INQUIRIES INTO TEACHING AND LEARNING I
TCHL-UE 0001.002
Department of Teaching and Learning
Steinhardt School of Culture, Education, and Human Development
New York University
Fall 2014
Tuesday 2:30-5:50
Children’s Workshop School
610 East 12th Street
Suzanne C. Carothers, Ph.D.
[email protected]
212-998-5717
239 Greene Street
East Building Room 616
Susan Browne
[email protected]
646-403-5431
Children’s Workshop School
Office Hours: By Appointment
Office Hours: Monday 1:00-3:00 & By Appointment
“If you want to grow, you must break out of your egg shell.
If you want to fly, you must leave the nest.
If you want to discover new oceans, you must be willing to lose sight of the shore.”
Purpose
Inquiries into Teaching and Learning is the introductory course in the teacher preparation sequence for
all students seeking teacher certification at NYU. The purpose of the course is to create a dialogue
between each of the four key elements of the course:
a reflection on each student’s own learning autobiography—the memories, good and bad, that each
of us carries about our own elementary and high school experiences;
a carefully planned series of observations and engagements with the students and teachers of the
New York City public schools;
careful attention to some of the significant research literature that is available in the field of
education today through readings, occasional lectures, and class discussions; and finally,
in a climate in which standards, teacher accountability, teacher certification requirements and
“high stakes testing” are constantly being revisited, challenged, debated, and revised, thoughtful
conversation that contextualizes and puts these issues in perspective.
This three way conversation—between our own experiences as students, the experience of students and
teachers in urban schools in New York with whom we will interact, and the literature of the field—is at
the core of the inquiry that we seek to conduct together this semester. By the end of this course it is
our hope that each participant will be much more familiar with the language and literature of education as
a field but equally that it will be possible to link that literature to one’s own educational experiences and
the experiences of other students and teachers.
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In the process of our inquiry, it will be necessary to face many tough questions. The Five Focus Inquires
Questions we will explore are:
Questions about how knowledge is constructed socially and individually and passed on from
generation to generation in similar and different cultures.
Questions about the nature of discrimination around race, class, gender, sexual orientation, ablebodied-ness, and a range of other ways in which schools too often sort students; privileging some
and discriminating against others.
Questions about what constitutes good instruction and how best to structure a classroom to
ensure that all students succeed. While very few educators argue against ensuring success for
all, they argue passionately and long about how best to ensure this sometimes elusive goal; what
mix of pedagogical strategies, curricular models, record keeping, and assessment measures will
guarantee success and which ones may actually hinder achievement for some students.
Questions about the politics of education . . . about who makes decisions and who should make
decisions and about the authority of teachers and the accountability of teachers to students,
parents, communities, unions, and to the administration of schools at the local, city, state and
national levels.
Questions about the nature of democratic education . . . what constitutes true democracy in the
modes of instruction, the management of a class, and the purposes of schooling?
There are no right answers to most of the questions that we will be considering. The course is not
designed to teach any one “party line” though many of us have strong feelings and opinions about some of
these matters. But the goal of the course is stated in its title; in this course instructors and students
inquire together about teaching and learning.
Given the structure of the course everyone is expected to attend and participate in all sessions. One
cannot “make up” the kind of dialogue and the development of a collaborative model that we seek to
foster in Inquiries if we do not come to class and come prepared by having done the readings and
completed the observations around the topic under consideration. In addition, this dialogue will take
place in-class, in the important postings on NYU Classes which allow all of us to respond to each other, and
in the submission of material in a timely way. In the end our goal is to find the best ways to ensure that
the classrooms in which we teach and learn—now and in the future—are conducted in the best interests
of individual students and in the best interests of creating a larger society that is, in the words of
educational philosopher John Dewey, “worthy, lovely, and harmonious.”
Our objectives for this course are that students will be able to:
1.
Articulate a stance regarding a variety of historical and current issues in
teaching and learning.
2. Assess their own prior schooling experiences in light of new and varied perspectives gained
through reading and discussion.
3. Develop and articulate an emerging educational philosophy based on their synthesis of course
texts, in class discussion, reflections on prior educational experiences, and
experiences/observation in current NYC classrooms.
