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Multiple Voices in
Democratic Education: Language, Literacy, & Social
Transformation Winter 2005
Office Hours: Thursdays
1:30-2:30 & by appointment I. PROGRAM DESCRIPTION
From the MIT catalogue, 2004-06: Each of us has a picture of what it means to be a teacher
and a student. What we experienced as students, however, increasingly
does not represent the school experiences of many children. Approximately
20% of people in the United States under the age of 18 live in
poverty. The National Coalition of Advocates for Students Report
estimated that in 2001 between 70-96% of students enrolled in
the 15 largest US school systems would belong to minority groups;
in many of these schools the English-as-a-second-language (ESL)
student will be the norm, not the exception. According to Jim
Cummins, bilingual expert, these children and youth should expect
that their teachers will ensure that “schooling amplifies rather
than silences their power of self expression.” Few public schools,
however, provide training for their staff about the culture of
poverty. Bilingual education and ESL training for teachers is rare,
despite recent studies showing children are much more likely to
succeed in school in English, if first they become literate in
their primary language. The other most important variable for minority
language students’ success is the application of appropriate teaching
and learning strategies in the classroom. Children and youth
who are monolingual English should also expect that their teachers
and schools will support them in learning another language. But
our public school system continues to reflect an historical bias
toward a monolingual and monocultural society. Regardless of ethnicity,
today’s students can expect to live in a society of diverse languages
and cultures, where they need to engage in creative problem-solving,
utilize technological skills, collaborate effectively with coworkers,
and actively seek information and resources. Given these emerging
realities, we invite people into this program who are eager to
participate in a social transformation that can empower their students
to create and prosper in a multilingual, multicultural society.
We want prospective teachers willing to challenge and question
the existing structures of schooling in order to create learning
environments based on the needs of all. This
program investigates education from the perspective of (a) social
transformation leading to social justice in K-12 classrooms; (b)
the value of language and culture; and (c) empowerment as a “collaborative
creation of power.” Questions that we will examine include:
·
What are the implications of the State of Washington’s
Educational Reform and the federal legislation " No Child Left
Behind" for our students and for us?
·
How will performance-based education affect
our teaching? How can understanding social justice help us to help
our students?
·
How are bilingualism and the traditional literacies
of reading, writing, and quantitative reasoning related to personal,
economic, and political oppression and power?
·
How are questions of democracy and social transformation
that lead to social justice related to our work as teachers and learners
in an increasingly diverse context?
·
How can teachers respond to and work with family
and cultural belief systems that shape children’s lives when those
belief systems may or may not be the same as our own? In other words,
how can teachers who are socialized to accept the values of the dominant
culture learn to educate children and youth without ignoring, denying,
or rejecting their cultural and language heritages?
·
How can we as teachers find the courage to
address our own biases to better serve the diverse students with
whom we will work? Regular Meeting Times & Locations
·
See note
with special dates and week-by-week schedule for exceptions to this
schedule Special
Dates:
·
Wednesday,
January 5: Introduction to EALRs & GLEs – 10:00 a.m. -noon or 1-3:00 p.m.
