Social Context
Education 3603 Course
Guide Spring
2003
Instructor:
Robert Runté Office: B-850 Phone: 329-2454 email
Runte@.uleth.ca
Class listserve: Educ3603A@uleth.ca Instructor
Website: http://www.edu.uleth.ca/~Runte/
Kid Culture website: http://www.edu.uleth.ca/kid_culture/
Course Goals
By the end of the module,
students will be able to:
1.
Identify
examples of how the social context influences the type of schooling we offer,
the way we perceive and treat the student population, and the way we perceive
ourselves as teachers.
2.
Identify
examples of how television, advertising, (rock) music, video games, the World
Wide Web, toys, comic books, sports, shopping malls, and other elements of
popular culture influence what and how children learn (that is, contain their
own “implicit curriculum”).
3.
Recognize
that knowledge is socially constructed by identifying examples of how both
popular culture and the schools function to create a consensus that reinforces
the status quo.
4.
Identify
examples of how schools — in spite of our stated intention to help every
child develop to his or her fullest potential — may actually serve to
perpetuate gender, ethnic, and class inequalities.
5.
Recognize
that sufficient contradictions exist within popular culture, the schools, and
the other institutions of society to allow teachers and students opportunities
for an education that is liberating and fulfilling, and that teachers therefore
have a responsibility to eschew indoctrination or training which is limiting
and constraining.
6.
Examine
the assumptions underlying their approach to teaching, to think through the
wider implications of their beliefs and actions, and so become reflective
practitioners.
7.
Refine,
redefine, and articulate their own unique vision of teaching, their subject
matter, and their purpose in light of the ever-changing context, new knowledge,
and their own experiences.
8.
Be
prepared as professionals to continue to function in the face of uncertainty,
rather than to seek simplistic solutions to complex issues.
9.
Recognize
that many of their colleagues will be operating on the basis of different
values, that these differing beliefs may lead to different approaches to
teaching, and that the teaching profession and the school system need to
accommodate a variety of philosophies if the needs of all students are to be
met.
10. Understand the role and importance
of the Foundation disciplines (sociology, history, and philosophy) in
professional development.
11. Demonstrate certain of the
provincially mandated technology outcomes (as listed on next page) including
web page composition.
Provincially Mandated KSAs Related to Education 3603
The
Minister of Education has established a list of knowledge, skills, and attributes
(KSAs) required for Interim Certification as a classroom teacher in
Alberta. Graduates may be asked to
document that they possess these KSAs, and to this end, the KSAs applicable to
the Education 3603 module of Professional Semester II are listed below
1. Teacher’s
application of pedagogical knowledge and abilities is based on their ongoing
analysis of contextual variables (Course objectives 1-4)
2. Teachers
understand the legislated, moral and ethical framework within which they work
(Course objective 1).
6.
Teachers create and
maintain environments that are conducive to student learning
(Course Objective 5).
10. Teachers
establish and maintain partnerships among school, home and community, and
within their own school. (Course objectives 5 & 9)
11. Teachers are career-long learners (Course
objectives 6, 7, 8 & 10).
[For
detailed descriptors, see “Relevant
Excerpts from Appendix A: Descriptors of Quality Teaching”, An Integrated Framework to Enhance the Quality of Teaching in Alberta, the second reading in the course
manual.]
Provincially Mandated Technology Outcomes in Ed 3603
Foundational
Operations, Knowledge and Concepts
F. 4
Students will become discerning consumers of mass media and electronic
information
(Ed 3603
Topic II).
Processes
for Productivity
P. 1
Students will compose, revise and edit (all assignments).
P. 2
Students will organize and manipulate data (all assignments)
P. 3
Students will communicate through multimedia (class presentations and web
assignments)
P. 5 Students will navigate (most
assignment options) and create hyperlinked resources (web page assignment).
P. 6 Students will use communication
technology to interact with others (web page assignment)
Communicating,
Inquiring, Decision making and Problem Solving
C. 1 Students will access, use and
communicate information from a variety of technologies (most assignment
options).
C. 2 Students will seek alternative
viewpoints, using information technologies (all assignments)
C. 3 Students will critically assess
information accessed through the use of a variety of technologies (all
assignments)
C. 4 Students will use
organizational processes and tools to manage inquiry (most assignment options).
C. 5 Students will use technology to
aid collaboration during inquiry
C. 6 Students will use technology to
investigate and/or solve problems (most assignment options).
C. 7 Students will use electronic
research techniques to construct personal knowledge and meaning (most
assignment options).
Introductory Statement
Getting
The Big Picture
he is ill equipped to
anticipate, understand, and address those issues that constantly press in on
him from the “outside”. He often complains, for example, that he
cannot understand where his students are coming from, but sees this as the
students‘ problem rather than his own. Because he conceives of teaching as the application of a
series of “how to” formulae, he seldom thinks to question the
curriculum (Why these particular skills? Why this particular knowledge and not
some other?) or the status quo. Unwilling or unable to explore the implications
of his actions beyond the classroom, he is vulnerable to the manipulation of
those in power, such that instead of educating, his teaching can easily
degenerate into indoctrination.
In contrast, the fully
professional educator realizes that her classroom does not exist in a vacuum,
and that the ability to examine and understand the larger social context in
which we operate is crucial to our success as educators. How can we hope to
have any impact on our students‘ lives if we know nothing of the forces
that influence their thinking outside our classrooms? How can we create an
environment that will allow each individual to develop to their fullest
potential if we remain blissfully unaware of the systematic but subtle
influences that gender, ethnic origin, and social class still have on the
education students receive? How can we even begin to address the problems
facing the school system, such as the dropout rate, if we simply focus on
(i.e., blame) the individual student without seeing the larger pattern that
connects the dropout rate to changes in school policy, the economy, and peer
culture?
