Social Foundations - PowerPoint PPT Presentation

Loading...

PPT – Social Foundations PowerPoint presentation | free to download - id: 7d1b65-YWQ5Z



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Social Foundations

Description:

Social Foundations WHAT WE SEE IN THE CLASSROOM IS JUST THE TIP OF THE ICEBERG 3 MAIN PURPOSES OF SCHOOLING Each must be defined. Do they conflict? – PowerPoint PPT presentation

Number of Views:67
Avg rating:3.0/5.0
Slides: 25
Provided by: Jeann141
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Social Foundations


1
Social Foundations
  • WHAT WE SEE IN THE CLASSROOM IS JUST THE TIP
    OF THE
  • ICEBERG

3 MAIN PURPOSES OF SCHOOLING Each must be
defined. Do they conflict? Does one
dominate? POLITICAL SOCIAL ECONOMIC (see
Spring, Chapter 1)
2
What models influence the organizational
structure of schools? Spring, Chapter 9, 242
  • human capital model
  • competitive, sorting machine (NCLB,
    high-stakes testing, economic concerns dominate,
    scripted lessons)
  • http//www.youtube.com/watch?vGEukqQdzplUfeature
    related
  • progressive model democratic community(Dewey,
    Freire, Michie) teachers as professionals, active
    learning, social justice efforts

3
In todays climate of high-stakes testing and
human capital model, schools like URBAN ACADEMY
(Video)
  • Object to a PRESCRIBED
  • Standardized curriculum
  • Standardized tests
  • If tests are high-stakes, many teachers object
    to
  • Teaching to the test
  • Loss of time for applying skills
  • Loss of time and attention to other parts of the
    curriculum and social life of school

4
How do we view human potential?
Set by nature, so there are natural
divisions Or, Set by a broad range of human
capacities that are influenced by environment,
so there is unlimited potential

5
What skills does it take to play the game of
chess? Take 1 minute and write a list.
  • What judgments about intellectual capacity would
    you make about students who play at a champion
    level in state competitions?

6
Why do we need the Illinois Learning Standards?
  • Core of essential knowledge expected to know and
    be able to do.
  • Provides focus for teachers and students
  • Allows schools to determine time, location,
    instructional materials
  • Provides basis for equal opportunity
  • Provides general consistency among schools
  • Basis for what will be assessed and also criteria
    for meaningful accountability
  • Basis for skills needed by teachers

7
Essential Core Knowledge What are the seven areas
of the Illinois Learning Standards?  See Video
on Virginia developing history standards (link on
homepage)
  • English and Language Arts,
  • Mathematics,
  • Science,
  • Social Science,
  • Physical education
  • Fine Arts,
  • Foreign Languages 
  • The applications of learning are
  • PROBLEM SOLVING
  • COMMUNICATING
  • USING TECHNOLOGY
  • WORKING ON TEAMS
  • MAKING CONNECTIONS

8
In your view, should this topics be a part of the
K-12 history standards? STANDARDS define
ESSENTIAL CORE
  • The study of the holocaust?
  • http//fcit.usf.edu/holocaust/ACTIVITY/MiddleSc.ht
    m
  • http//www.ilholocaustmuseum.org/pages/illinois_ho
    locaust_and_genocide_education_mandate/198.php

9
Illinois State Curriculum Requirement
  • In November 1987, an outbreak of vandalism
    directed against Jewish stores and synagogues,
    prompted Erna I. Gans, Holocaust survivor and
    President of the Holocaust Memorial Foundation of
    Illinois, to issue a call for action to combat
    such violence with education in the form of a
    state mandate.
  • Gans and other survivors urged legislators to
    mandate the teaching of the Holocaust as state
    law.  Eventually, mandating Holocaust education,
    now known as House Bill 3, passed in both the
    House and Senate.  Illinois became the first
    state in the entire country to require the
    teaching of the Holocaust in all public
    elementary and high schools, effective January 1,
    1990.

10
  • In 2005, the leadership of the new Illinois
    Holocaust Museum played a key role in the
    expansion of the existing Mandate to include the
    study of other modern genocides, underscoring a
    universal lesson of the Holocaust that national,
    ethnic, racial, or religious hatred can overtake
    any nation or society, leading to calamitous
    consequences.

11
Political Nature of Knowledge
  • Who wants evolution taught and why?
  • Who does not want evolution taught and why?

12
Evolution disclaimer sticker from Cobb County
Board of Education Georgia SCIENCE STANDARDS
13
Curriculum Just one example of a continuing
debate..
  • Science Study of Evolution or Study of
    Intelligent Design??
  • Texas had USA Today Texas scraps school
    anti-evolution requirements Posted by Doug
    Stanglin at 0823 PM/ET,
  • March 27, 2009 in Education, Local news, Nation,
    Religion/spirituality
  • The Texas Board of Education has scrapped a
    20-year-old requirement that public school
    students discuss the "strengths and weaknesses"
    of evolution, the Associated Press and other news
    outlets report. But the board, in what some in
    the news media viewed as a compromise, did vote
    to encourage students to scrutinize "all sides"
    of scientific theories, the Houston Chronicle
    reports. It adopted language that says the
    curriculum will require that students "in all
    fields of science, analyze, evaluate and critique
    scientific explanations ... including examining
    all sides of scientific evidence of those
    scientific explanations, so as to encourage
    critical thinking by the student."

