This website has interesting material that relates to the Oakes piece we have to read for Tuesday.
http://www.ncmsa.net/heterogr.htm
Thursday, March 20, 2008
“Tracking: Why Schools Need to Take Another Route” by Jeannie Oakes
Premise:
-heterogeneous vs. homogenous classrooms
-abilities (low, average or normal, gifted)
-the individual vs. groups
-class differences and their influences on education
-quality of learning
-achievement/acquiring of skills
-feeling comfortable in the classroom
-inequities
-teaching methods
-learning “speeds”
-gaps in learning and abilities
-presence or lack of opportunities/ advantages
-handicaps
Argument:
Oakes argues that heterogeneous teaching classroom setups can have beneficial outcomes if fundamental changes are made within the school curriculum and in the social organization of the school system. She believes that if teachers are strong in their fields and teach subjects that are “challenging, complex” and related to “real life,” the advantages of heterogeneous classrooms would outweigh the negatives. Oakes believes there are multiple reasons why the tracking of students in classroom is detrimental for the lower and normal students. She suggests such factors as the quality of the time spent on the learning, the actual content taught, and the atmosphere of the classroom itself influence the overall academic development of students.
Evidence:
- Oakes states, “when teachers are skillful, there is considerable evidence that even the very best students make stronger intellectual gains while working with students of varying skill levels than when they work alone.” She explains that when engaged in group work, students of varying abilities can exchange ideas and help each other while simultaneously becoming stronger individual students.
- Oakes notes that in classrooms with students of lower abilities, teachers spend the majority of the time in class to discipline and establish order among the students. She believes that this does not lead to an atmosphere that is comfortable for the students, nor conducive to learning. Oakes states, “Compared to teachers in high-ability classes, they seem to be more concerned about getting students to follow directions, be on time, and sit quietly. Students in lower-ability classes more often feel excluded from class activities and tend to find their classmates unfriendly.”
- Oakes describes how students in higher level English classes are taught “classic and modern literature” that helps the students develop analytical thinking skills. She notes how unlike in the high-ability English classes, “Students in the latter classes [low-ability] learn basic reading skills taught mostly by workbooks, kits, and easy-to-read stories.” These tasks do not require analytical or critical thinking and basically just focus on memorization and repetition. These skills are not the required skills when it comes to taking standardized tests and getting into higher level institutions.
Questions/ Comments
Having been in honors/ advanced placement courses all throughout my middle and high school career, I certainly read this article with an already formulated opinion. I do not believe that classrooms should be heterogeneous because doing so would require teachers to be super human figures, able to challenge the brightest and cater to the needs of those with lower abilities. I do not understand how anyone could look at that situation and think it is viable to carry out such actions. While the concept is nice and certainly advocates a sense of Communistic equality, I do not believe it would be effective in either the short or long run. I definitely agree that the curriculum in the lower and average classes should be just as content rich and rigorous as the content in the high-ability classes I just feel that the content should be taught at a different pace and maybe using different methods to connect with the different learning styles. I think that the ideas in this article relate to the ideas in Carlson’s article titled, “Gayness, Multiculturalism & Community.” Although the issue of sexuality is not addressed, the basic concept of normalizing the school community is addressed. Creating heterogeneous classrooms where students of all abilities learn together, leads to the creation of a body of seemingly similar students, working to make students of lower abilities feel just as competent and those of higher-abilities.
Premise:
-heterogeneous vs. homogenous classrooms
-abilities (low, average or normal, gifted)
-the individual vs. groups
-class differences and their influences on education
-quality of learning
-achievement/acquiring of skills
-feeling comfortable in the classroom
-inequities
-teaching methods
-learning “speeds”
-gaps in learning and abilities
-presence or lack of opportunities/ advantages
-handicaps
Argument:
Oakes argues that heterogeneous teaching classroom setups can have beneficial outcomes if fundamental changes are made within the school curriculum and in the social organization of the school system. She believes that if teachers are strong in their fields and teach subjects that are “challenging, complex” and related to “real life,” the advantages of heterogeneous classrooms would outweigh the negatives. Oakes believes there are multiple reasons why the tracking of students in classroom is detrimental for the lower and normal students. She suggests such factors as the quality of the time spent on the learning, the actual content taught, and the atmosphere of the classroom itself influence the overall academic development of students.