Thus, the fully professional
educator is not content with just getting her subject across to her students,
but is informed about and actively involved in formulating a response to the
social trends shaping her society, her school, and her students. While her
background in the teacher's craft is as strong as that of the
teacher-technician, she goes beyond mere mastery of technique to the broader
and more fundamental step of goal setting. By refusing to lose herself in the
day to day minutia of the classroom, by understanding the social context in
which she functions well enough to identify the real needs and motives of her
students, she is able to carve out a niche in which real education can occur.
This module, then, is an
attempt to introduce you to the “big picture”.
The Role of Uncertainty in Reflective Practice
This course is deliberately
designed (objective 8) to avoid providing pat answers to complex issues. When I
say there are no right answers in this course, I mean that I have consciously
chosen not to provide
solutions to the problems posed. We will spend some class time brainstorming
possible approaches to some of the issues raised, but I will consider
this course a success if you leave with more questions than answers. Some students find that this approach
can be disconcerting or discouraging, but I hope to demonstrate that that a
true professional is someone who is prepared to take a stand and act even in the
face of uncertainty (objective 8).
It is also important to
remember that when I or others question your statements in this class, this is
not intended as an attack on you or your opinions (objective 9). Rather, it is
an invitation to expand on your initial statement. (Note that I said "when", not "if" I question your position — I will strive
to continually challenge you to expand on your arguments and to reach deeper.)
In other situations, when people ask you why you believe something, or ask you
how you respond to facts that could be interpreted as evidence against your
position, they are trying to get you to change your mind. That is not usually the case in this
class. Instead, the goal is for you to be able to formulate and articulate your
own position more clearly. This module will strive to ensure that you have
examined the underlying assumptions on which your philosophy of teaching is
based, and that you have thought through the implications of your position
(objective 6), so that you can become a more effective spokesperson for what you believe (objective 7).
I believe that great
teaching is always grounded in a personal vision: a commitment to a consistent
set of ideas, skills, attitudes or approaches that constitute the
individuals’ unique contribution to the growth of their students. One
objective of this course (#7) is to help you to begin to articulate your own
professional vision.
For this class to be
successful, discussion must be both professional and collegial. To ensure that
every student feels safe to express opinions and to share personal experiences,
please observe the following guidelines:
• Experiences
shared and opinions expressed within this class are to be considered
confidential; colleagues' statements
are not to be repeated outside the classroom.
• When
sharing experiences, do not provide identifying details such as school,
teacher, or community names. (Instead of "my practicum in Stavely"
say "my practicum in a rural school"; instead of "Mrs. Dobson"
say, "a teacher I once had"; etc...)
• Ensure
that your responses to other's statements are directed at their arguments,
rather than the speaker personally. Avoid judgmental comments. (For example, do
not say, "That's stupid!" Instead, say, "I disagree. My concern
with that approach would be...." or "One disadvantage of that
approach might be..." and so on.)
• Avoid
using non-inclusive language, or making statements which could be interpreted
as racist, sexist, ableist, or otherwise stereotyping.
·
Just as you must not
make statements that will undermine the self-esteem of your own students (KSA
#6), you must respect the rights of colleagues to differing opinions (objective
9).
Topic Guide
*Canadian
resources indicated by an asterisk
I. Introduction: Why Social Context?
1. How Social Context Will Help You in Your Practicum
When an adolescent angrily
confronts you in the classroom, should you always take it personally? Remember that students have lives
outside your classroom, and what happens to them out there will often affect
how they interact with you. How do you keep things in perspective?
Understanding the neighbourhood in which you are teaching, the values and
backgrounds your students bring with them, and where school and your particular
class fit into their lives, will help you be better prepared. (KSA s #1, & 11)
Videos: Dead
Poets Society
Lean
on Me
2. How Social Context Will Help You Become a Reflective
Practitioner
What knowledge, skills and
attitudes are necessary to be certified as a teacher in Alberta? To be successful in the Faculty of
Education? To become a reflective practitioner?
Is there a difference between technical training and education? If the purpose
of education is to make one more interesting to oneself and others, how
interesting are you?
Readings: Ed 3603 Course Guide (read and understand this document
in detail) *
R.
Runté, “Introduction” from Thinking About Teaching* (optional
reading)
Alberta Education, KSAs [Excerpt
Relevant to Ed 3603]* (optional
reading)
Linton
Weeks, “The No-Book Report: Skim It and Weep"
II. Students
and the Media
(KSA #1,
Technology Outcome F.4)
The average student spends
more time in front of the TV then they do in school. What is the media teaching
our kids? Understanding our competition may help us better understand our own
role.
1. Media
Content: The “Hidden Curriculum”
Case Study #1: Advertising
Advertising is
designed to sell products, but its images necessarily teach children (and
adults) about the world — and it is not always clear that these are the
lessons we want our children to learn. For example, all educators recognize
that it is much more difficult to teach children who have low self-esteem, yet
advertising often attempts to sell us products by playing on our insecurities
and repeatedly emphasizing imagined inadequacies: are you an unsuspecting
victim of static cling? So aside
from the obvious commercial message, what else is advertising teaching us? What
is the nature of this informal curriculum?
Video: Still Killing Us Softly
Case
Study # 2: Television News
We tend to think of
the news as educational, but there is a thin line between information and
indoctrination. Is there a hidden agenda in our news? As future social studies
teachers, do we have a responsibility to counteract media bias? Do we have a
responsibility to teach media literacy? Do we have a role to play in helping
students interpret and cope with traumatic events like those of Sept 11 or does
our responsibility end with the curriculum?
