ED 231: Schools and Society
Course Description
The children who attend our public schools have become more diverse in the past fifty years and yet during the same time period the individuals who teach them and the institution of schooling have stayed remarkably the same. Many of the tensions about public schooling arise because of our student diversity and our institutional stagnancy. The overarching, or essential question, which we will seek to answer in our course is:Using a theoretical framework of culture, language and identity, how can we critically examine and understand teaching and learning in the 21st century?
The investigation of three central topics—the purposes of education, how curriculum is determined and taught, and equity in schools—provides a way of thinking about other educational issues. The first topic, on the purposes of education, implicitly presupposes that there are multiple purposes of education and these purposes potentially may be in conflict with one another. For each educational reform, policy, curriculum and/or instructional practice multiple purposes are at work.
The second topic, on curriculum and instruction, allows us to understand the different philosophical perspectives that guide many of the instructional approaches that are used in classrooms today. This topic will also introduce us what I call the “instructional triangle” of teacher, student and curriculum and the way teachers develop areas of knowledge to become effective teachers.
The third topic, on equity in schools, takes a dialectical approach by examining how schools as institutions reinforce inequity while many reform policies and programs in schools promote equity. It provides the basis for looking at schools through the analytical framework of culture, language and identity to understand educational reform policies and practices.
In some sense the course is structured to provide you with an understanding of our educational system from a big picture perspective while at the same time allowing you to observe classroom teaching from a teacher perspective and try out teaching in front of your peers. The goal of this course is to begin your journey from student to teacher while introducing you to the critical perspectives needed to understand teaching and learning in the 21st century.
Course Outcomes
Enduring Understandings:
As a result of the course, students will understand that:
· The lens of culture, language and identity is a way to inquire about society, institutions and individuals.· To understand teaching and learning in a community, one must examine the culture, language and identity of the community, school, classroom, and parents, teachers and students who make up that community, and the interactions among them.
· By collecting various sources of data (the lived experiences of students, demographic information, classroom observations, student work and standardized test data) and implementing qualitative and quantitative methods of analysis, we can understand how to effectively teach all students. / Guiding Questions:
· What are the purposes of schooling in the United States?
· How is curriculum determined and taught in public schools?
· What is the role of schooling in the promotion of equity versus its role in the reproduction of inequity?
Students will know…
· Different educational theories, recognize their application in practice during the field placement, analyze theorists’ philosophies, and apply theory to teaching practice.· The 5 standards and 16 principles for Vermont educators that demonstrate teacher competency.
· Key policies in the history of American education and how those policies influence educational opportunities in the 21st century.
· A framework of language, culture and identity to critique educational policy and school practices. / Students will be able to…
· Demonstrate a stance of inquiry toward self, society, and schooling in order to recognize and challenge their assumptions and biases.
· Use quantitative and qualitative methods to collect data on the culture, language, and identity of students, families and teachers within classrooms, schools and communities, and apply educational theories to analyze the effects of those factors and others on student learning.
· Discern, articulate and support a personal educational philosophy.
· Communicate orally and through writing about key policies in the history of American education and relate those policies to issues of education in the 21st century.
· Design a standards-based lesson using the Vermont Vital Results standards, teach the lesson, collect assessment data and reflect on student learning and their teaching using that data.
· Work collaboratively with colleagues, school staff, and professionals.
Assessment Evidence
The work in this course will reflect the writing intensive standard of a liberal studies curriculum (LSC) course at Saint Michael’s College. You will be writing in various genres in response to readings, class discussions, and observations in schools. In addition, you will also demonstrate your learning through oral presentations.Performance Tasks:
· Field Notes. Part of becoming a teacher requires you to be reflective about events, situations, policies and practices that you witness, discuss and participate in. To keep a record of your thoughts, ideas and observations you will take field notes. I will provide you with seven field note topics on which to focus during your field placement. You will then use these field notes to construct reflective responses in which you analyze your observations (see Reflective Responses below).
· Memos. Using your field notes and readings as a guide, you will reflect on how the factors you are observing in your field placement classroom, school, and community seem to affect student learning. In these 1-2 page (single-spaced) responses you will challenge your assumptions, link theory and practice, and pose additional questions that have emerged for you. In each memo you will refer to at least 2 readings from the preceding two classes as a means of analyzing the observations you have made. Later in the semester you will use these responses as the foundation for your Analysis of the Learning Environment paper.
· Licensure Portfolio Entry I—Analysis of the Learning Environment. This 3-5 page (single-spaced) paper will analyze the information gathered from your observations during your field placement. It is part of your development portfolio and therefore must receive a grade of B or higher. Using the lens of culture, identity and language discuss the relevant factors that you feel affect the teaching and learning process. You will include references to at least five readings from our class and at least three specific references to your field notes as evidence to support your analysis. In your paper, you will address the following questions:
· What factors in the community at large, the school, and in the classroom influence the teaching and learning process?
· What factors seem to support teaching and learning, and what factors seem to hinder them?
· How will you apply what you have learned to create an equitable learning environment in your future classroom?
Facilitating Class Discussion. During the semester you will plan and teach one 30 minute teaching episode with a co-teacher on an issue in education. Prior to teaching you will design a standards-based lesson plan using the Vermont Vital Results standards. Your lesson plan will be due the week before you teach it so that I can provide feedback. One week after you teach you will be responsible for turning in your final lesson plan and a reflective memo (no longer than two single-spaced pages) about the effectiveness of your teaching. In the memo do not say what you did; rather, address such reflective questions as: What did you learn about designing curriculum? What did you learn about how you taught? How do you know students achieved the objectives that you set out for them to learn? What evidence of student learning did you obtain from your assessment? What went well? What surprised you? What would you do differently if you were to teach this lesson again?