4. Research an individual question of interest and create a classroom presentation.
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5. Integrate their reflections on theory and practice in the context of their off-campus NYC
public school location and associated fieldwork. **1
6. Participate in the creation and support of an inclusive and democratic classroom community.
7. Observe, develop, implement and evaluate strategies for student-centered learning activities.
The co-directors of the Inquires, James Fraser ([email protected]) and Beth McDonald
([email protected]) as well as all the instructors who teach Inquires look forward to working with
you and getting to know you this semester.
Important Policies that all Students Need to be Aware of:
Student with Special Needs
Any student attending NYU who needs an accommodation due to a chronic, psychological, visual, mobility
and/or learning disability, or is Deaf or Hard of Hearing should register with the Moses Center for
Students with Disabilities, at 212 998-4980, 240 Greene Street, www.nyu.edu/csd at the start of the
semester in order to be considered for appropriate accommodation.
Academic Integrity
The following is adapted from the NYU Steinhardt Student’s Guide (p. 24) and from the Policies and
Procedures of the NYU Expository Writing Program. For the statement on Academic Integrity go to
http://steinhardt.nyu.edu/policies/academic_integrity
The relationship between students and faculty is the keystone of the educational experience in the
Steinhardt School at New York University. This relationship takes an honor code for granted. Mutual
trust, respect, and responsibility are foundational requirements. Thus, how you learn is as important as
what you learn. A University education aims not only to produce high quality scholars but also to cultivate
honorable citizens.
Academic integrity is the guiding principle for all that you do; from taking exams, making oral
presentations, to writing term papers. It requires that you recognize and acknowledge information
derived from others, and take credit only for ideas and work that are yours. You violate the principle of
academic integrity when you:
• cheat on an exam;
• submit the same work for two or more different courses without the knowledge and the
permission of all professors involved;
• receive help on a take-home examination that calls for independent work;
• “collaborate" with other students who then submit the same paper under their individual names;
• give permission to another student to use your work for a class; or,
• plagiarize.
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**Note: We believe that structured and frequent interactions with our partner schools are essential to
the overall learning experience we strive to create in this course. Therefore, all sections of this course
include classroom observations and other school site experiences as a key, and required, component of the
curriculum. The exact model will vary across sites due to the particular schedules and other
circumstances of individual schools. The total time commitment (including observations and class
meetings) will be arranged in order to be fair and consistent for all students.
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Plagiarism, one of the gravest forms of academic dishonesty in university life, whether intended or not, is
academic fraud. In a community of scholars, whose members are teaching, learning, and discovering
knowledge, plagiarism cannot be tolerated. Plagiarism is failure to properly assign authorship to a paper, a
document, an oral presentation, a musical score, and/or other materials, which are not your original work.
You plagiarize when, without proper attribution, you do any of the following:
• Copy verbatim from a book, an article, or other media;
• Download documents from the Internet;
• Purchase documents;
• Report from others’ oral work;
• Paraphrase or restate someone else’s facts, analysis, and/or conclusions; or,
• Copy directly from a classmate or allow a classmate to copy from you.
For a very helpful self-test on what constitutes plagiarism, please visit
http://www.indiana.edu/~istd/practice.html
Important Additional NYU Policies:
NYU Steinhardt’s Grading Policies
http://steinhardt.nyu.edu/registration/standards#grading_policies
Policy on Religious Holiday Observance:
http://www.nyu.edu/about/policies-guidelines-compliance/policies-and-guidelines/university-calendarpolicy-on-religious-holidays.html
Student Complaint Procedure: (follow link to page 14-15 of the document)
http://steinhardt.nyu.edu/scmsAdmin/media/users/student_affairs/Steinhardt_Student_Guide_2013.pdf
Course Structure
As suggested above, the work in this course requires cooperation, collaboration and active participation.
Lively discussion, exchanging ideas and interacting with members of the group are encouraged during class
meetings. To create this learning community, your participation in both small and large group activities is
expected. You will integrate readings and discussions with practical application by doing things such as inclass writing, role-playing and reflections on readings. Your attendance is critical to the success of the
weekly class meetings as well as to your personal successful completion of the course.
