ELPS 203
ASSIGNMENTSDr. Rosalind Latiner RabyReturn to 203 HomePage
ASSIGNMENT
# 1: CONFLICT
RESOLUTION ASSIGNMENT
Write a 1-2 page typed essay about a current educational issue. You can use one of the example topics listed below or create your own issue. Points are based on the following:a) How you describe the event/problem/conflict;
b) Inclusion of the readings to support your views - i.e. reflect on readings
c) Critical analysis of the pros and cons regarding the event/problem/conflict
d) Critical analysis of possible resolutions and the consequences that stem from those resolutions.
EXAMPLE TOPICS:
# 1 What Should the function of school be? Who should decide what students learn?
# 2 Are minority students really less well served by the educational system than non-minority students?
# 3 Has the relative lack of a clear policy focus on minority education weakened progress toward the improvement of education for minority students?
# 4 Is it appropriate to consider racial and cultural backgrounds of students from groups that have experienced pas discrimination?
# 5 Should public funding of private schools be increased as a means to bring about overall improvements in the quality of education?
The following questions are a GUIDE for analysis. Variations are encouraged.
Description of the problem
1) Who are the participants in the conflict? (individuals, groups, or nations)
2) What are the respective goals of the participants (values, interests or resources)
3) What is the conflict between the participants?
Explanation of the problem
4) What are the feelings and reactions of the participants?
5) What are the signs, evidence, and signals of the conflict?
6) What are the participant's options in responding to conflict?
7) What is the difference between self or national interest and human interest?
Prediction of what may happen in the future
8) How might the options affect the original goals of each of the participants?
9) Which of these options could resolve or manage the conflict?
10) Which of these options could escalate the conflict?
11) What unpredicted events might completely change the conflict?
Prescription of policy responses
12) In what ways is this conflict difficult to analyze?
13) How would each of the participants analyze the policy response to this conflict.
14) Describe consequences of short-term vs. long-term decisions.
ORAL MOVIE GROUP PRESENTATION (8 points)
In your group of no more than 6 students, choose any movie that is NOT on the syllabusto observe and analyze.
1) Describe the movie plot and references to education
2) Make connection to at least 2 class readings
3) Make connection to 2 theoretical paradigms discussed in class
4) Make connection to your class observations, i.e. did what you see in the movie reflect what you saw in the classroom
5) Make personal connection as to what you learned from this movie that
a) will improve yourself as a future teacher
b) that you will avoid when you are a future teacher
6) Comment on whether or not this is a realistic portrayal to schools in society today
7) Be Creative !
ACTIVITY REFLECTION NARRATIVES
REFLECTIONS: Follow the instructions for Activity Reflections in your Learning to Teach Activity Book (see next page). Each activity is 1-2 pages in length.
JOURNAL: No grade is given, but observations MUST be completed to pass the course. Choose Plan "A" or "B" and complete as directed.
Plan A: Conduct in-class observations for at least 10 hours and focus on ANY educational issue of interest to you. The entry format can be in ANY style as long as it is descriptive as well as reflective: i.e. diary, photographic essay, poetry: use your imagination!
Plan B: Complete any additional 6 activity reflections.
REFLECTIONS: DIRECTIONS & GRADING
Each entry must include:
a) name of school & grade level observed & name of teacher observed
b) date observed and amount of time observing
1) Follow directions for a particular activity. You do NOT need to answer ALL questions that correspond to a particular activity; (.5 point)
REFLECTIONS: DIRECTIONS & GRADING
Each entry must include: a) name of school; b) grade level; c) teacher; d) date observed; and e) amount of time observing
1) Follow directions for activities listed in your Learning to Teach Activity Book (2 points)
2) Examine that activity as a conflict/resolution. Discuss what is the particular conflict and what consequences that can stem from possible resolutions (3 points)
3) Make specific connection to class readings and/or videos (3 points)
4) Make connection to 1 theoretical paradigm discussed in class (3 points)
5) Make personal connection (how you personally relate - or not; what
did you learn about yourself that to improve yourself as a teacher) (2 points)
6) Include Critical Analysis throughout: Do you approve/disapprove? like/dislike?
