Go to the "Ethnography Peer Feedback" link under the PAGES section on the right in order to complete this in-class task for today.
Remember to do this feedback for three different schools.
Monday, February 22, 2010
WEEK 6 (Feb. 22): While the teacher is away on furlough day...
Sorry, the students might not get to play as much as they hope. In place of our class meetings today, complete the sequence of activities below.
If I weren't furloughed, we would normally have presented ethnographies today. Keeping with that primary goal, I expect the following to be accomplished.
1. Ethnography
1.1. Of course, I intend that today can be used to complete details of the Ethnography and Executive Summary.
1.2 Groups: remember to each post the website address and one member post the Executive Summary to your WebCT assignment page.
1.3 Provide a link to your group's ethnography in our class Ning. Do this using the same structure used to post book chapters, in the "Groups" section. Title your post, "highschoolname - Lawler".
2. Learn about other SD schools
2.1. Read/View ethnographies of at least three other schools.
2.2. Complete a peer evaluation for three ethnographies. A rubric is provided using the Google Survey (next newer post on the blog, above). I will provide each group with a collection of responses to their presentation.
3. Designing Groupwork
3.1. Contribute to an asynchronous class discussion of Chs. 4-5 of Designing Groupwork. Visit this page to contribute as instructed. << It seems fully acceptable to duplicate your "Reading Response 4" here. >>
4. Teaching Among the Digital Natives
4.1. Determine the web-presence you will have during your Clinical Practice for this semester. Begin enough of a mock-up to share with fellow students during our next class, Mar 1. Post a link in your class blog. Title this posting: CP2 Website.
5. Classroom Discipline - assignment planning
5.1. Read instructions for the course assignment, 5 Classroom Discipline. (Find the assignment on WebCT.) Plan for completion of Part A. prior to our next gathering, Mar 1.
Homework - for Mar 1.
• Read Cohen, Ch. 6-8
• Re-read Baldwin on Classroom Management, especially the Compassionate Discipline model.
• Assignment 5 Classroom Discipline, Part A.
• Reading Response – write on your own blog
• Tweet
• Answer question below
This week’s question: What is the most surprising thing you have seen in a classroom this semester? (This could be positive or not so positive.) For me it is how I see kids dressed, in what I would name "80's punk, sagging-style".
If I weren't furloughed, we would normally have presented ethnographies today. Keeping with that primary goal, I expect the following to be accomplished.
1. Ethnography
1.1. Of course, I intend that today can be used to complete details of the Ethnography and Executive Summary.
1.2 Groups: remember to each post the website address and one member post the Executive Summary to your WebCT assignment page.
1.3 Provide a link to your group's ethnography in our class Ning. Do this using the same structure used to post book chapters, in the "Groups" section. Title your post, "highschoolname - Lawler".
2. Learn about other SD schools
2.1. Read/View ethnographies of at least three other schools.
2.2. Complete a peer evaluation for three ethnographies. A rubric is provided using the Google Survey (next newer post on the blog, above). I will provide each group with a collection of responses to their presentation.
3. Designing Groupwork
3.1. Contribute to an asynchronous class discussion of Chs. 4-5 of Designing Groupwork. Visit this page to contribute as instructed. << It seems fully acceptable to duplicate your "Reading Response 4" here. >>
4. Teaching Among the Digital Natives
4.1. Determine the web-presence you will have during your Clinical Practice for this semester. Begin enough of a mock-up to share with fellow students during our next class, Mar 1. Post a link in your class blog. Title this posting: CP2 Website.
5. Classroom Discipline - assignment planning
5.1. Read instructions for the course assignment, 5 Classroom Discipline. (Find the assignment on WebCT.) Plan for completion of Part A. prior to our next gathering, Mar 1.
Homework - for Mar 1.
• Read Cohen, Ch. 6-8
• Re-read Baldwin on Classroom Management, especially the Compassionate Discipline model.
• Assignment 5 Classroom Discipline, Part A.
• Reading Response – write on your own blog
• Tweet
• Answer question below
This week’s question: What is the most surprising thing you have seen in a classroom this semester? (This could be positive or not so positive.) For me it is how I see kids dressed, in what I would name "80's punk, sagging-style".
Saturday, February 20, 2010
students have different learning styles (?)
hogwash! says Daniel Willingham.
Learn more about this viewpoint at http://tinyurl.com/kkc58h
Read an interview at http://tinyurl.com/ovnxcl
Thursday, February 18, 2010
Reading Reflection 4 - Instructions
From the Groupwork chapters read, select one section (like Delegate Authority) to respond to, preferably something that particularly caught your attention. Please summarize the section, connect it to your discipline and thoughts on teaching your discipline, and wonder aloud about the new challenges it poses for you.
Please limit your reply to approximately 300 words.
Blog post instructions / reminders
• Respond in your own course blog page.
• Title your response: Reading Reflection 4 - Groupwork ch. 4-5
• Due: February 22, before class.
Blog post instructions / reminders
• Respond in your own course blog page.
• Title your response: Reading Reflection 4 - Groupwork ch. 4-5
• Due: February 22, before class.
WEEK 5 (Feb. 15): Groupwork, Problem Solving, & More School Reform
The remainder of the morning was for ethnography groups to work on their project.