The course will meet at an elementary school, the Children’s Workshop School (CWS), at 610 E. 12th
Street between avenues B and C. All sections of Inquires may occasional meet together on campus for a
guest lecture. Any changes in our meeting location are identified in the Syllabus and will be announced
prior to the date. In addition, a field trip is being planned for our class which will take us away from our
usual meeting place at CWS. Such events will be announced in a timely way so that you can adjust your
travel schedule.
Course Requirements
The requirements for successful completion of this course are discussed below.
1.
Readings. Read assigned texts before coming to class. Required texts are available at the NYU
Bookstore or, you may go on-line to find competitive prices for the texts. Many opportunities will
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be available to respond to texts by using writing as a tool of thinking on paper about the texts. In
small groups, students will be responsible for leading and participating in class discussions.
2. Dialectical Notebook. A dialectical notebook is a tool for thinking and reflecting about texts you
are reading. For several of the assigned readings, you will be asked to keep a dialectical notebook.
This kind of writing can assist you in developing your papers for the course. The dialectical
notebook will be discussed in class.
3. Attendance. As stated above, your attendance is critical to the success of the weekly class
meetings as well as to your successful completion of the course. It is difficult to do well in this
course when you miss class. Please plan your activities so that you can come to class weekly and on
time. If you are absent, make arrangements with a class member to collect handouts and to share
notes. Remember, you are responsible for turning in class assignments when they are due and for
knowing information announced in class whether or not you were in class or not. You are
responsible for in-class work and readings even when you are absent. Each assignment is due on
the designated due date. If you have an excused absence on the day an assignment is due, your
assignment will be due without penalty on the first day you return to class.
4. Field Component. Students enrolled in Inquires have a 15 hour field placement where they do
classroom observations. You will conduct your classroom observations at the Children‘s Workshop
School. Once we are settled into the school, we will arrange your visits to classrooms. The notes
you take will serve as data for a class portrait in which you connect the ideas and principles
discussed through the readings and class discussions to the actual practices in classrooms and
schools.
5. Individual Conferences. Each student, midway the course, will meet with one of the instructors
of the course to discuss his/her movement and progress in the course thus far. In response to
the question: “How am I doing in the course?” you will have an opportunity to reflect upon and get
feedback on your own work, participation, growth and development, in addition to charting your
next steps as the course continues to the end of the semester. The structure of the conference
will be discussed in class.
6. Work Submission. All assignments should be word processed unless otherwise stated in class.
Each assignment is due on the designated date. Late assignments will be penalized. You will loose
one letter grade for each day the assignment is late. No extra credit assignments will be granted.
Course Readings
Required Texts
Fraser, Teach, McGraw-Hill, 2010 (A copy of this text will be on reserve in the Bobst Library.
Delpit, The Skin that We Speak, 2nd Edition, New Press, 2008
Optional (22 titles)
In addition to the two required readings, you are expected to select two of the titles below to read. We
will form “Book Clubs” in which the titles selected below will be presented to the class by the group who
has read the same book.
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I.
Philosophical Grounding
Bransford, How People Learn: Brain, Mind, Experience and School, Expanded Edition,
National Research Council, 2000
Dewey, Experience & Education, Free Press, 1997
Langer, The Power of Mindful Learning, Da Capo Press, 1998
Sobelman & Krasnow, Inquiring into Teaching and Learning, Kendall/Hunt, 2006
II.
Learner Autobiographies
Beals, Warriors Don't Cry, Washington Square Press, 1995
Chamoiseau, School Days, University of Nebraska Press, 1997
Jamison, An Unquiet Mind, Vintage, 1997
Kingston, The Woman Warrior, Vintage, 1989
Kuusisto, Planet of the Blind, Delta, 1998
Loesw, Zami: A new spelling of my name, Crossing Press, 1983
Nguyen, Stealing Buddha's Dinner, Viking, 2007
Obama, Dreams from my Father, Three Rivers Press, 2004
Santiago, When I Was Puerto Rican, Da Capo Press, 2006
III.