· Philosophy Statement and Creative Expression. A philosophy statement expresses your beliefs and principles, summarizes what you feel the purpose of education should be, and connects your ideas to other theorists and philosophers. This 1-2 page single-spaced statement is your foundation for the choices you make as a teacher. You will present your philosophy in a 5 minute creative expression during exam week.
Other Evidence:
· Preparedness, participation and attendance are expected. Any lack of any one or more of these could negatively affect your grade. 100% attendance is expected.
Course Expectations
Attendance and Participation. The course is a combination of seminar and field placement and requires that you strive for professional conduct in class as well as at your school placement. Your preparation for class, your response to constructive criticism and your ability to collaborate with your colleagues, will be constantly evaluated. Because much of your learning occurs primarily from engagement with others, regular attendance and participation is required in class and at your field placements. If, for any reason, you are unable to attend class or your field placement, please inform me and your cooperating teacher in advance and arrange for a colleague to take notes, pick up readings and assignments and brief you.
Assignments. In order to receive a grade in this course all assignments must be completed. Each assignment (including participation) carries equal weight in determining your grade. All assignments are due at the beginning of the class on the due date. Please bring a hard copy to class for use in class discussions and send me an electronic copy for assessment. If you anticipate turning in an assignment after the due date, please inform me in advance. Late assignments will adversely affect your grade. Because each class of individuals has unique interests and needs, we may change the syllabus during the semester to respond to specific interests and current events in education.
Written Work. All written work submitted for this class must be word-processed, 12 point Times New Roman or Arial with 1” margins. While your work may not be “perfect,” it should be proofread and edited prior to submission. Citations should be in APA format. If needed, I may require that you visit the SMC Writing Center for writing assistance. The SMC Academic Integrity Policy is fully supported and applied. Plagiarism is strictly prohibited. Learning differences can be accommodated if we agree to a mutually satisfactory plan.
Accommodations: If you have a learning disability that requires specific accommodations, please speak with me before the end of the second week of classes. When appropriate, I will ask for an example of the type of accommodation that you require.
Course Readings
Canestarari, A. S., & Marlowe, B. A. (Eds.) (2010). Educational foundations: An anthology of readings.
(2nd ed.). Sage Publications, Inc.: Los Angeles, CA.
Michie, G. (1999). Holler if you hear me: The education of a teacher and his students. Teachers College
Press: New York.
Other appropriate readings will be provided during the semester.
Vermont Framework of Standards and Learning Opportunities:
http://www.education.vermont.gov/new/html/pubs/framework.html
Grade Expectations for Vermont Framework of Standards and Learning Opportunities:
http://www.state.vt.us/educ/new/html/pubs/framework.html#grade_expectations
Course Schedule
Week 1
8/30 / Why Teach?
Introductions
Syllabus
9/1 / Holler Ch. 1 & 2
Foundations Part 1 p. 1-2; Ch. 1,2 & 4
Week 2
9/6 / Lenses
Discuss framework of language, culture and identity / Holler Ch. 3 & 4
Foundations Ch. 16
Constructing Colorblind Classrooms
9/8 / Holler Ch. 5 & 6
“…As Soon as She Opened Her Mouth!”
The Silenced Dialogue / Memo: Framework of language, culture and identity
Week 3
9/13 / Critical Issues in Schools
Discuss critical issues
Assign memo and review expectations / Holler Ch. 7 through Afterword
9/15 / Choose topic for teaching episode / Memo: Based on Holler, what do you think are the critical issues in schools today? Why?
Week 4
9/20 / Purposes of School
Discuss and attempt to prioritize purpose of schooling / Foundations Ch. 3
Some Reflections on Teaching for Social Justice / Ask 3 individuals from diverse backgrounds the purpose of school. Be prepared to discuss responses
9/22 / Using college, school district and state documents discern purpose of education
Discuss Licensure Portfolio / SMC Education Department Handbook
Field Placement / Memo: Purpose of schooling from school website, documents and your observations
Week 5
9/27 / Using Lenses to Understand Education Reform
Model lesson plan process (backward design) through teaching Education Policies over the past half century / Historical Roots in American Education / Bring outline of events based on reading.
9/29 / Separate but Equal / Brown vs. Board of Education of Topeka (1954)
The Civil Rights Act of 1964
Standards-based lesson plan format
Field Placement / Memo: School and community resources
Week 6
10/4 / Education Reform / National Defense Education Act (1958)
Elementary and Secondary Education Act (1965)
10/6 / Education Reform (continued) / A Nation at Risk (1983)
No Child Left Behind, including Title I and Title III (2001) / Memo: Describe a critical issue that you feel strongly about and use information from readings and class discussion to explain how education reform addresses that critical issue.
With partner choose critical issue in education to teach
Field Placement / Memo: School and classroom policies and space
Week 7
10/11 / SMC Holiday No Class
10/13 / Philosophies and Approaches to Teaching
transformation
Compare major philosophical camps—perennialism, essentialism, progressivism, reconstructionism / Foundations Ch. 9 & 13
Review Vermont Framework of Standards and Learning Opportunities http://www.education.vermont.gov/new/html/pubs/framework.html
and Grade Expectations
http://www.state.vt.us/educ/new/html/pubs/framework.html#grade_expectations
Week 8
10/18 / Link pedagogical approaches to philosophies / Foundations Ch. 10, 12
Standards-based lesson plan format / Draft: Lesson plan
10/20 / Equitable and Effective Teaching / Foundations Ch. 11
Marzano & Marzano article (on eCollege)
Equity and Assessment in a Culturally Diverse Society
Field Placement / Memo: Classroom climate
Week 9
10/25 / Teaching Today’s Students
Language and literacy / Foundations Ch. 5
“…As Soon as She Opened Her Mouth!”
WIDA standards