After lunch, we viewed a video describing reform efforts at several schools and districts circa 2005. The first two schools I asked you to consider what you learned and what you wonder about the experience of each constituent group, students, teachers, community. The last episode was about a school district, which we viewed through the 6 lenses proposed by the CA reform document Second to None.
We concluded the day with a problem-solving task—build the tallest, stable structure with toothpicks and marshmallows. The two important learnings are (1) that problem solving can be taught (Jerome Bruner), and (2) that content can be taught through problem solving activity. In today’s example, the physics principles of structure and stability were explored.
Homework – for Feb 22.
1. Read Cohen, Ch. 4-5
2. Ethnography
3. Reading Response – write on your own blog
4. Tweet – Special instruction: share the particular reform and the website for theschool you posted to your blog (or another one) in a tweet. I want you to use the
tinyurl tool to share the website address.
5. Answer question below
This week’s question: Consider something you learned outside of school with little or no help from a teacher (programming your DVR, gaming, sports, knitting, etc.). What was it? What distinguished this learning from your learning inside school? What might school teachers learn from this?
This week’s question: Consider something you learned outside of school with little or no help from a teacher (programming your DVR, gaming, sports, knitting, etc.). What was it? What distinguished this learning from your learning inside school? What might school teachers learn from this?
Wednesday, February 10, 2010
Reading Reflection 3 - Instructions
A simple request for your third reading reflection:For each of the 3 chapters of the Cohen text book Designing Groupwork for Heterogeneous Classrooms:
• summarize the content in 2-4 sentences
• connect the content to another reading, experience, or curiosity in 1-2 sentences
And close with the next thing you would like to know or are wondering about, related to designing groupwork for heterogeneous classrooms.
Blog post instructions / reminders
• Respond in your own course blog page.
• Title your response: Reading Reflection 3 - Groupwork ch. 1-3
• Due: February 15, before class.
WEEK 4 (Feb. 8): Digital Na(t)ïves & Studying Schools
Today I hoped we would focus primarily on 3 items,
• introducing strategies to support groupwork
• debriefing our efforts to modernize our technological lives
• transitioning from secondary school reform visions of the 1990's to practices of today, via thinking about the study of schooling via ethnography
We began with the Broken Circle activity which is meant to bring out two key behaviors that make a group successful: Pay attention to what other group members need, and No one is done until everyone is done.
Next we reviewed the key online structures for our class--listed below--and discussed pros cons of technology, asked questions about getting some things done, shared online possibilities and resources, and generally debriefed our technology experiences the past week.
• WebCT - course base station, assignments, grades
• Class Blog - weekly review, reading reflection assignments, and "other"
• Own blog (for the class) - where you will keep Reading Reflections, your class journal
• Twitter #ed530 - the backstory discussion forum for our course
• Class Ning page - not really sure yet what this is, other than a place to share and discuss
Before lunch, you began considering the course assignment to complete an ethnographic analysis of your CP II placement. You posted the web address of an interesting school and a brief comment stating what element of reform this school had undertaken on your class blog, as well has reviewed some of the Second to None attributes evident at your CP II school. The afternoon was dedicated to beginning and planning for your ethnography work.
Homework for next week, Feb. 15 follows:
1. Read chapters 1-3 in the Cohen book.
2. Complete Reading Response 3
3. Remember to respond to the question below using the comment feature
4. Reminder, last week I asked that you add a photo to your class blog and your Twitter account.
5. Tweet: send out a random thought or experience that connects with our class; use #ed530
Week 4 Question: What was the best book you had to read in high school? Mine was Brave New World, in 9th grade. The classism of this utopia resonated for me then in ways that modern versions of power and privilege continue to trouble my soul.
• introducing strategies to support groupwork
• debriefing our efforts to modernize our technological lives
• transitioning from secondary school reform visions of the 1990's to practices of today, via thinking about the study of schooling via ethnography
We began with the Broken Circle activity which is meant to bring out two key behaviors that make a group successful: Pay attention to what other group members need, and No one is done until everyone is done.
Next we reviewed the key online structures for our class--listed below--and discussed pros cons of technology, asked questions about getting some things done, shared online possibilities and resources, and generally debriefed our technology experiences the past week.
• WebCT - course base station, assignments, grades
• Class Blog - weekly review, reading reflection assignments, and "other"
• Own blog (for the class) - where you will keep Reading Reflections, your class journal
• Twitter #ed530 - the backstory discussion forum for our course
• Class Ning page - not really sure yet what this is, other than a place to share and discuss
Before lunch, you began considering the course assignment to complete an ethnographic analysis of your CP II placement. You posted the web address of an interesting school and a brief comment stating what element of reform this school had undertaken on your class blog, as well has reviewed some of the Second to None attributes evident at your CP II school. The afternoon was dedicated to beginning and planning for your ethnography work.
Homework for next week, Feb. 15 follows:
1. Read chapters 1-3 in the Cohen book.
2. Complete Reading Response 3
3. Remember to respond to the question below using the comment feature
4. Reminder, last week I asked that you add a photo to your class blog and your Twitter account.
5. Tweet: send out a random thought or experience that connects with our class; use #ed530
Week 4 Question: What was the best book you had to read in high school? Mine was Brave New World, in 9th grade. The classism of this utopia resonated for me then in ways that modern versions of power and privilege continue to trouble my soul.
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