Evidence:
- Oakes states, “when teachers are skillful, there is considerable evidence that even the very best students make stronger intellectual gains while working with students of varying skill levels than when they work alone.” She explains that when engaged in group work, students of varying abilities can exchange ideas and help each other while simultaneously becoming stronger individual students.
- Oakes notes that in classrooms with students of lower abilities, teachers spend the majority of the time in class to discipline and establish order among the students. She believes that this does not lead to an atmosphere that is comfortable for the students, nor conducive to learning. Oakes states, “Compared to teachers in high-ability classes, they seem to be more concerned about getting students to follow directions, be on time, and sit quietly. Students in lower-ability classes more often feel excluded from class activities and tend to find their classmates unfriendly.”
- Oakes describes how students in higher level English classes are taught “classic and modern literature” that helps the students develop analytical thinking skills. She notes how unlike in the high-ability English classes, “Students in the latter classes [low-ability] learn basic reading skills taught mostly by workbooks, kits, and easy-to-read stories.” These tasks do not require analytical or critical thinking and basically just focus on memorization and repetition. These skills are not the required skills when it comes to taking standardized tests and getting into higher level institutions.
Questions/ Comments
Having been in honors/ advanced placement courses all throughout my middle and high school career, I certainly read this article with an already formulated opinion. I do not believe that classrooms should be heterogeneous because doing so would require teachers to be super human figures, able to challenge the brightest and cater to the needs of those with lower abilities. I do not understand how anyone could look at that situation and think it is viable to carry out such actions. While the concept is nice and certainly advocates a sense of Communistic equality, I do not believe it would be effective in either the short or long run. I definitely agree that the curriculum in the lower and average classes should be just as content rich and rigorous as the content in the high-ability classes I just feel that the content should be taught at a different pace and maybe using different methods to connect with the different learning styles. I think that the ideas in this article relate to the ideas in Carlson’s article titled, “Gayness, Multiculturalism & Community.” Although the issue of sexuality is not addressed, the basic concept of normalizing the school community is addressed. Creating heterogeneous classrooms where students of all abilities learn together, leads to the creation of a body of seemingly similar students, working to make students of lower abilities feel just as competent and those of higher-abilities.
Monday, March 17, 2008
"In the Service of What?" by Kahne and Westheimer
Premise
-change vs. charity
-transformations
-enlightenments
-promotion of self-esteem
-authentic learning experiences
-moving forward
-examination of the determinants of a certain lifestyle to advocate prevention
- focusing primarily on charity efforts
-“apprehending others realities”
-altruism
-civic duty
-critical reflection
-acquisition of vocational skills
-understanding
-connections
-relationships
-“developing citizens”
-communal obligations
Argument
Kahne and Westheimer argue that service learning is multifaceted and that different teachers choose to implement the work in different ways, ways that achieve different results amongst both the participants and ultimately the recipients. Kahne and Westheimer argue that those who believe that learning and service should go hand in hand should always ask themselves what exactly is the service? Learning in the service of what? They believe that service can carried out for both political and moral reasons and that these two domains lead to different relationships and experiences.
Evidence
-The comparison of Mr. Johnson’s service learning for his 12th grade U.S. government course to Ms. Adams 7th grade service learning project is evidence of the differing view of service learning. While Mr. Johnson had his students focus on the actual volunteering experience, Ms. Adams had her students examine the reasons behind the poverty that they were studying. Kahne and Westheimer note, “Both provide authentic learning experiences, reflection on matters of social concern, and opportunities for interdisciplinary study linked to curricular goals.”