Video: How
To Sell A War (CBC) *
Case Study #3: Television
Violence
Do
television (or other media) portrayals of violence contribute to the increasing
number of violent incidents in schools? Does television teach our children that
violence is an acceptable way to solve one’s problems? Does censoring Road
Runner cartoons to eliminate the
violence help promote a safer, saner society?
Reading: Marcia
Kaye, “Reel to Real Violence”
Gerard Jones, “Why Kids Need
Violent Entertainment: Bring on The Toy Guns, Head-Bonking Cartoons, And Bloody
Video Games”
Henry
Jenkins, [Testifies to Congress on Video Game Violence]
Video
Excerpt: Power
Rangers
2. The Media as Process: The Medium Is the Message
Canadian
sociologist Marshall McLuhan became famous in the 1960s for popularizing the
idea that simply by existing, the media changed everything. Forget the content,
the mere process of television
viewing or Internet surfing may change how our students interact with the
world.
Case
Study #1: Viewing
/ Reading / Surfing
Readings: Eleanor
MacLean, “Television” and "Violence and Television" from Between
the Lines*
Marie
Winn, “The Trouble With Television”
Daniel
R, Anderson, “How Television Influences Your Child”
Don
Oldenburg, “Boob Tube and
Children's Brain Drain”
"Is
AOL's Filter a Republican?"
Online: Young Canadians in a Wired World (Not in the
course reader; go to
http://www.media-awareness.ca/eng/
webaware/home.htm)*
Case
Study #2: Identify
Formation
Much
of growing up is figuring out who one is and how one fits in. How do the media
shape or distort this process?
Readings: Jocko
“The Stickman Trial”*
Sheila Manohar, “Dynamite! The Explosion of Teen Magazines In and Out
of
Schools”*
Jane
O'Dea, “Youthful Violence and the Quest for Identity in a Media-Saturated
Age: Disturbing Thoughts for Educators”*
3. Education and the Media
Can education and television
peacefully coexist? Can educators use television to their own ends by producing
programs that teach the alphabet rather than advertising jingles? Can educators
safely invite cable television into their classrooms, or is even two minutes of
advertising a betrayal of our mandate? And does the TV generation have different
expectations for education — expectations that force teachers into a
losing competition with television entertainers?
Readings: Jane O'Dea, “Teaching as
Entertainment: A Comment on a Twentieth Century Phenomenon” *
III. Students
and Counter Culture
(KSA #1,
Technology Outcome F4.)
Case Study: Rock Music
Is rock music a genuine reflection of adolescent culture and aspirations
or merely a cynically manipulated commercial product? Should parents and
teachers dismiss rock as a harmless expression of teenage rebellion, or seek to
control and limit the negative influence some observers claim it has on our
children's attitudes and values? What can we learn about adolescents and their
view of the world (including school) by examining the hidden curriculum of
popular music?
Reading: Simon
Frith, “Youth and Music”
IV. Students
and the Schools
(KSAs #1, 2, & 6)
Case Study #1: Gender
Few teachers deliberately
set out to limit the learning of half their students, but subtle forces often
operate to disadvantage females even in those classes where teachers value and
promote gender equality. Can we identify and eliminate at least some of the
factors which perpetuate sexism in the
classroom? How does the issue of gender equality in the school fit into
the larger picture of sexism in
the society? Can schools make a difference?
Readings: Myra
and David Sadker, “Sexism in the Schoolrooms of the ‘80s”
June Larkin an Pat Staton, “If We Can't Get Equal, We'll Get Even”*
Sharon Henderson, “I Wish I Had a Wife”*
Case Study #2: Ethnicity
The residential school
system broke down native family structures by separating children from their
parents generation after generation.
This policy was intended to integrate first nations peoples into “mainstream”
Canadian society (though with the implicit assumption by many policy makers
that the place of native people in Canadian society was somewhere near the
bottom). While the residential
schools were partially successful in destroying native family life and culture,
we now realize this policy was not only immoral and oppressive, but the root
cause of many of our current social problems. To what extent are schools still perpetuating these problems
today? What do we have to do to
undo the damage done by our predecessors?
Readings:
BBC News "White Schools Lack
Interest in Racism"
Evelyn
Hanssen, "A White Teacher Reflects on Institutional Racism"
Video: “Betrayal
of Trust” Fifth Estate episode // “Teach Me to Dance”
Case Study #3: Social Class
What role do the schools
play in reproducing the current social inequalities in our society? Is there a hidden social class agenda
in public schooling?
Case Study #4: Disability
The
Atypical module will have provided some background for addressing students with
special needs, but for many of these students the greatest barriers to
achievement are not their disabilities but the social context in which they
find themselves. What are we doing that makes schooling harder for these
students? What can we do to make things better?
V. Students and The Curriculum
(KSAs #1, 2, 6, 10, &
11)
Case Study #1: Relevance, Special Interests, and the Curriculum
One of the most annoying
questions teachers get is “Why do we have to learn this?” But
it’s a good question. Who decides which knowledge and skills become part
of the provincial curriculum, and which topics will go unmentioned? For
example, should schools teach only the theory of evolution, or include lessons
on creationism? Similarly, there is always tension between those who believe
that schools are primarily to prepare individuals for the job market, and those
who believe that schools are about helping kids become fully rounded human
beings. In the mid-1990s, this balance shifted in Alberta when the Minister
announced a greater emphasis on math and science in the curriculum at the
expense of courses like drama and art. Is science more relevant than art? Who
decides? Who should decide? How can schools be responsive to a changing society
(e.g., computers) and yet not be suckered in by every passing fad? How do
schools respond to the legitimate demands of the local community, without
giving in to special interests, or being pulled apart by competing lobby
groups?
