Extension Activity Description 4/28/14

Extension Activity Description 4/28/14

For today’s Extension activity we will first be splitting up the class in four different groups. Each group will get the same scenario that we will hand out to the class. We will also give each group a different Teaching by theory type from the reading as well as a description of that particular type. After handing out this information, we will then give the groups ten minutes to read the scenario, discuss their type, and conduct a skit that they will do in front of the class. The last ten minutes will be performing the skits and then a discussion on the different teaching by theory types. This will give the class the ability to create a possible scenario, evaluate and collaborate the teaching by theory types that they receive, analyze other skits that are performed with the different teaching by theory types, and apply them in their skits. The discussion at the end will help the class remember and understand the teaching by theory types so that they can use them in their future classrooms if they choose to. 

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NOTES on Authority in the Classroom Discussion #1 (4/23/14)

NOTES on Authority in the Classroom Discussion 4/23/14

Shared main points of the reading (warm up):

Schools try to move as many students through as possible.

The role teachers play and the authoritative styles they use in the classroom. Contradictions of authority (democratic process / need for strong leadership role by teacher.

Discussion of Main points:

There are many categories and roles for the teacher (complex roles)

Teachers learn what authoritative style works for them. (opportunity to learn more from student teaching experience.

Build trust with students by communicating with them

Taking an interest in their interests also helps to build trust

In the classroom, students need consistency/quality and have expectations

Ender: Have more freedom in the classroom, but have ground rules. Show trust and interest in students and they will respond positively. 

Freedom and Control, Discussion 1

Freedom and Control, Discussion 1

Team 1: San Francisco Giants

Reading:

Pace, J.L., & Hemmings, A. (2007). Understanding Authority in Classrooms: A Review of Theory, Ideology, and Research. Review of Educational Research, 77(1), 4-8.

Roles:

Discussion Leader: Jessika Reil

Time Keeper/ Summarizer: Ashley Fernandez

Twitter Monitor: Elyse Trefts

Note Taker: Sean Hagen

Devil’s Advocate Twitter: Katie Stetler

Discussion Starter/ warm up:

Think-Pair-Share

What do you think the author’s main point/ points are?

Discussion Questions:

1) What did you find most interesting/ surprising about the reading?

2) There were several types of authority that were described in the reading, what do you believe is the best type? Why?

3) The author states “Subordinates must understand directives, see them as consistent with organizational purposes, believe that they are compatible with their own self-interests, and be mentally and physically able to fulfill them” (p.7). Why do you think these conditions have not been applied to classroom research when they are clearly applicable to the classroom?

4) In the reading it states the reason why “trust is often problematic in K-12 classrooms” (p. 7). How are you as a teacher going to get your students to trust you?

Discussion Ender:

What are some ways that you could incorporate what you learned about classroom authority into your own classroom?

Discussion 4 Notes

Discussion starter:

Were there any points in the reading that you felt strongly about? Why?
– The class did not have any response to this question.

Discussion Questions:

1. “Proponents of family choice in education argue that public schools, especially those that serve poor children, no longer enable their students to learn and excel academically to a level that will prepare them for college and the labor force” (p. 61). Do you agree with this statement? Why or why not?

-The class agreed that the success of the individual is up to that individual, it all comes down to their drive and determination.
-The class also agreed that there should be more emphasis on making all schools desirable, rather than giving parents a choice.
-Finally, the class agreed that the government needs to change their priorities. Rather than spend money on a large military, they need to invest more in the education system.

2. “Research on the largest voucher programs…have demonstrated that attending a private school does not in and of itself guarantee higher academic achievement” (p. 62). With that being said, would you say that many parents enroll their children in private schools in order to segregate them? Or perhaps in order to have them socialize with other children of their socioeconomic status? What is your opinion?

-The class came to the conclusion that parents choose private schools because colleges will look at the title of the school before they look at GPA and test scores. There is also the stigma attached to students that attend private schools, if parents are willing to shell out serious amounts of money for private elementary and high schools, they will be willing to shell out tons of money for the university.
-The class also decided that public schools offer a chance for students to be exposed to more diversity, and that public schools better prepares children for the real world. However, there were some in the class who pointed out that they did attend a public school, and did not experience such diversity and felt deprived of that experience.

3. According to the reading, charter schools actually receive less money per student than traditional public schools and studies have demonstrated that there is no evidence suggesting that students who attend charter schools are more successful than students who do not. Since additional funding and increased likeliness for success are clearly not advantages of charter schools, what do you think potential benefits are, if any? Why do you think charter schools are so appealing to some parents?