-The article notes how in the moral domain of service learning, the “SL activities tend towards two types of relationships.” These relationships include ones that emphasize charity along with one to emphasize the formation of caring relationships. However, in the political domain, the idea of “what it means to be a citizen” and a critical democrat is more focused on.
-Kahne and Westheimer raise such questions as “what values do service learning curricula model and seek to promote? What kind of society does service learning lead students to work toward? These questions are evidence of their main, fundamental question, “in service of what.”
Questions/ Comments
I definitely have never considered the different distinctions between service learning practices that were presented in the article. The idea of charity vs. change was very interesting to me. I always thought that charity could embody change but I never looked at the two as different and almost opposing practices. I really liked the line, “we attempt to apprehend the reality of the other” and then to “struggle [for progress] together] when we care for others. I think this line really captures the essence of human bonding. This article certainly embodies the ideas of white privilege that Peggy McIntosh discusses in her article titled, “White Privilege: Unpacking the Invisible Knapsack.” The idea that we can help others in need revolves around our own stability and ultimately, privilege.
Premise
-change vs. charity
-transformations
-enlightenments
-promotion of self-esteem
-authentic learning experiences
-moving forward
-examination of the determinants of a certain lifestyle to advocate prevention
- focusing primarily on charity efforts
-“apprehending others realities”
-altruism
-civic duty
-critical reflection
-acquisition of vocational skills
-understanding
-connections
-relationships
-“developing citizens”
-communal obligations
Argument
Kahne and Westheimer argue that service learning is multifaceted and that different teachers choose to implement the work in different ways, ways that achieve different results amongst both the participants and ultimately the recipients. Kahne and Westheimer argue that those who believe that learning and service should go hand in hand should always ask themselves what exactly is the service? Learning in the service of what? They believe that service can carried out for both political and moral reasons and that these two domains lead to different relationships and experiences.
Evidence
-The comparison of Mr. Johnson’s service learning for his 12th grade U.S. government course to Ms. Adams 7th grade service learning project is evidence of the differing view of service learning. While Mr. Johnson had his students focus on the actual volunteering experience, Ms. Adams had her students examine the reasons behind the poverty that they were studying. Kahne and Westheimer note, “Both provide authentic learning experiences, reflection on matters of social concern, and opportunities for interdisciplinary study linked to curricular goals.”
-The article notes how in the moral domain of service learning, the “SL activities tend towards two types of relationships.” These relationships include ones that emphasize charity along with one to emphasize the formation of caring relationships. However, in the political domain, the idea of “what it means to be a citizen” and a critical democrat is more focused on.
-Kahne and Westheimer raise such questions as “what values do service learning curricula model and seek to promote? What kind of society does service learning lead students to work toward? These questions are evidence of their main, fundamental question, “in service of what.”
Questions/ Comments
I definitely have never considered the different distinctions between service learning practices that were presented in the article. The idea of charity vs. change was very interesting to me. I always thought that charity could embody change but I never looked at the two as different and almost opposing practices. I really liked the line, “we attempt to apprehend the reality of the other” and then to “struggle [for progress] together] when we care for others. I think this line really captures the essence of human bonding. This article certainly embodies the ideas of white privilege that Peggy McIntosh discusses in her article titled, “White Privilege: Unpacking the Invisible Knapsack.” The idea that we can help others in need revolves around our own stability and ultimately, privilege.
Monday, March 3, 2008
"Unlearning the Myths that Blind Us" by Christensen
Premise:
-popular cultural ideals
-racism, sexism, violence
-ignornace
-anaylsis of popular media
-unlearning myths
-"secret education"
-discrimination and subjugation
-accepted knowledge
-questioning vs. acceptance
-development of a critical consciousness
-stereotyping
Argument:
Christensen argues that popular children's media influences the way in which children view the world, other people, and themselves. He believes that popular media secretely educates children in ways that are detrimental to their development. Christensen believes that children's books, movies, and popular fairy tales embody hidden sexist, racist, and violent messages. He argues that "unlearning the myths" will enlighten children to the messages which have distorted their views of people of varying racial and cultural groups.