Readings: Ruby
Ausbrooks, “What is the School's Hidden Curriculum Teaching Your
Child?”
John W. Herbert, “Wash the Glasses
First”*
Dave
Barry quote; Arshad Ahmad quote*
Excerpt,
“One CEO’s View of Computers”*
Connie
Willis, “Ado”
Case Study #2: Big
Business and the Curriculum
One provincially-mandated
KSA asks teachers “to establish and maintain partnerships among school,
home and community”, but it increasingly appears as if
“community” has been interpreted as synonymous with
“business”. Are school-business partnerships in the best interests
of our students? Should we resist further intrusion by business in the
curriculum? Or is the anti-business hysteria of some critics harming our
students by cutting off the one source of revenue left in these days of
declining school budgets?
Readings: Heather-Jane
Robertson, “Big Business Targets Children”*
Bruce
Grierson, “Brand names in Text books”*
Allan
Casey, "Make Your School an Ad-Free Zone"*
Video: Len
Grant, “Taking Care of Business” *
Case Study #3: Curriculum of Conformity
Do schools
enforce conformity on students? How much of our energies go towards teaching
our subject, and how much to enforcing class discipline, to ensuring that
students do not talk back, question authority, or step out of their neat rows?
Video: Pink Floyd, The Wall
Case Study #4: Peer Culture as Resistance
When
students skip classes, does that indicate that they are bad students — or
bad classes? When a foreign government attempts to oppress its people, we tend
to admire the resistance fighters more than the collaborators. By analogy,
perhaps we need to reassess the root causes of disruptive student
behaviour.
Video Excerpt: Pump Up the Volume
Case Study #5:
Curriculum, Censorship, and School Violence
Readings: Guly
& Boswell, “The Boy and the Monologue: Was Classroom Reading A
Criminal Act?”*
Vonarburg,
Valdron, et al, “Commentary from the Arts Community”*
Oziewicz,
“Showcasing Boy Inappropriate Teachers Say”*
Paula
Johanson, “A School Council Member Comments on School Violence in
Rural Alberta”*
VI. Teachers
and the Curriculum
(KSAs #1,2,6, 10, 11)
Does recognizing the
problems and challenges facing our profession mean that we are doomed to
depression and defeatism? Is idealism always dependent upon naiveté, or
can the reflective practitioner maintain a personal vision and the optimism to
pursue it in the face of the many obstacles to teaching and learning discussed
in this course? Course goal #8 says that we should “be prepared as
professionals to continue to function in the face of uncertainty, rather than
to seek simplistic solutions to complex issues”. Goal #5 asks us to
“recognize that sufficient contradictions exist within popular culture,
the schools, and the other institutions of society to allow teachers and
students opportunities for an education that is liberating and fulfilling"
But is either goal realistic? How can teachers avoid indoctrination or training
that is so narrowly focused that it places limitations on students?
Case Study #1: One Alternative Approach to Curriculum
Is there an alternative to
promoting the status quo in school? Does this approach serve students better
than the curriculum now in place? How well would this new approach work in
Alberta?
Readings: Paulo Freire, Excerpt from Pedagogy of
the Oppressed.
Louis
Schmier, Random Thoughts. (three
excerpts)
Video: Starting
From Nina *
NOTE: In addition to the
above outline, a number of supplementary topics may be introduced
by
student presentations.
Texts
|
|
Required Readings:
Ed 3603 Coursepack reader, available from the UofL Bookstore.
[Make sure you buy
the Group A version!] *
|
|
|
Recommended Background
Reading: Sandro Contenta, Rituals
of Failure: What Schools Really Teach (Toronto: Between The
Lines, 1993. ISBN 0-921284-70-5)
210pp.*
Contenta
is a Canadian journalist who combines interviews with students, teachers and
administrators with a sociological analysis to produce a highly charged and
highly readable account of Canadian schooling. This book touches on many of
the issues discussed in this course and is highly recommended. Five copies of this book are available for two day
loan from the reserve section of the University Library.
|
The videos listed will be
viewed during class.
Evaluation
|
|
For the first half of the
course, you are to compose a web page to an assigned format (see below).
For the second half of the
course, you have several options: you may give a class presentation, write an
examination, write a traditional term paper, write a response to the Contenta
book, keep a weblog, or choose some combination of these options.
|
You may, within limits, set
your own weightings and the number of assignments you wish to submit. You must,
however, commit to an evaluation contract by the January 15. Failure
to submit a valid contract by the due date could result in your not receiving
credit for one or more assignments, ultimately leading to a failing grade in
this module.
All written assignments (other
than the course examination, which is written in class) must be word-processed
and spell checked. You are also encouraged to retain a computer file or
photocopy of your submissions in case of loss or mishap. (At least one or two
papers go missing each year.)
Web Page Assignment (Compulsory) Weighting: 50-80%
Class discussion will
explore the “hidden curriculum” of television, advertising, and the
evening news. For your assignment, choose some example of youth popular
culture not discussed in class and examine its influence on children. Some examples of topics students have chosen in the
past include: Barbie dolls, the products of a leading toy manufacturer, video
games, educational computer games, TV wrestling, skateboarding, playground
games, Goth subculture, television soap operas, youth fashions, music and dance
fads, raves, a popular book series/author (E.g., Harry Potter, Sweet Valley
High, etc.), current
comic book series, shopping malls/student hang outs, popular TV series, and so
on.