-It was decided that the appeal of charter schools all boils down to the individual student. Parents may be more attracted to schools who have larger or smaller class sizes based on the student’s preferences and personality.
-The class also concluded that success can be defined in many different ways. Whether it is for individual success or success for the common good, when choosing a school the parents need to know how they define success in order to protect the best interests of the child.

Discussion Ender:
“When Americans began to use public funds to pay for schooling, they called those schools ‘common’ because they served the common good. It is time to return to that concept” (p. 64).

(Note: This summary was a joint collaboration between Nikole and myself.)

Equity Block, Discussion 4

Team 2: The Futures

Discussion Leader: Dylan

Time Keeper/Summarizer: Nikole

Twitter Monitor: Sonja

Note Taker(s): Michelle & Sarah

Devil’s Advocate Tweeter: Janinn

Summary of last discussion

Discussion starter:

Were there any points from the reading that you felt strongly about? Why?

Discussion Questions:

1. “Proponents of family choice in education argue that public schools, especially those that serve poor children, no longer enable their students to learn and excel academically to a level that will prepare them for college and the labor force” (p. 61). Do you agree with this statement? Why or why not?

2. “Research on the largest voucher programs…have demonstrated that attending a private school does not in and of itself guarantee higher academic achievement” (p. 62). With that being said, would you say that many parents enroll their children in private schools in order to segregate them? Or perhaps in order to have them socialize with other children of their socioeconomic status? What is your opinion?

3. According to the reading, charter schools actually receive less money per student than traditional public schools and studies have demonstrated that there is no evidence suggestion that students who attend charter schools are more successful than students who do not. Since additional funding and increased likeliness for success are clearly not advantages of charter schools, what do you think potential benefits are, if any? Why do you think charter schools are so appealing to some parents?

Discussion Ender:

“When Americans began to use public funds to pay for schooling, they called those schools ‘common’ because they served the common good. It is time to return to that concept” (p. 64).

Amazing Otters

Amazing Otters

Equity Block

Extension Activity #2

Purpose: The purpose of the activity is to show inequality between the funding of schools, vouchers, and government.

Extension Activity Preparation: The class will be placed into pairs and they receive 3-10 pennies.

  1. Pennies

Lesson: Each person will bet 1-5 pennies. We will have 1 minute rounds. Then the winners will continue playing while those who lost all their pennies will be out but will have the opportunity to receive a voucher by tweeting #ls300sp14.

Follow Up Questions:

  1. What if everyone started with the same amount of pennies? ( what if all schools had the same amount of funding?)
  2. Those who have the most pennies would you be willing to give up some pennies to those who don’t have any?
  3. How did you feel when you lost all your pennies?

Discussion 3 Notes: The Futures

Discussion 3
The Futures

Warm-Up: Were there any points in the reading you found interesting or took an issue with?
The reading focused on schools being similar to free market business, and if public schools are adequately teaching our students.

Discussion Questions
1)Should schools be operated under the same ideas as a free market business?
– The class agreed that if schools were solely ran like free markets then maybe schools would strive towards being the most appealing, which would improve many schools, but there would always be the “winners” and “losers”; the schools that are not appealing to many would lose and it would effect the students that attend that school.
– If public schools were ran like free markets then parents would obviously choose the better schools, the ones that seem more appealing, therefore hurting the less appealing schools.

2) Do you agree with the statement that “because public schools faced no meaningful competition from private schools, they were inefficient and inadequate” (p. 59)? Why or why not? Which school would you prefer for your children?
– The class agreed that public schools do have competition among other public schools, therefore they are adequate schools. They are competing for better test scores then other schools, also they are striving to get their scores up so that they can meet the standards.
3) On page 58 it says “they [the students] would learn tolerance and respect for the diverse people and different points of view in the country.” Do you believe that children learn respect for the diverse people and different points of view in American schools? Why or why not?
– With this question some students agreed that public schools are diverse and they teach different points of view, they also said that they are much more diverse than private schools which are predominantly rich White Americans. However, some disagreed and said that their public school had little to no diversity, and that their school did not teach much diversity either.

Discussion Ender:
“The education marketplace acts pretty much the way most free markets do- people with money; information; the “right” social class, ethnicity, or gender; and powerful personal connections have access to “better” goods.”
– The class agreed with this ender, if you have money you can give your children the best education. The education marketplace favors the rich.