Teacher Biographies
Berger, An Ethic of Excellence, Heinemann, 2003
Codell, Educating Esme, Algonquin, 2001
Diamond, Kindergarten: A Teacher, Her Students, and a Year of Learning, New Press, 2008
Freedman, Small Victories, Harper Perennial, 1991
Goodnough, Ms. Moffett's First Year, Public Affairs, 2006
Greeley, Why Fly That Way? Teachers College Press, 2001
Gruwell, Freedom Writers Diary, Main Street Books, 1999
Michie, Holler if you hear me, Teachers College Press, 1999
Paley, You Can't Say You Can't Play, Harvard University Press, 1993
Salzmann, True Notebooks, Vintage, 2004.
IV. Articles
Additional readings will be distributed in class and /or posted on NYU Classes.
Grading
This course offers you a wonderful opportunity to develop your academic and professional skills. It is
designed to encourage you to re-examine the ways in which you think about your assumptions concerning
your own experiences as students, the experience of students and teachers in urban schools in New York
and the literature of the field. Use your time in the course to get better at something you care about,
something that matters to you. You are your major competitor. Take your work seriously and work hard.
Be willing to stretch yourself and learn things about yourself as a “learner.” Remember, “If you want to
grow, you must break out of your egg shell. If you want to fly, you must leave the nest. If you want to
discover new oceans, you must be willing to lose sight of the shore.”
Challenge yourself to do your very best work – in your written assignments, your oral contributions in class
and in reading carefully, assigned texts. The content and presentation of your work should represent
that which you have invested time and energy as well as given thoughtful and scholarly consideration. It
should be work that you are proud to submit – the kind of work on which you place your name with pride
and confidence.
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At the end of the semester, you will complete a Self-Evaluation of your performance in the course. You
will have an opportunity to grade yourself and reflect about what you have done in meeting your own
standards in completing the requirements for the course. Your evaluation will be taken into consideration
in the final grade you earn.
For additional information on NYU Steinhardt’s Grading Policies go to
http://steinhardt.nyu.edu/registration/standards#grading_policies
Course Assignments
The assignments for this course have been designed to promote the goals of the course. From the very
beginning of the course, the assignments you do become the data you are collecting for your Portfolio
which will be submitted at the end of the semester. Each task matters as it contributes to the analysis
of your Inquiries journey. The assignments are grouped in four categories which all lead to your
development of a philosophy of education. See the grid below.
Assignment Grid
The Personal – My
Autobiographical Journey
Voices from the Field
of Theory
Finding the School
Pictorial Journey
Poem “There to Here”
A Moment of Learning
Seeing all of the above
through the lens of race,
class, gender.
A Dialogue with
Authors
Book Club
Weekly Readings
Voices from the Field of
Practice
Inquiry into an
Issue
An Interview
A Concept to be Taught
Book Club
Classroom Observations
Research
Project
Statement of Philosophy
All of these tasks will be in your Portfolio with a letter to a former teacher explaining the connections of
these assignments to your evolving perspectives on becoming a teacher.
A brief description of the assignments follows.
Assignment
Name
Assignment I
Directions to Children’s
Workshop School
Assignment II
Your Journey from “There
to Here”
Assignment III
Your “There to Here” Poem
Assignment IV
A Moment of Learning
Brief Description
Finding two travel routes to CWS noticing the
things you see, smell, and feel along the way.
Describing through pictures those events that
document your journey from there to here.
Creating a poem.
Telling the story of a time when you had a
memorable moment of learning that you
experienced in a school setting.
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Assignment V
A Dialogue Among the
Authors
Assignment VI
An Interview
Assignment VII
Research Project
Topics to be Determined
Writing a five to seven page paper that
integrates and synthesizes how you are making
meaning of the readings and ideas we have been
discussing.
Conducting an interview to learn about a view of
schooling from a child’ perspective or a parent’s
perspective or a teacher’s perspective.
Exploring a topic of interest. Thinking deeply
about an educational issue that interests you.
Confronting your beliefs and doubts about the
topic.
Assignment VIII
Book Club Presentation
Presenting one of the optional texts to the class
by engaging classmates in an understanding and
appreciation of the big ideas in the book.
Assignment IX
A Concept to be Taught
Teaching a Concept motivated by a theme or big
idea in a children’s book.