However, rather than produce
yet another redundant term paper for an audience of one (the marker), in this
case we are going to combine our efforts to produce a class collaborative
project: the Kid Culture web site
(http://www.edu.uleth.ca/Kid_Culture). The objective of this web site is to
provide a real service to
classroom teachers and parents who might otherwise have difficulty keeping up
with the latest youth fads. Confronted in the classroom or at the dinner table
with some reference to Harry Potter or Pokémon, adults are often at a
loss to know how to react. By providing a brief overview to the phenomenon in
question, a list of the pros and cons, and an in depth analytical essay for
those readers who want to dig deeper, we will help parents and teachers keep better
connected to what their children are doing, reading, watching, listening to,
and thinking about.
To ensure that all
contributions follow a consistent format, a template has been provided. Using
the template may also simplify the work of producing a web page for those
unfamiliar with the process. The template will be emailed to everyone the first
week of classes.
You may work individually or
in groups of up to five on this assignment. Groups are free to divide the work
as they see fit (e.g., by subtopic or by function) as long as everyone who
contributes to the project is acknowledged, and everyone involved assigns the
project the same weighting. Everyone whose name appears on the project will
receive the same grade. (Note
that signing your name to a project to which you did not contribute constitutes
plagiarism.)
There are two benefits to Ed
3603 students of collaborating on this site: First, the primary assignment in
this course has always been about examining some aspect of popular culture
— hopefully you will have a more successful practicum if you recognize
that how your students respond in
the classroom is often influenced by forces outside the school. As a future teacher, you are soon going
to be expected to be an expert on everything related to children; learning how
to identify and respond proactively to various emergent trends in youth culture
is therefore an important professional skill. Second, superintendents are often
favourably impressed by graduates who demonstrate familiarity with any of the
new communication technologies, such as the ability to produce a web page. Any
student whose submission is subsequently published on the Kid Culture site will be able to cite that fact on their
résumé.
Note that although you must
complete the assignment for credit in this module, you retain copyright over
your work and do not have to
submit it for publication on the Kid Culture web site. To have your submission
considered for publication on the web site, everyone who contributed to that
submission must complete and sign the permission form at the end of the Course Guide.
Note too that successful
completion of the course assignment does not automatically guarantee
publication on the web site; there may be multiple submissions from different
classes on any one topic, or the editor may simply feel that a particular
submission is not consistent with the editorial stance of the Kid Culture site.
Your grade is not related to that
decision, but is determined entirely by how well your assignment meets the scoring
criteria below:
Web
Page Scoring Criteria: Content
• web page content is relevant and appropriate
to the course goals and the topic of the "implicit curriculum" of
some aspect of youth culture
·
web
page content is primarily original with only brief excerpts from, or occasional
links to, other web resources
• topic chosen and content presented is likely
to be of interest to a broad cross-section of the public; education or
technical jargon and unexplained specialist assumptions have been avoided.
• a comprehensive grasp of the subject matter
is demonstrated, including an in-depth understanding of the relevant concepts,
theories, and issues related to the topic addressed
·
content
and format follow the submission guidelines for the Kid Culture web site
• content is factually accurate and up to date
[timeliness is one of the great advantages of the WWW so it is important to
ensure that information is the latest available]
• an awareness of differing view-points is
demonstrated and a rigorous assessment of these undertaken where relevant;
differing opinions are treated respectfully
• an ability to think critically is
demonstrated in the analysis, synthesis and evaluation of relevant information
• a thoughtful statement of position is
presented and defended through logical arguments and carefully selected
supportive detail; the arguments presented build to a consistent conclusion or
recommendation(s)
• The highest grades are reserved for those
whose synthesis demonstrates both thoughtfulness and originality and that
demonstrate insight and creativity; the content goes beyond repeating what
others have said and contributes something new to our understanding of the
topic
• content adheres to highest ethical standards
- in reporting original research
involving human subjects, confidentiality of participants has been protected
- in conducting research through
interactive web pages (e.g., survey forms), the principles of informed consent,
confidentiality, and that the participant will be kept from harm, have been adhered
to
-language usage is inclusive:
sexist, racist, agist, classist, and ablist language has been avoided; content
is free of inappropriate biases
-copyright has been respected.
Copyrighted materials have been used only with the explicit written (or e-mailed)
permission of the creator. (Students in violation of copyright may be asked to
withdraw from the faculty. See the University of Lethbridge Calendar's section
on plagiarism, pp. 63-66)
• the content is referenced in the correct
format (APA, Chicago, or MLA formats are acceptable) (Students are reminded
that since their contributions may be published, it is crucial that credit is
correctly given for any copyrighted material used on the site. Since even
isolated cases of plagiarism would undermine the credibility and usefulness of
the entire site, there will be zero tolerance for plagiarism on this
assignment.)
• a clear, fluent, and concise style
highlights a well-written, tightly argued, and logically structured discussion
• a virtually flawless mastery of all aspects
of grammar, structure, and style is demonstrated
Web Page Scoring Criteria:
Mechanics
• web page functions as intended in a variety
of browsers, including Netscape and Internet Explorer.