ALWAYS ASK WHY ! Why did this happen? (2 points)
Extra Credit: Complete any Reflection and submit it before class ends
REFLECTIONS: CHOOSE 1 activity from each group to complete
GROUP 1: Choose 1 activity
ACTIVITY PAGE #
Reading Physical Structure 25
Regulating the Female Body 29
Regulating the Male Body 31
Fighting Violence in the Schools 41
Student Resistance 75
Assessing Family-School Relations 101
Assessing Parent-Teacher Relations 107
Violent or Safe Schools 119
Healthy Bodies & Healthy Minds 151
GROUP # 2: Choose 1 activity
ACTIVITY PAGE #
Seating Arrangements 21
Teacher Movement in Classroom 27
Compulsory Heterosexuality in Schools 35
Taking Control of the Classroom 43
Classroom Characteristics 67
Student Ridicule & Harassment 77
Images in Classrooms 87
Cyberspace & Virtual Classroom 125
What Counts as Knowledge 150
GROUP # 3: Choose 1 activity
ACTIVITY PAGE #
Textbook Analysis 51
Moral Messages in Instruction 53
Teacher Wait-Time 55
Brain-Compatible Classroom 59
Classroom Dialogue I: Frequency 61
Classroom Dialogue II - Content 63
Metaphors of Classroom Praxis 85
ELLS, Immigrant & Migrant Students 145
"Other Mothering" & "Colortalk" 149
Each student IS REQUIRED to complete 30 hours of observation. You may not use already completed hours, nor hours simultaneously conducted for other courses. The purpose is to allow you to identify in the field some of the issues related to urban public education that we address in class. A key question to consider is: "What did you learn from these observations that can affect the way in which you teach?
• All students (except those who are exempt) will be placed in schools by the end of week 5. All students who are placed by CSUN MUST GO IN PERSON (NO PHONE CALLS) to their designated school during the "sign-in" week. Students who do not go during this sign-in period will be dropped from the class.
• Students who work as Teacher Assistants / Educational Assistants at public elementary schools may do all 30 hours at their own schools, as long as their principal submits a letter verifying the student's employment.
• Students who work at a private school can observe in their own school for 15 hours, but MUST complete the other 15 hours at an ITEP designated school.
• Observations cannot be done at daycare or preschool
• Plan to observe a mixture of both in-class and out-of-class, such as play-yard/lunch, school board meetings; parent-teacher conferences, in-services workshops, PTA/Booster Club meetings, etc..
Each time that you go to the school-site is considered a block of time. Each block can be as short as 15 minutes or as long as 6 hours. Indicate the time spent on your OP Time-Log. Always keep a copy of your observation log for your own records.
ELPS 203 - 30 HOURS OBSERVATION ASSIGNMENT
Each time that you go to the school-site is considered a block of time. Each block can be as short as 15 minutes or as long as 6 hours. Always, indicate the time involved and always keep a copy of your observation log for your own records. Each entry must include:
a) name of school & grade level observed & name of teacher observed
b) date observed and amount of time observing
c) signature from a school official (e.g. one site, one signature) on you OB sheet.
Four must be in the Freire Message Board that responds to the main themes of the Freire text. In the Discussion Board students will develop and/or participate in that relate to class readings, videos, and discussions. Raising questions, taking debate positions, adding light to discussions are all highly valued skills that will be judged as far as participation is concerned.Each student must continue the discussion raised by another student WITHOUT REPEATING what the other student said. You can agree, but then must indicate why you agree. You can also start a new discussion with new questions, comments or critical reflections.
As the weekly class leader - you can post your discussion question prior to the class on the bulletin board. Clearly mark your question as class-leader question.
CONFLICT RESOLUTION ASSIGNMENT