·
Friday,
February 4, 8:00 a.m.-Noon: Sem. II – A1107 -- “A Child’s
Experience of Internment: An Intensive Curriculum Development Workshop”
·
Tuesday-Friday,
February 8-11: No class meetings
and no field experience – Working on conference paper; individual
conferences with your faculty reader
·
Friday, March 11, 12:30-2:30: End-of-quarter potluck at the Organic Farmhouse (with kitchen facilities) II. REQUIRED READINGS
NOTE: TEXTS MARKED WITH AN ASTERISK
(*) INDICATE THAT THIS READING WILL BE ASSIGNED IN OTHER QUARTERS
IN THE PROGRAM IN ADDITION TO WINTER QUARTER 2004 *American Psychological Association’s documentation
and format style: http://owl.english.purdue.edu/handouts/print/research/r_apa.html *Banks, James A., Cultural Diversity and Education: Foundations, Curriculum, and Teaching,
2001, 4th edition, Allyn and Bacon, ISBN
0-205-30865-1 *Cohen, Elizabeth G. Designing Groupwork: Strategies for the Heterogeneous Classroom,
2nd Edition, 1994, Teachers College Press, Columbia University, ISBN 0807733318
(paper) *Daniels, Harvey, & Bizar, Marilyn, Teaching the Best Practice Way: Methods that
Matter K-12, 2004, Stenhouse, ISBN 1-57110-405-4 Delgado-Gaitan, Concha, Involving Latino Families in Schools: Raising Student Achievement through
Home-School Partnerships, 2004, Corwin Press, ISBN 0761931384 Dewey, John, Experience and Education,
Touchstone, 1997 edition ISBN 0-684-83828-1
Gauvain, Mary, & Cole, Michael (Eds.), Readings on the Development of Children,
4th Edition, 2004, Worth Publishers, ISBN 0716709619
(paper) *Landau, Barbara McEwan, The Art of Classroom Management: Building Equitable Learning Communities,
2004, 2nd Edition, Prentice
Hall ISBN 0-13-099077-9 *Mastropieri, Margo A., & Scruggs, Thomas E., The Inclusive Classroom: Strategies for Effective
Instruction, 2004, 2nd edition, Prentice Hall ISBN 0-13-121899-9 Note: Should
include “Activities Book with CD-ROM” Ovando, Carlos J., Collier, Virginia P., & Combs, Mary
Carol, Bilingual & ESL
Classrooms: Teaching in Multicultural Contexts, 3rd edition,
2003, McGraw Hill, ISBN
0-07-240737-9 *Rethinking
Schools, a quarterly magazine [to be distributed free by program] Santa Anna, Otto, Tongue-Tied:
The Lives of Multilingual Children in the Public Schools,
2004, Rowan & Littlefield, ISBN 0742523837 *Stiggins, Richard J., Student-Involved Assessment for Learning, 2005, 4th edition, Merrill
College, ISBN 0-13-118349-4 *Vavrus, Michael, Transforming
the Multicultural Education of Teachers: Theory, Research, and
Practice, 2002, Teachers College Press, Columbia University *Weaver, Constance, Reading Process and Practice: From Socio-Psycholinguistic to Whole Language,
3rd edition, 2002, Heinemann, ISBN 0325003777 To be placed on closed-reserve in library:
from The Development
of Children (2005, 5th ed.)
·
Chapter 10, “Social Development in Early Childhood”
·
Chapter 13, “Schooling and Development in Middle Childhood”
·
Chapter 14, “Social Development in Middle Childhood” Note: Short readings
will periodically be distributed within program workshops. III. REQUIREMENTS
AND ASSIGNMENTS 1. Meeting expectations of the MIT program covenant See Student Guide to Policies, Procedures, and
Resources. 2. Attendance & Participation
As
a prospective teacher, habits of punctuality and completion of
assignments on time are critical for your success in your career. Students are expected to attend and participate in all program
activities, arrive on time and leave when class ends. If a student must be absent due to a valid reason, he/she will
need to negotiate the absence by contacting his/her seminar faculty
in advance of the absence. Every
absence will require make-up work and unexcused absences may result
in loss of credit. If you
have a legitimate excuse, you still must e-mail your completed
assignment to your seminar faculty as Word attachment by the due
date & time. 3. Autobiographical Research into the Formation
of Your Teacher Identity Throughout
the program you will be given written prompts in order to investigate
the social construction or formation of your teacher identity based
on your own life experiences. These
assignments are to be double-spaced typed and submitted to your
seminar faculty. Due:
·
Tuesday, January 18: Autobiographical Assignment #5 – cultural
identity
·
Tuesday, March 8: Autobiographical Assignment #6 – democratic & cooperative
experiences 4. Seminar/Workshop
Preparation Papers For each scheduled seminar on
an assigned reading, you are required to arrive to seminar with
(a) your copy of the assigned reading, having read the entire assigned
reading and (b) a 2-page, single-spaced, typed & stapled response. The paper’s primary purpose is
to help you be prepared to raise ideas and stimulate seminar discussion. Because
these are not formal papers, they can be in the form of
notes with quotes, page numbers, and your accompanying commentary
based on your understanding of the reading. Use the following criteria to determine if your paper is
complete: (1) Use of specific page numbers so that your seminar members and faculty