• instructional design takes full advantage of
hypertext links to enhance learning: linear material is presented linearly, but
non-linear material uses lateral and vertical linkages to allow readers to
direct their own learning
• instructional design incorporates elements
that enhance the site's attractiveness, reader interest, and learning; graphic
design or interactive elements engage the learner and demonstrate creativity
and sound aesthetic judgment; however, form serves substance: irrelevant or
gimmicky elements have been avoided
• layout is consistent with the Kid Culture
web site template and format
·
the
layout is clear, uncluttered, and facilitates quick scanning for specific
information
·
color scheme is
aesthetically pleasing, aids readability, and is mindful of browsers who may be
color blind (black text on white background is usually best)
• appropriate images enhance the topic’s
content and visual appeal, but without slowing document loading unduly;
unnecessary images have been avoided; text alternatives have been provided for
incompatible or text-only browsers
• sound, movie, and large image files are used
only sparingly, if at all
• internal linkages connect individual web
pages within the topic in a logical, easily navigated pattern; the topic pages
use the Kid Culture navigation bars appropriately providing links to home page,
index, etc.
• individual web pages are not overly
dependent on the pages before and after, above and below them in the structure;
readers can enter the topic at any page and still understand the content at
that point
• in dividing the topic into pages, an
appropriate balance is achieved between too many and too few separate documents
• individual subtopics are not split between
pages; layout groups related ideas visually as well as with headings and
subheadings
·
where
text fills more than a single screen, internal linkages are supplied to facilitate quick
movement to specific information without having to resort to scrolling
• external linkages connect the web site to
other relevant sites; but trivial and irrelevant linkages have been avoided;
external linkages are thoroughly annotated so reader can decide whether linked
site is likely to be of interest without having to jump there to discover their
content
• web documents are clear and concise
• web documents are free of spelling,
grammatical, and other mechanical errors (Since the class is “going
public” on this assignment, there will be “zero tolerance”
for such errors.)
• a colophon or signature block is included on
each page (or by a link to a separate credit/copyright page) The colophon includes the names and e-mail
addresses of all who contributed to the topic; the date the page was last
revised/updated; a link to the Kid Culture homepage; and, where applicable, a
link to each contributor’s homepage.
• each page links to the top of the topic site
and to the Kid Culture home page and index
• emphasis is used only sparingly; heading
commands are used for headings only and not for emphasis
• copyright has been respected. Cartoons,
illustrations, icons, and other visual material have only been used with the
explicit written (or e-mailed) permission of the creator
Research Paper Option Weighting: 20% to 50%
Class Presentation Option Weighting: 30% to 50%
Class lesson presentations
are limited to a maximum of 30 minutes and must be on a topic related to
some aspect of the course. Student presentations will be scheduled for the week
of. The content may overlap with your web page or term paper assignments (i.e.,
you may present your findings to the class). You may work in groups of up to
five but everyone in the group must assign the same weight to the presentation
and will receive the same grade.
Presenters
will be graded on:
Presentations will be
evaluated to the same standard as term papers and examinations (see criteria
below, pages 17-18), except that presentation skills will replace writing
skills, and will include a peer evaluation component:
· Relevance: Your presentation must relate to
the course goals, and the learning needs of your classmates.
· Thoroughness: Your classmates should come away
from your presentation with a sufficiently thorough grasp of the material to be
able to discuss the topic intelligently on the final examination
· Depth of Analysis: an awareness of differing
view-points is demonstrated; originality, insight, and creativity are demonstrated;
the presentation goes beyond repeating what others have said and contributes
something new to our understanding of the topic
· Argumentation: You should be able to take and
defend a position using logical arguments and carefully selected supportive
detail
· Clarity and interest: As prospective teachers,
it is important that you not only master the content of your presentation and
have something significant to say, you must also be able to say it in a way
that will engage, challenge, and influence your audience. Avoid over-reliance
on lecture or oral reading.
· Discussion: The degree to which you have
achieved the above goals should be reflected in the liveliness of the
subsequent discussion
·
Peer Evaluation:
a peer evaluation component worth 10% of your presentation grade will be
included. Your peers will be asked
two questions concerning your group’s presentation, and a score
calculated out of 10:
Content: I found the
presentation informative. I
learned something new; saw this topic in a new light and/or was able to more
clearly articulate my own thoughts about this issue.
1.
Strongly Disagree 2.
Disagree 3.
Neutral 4.
Agree 5.
Strongly Agree
Delivery: I found the
presentation interesting and stimulating.
It kept my attention throughout.
1.
Strongly Disagree 2.
Disagree 3.
Neutral 4.
Agree 5.
Strongly Agree
COMMENTS:
NOTE:
All comments on peer evaluation forms are forwarded to the presenters.
Consequently, comments must be kept professional and constructive.
Contenta Paper Option Weighting: 20% to 50%
Compare
and contrast Sandro Contenta’s analysis in Rituals of Failure: What
Schools Really Teach (Toronto: Between The Lines, 1993. ISBN
0-921284-70-5) with your own experience in Alberta, either as a former student
or as a student teacher in Ed 2500 and PS I classrooms. How will your analysis
influence your interaction with your students in the coming practicum (or your
own class after you graduate)? Page limits and scoring criteria are the same as
the research paper (above). (This
is a personal assignment and is not suitable for collaboration.) Five copies of
Rituals of Failure are available
on reserve in the university library.
Set
up a weblog (i.e., a web-based learning log or on-line journal) and use it to
discuss course related content. The weblog must be kept current throughout the
class-based portion of the term (January 13 to March 3) and must include
discussion of assigned readings. You must share your weblog address with the
instructor to obtain credit for it in this course; you may if you wish also
post the address to the course list serve so that others in the class may read
your reflections but this is optional. Note that any reference to in-class
discussion must conform to the
guidelines of professional standards on page 4 of this course guide. Scoring
standards are otherwise the same as for research papers and web pages.
