ELPS 303
ASSIGNMENTSDr. Rosalind Latiner RabyReturn to 303 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.
DIRECTIONS
Choose among the required activities. A) Read the background, the instructions and the reflection questions. You do NOT need to answer ALL questions that correspond to a particular activity; B) Answer class questions listed below
1) Follow directions for a particular activity (.5 point)2) Make connection to class readings and/or videos (2 points)
3) Make connection to 1 theoretical paradigm discussed in class (2 points)
4) Make personal connection (how you personally relate - or not; what
did you learn about yourself that to improve yourself as a teacher) (1.5 points)
5) Include Critical Analysis throughout: Analyze what you are reading,
seeing and exploring. Do you approve/disapprove? like/dislike?
ALWAYS ASK WHY ! Why did this happen? (2 points)
Choose 3 activities from Group 1. Complete them BEFORE THE MIDTERMTeacher Movement in Classroom Page 11
Sick Building/Class Syndrome Page 21
Reading Physical Structure Page 23
Regulating the Female Body Page 27
Regulating the Male Body Page 29
Regulating the Teacher Body Page 31
Rituals of Schooling Page 37
Cultural Portrait Page 51
What Counts as Knowledge Page 57
Moral Messages in Instruction Page 59
Metaphors of Classroom Praxis Page 95
Images in Classrooms Page 97
Rebellion, "Making Due" Page 129
Cyberspace & Virtual Classroom Page 137
Choose 2 activities from Group 2. Complete them BEFORE CLASS ENDS
Teacher Wait-Time PAGE 61Classroom Dialogue I: Frequency PAGE 67
Classroom Dialogue II - Content PAGE 69
Faculty and Staff Governance PAGE 101
Politics of Ed Decision-Making PAGE 107
Assessing Family-School Relations PAGE 111
Assessing Parent-Teacher Relation PAGE 117
Extra Credit: Choose activities from Group 3. Complete before class ends
Significant Past-school PAGE 3Taking Control of Classroom PAGE 41
Multicultural Self PAGE 9
Historic Linkages to Practice PAGE 53
Prevailing Privileges PAGE 11
Classroom Characteristic PAGE 79
Seating Arrangements PAGE 19
Student Resistance PAGE 83
Role of Local School Boards PAGE 103
Student Ridicule & Harassment PAGE 87
Dress Code PAGE 35
Write a 3-5 page essay using a minimum of FIVE articles from the required reading list.(1) DEFINE AND USE TERMS: If there are special terminology that is used in the article, or that you learned in class that describes something about the article - USE THEM!
(2) INTERRELATE ARTICLES
Don't just say: Article # 1 . . . # 2 . . . # . . . end.
Say: article # 1 has similarities/differences when compared with other articles. . . OR
I am exploring X theme: this theme is found in article # 1 and # 3 but not in # 2. OR
What information or ideas discussed in one article is/are also discussed in other articles? Are the discussions similar or different?
(3) CONNECT TO THEORETICAL PARADIGM
Connect your articles to one of the theoretical paradigms discussed in class.
(4) PERSONALIZE: Show how you relate (or do not relate) to the articles. This can be done via the use of personal examples, case studies, etc.
(5) CRITICAL ANALYSIS
MOST IMPORTANT COMPONENT! BE CRITICAL! Analyze what you are reading. Do you approve/ disapprove? like/dislike? ALWAYS ASK WHY ! Why did this happen? Why did the author mention this? List examples of bias or faulty reasoning.
Each student IS REQUIRED to complete 20 hours of observation. You may not use already completed hours, nor hours simultaneously conducted for other courses. The purpose of this activity is to allow you to identify in the field some of the soci-economic, political and cultural issues/concerns related to 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?Observations must be conducted at least 2 different public schools. Plan to observe a mixture of the following: in-class, play yard/lunch, parent-teacher conferences, in-services workshops, school board meetings, PTA/Booster Club meetings, etc..
Those teaching in private schools can critically reflect on their own teaching experiences for 10 hours but must complete 10 hours in a public school.
Observations cannot be done at daycare or preschool
10 hours will be satisfied by following the instructions in your Learning to Teach Activity Book. (See instructions below)
10 hours can be directed to any educational topic. No grade is given, but these observations MUST be completed to pass the course
OBSERVATION CONTENT
1) letter/signature from a teacher or principal in charge at each site (e.g. one site, one signature).
2) Specific entries for each bloc of observation time as well as for critical analysis
3) Each entry must indicate the name of the school, the grade level observed, the name of the teacher observed, the date and amount of time observing. If you observe a block of time longer than one hour, you may describe that block of time as one observation, but clearly indicate the hours involved. Give a copy of this to Dr. Raby and keep a copy for your own records
4) Entry format can be in any style: written log, photographic essay, poetry: use your imagination!
Students must make at least 8 postings. Two must discuss 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.
ASSIGNMENT # 1