can access the pages from where your information/concept was drawn. (2) An accompanying comment for each item of referenced information/concept
that explains why it is significant in relation to program themes
and/or your overall understanding of the author’s intent. One copy of your preparation
paper is given to your seminar faculty; keep one copy for your
portfolio. Due: Each
assignment is due at the
beginning of your seminar/workshop. 5. Facilitation & Dialogue
Expectations
Because active participation
and the ability to engage in critical dialogue are crucial building
blocks to becoming an informed and reflective teacher, you will
continue to have the opportunity to improve your listening and
facilitation skills not only in seminar, workshops, and lectures,
but by participating in weekly “integration seminars.” 6. Integration Papers Twice
during the quarter you will write formal “integration” papers based
on your readings, lectures, workshops, and other program experiences. The purpose of these short papers (approximately
6 pages each) is for you to develop your ability to analyze and
synthesize program materials into a coherent formal paper that
integrates and makes connections with what you are learning. The
guidelines you received during Fall Quarter continue to apply for
these papers. Due:
·
Feb. 4: Integration Paper #3
·
March 10: Integration Paper #4 7. Conference
Paper During
Year 1 of this program you will complete a professional conference
paper. The topic of your paper must be related to
your future work as a classroom teacher. Topics
must be approved in consultation with your faculty. The paper will be scholarly, approximately
20 typed, double-spaced pages, and will follow a professional documentation
style. You will receive
further information about the expectations and guidelines for this
paper. In Winter Quarter you will be
given time to continue your research and write a complete draft
of your paper. In Winter
quarter you will be assigned a faculty reader of your conference
paper. During Spring Quarter you will complete your paper. Due:
·
January 27: approximately
15-page conference paper literature review
·
February 11: revised
conference paper literature review with introduction and title 8. EALRs Project: Professional
Self-Assessment You will learn about this assignment
at a workshop Wednesday of Week 1. Due: February
4 9. “Assessment” Quizzes Test dates:
·
Thursday, January 6
·
Thursday, January 27 10. School/Community
Field Notes On Friday of Week 1 you will receive
instructions in regards to expectations for your field during Winter & Spring
quarter and Spring Quarter teaching “contract.” Due: March 3: Spring
Quarter teaching “contract” 11. Attend school/parent/community
meetings by no later than
March 9. You must attend (a) a school parent-teacher organization
meeting or school site council meeting and (b) a school
board meeting (see school office for schedule of meetings). For both meetings,
include the meeting agendas and your reflections/notes on each
meeting in your Community/School Field notebook. 12. Program
Portfolio Format and Contents Your
portfolio materials must be kept in a 3-ring binder with dividers
based on the assignment categories listed above. All
materials in the portfolio should be typed except for some aspects
of your field notes if your
handwriting is legible. Your
name needs to appear both on the outside of your notebook and on
the first page of your portfolio. Due:
·
Friday, February 4: mid-quarter evaluation
·
Friday, March 11: end-of-quarter evaluation Contents: All assignments, including quizzes
and field notes. IV. CREDIT POLICY See Fall syllabus & Student Guide to Policies, Procedures, and
Resources. V. WEEKLY
SCHEDULE
Week
1 (January 3-7): “Equity
Assess to Academic Achievement”
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|
|
Tuesday, Jan. 11
|
Wed., Jan. 12
|
Thursday, Jan. 13
|
Friday, Jan. 14
|
Topics/
Activities
|
9:00 a.m.-noon 1. “An Introduction to Multicultural Education” – Michael 2. Distribute
Autobiographical Assignment #5 – cultural identity 1-3:00 p.m. Seminar |
observation/
participation K-12 public schools
|
10:00-11:00 a.m.—
Assessment seminar
11:15-1:00 p.m. Workshop: “Introduction to conceptualizing lesson plans” – Michael |
10:00 a.m.-noon Seminar 1:00—3:00 p.m. 1. Overview
of Week 3 2. Student-facilitated integration seminar |
Readings Due
|
1. Cultural
Diversity and Education, chapters 1-7
2. Bilingual & ESL Classrooms, chapter
5 |
|
Student-Involved
Assessment for Learning, chapters 9, 11
|
Cultural Diversity and Education, chapters 9-10, 15
|
Assignments Due
|
seminar preparation paper that combines both readings
|
|
seminar preparation paper |
1. seminar
preparation paper
2. current field
notes |
Week 3 (January 17-21): “Differentiated Instruction”
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Tuesday, Jan. 18
|
Wed., Jan. 19
|
Thursday, Jan. 20
|
Friday, Jan. 21
|
Topics/
Activities
|
9:00 a.m.—noon
1. “Language
Acquisition & Instruction” – Evelia 2. Distribution of Integration Paper #3 prompt 1-3:00 p.m. Seminar |
observation/
participation K-12 public schools
|
10:00-11:00 a.m.—
Assessment seminar
11:15-1:00 p.m.