A
weblog or blog is a frequently updated webpage that serves as an
online diary or journal. These are often subject specific (someone's particular
field of expertise, current events such as the impending war , etc.) or simply
personal (one's top ten movies of the year list, relatives visited, etc.) Many
blogs are of interest only to the author or a small circle of friends; others
attract a wide readership; others are intended to facilitate the development of
networked communities of individuals with similar interests or expertise. Although the originator's voice remains
dominant, many blogs encourage comments from readers and post feedback and
discussion; almost all blogs make reference to and link to other blogs. The end
result is a dispersed conversational exchange, similar to that found in on-line
"chat rooms", but with the significant difference that unwanted
comments are screened out by each individual web log author or
"blogger". Since bloggers generally only reference other blogs they
find useful, stimulating, or insightful, readers are able to follow a trail of
references from one interesting site to another without ever having to deal
with the high volume of less interesting or relevant material that often
plagues chatroom discussions. Consequently, blogs have become increasingly
popular, and may well be the "next big thing" on the internet.
In
the context of this course, a blog provides the opportunity to extend class
discussion and create a community of learners.
Weblog
software:
Final Examination Option (Weighting 20% to 50%)
The examination is scheduled
for 1:00 PM –3:00 PM, March 6th. You will have a maximum of two hours to
respond to this question:
|
Preamble
If Canada's young people were educated, they would be a troublesome lot, always rocking the boat, and wanting to change things, and questioning the infinite mercy and wisdom of the authorities. Accordingly, the authorities prevent Canada's young people from getting an education by keeping them locked up in institutions called schools, where they are bored, bullied and brainwashed into total apathy.
—Richard J. Needham
None of us become
teachers to oppress kids. But many critics suggest that — whatever
our good intentions — schools systematically limit student
opportunities on the basis of gender, ethnicity, and social class. They
claim that instead of teaching students the knowledge, skills and values
children need to become self-actualizing human beings, our curriculum is
designed to perpetuate the status quo and to protect the dominant groups in
society. They complain that instead of trying to educate students, schools
in Alberta are becoming increasingly preoccupied with mere vocational
training; that we view graduates as a kind of factory product rather than
as human beings. In other words, some critics ask why we force kids to
adjust to society, rather than trying to make society more just. Few
students are able to resist the relentless effort to grind down their
personalities in preparation for the world of meaningless work that awaits
them, and those few who try to fight back or remove themselves from the
oppression of the schools are labeled vandals, truants and dropouts, and so
singled out for especially harsh treatment.
Question: As a prospective teacher, how
do YOU
respond to these critics?
Directions
Use information
from the readings,
the videos, class discussion and
your own experiences as either a student or preservice teacher to provide concrete
examples and illustrations
of the points you are making or refuting. Be sure that you go beyond
description and assertion to interpretation, analysis, synthesis, and evaluation.
Be especially cautious of platitudinous arguments. Many students find
making explicit reference to the various course readings helps to document
and focus their arguments, and so avoid platitudes. Note
also that the readings in the second half of the course reader and the
Contenta text are likely to be
the most relevant in answering this question
|
Although the question is
provided above, you will not be allowed to bring anything into the examination
with you. (A fresh copy of the question will be provided.) This is an
individual, closed book examination.
Criteria for Assignments
For all assignments in this
module, it is expected that you will take a position and defend it with a
logical argument. Be sure also to
support your arguments with specific, concrete examples. The highest marks are
reserved for those assignments that demonstrate insight and originality.
You are advised to adopt a
clear, concise style and to avoid “academese” — that is, to
avoid inflated diction, unnecessarily complex sentence structure, or an obtuse
style — in your term paper.
(Pomposity will cost you marks.)
Students are encouraged to use inclusive (e.g., non-sexist,
non-stereotyping) language in this course.
A - EXCELLENT (90 - 100)
• originality,
insight, and creativity are demonstrated; the paper goes beyond repeating what
others have said and contributes something new to our understanding of the
topic
• a
comprehensive grasp of the subject matter is demonstrated, including an
in-depth understanding of the relevant concepts, theories, and issues related
to the topic addressed
• an
awareness of differing view-points is demonstrated and a rigorous assessment of
these undertaken where relevant
• an
ability to think critically is demonstrated in the analysis, synthesis and
evaluation of relevant information
• a
thoughtful statement of position is presented and defended through logical
arguments and carefully selected supportive detail; the arguments presented
build to a consistent conclusion
• a
clear, fluent, and concise style highlights a well-written, tightly argued, and
logically structured essay
• a
virtually flawless mastery of all aspects of grammar, structure, and style is
demonstrated
B - Good
(80 - 89)
• a
thorough grasp of the subject matter is demonstrated
• an
awareness of differing view-points is demonstrated and an assessment of these
attempted where relevant
• the
paper goes beyond description to interpretation, analysis, synthesis and
evaluation
• a
position is adopted and logically argued; appropriate supporting detail is
supplied
• a
clear style which communicates well (but may contain occasional or minor flaws
in the mechanics of spelling, grammar, sentence structure, etc.) is evident in
the logical presentation of a reasonable argument
C - SATIsfACTORY (70 - 79)
• a
basic grasp of the subject matter is demonstrated
• accurate
information incorporating relevant sources and references is conveyed
• a
position is adopted and logically argued
• an
adequate attempt at analysis, synthesis, interpretation or evaluation is
evident
• an
acceptable style demonstrates an awareness of, and attention to, the principles
of paragraph development, sentence structure, grammar and spelling, etc.