Assignment X
Statement of Philosophy
Developing a Philosophy of Education statement
by examining your emerging beliefs about,
schooling, learning, and teaching.
Each assignment will be described fully on paper, discussed in class and distributed. As you find, describe,
create, tell, write, conduct, explore, present, teach, and develop, to fulfill the requirements of these
assignments, you will gain valuable knowledge enabling you to articulate an informed position concerning
your emerging beliefs about becoming a teacher.
Grading Rubric
Item
Expectation
Professionalism: Attendance,
Participation and Readings
Attend class; bring a good attitude
to class; engage in the work; share
ideas with classmates; read all
texts prior to attending class; be
prepared to write about and
discuss texts in class; participate
in all class activities; and, enjoy
your time in the class.
Individual In-class Conferences
Midway the semester, we will have
conversations with each of you as a
way to check in with you about how
you are progressing in the course,
what you are noticing about
yourself as a learner, identifying
your areas of strengths and those
that need continued work.
Grade
Percentage
25%
The Personal – My Autobiographical
Journey
Voices from the Field of Theory
Voices from the Field of Practice
Inquiry into an Issue
Statement of Philosophy
Together, as a learning community, we will establish
criteria for this work.
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15%
15%
15%
15%
15%
SYLLABUS
Weekly Sessions Expectations
The Five Focus Inquires Questions on page two help to frame the organization of our course exploration.
The big ideas in those questions are: the social and individual construction of knowledge; the nature of
discrimination around race, class, gender, sexual orientation, able-bodied-ness; what constitutes good
instruction and how best to structure a classroom to ensure that all students succeed; the politics of
education; and, the nature of democratic education.
Over the next 14 weeks, we will address those concerns through the following themes: Who and I? Who
are they? What is taught? What is the state of educational discourse – all of which will beg the question
at the end of the semester, “Where is my thinking now” about who I am in the midst of this education
quandary as I begin my journey into teaching?
All classes will meet at the Children’s Workshop School in the Library, room 408. While we will use the
Library, we will start our class at 2:30 in Room 305, the Art Room. We will then move to the Library at
3:00 when the school children are dismissed. The Additional Readings followed by (**) will be posted on
NYU Classes. Some readings are listed in the Syllabus with the link to get the article. As our class meets
in an active public school, we will need to coordinate the activities of the course with the needs of the
CWS. Please be advised that we may need to adjust or make changes in the timetable that follows as well
as our meeting place at the school.
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I. Who Am I?
Session 1
Sept 2
Topic:
Distribute:
Next Week’s
Assignment:
Introduction to Inquires
Jim Fraser and Beth McDonald, Co-directors
On Campus – Kimmel 802
Text book information
Assignment Sheet (Finding the School)
Getting from Here to There – Finding the School Exercise
Session 2
Sept 9
Topic:
Next Week’s
Assignment:
Readings:
Building the Learning Community
Meet at Children’s Workshop School 610 E 12th Street
Getting to Know Each Other
Establishing Expectations
Review Course Syllabus
Getting from Here to There: Finding the School
Touring Children’s Workshop School
Timeline Journey
Fraser. pp. 238-240 (On Dewey).
Bereiter, Carl. A Better Life for Children in Must We Educate?
pp. 99-111 **
Dewey, John. Experience and Education, pp. 33-50**
Session 3
Sept 16
Topic:
Experience and Theory in Education
My Educational Experience
The Timeline Gallery
Today’s Readings:
Collaborative Reading
Dewey in Fraser. “Traditional vs. Progressive Education”
“A Better Life for Children”
“Criteria of Experience”
Next Week’s
Assignment:
The Road Between There and Here Poem
A Moment of Learning Draft
The Steinhardt Tribune: On Education
Readings:
Fraser. Chapter 12
Fraser. Chapter 8
Eisner, Elliot. “The Kind of Schools We Need” pp. 576-583 **
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II. WHO ARE THEY?
Session 4
Sept 23
Topic:
What are Schools For?