14
Curriculum Just one example of a continuing
debate..
  • Science Standards
  • Study of Evolution
  • Study of Intelligent Design??
  • What did you learn about evolution in your
    science classes? See Handout on the Illinois
    Learning Standards on Science on homepage for a
    brief summary.
  • http//www.ed.uiuc.edu/courses/eps201/PDF-NOTES/Ev
    olution20Illinois.pdf
  • http//www.ed.uiuc.edu/courses/eps201/

15
Illinois Learning Standards Sample of Science
Performance Descriptors on Evolution See
information on our Homepage
  • 12A Students who meet the standard know and
    apply concepts that explain how living things
    function, adapt, and change.
  • 1. to examine macro- and micro-evolution in
    organisms,
  • comparing and assessing changes in the features
    or forms of organisms over broad time periods to
    their adaptive functions and competitive
    advantages, or
  • describing how natural selection accounts for
    diversity of species over many generations.
    (Link to 11A-B, 12B.)
  • 3. to compare evolutionary trends between
    kingdoms and phyla,
  • exploring natural and applied hybridization, or
  • explaining the increasing sophistication of body
    systems correlating embryological, structural,
    and functional development, or
  • exploring the impact of environmental factors on
    these trends. (Link to 11A-B.)

16
No one right answer. No simple recipe for
teaching.
Schools are complex social institutions. Have
numerous GOALS. Many pressures from society.
This is the CONTEXT for why.
SPECIAL INTEREST GROUPS
RELIGIONS
DOMINANT CULTURE
POVERTY
BELIEFS VALUES
FAMILY
SCHOOLS
LEGISLATION
ECONOMY
FEDERAL STATE LAWS
DEMOGRAPHICS
17
Chapter 14 Why teach? Theory of Impact is---
  • A way to see what your teaching is likely to
    amount to
  • for yourself,
  • your students,
  • for society--to improve society (______?______)
    or more directly to prepare students to address
    social justice in society (_____?_____).
  • There is no question that one teacher impacts the
    lives of many students.
  • Teachers think about all 3, but usually one goal
    usually dominates the choice to become a teacher.
  • Teachers may also change their goals over time.

18
Chapter 14 School and Society Teaching and
Teacher Leadership in the 21st Century
  • Why have you chosen teaching?
  • In the study of schools, we have learned that
    schools have been marked by tensions between
    democratic equality versus practices of unequal
    schooling that has rewarded the already
    privileged with better resources. Justified by
    beliefs, norms, assumptions, and values, not a
    conspiracy so to speak..
  • So what. What does that mean to me?

19
What do teachers need to succeed?
  • Knowledge of subject matter
  • Techniques for teaching
  • Dispositions to communicate care
  • Commitment to students (Tozer, 453)
  • Teachers alone cannot end racism, poverty,
    unemployment (Teaching to change the world..)
  • But teachers can make a difference in the lives
    of their students.
  • Some schools need radical change in order to
    serve students well.

20
Tozer Chapter 14 claims that
  • Teachers are more likely to be effective if they
    understand their students, including
    understanding relevant context.
  • Social Foundations study is all about CONTEXT.
  • LEARNING IS Not just a matter of GENES, but
    CULTURE.

21
What is your theory of impact? A teacher effects
eternity, he can never tell where his influence
stops (Henry Adams, 19th c. teacher)
  • How to increase your impact?
  • Collective action (many view teaching as an
    isolated act) and teacher leadership-
  • A low performing school can become a high
    performing school (only with teachers leadership
    combined with administrative leadership)
  • And resources adequate to the task

22
How might we define a successful school? Examine
these kinds of DATA.
  • Attendance Rates
  • Graduation Rates
  • College Attendance Rates
  • AP participation
  • Special Education Rates
  • Grades
  • Test scores
  • Teacher Mobility
  • Parent satisfaction
  • Student satisfaction
  • Quality of the learning community -climate
  • Discipline Rates
  • Individual Student Progresspre and post testing

23
How might we define a successful school? How do
we measure learning?
WE DO NEED MEASUREMENT
24
KEY TAKE-AWAY To answer questions about
school policy, you need to consider CONTEXT
history, demographics, social arrangements,
learning theories, and geography just to name a
few factors.
  • Always CONTEXTUALIZE your analysis of schooling
  • WHAT kind of society do we have?
  • How do we view human capacity?
  • What social and cultural conditions are important
    influences on schools?
  • WHY is this particular school design going to
    produce the expected results?
About PowerShow.com