week Eleven

Tuesday, April 1 

Noteworthy: Reading for Wednesday

Resource

Ideas for instructional strategies to use in class

Readings:  

Please BRING a version of your most significant reference included in your annotated bibliography. Prepare to share.

Discussion(s):

  • Into the Field with the students of Education 100 
  • Annotations in the First Person 
  • Clinical 

Assignment Due: Annotated Bibliography


Week Eleven 
Thursday, April 3

 

Readings: This is CTE Option i  Ryan & Kevin

  • To Teach: The Journey, in Comics, Chapter 5. Liberating the curriculum / William Ayers, p. 67
  • To Teach: The Journey, in Comics, Chapter 6. Keeping track / William Ayers, p. 81

 


Week Twelve

Tuesday, April 8

Reading:  This is CTE Option ii James & Mike

 Educational foundations, Chapter 17 How and How Not, to Improve the Schools / Diane Ravitch. P. 179 


 


Week Twelve

Thursday, April 10

 

Noteworthy: 

Readings:   This is CTE Option iii  Josh & Jenny

Educational foundations, Chapter 21 Poor Teaching for Poor Children… in the name of Reform / Alfie Kohn p. 217

 


Friday, April 11

Assignment Due: Philosophy Paper Proposals

 


Week Thirteen

Tuesday, April 15

Reading:

Educational foundations, Chapter 6.  Inclusion: Rejecting Instruction That Disables / Bruce A. Marlowe, Marilyn Page, p. 61

 

 


Week Thirteen 
Thursday, April  17 N0 Class Easter Break

 


Week Fourteen 
Tuesday, April 22  N0 Class Easter Break

 


Week Fourteen

Thursday, April 24

Readings:   This is a CTE Option v Nikos & Alex

Educational foundations, Pt. V How Should We Assess Student Learning?  p. 159

Educational foundations, Chapter 14 A Mania for Rubrics / Thomas Newkirk, p. 161

Educational foundations, Chapter 15 Grading: The Issue Is Not How  But Why? / Alfie Kohn, p. 165

 

Hour Two:

 

Readings:   This is a CTE Option iv  Katie & Ally

Educational foundations, Chapter 23. Teacher Unionism Reborn / Lois Weiner p. 231


Assignment Due Friday April 25: FieldBlog  (This is the final summative blog post)


Week Fifteen 
Tuesday, April 29

Readings:  John Dewey (1938) Experience and Education.

Announce:

  • FieldBlog
  • Clinical
  • Final 

Discussion:

 

Writing partners (circles):

James Crawford/ Nikos Mizas

Alex Kay / Jenny Grant

Joshua DeJesus / Ryan Mains

Katie Cavasinni / Michael Hollins

Ally Klimko / Kevin Marie

 


Week Fifteen (Last Class meets in Library Computer Commons)

Thursday, May 1

 

Conference Sign-up sheet

 

Noteworthy:

 


Exam Week Class meets 10AM to 11:50AM

Tuesday, May 6

Assignment Due: This I Believe, Philosophy of Education Essay (@ 11:59:59 on 6 May 2013)

(Please limit your presentation to 8 minutes).

 

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