D - POOR
(60 - 69)
• a
lack of familiarity with the subject matter is demonstrated through the
omission of key material, or through the misinterpretation of important
concepts, theories or issues
• a
lack of critical thinking is evident in a paper which is more descriptive than
interpretive; or in which the analysis and synthesis are logically flawed; or
in which there is a reliance on assertion; or in which the relevance of
supporting detail is questionable
• a
position is not taken, is hard to determine, or is inconsistent with arguments
or information presented in the paper
• there
is a lack of originality and an over-reliance on material presented in class or
in the assigned readings
• written
expression requires improvement in basic communication skills; or written
communication is marred by inflated diction, overly complex sentence
structures, or an obtuse style.
F - FAILING (0 - 60)
• a
basic lack of understanding of the subject matter is demonstrated through gross
misinterpretation or omissions
• there
is little attempt to go beyond description; or interpretation and analysis
demonstrates gross error in logic or supporting detail; or little or no factual
material is presented; or material presented contains gross factual error; or
is completely irrelevant
• written
expression is disorganized, incoherent, poorly expressed, and contains
unacceptably frequent or serious errors in grammar, sentence structure, and
spelling
OR
• an
attempt is made to use others' work without providing proper acknowledgment
• an
attempt is made to hand in a paper from another course
• an attempt is made to
write a paper on a topic other than that approved in writing by the instructor
OR
- an assignment contains racist, sexist, or other
stereotyping content which calls into question the student’s ability
to meet KSA #6.
—marking criteria compiled
by R. Runté and K. Mazurek
As with all Professional
Semester II modules, attendance is compulsory in this course. If you are going
to be absent for a class, you must email the instructor, or leave a message
with the course secretary, Barb Krushel, at 329-2260. Failure to notify the
faculty of an absence could result in your being asked to withdraw from the
program. Note however that if you have not chosen the examination option, you do not have to come to Ed 3603 on
March 5.
|
Excellent
|
Good
|
Satisfactory*
|
Poor**
|
Failing
|
|
97 - 100 A+
93 - 96 A
90 - 92 A-
|
87 - 89 B+
83 - 86 B
80 - 82 B-
|
77 - 79 C+
73 - 76 C
70 - 72 C-
|
67 - 69 D+
63 - 66 D
60 - 62 D-
|
<60 F
|
*Note that although a
"C" represents a passing grade in any particular module, students are
required to maintain a 2.5 average in their professional semesters.
**Note also that a
"D" is an unsatisfactory grade for your professional semester and
will likely lead to your being asked to withdraw from the program.
Learning Contract
Student name
______________________ Student
ID#________________________
Student email Student
Phone # _
|
Assignment
|
Proposed
Topic
|
Due
|
%
|
|
Web Page
(compulsory)
(If you
wish to submit your web page assignment to the Kid Culture web site, you must fill in the form on the reverse)
|
|
On or before
Feb 5
|
50% to 80%
|
|
Research
Paper
(optional)
If you also wish to
submit this paper to another module, give instructor's name here:
_______________
|
Topic:
|
On or before
March 3.
|
20% to 50%
|
|
Contenta
paper
(optional)
|
Compare and contrast
Contenta's analysis with your own experiences in Alberta.
|
On or before
March 3
|
20% to 50%
|
|
Class
Presentation
(optional)
|
Topic:
List names of the others
(if any) in your group:
|
On or before March 3
Note: available time slots assigned on first come first served basis.
|
30% to 50%
|
|
Weblog / Journal
|
Topic: comments must be
related to course content and include discussion of assigned readings; all comments must be consistent
with professional standards (e.g., respect peer confidentiality.)
|
Minimum of 1 entry per
class January 13 to March 3
|
20% to 50%
|
|
Final
Examination
(optional)
|
Question as presented in
course outline
|
March 5
|
20% to 50%
|
Approved by
______________________ Date
_____________________
Permission to Post
The
Course Assignment to the Kid
Culture Web Site
I
____________________________________________________________________________
(print full name)
hereby grant Dr. Robert
Runté (hereafter "the publisher") permission to
post________________
_________________________________________________________
(hereafter "the web page")
(print full web page title)
to the Kid
Culture web site for a period of up to five years. I understand that I retain
copyright to my original material and may repost or republish it elsewhere at
any time; and that I may withdraw my contribution to the web site at any time
by giving Dr. Runté two weeks notice in writing. I understand that there
is no payment for publication on the Kid Culture web site, but that I may cite
such publication in my résumé.
I warrant to
Dr. Runté, the Faculty of Education and the
University of Lethbridge that:
· the
web page is original;
- the web page has not been previously
published;
- I am the sole author of the web page;
or
- I am one of ___ contributors to the web
page, all of whom have agreed to publication of the web page on the Kid
Culture Web site and each of whom has signed a contract to that effect;
- I/we have obtained written authorisation
for use of materials from the copyright holder of or owner of rights
thereto which materials form part of the work; and I/we have attached the
written authorisations to this contract;
- I am/we are the sole proprietor(s) of all
rights granted to the publisher and have full right and power to execute
the present agreement;
- the web page and the execution of this
agreement do not violate or infringe any personal, statutory or
proprietary right or copyright of third parties;
- the web page is not in whole or in part
libellous, obscene or otherwise unlawful;
The present
warranties shall remain in force following the termination of the present
agreement.
Indemnification:
I shall
indemnify the publisher (Dr. Robert Runté), the Faculty of Education and the
University of Lethbridge against any claims, demands, legal proceedings, costs,
losses and damages of any nature whatsoever arising from any alleged breach of
the warranties or representations by me herein.
I consent
to Dr. Runté making minor copy editing and formatting changes to my
submission consistent with the Kid Culture web site guidelines, provided such
changes do not misrepresent my views.
Signed Date