Evidence:
-Christensen gives the example of the Daffy Duck cartoon and how all there is a general absence of female characters and when female characters are presented, they are usually sexually exploited. He states, "when women do appear, they look like Jessica Rabbit or Playboy centerfolds."
-Christensen presents the fact that the Disney princesses are all white except for a few exceptions. He states, "there should be more women of color who play the leads in these white on white wedding cake tales."
-Christensen notes how in many childen's stories, movies, and fairy tales, women are portrayed as characters who are desperately trying to find a man to marry and settle down with. Women are not depicted as people who are trying to better themselves politcally or economcally. He states, "I don't want them thinking that the pinnacle of a woman's life is an 'I do' that supposedly leads them to a 'happily ever after'."
-"I want to develop their [his students] critical consciousness, but I also hope to move them to action." In an effort to uncover the myths Christensen asks his student to "watch for who plays the lead. Who plays the buffoon? Who plays the servant?"
Questions/ Comments
This article reminds me of Carlson's idea of how popular culture has a powerful influence on the way in which people interpret, understand, and educate. The various forms children's media present in popular culture embody certain rather disturbing images and messages that many people attempt covering up or defending. The whole idea of ,"it's just a kid's movie" is really not a valid argument to defend plots and characters seeing as how children observe and indirectly learn about people of other races and genders from watching/reading these media forms.
Premise:
-popular cultural ideals
-racism, sexism, violence
-ignornace
-anaylsis of popular media
-unlearning myths
-"secret education"
-discrimination and subjugation
-accepted knowledge
-questioning vs. acceptance
-development of a critical consciousness
-stereotyping
Argument:
Christensen argues that popular children's media influences the way in which children view the world, other people, and themselves. He believes that popular media secretely educates children in ways that are detrimental to their development. Christensen believes that children's books, movies, and popular fairy tales embody hidden sexist, racist, and violent messages. He argues that "unlearning the myths" will enlighten children to the messages which have distorted their views of people of varying racial and cultural groups.
Evidence:
-Christensen gives the example of the Daffy Duck cartoon and how all there is a general absence of female characters and when female characters are presented, they are usually sexually exploited. He states, "when women do appear, they look like Jessica Rabbit or Playboy centerfolds."
-Christensen presents the fact that the Disney princesses are all white except for a few exceptions. He states, "there should be more women of color who play the leads in these white on white wedding cake tales."
-Christensen notes how in many childen's stories, movies, and fairy tales, women are portrayed as characters who are desperately trying to find a man to marry and settle down with. Women are not depicted as people who are trying to better themselves politcally or economcally. He states, "I don't want them thinking that the pinnacle of a woman's life is an 'I do' that supposedly leads them to a 'happily ever after'."
-"I want to develop their [his students] critical consciousness, but I also hope to move them to action." In an effort to uncover the myths Christensen asks his student to "watch for who plays the lead. Who plays the buffoon? Who plays the servant?"
Questions/ Comments
This article reminds me of Carlson's idea of how popular culture has a powerful influence on the way in which people interpret, understand, and educate. The various forms children's media present in popular culture embody certain rather disturbing images and messages that many people attempt covering up or defending. The whole idea of ,"it's just a kid's movie" is really not a valid argument to defend plots and characters seeing as how children observe and indirectly learn about people of other races and genders from watching/reading these media forms.
Monday, February 25, 2008
"Gayness, Multicultural Education, and Community" by Dennis Carlson
Premise:
-shame
-difference
-sexual identity
-silence/invisibility
-recognition
-normalizing
-deviance
-community of interest
-selective tradition
-stereotypes
-condition
-gay identity vs. homosexual orientation or preference
Argument:
Carlson argues that American culture is experiencing a shift in the views related to homosexuality in the workplace and in society as a whole. He believes that there is a difference between having a gay identity and having a homosexual sexual orientation preference. Carlson also believes that schools try to put a blanket over any issues of homosexuality in order to "normalize"the enviroment and diverge any attention away from the issue. Carlson opposes this response to gays in the schools and instead, believes that public schools should be open to the gay influence. He believes that communication instead of silence is the best method when working to achieve understanding and respect amongst the gay and straight, student and teacher population. Carlson believes that the multicultural curriculum that is being constructed in NYC is a positive force that is working to spread equality and provide gay communities with a voice.
