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Please bring a prop to use in your discussion and/or presentation of the school culture. This prop could be a costume or a website or a book or a solid object, or a person, etc.  The prop should help make your understandings clearer to others.

Please discuss your prop in relation to the chapter for BLOG6


Teaching to Change the World  Chapter 9: The School Culture: Where Good Teaching Makes Sense



WebLog5:  Chapter 8: Grouping, Tracking, and categorical Programs


As an elementary and secondary student in these United States, it is likely that you were made subject to practices of homogeneous grouping, sorting or tracking.  Our textbook, Teaching to Change the World,  is of the opinion that students of all abilities would achieve at higher levels through heterogeneous grouping. However, this would require significant changes not only to education policy and classroom practice, but to fundamental assumptions about the meaning of schooling and what it means to be an individual citizen of the United States.


For the class period, you are to write an essay (5 paragraphs) discussing your lived experiences, beliefs about education and knowledge of the perspective of our textbook, Teaching to Change the World.


At a minimum, your essay is to include these four sections:


  1. Personal narrative of your lived experiences as witness to the experiences of other students made subject to practices of homogeneous grouping, sorting or tracking in the elementary and/or secondary schools of your childhood; 
  2. Narrative retelling of the lived experiences of one of your classmates in ED253 recalling to you his or her experiences being made subject to practices of homogeneous grouping, sorting or tracking in elementary and/or secondary school;
  3. Discussion of the perspective of our textbook, Teaching to Change the World, on heterogeneous grouping, sorting or tracking as presented in chapter 8: Grouping, Tracking, and Categorical Programs;
  4. Conclusion to include, a discussion of your feelings, current beliefs and thoughts about the responsibility of the classroom teacher with regard to grouping, sorting or tracking.


While this is an individual in-class writing assignment, I encourage you to discuss issues and ideas with me and to collaborate with your classmates in ED253.






Blog Entry: Based on your reading of chapter 6, Assessment: Measuring What Matters, please author:


1. A time line entry that has historical, conceptual /theoretical and personal significance.

2. A paragraph discussion for your writing circle about using commentary / feedback to support learning.


However you post your entries, please have them available for discussion in class.


Reading: Teaching to Change the World  Chapter 6: Assessment: Measuring What Matters



WebLog3 (Please bring your entry to class to share on 30 September 2010)


Blog Entry: Based on your reading for class, please write five questions and/or five statements to guide and inform class discussion. 


Reading:    Mitton-Kükner, J., Nelson, C., and Desrochers, C. (2010). Narrative inquiry in service learning contexts: Possibilities for learning about diversity in teacher education. Teaching and Teacher Education, 26(5), 1162-1169. 


"Boyle-Baise's (2002) conceptual framework of service [...] provides a useful lens for reconsidering the ‘service’ dimension of the service learning experience with a view to creating an inquiry-focused experience that, rather than being a ‘peek across borders’ (Boyle-Baise, 2002) to learn about others, might become a ‘borderland’ experience (Anzaldúa, 1987/1999) to learn about ‘self in relation with others’."


Discussion: Service Learning and Narrative Inquiry  




Please recount your initial journal entry required by the  JCU Center for Service and Social Action.   In lieu of this entry and/or if you have yet to visit your service learning site, please author a personal narrative describing the site where you will be working and your thoughts and feelings about this emergent experience.  Discuss what qualifies a site as a site, raise a few questions consider how you might approach answering these questions.  Draw on your own lived experiences and / or course readings and discussions.  (Limit 250 word or 3 paragraphs).



Personal information
1. Name, hometown, primary email.
2. What name do you prefer to be called?
3. Grade level and subject(s) that you want to teach (For graduate students: undergraduate and graduate degree(s), education license(s), current employment: grade level, subject(s) if applicable, district).
4. What are you into; what makes you special? Share a few “unique” aspects about yourself that would help our classroom community get to know you a bit better.

Learning Style and more:
5. Being as specific as you can, what must be in place for you to feel comfortable taking intellectual and creative risks in a classroom?

6. I am interested in your perception of yourself as a student. Please describe it. Consider such criteria as a) active oral class participation; b) responsible, timely class preparation (of readings, projects, etc.); c) honest, candid self-assessment; d) awareness of your own preferred learning styles/approaches; e) first thing that you do when you cannot or do not understand something; f)other dimensions you believe to be relevant and informative.

7. Is there anything I should know about you, your learning style, or life situation that may be relevant to your successful performance in this course? (Please decide what to share with the class and what to share in confidence with me).


Education Past and Present

8. Share a formative memory from your experiences as a student.

9. Please discuss what are, for you, the some significant issues or concerns
 facing the field of education right now.

10. Let’s imagine, humbly, that this course is definitely going to be the most meaningful and relevant course you’ve ever experienced. EVER. Drawing on your past experience in classrooms, and thinking uniquely, specifically and BIG, describe what we need to (1) DO (activities/projects), (2) STUDY (content topics and compelling issues/questions), (3) BE (interacting with each other) and (4) AVOID (in the previous three categories) in order for your visionary views of an ideal course to be mostly realized.

About Dr. Shutkin:
11. Write down two or three questions you would like to ask me about myself or the class.

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