Exploring the Purpose of Education in a Democratic Society
Urban Schools / Suburban Schools – How We See Them
Classroom
Observations Start
Today
Today’s Readings:
Next Week’s
Assignment:
Readings:
The Steinhardt Tribune: On Education – Sampling the Issues
Discussing Classroom Observations and Placement Assignments
A Conversation with the Principal:
Hearing from the School Leader
(to be confirmed)
Fraser. Chapter 12
Fraser, Chapter 8
“The Kind of Schools We Need”
Decide which two books from the Optional Reading List you would
like to read
Fraser. Chapter 5
Bruffee, Kenneth. “The Art of Collaborative Learning,” pp. 42-47**
Bowman, Richard. “Relationship Educates: An Interactive Strategy,”
pp. 101-103**
Jackson, Phillip. “The Daily Grind,” in Life in Classrooms. pp. 1-37**
Session 5
Sept 30
Topic:
The Child and the Classroom: Learning, the Learner, and Life in
Classrooms
I Learn Best When . . . Exploring How We Learn
What We Expect of Children as They Learn
A Conversation with Children’s Workshop School Teachers:
Hearing from Those Who Do the Work of Teaching
Teaching from Children’s Books – Read Alouds
Create Book Clubs
Establish Research Topics
Discuss Interview Assignment
Today’s Readings:
Next Week’s
Readings:
Fraser. Chapter 5
“The Art of Collaborative Learning”
“Relationship Educates: An Interactive Instructional Strategy”
“The Daily Grind”
Delpit. Introduction, Chapters 2 & 3
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McIntosh, Peggy. White Privilege: Unpacking the Invisible Knapsack
in The Independent School.
http://ted.coe.wayne.edu/ele3600/mcintosh.html.
Peggy McIntosh on White Privilege – An Interview
http://www.newyorker.com/online/blogs/books/2014/05/thewoman-who-coined-the-term-white-privilege.html
Fraser. Chapters 3, 4, 10
Carothers. “Preparing Teachers to Teach Black Students: A Story
about a Journey to Teaching Excellence.” in Teacher Education and
Black Communities: Implications for Access, Equity, and
Achievement. pp. 3-14 **
Blumenfield, W.J. “How Homophobia Hurts Everyone” in
Homophobia: How We All Pay the Price. **
Gordon, L. “What Do We Say When We Hear Faggot?” in Rethinking
Schools Special Edition, pp. 86-87. **
Session 6
Oct 7
Topic:
Today’s Readings:
Next Week’s
Assignment:
Readings:
Diversity – the Norm, not the Difference: The Role of Race,
Class, and Gender in Education
Delpit. Introduction, Chapters 2 & 3
“White Privilege: Unpacking the Invisible Knapsack”
“Peggy McIntosh on White Privilege – An Interview”
Fraser. Chapters 3, 4, 10
“Preparing Teachers to Teach Black Students: A Story about a
Journey to Teaching Excellence.”
“How Homophobia Hurts Everyone”
“What Do We Say When We Hear Faggot”
Revisit your Timeline and Poem through the lens of race, class, and
gender – what do you notice?
Kohl, Herbert. “The Story of Rosa Parks” in Should We Burn Babar?
pp. 30-56**
Carothers. “Taking Teaching Seriously,” in To Become a Teacher:
Making a Difference in Children’s Lives, pp. 23-33**
Fraser. Chapters 1 & 2
Oct 14
No Class
Fall Recess
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Session 7
Oct 21
Topic:
Today’s Readings:
Next Week’s
Readings:
The Curriculum: Who Decides
Theory into Practice
Hidden Agendas
Seeing Ourselves as Teacher/Learners: Imagining the
Possibilities of Children as Learners Pre-K to High School
Guest Presenter: Mitch Bleier
The Interview Review for Discussion Bring Draft to Class
Timeline and Poem through the Lens of Race, Class, Gender
“The Story of Rosa Parks”
“Taking Teaching Seriously”
Chapters 1 & 2
Fraser. Chapter 6
Fraser. pp. 215-226, 223-238 & 241-249
Session 8
Oct 28
Topic:
Reflecting, Planning, and Working on Group/Individual Projects
In-Class Conferences
Today’s Readings:
Fraser. Chapter 6
Fraser. pp. 215-226, 223-238 & 241-249
Next Week’s
Assignment:
Readings:
Dialogue with Authors Due
Fraser. pp. 227-238, 241-249
Editors of Rethinking Schools, “The Trouble with the Common Core,”
pp. 4-6**
Darling-Hammon, Linda and Maria Hyler, “The Role of Performance
Assessment in Developing Teaching as a Profession,” pp. 10-15. **
Madeloni, Barbara and Julie Gorlewski, “Wrong Answer to the Wrong
Question,” pp. 16-21**
Au, Wayne, “What’s a Nice Test Like You Doing in a Place Like This,”
pp. 22-27 **
Elaine McArdle, “What Happened to the Common Core?” in Harvard Ed
Magazine, Fall 2014.