Evidence:
-In regards to the differentiation between the gay identity and mere sexual preference Carlson states that a gay identity refers to "the construction a gay self identity and visible gay prence within a culture" while homosexual sexual preference is "more-or-less the natural direction of one's sexual desires." There is certainly a distinction between two terms, a distinction that many people are most likely unaware of.
-as an aspect of multicultural education Carlson states, "the objective of clssroom discourse" in which "all voices are heard and all truths are understood," would "clarify differences and agreements, work toward coalition-building across difference when possible, and build relationships basded on caring and equity."
-"the final compromise multicultural curriculum constructed in NYC is the best that progressive forces that hope for in the current situation."
-Carlson presents the effects of the lack of understanding of gays when he explains how people thought being gay was a "condition" and that it was "contagious."
Comments:
This selection definitely links back to Johnson's ideas of "just naming the issues." Carlson explains how the lack of communication by gays and straights of the issues is further perpetuating the problem and to correct this, the silence needs to be broken and the names named. I would personally like to know if Dennis Carlson is of homosexual prefernce.
Premise:
-shame
-difference
-sexual identity
-silence/invisibility
-recognition
-normalizing
-deviance
-community of interest
-selective tradition
-stereotypes
-condition
-gay identity vs. homosexual orientation or preference
Argument:
Carlson argues that American culture is experiencing a shift in the views related to homosexuality in the workplace and in society as a whole. He believes that there is a difference between having a gay identity and having a homosexual sexual orientation preference. Carlson also believes that schools try to put a blanket over any issues of homosexuality in order to "normalize"the enviroment and diverge any attention away from the issue. Carlson opposes this response to gays in the schools and instead, believes that public schools should be open to the gay influence. He believes that communication instead of silence is the best method when working to achieve understanding and respect amongst the gay and straight, student and teacher population. Carlson believes that the multicultural curriculum that is being constructed in NYC is a positive force that is working to spread equality and provide gay communities with a voice.
Evidence:
-In regards to the differentiation between the gay identity and mere sexual preference Carlson states that a gay identity refers to "the construction a gay self identity and visible gay prence within a culture" while homosexual sexual preference is "more-or-less the natural direction of one's sexual desires." There is certainly a distinction between two terms, a distinction that many people are most likely unaware of.
-as an aspect of multicultural education Carlson states, "the objective of clssroom discourse" in which "all voices are heard and all truths are understood," would "clarify differences and agreements, work toward coalition-building across difference when possible, and build relationships basded on caring and equity."
-"the final compromise multicultural curriculum constructed in NYC is the best that progressive forces that hope for in the current situation."
-Carlson presents the effects of the lack of understanding of gays when he explains how people thought being gay was a "condition" and that it was "contagious."
Comments:
This selection definitely links back to Johnson's ideas of "just naming the issues." Carlson explains how the lack of communication by gays and straights of the issues is further perpetuating the problem and to correct this, the silence needs to be broken and the names named. I would personally like to know if Dennis Carlson is of homosexual prefernce.
Sunday, February 17, 2008
"Aria" by Richard Rodriguez
Premise:
-language barriers
-cultural intrusions
-private language vs. public language
-shame
-sacrifice
recognition
-assimilation and response of
-weakening of family bonds through assimilation
-private individuality vs. public individuality
-trust of authority figures
Author's Argument:
Rodriguez argues that cultural assimilation leads to a decrease in a minority's private individuality while allowing for a growth of public individuality and identity. He believes that the language spoken in the homes of many minorities is not merely a form of communication but is more a representation of their identity and cultural pride.
Evidence:
-Rodriguez notes, "they [his parents] agreed to give up the language (the sounds) that had revealed and accentuated our family's closeness
- he is noting how the language is the glue that holds the family together and without it,the family's cultural center is debilitated.
-Rodriquez states, "as we children learned more and more English, we shared fewer and fewer words with our parents."
-"By contrast, my father seemed reconciled to the new quiet. Though his English improved somewhat, he retired into silence."
-He was ashamed at his lack of skill when it came to speaking the English language. Consquently, he became rather introverted and soon he whole demeanor was completely altered.
Questions/ comments/ points to share:
- After reading the article, I was left with the question of whether or not he was appreciative of the assimilation that was imposed on him and his family.
Premise:
-language barriers
-cultural intrusions
-private language vs. public language
-shame
-sacrifice
recognition
-assimilation and response of
-weakening of family bonds through assimilation
-private individuality vs. public individuality
-trust of authority figures
Author's Argument:
Rodriguez argues that cultural assimilation leads to a decrease in a minority's private individuality while allowing for a growth of public individuality and identity. He believes that the language spoken in the homes of many minorities is not merely a form of communication but is more a representation of their identity and cultural pride.
Evidence:
-Rodriguez notes, "they [his parents] agreed to give up the language (the sounds) that had revealed and accentuated our family's closeness
- he is noting how the language is the glue that holds the family together and without it,the family's cultural center is debilitated.
-Rodriquez states, "as we children learned more and more English, we shared fewer and fewer words with our parents."
-"By contrast, my father seemed reconciled to the new quiet. Though his English improved somewhat, he retired into silence."
-He was ashamed at his lack of skill when it came to speaking the English language. Consquently, he became rather introverted and soon he whole demeanor was completely altered.
Questions/ comments/ points to share:
- After reading the article, I was left with the question of whether or not he was appreciative of the assimilation that was imposed on him and his family.
Monday, February 11, 2008
Goldberg's 100 People Who Are Screwing up America
Premise
-education system's ideals
-political influence in classrooms
-the differing presentations of America's involvment in history
-the idea that Kozol is a symbol of the liberal educational establishment
-Kozol's ideals regarding teaching children unbiased views on the world and wordly concepts
Argument
-Golberg argues that Jonathon Kozol's has liberal views on teaching including teaching politcally unbiased accounts of events in the classroom along with exposing children to the "truths" of society.
Evidence
-Goldberg explains that Kozol is a fierece opponent of traditional learning and that he does not believe classrooms should be poltically neutral.
-Kozol believes that children should "have skepticism of authority"
-Kozol believes that little children should be opened up to the "truths of feminism, enviromentalism, and the Left's account of history."
Questions/ Comments/ Points of Interest
I did not understand why Kozol's theories are viewed as so extremely eccentric and unecessary. To me, it seems as though his ideas are merely aiming to completely educate children; providing them with well-rounded accounts of events in history.
Premise
-education system's ideals
-political influence in classrooms
-the differing presentations of America's involvment in history
-the idea that Kozol is a symbol of the liberal educational establishment
-Kozol's ideals regarding teaching children unbiased views on the world and wordly concepts
Argument
-Golberg argues that Jonathon Kozol's has liberal views on teaching including teaching politcally unbiased accounts of events in the classroom along with exposing children to the "truths" of society.
Evidence
-Goldberg explains that Kozol is a fierece opponent of traditional learning and that he does not believe classrooms should be poltically neutral.
-Kozol believes that children should "have skepticism of authority"
-Kozol believes that little children should be opened up to the "truths of feminism, enviromentalism, and the Left's account of history."
Questions/ Comments/ Points of Interest
I did not understand why Kozol's theories are viewed as so extremely eccentric and unecessary. To me, it seems as though his ideas are merely aiming to completely educate children; providing them with well-rounded accounts of events in history.
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