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III.
Session 9
Nov 4
Topic:
WHAT IS TAUGHT?
What are Teachers For?
Exploring What Teachers Teach: The Common Core State
Standards
Teaching a Concept Group Presentations
Dialogue with Authors Due
Today’s Readings
Fraser. pp. 227-238
“The Trouble with the Common Core”
“The Role of Performance Assessment in Developing Teaching as a
Profession”
“Wrong Answer to the Wrong Question”
“What’s a Nice Test Like You Doing in a Place Like This”
“What Happened to the Common Core?”
Next Week’s
Assignment:
Readings:
Fraser. 8, 9 & 11
Session 10
Nov 11
Topic:
Life in Classrooms: A Glimpse into the Role of Teachers
Class meets on
Campus
Kimmel 914
@ 2:30
Today’s Readings:
Next Week’s
Readings:
History of Teachers – A Lecture by Jim Fraser
Teaching a Concept Group Presentations
Fraser. 8, 9 & 11
Delpit. Chapters 7 & 9
Book Club book you chose
VI. THE STATE OF EDUCATIONAL DISCOURSE
Session 11
Nov 18
Topic:
Within and Beyond the Classroom
Book Club Poster Presentations
Today’s Readings:
Next Week’s
Assignment:
Readings:
The 22 Optional Titles
Research Project Presentations
Noddings, Nel. “Schools Face ‘Crisis in Caring,’’ p. 32**
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Noddings. “An Ethic of Caring and Its Implications for
Instructional Arrangements,” pp. 215-230 **
Cuban, Larry. “Persistence of the Inevitable: The TeacherCentered Classroom,” pp. 26-41**
Hucks, Darrell. “A Tale of Collective Achievement,” pp. 11-19 **
Ravitch, Diane. “A New Agenda for School Reform,” Washington
Post, April 2, 2010 **
Ravitch, Diane. Why I Changed My Mind about School Reform, Wall
Street Journal, March 9, 2010 **
Session 12
Nov 25
Topic:
Reform Efforts: Resistance and Change
Research Project Presentations
Five/Six Groups Present
Today’s Readings
Next Week’s
Assignment:
Reading:
Fraser. Chapter 13
“Schools Face ‘Crisis in Caring’”
“An Ethic of Caring and Its Implications for Instructional
Arrangements”
“Persistence of the Inevitable: The Teacher-Centered Classroom”
“A Tale of Collective Achievement”
“A New Agenda for School Reform”
“Why I Changed My Mind About School Reform”
Class will meet at Teachers College, Columbia University.
V. WHERE IS MY THINKING NOW?
Session 13
Dec 2
Topic:
Field Trip
Teachers College,
Columbia University
120th St. & Broadway
4:30-6:30
Breaking Barriers – Bridging Gaps in the Education Landscape: A TC
Uptown NYU Downtown Conversation Contextualizing the Issues through
Drama
16
Today’s Readings:
In the context of readings and class discussions throughout the semester.
Next Week’s
Assignment:
Teaching a Concept
Readings:
Highlights of Philosophy of Education and Letter to Former Teacher
Teaching a Concept Group Presentations
Fraser, Chapter 13
Session 14
Dec 9
Topic:
To Teach or not to Teach
Teaching a Concept Group Presentations
Final Reflection
Celebrating our Journey
Highlights of Philosophy of Education and Letter to Former Teacher
The Geranium Died . . . Teacher You Went Right On
Today’s Reading:
Fraser, Chapter 13