“Age-Specific Development and Learning” – Patty |
10:00 a.m.-noon Seminar 1:00—3:00 p.m. 1. Preview of Week 4 2. Student-facilitated integration seminar |
Readings Due
|
Bilingual & ESL
Classrooms, chapter 4 |
|
Student-Involved
Assessment for Learning, chapters 12-13
|
Readings
on the Development of Children, Chapters 25, 29, 31-33 |
Assignments Due
|
1. seminar
preparation paper
2. Autobiographical Assignment #5 – cultural identity |
|
seminar preparation paper |
1. seminar
preparation paper
2. current field
notes |
· Monday, January 17, Martin Luther King, Jr. Day – college
closed
· Thursday, January 20, Presidential inauguration of George
W. Bush
· Thursday, January 20, national day of protest against policies
of the administration of President George W. Bush (see http://www.unitedforpeace.org)
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Tuesday, Jan. 25
|
Wed., Jan. 26
|
Thursday, Jan. 27
|
Friday, Jan. 28
|
Topics/
Activities
|
9:00 a.m.-noon “Access to Academic Knowledge for English-Language Learners” – Evelia 1-3:00 p.m. Seminar |
observation/
participation K-12 public schools
|
10:00-1:00 p.m.
1.
Quiz on creating assessment items: Selected response, essay, & performance
2. “Writing Assessment Items” – Patty & Scott |
10:00 a.m.-noon Seminar 1:00—3:00 p.m. 1Overview
of Week 5 2. Follow-up
on assessment workshop 3. Student-facilitated integration seminar |
Readings Due
|
Bilingual & ESL
Classrooms, chapters 6-7, 10 |
|
Student-Involved
Assessment for Learning, chapters 4-6
|
On reserve in library:
from The
Development of Children (2005, 5th ed.)
· Chapter 10, “Social Development in Early Childhood”
· Chapter 13, “Schooling and Development in Middle
Childhood”
· Chapter 14, “Social Development in Middle Childhood”
|
Assignments Due
|
seminar preparation paper |
|
1. preparation for Quiz 2. approximately
15-page conference paper literature review |
1. seminar
preparation paper
2. current field
notes |
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Tuesday, Feb. 1
|
Wed., Feb. 2
|
Thursday, Feb. 3
|
Friday, Feb. 4
|
Topics/
Activities
|
9:00 a.m.—noon
“Issues of Inclusion” – Patty & Evelia 1-3:00 p.m. Seminar |
observation/
participation K-12 public schools
|
10:00-1:00 p.m.
“Introduction to the Reading Process” – guest presenters: Sherry Walton & Terry Ford |
8:00 a.m. -
noon “A Child’s Experience of Internment: An Intensive Curriculum
Development Workshop” – presenter Heather Lenox Sem II – A1107 1:00—3:00 p.m. 1. Preview
of next week Return
conference paper literature review Developing
an introduction for your conference paper 2. Student-facilitated integration seminar |
Readings Due
|
(a) The
Inclusive Classroom, chapters 1, 2, 3, 5
(b) Bilingual & ESL
Classrooms, Chapter 9 (c) Cultural Diversity
and Education, chapter
8 |
|
Reading Process and
Practice, chapters 1-5
|
|
Assignments Due
|
seminar preparation paper that combines readings from
the 3 texts |
|
preparation paper on reading |
1. Integration
Paper #3 2. current field
notes 3. self-assessment
on EALRs 4. mid-quarter
portfolio |
·
Thursday,
February 3, “Day of Presence”
·
Friday,
February 4, “Day of Absence”
·
Friday,
February 4, 8:00 a.m. workshop: “A Child’s Experience
of Internment: An Intensive Curriculum Development Workshop”
Week 6 (February 7-11): “Writing
Your Conference Paper (continued)”
|
|
Tuesday, Feb. 8
|
Wed., Feb. 9
|
Thursday, Feb. 10
|
Friday, Feb. 11
|
Topics/
Activities
|
revising, researching, and writing conference paper literature
review, introduction, & title |
revising, researching, and writing conference paper literature
review & writing an introduction |
revising, researching, and writing conference paper literature
review & writing an introduction |
revising, researching, and writing conference paper literature
review & writing an introduction 1:00: Pick-up
mid-quarter portfolio and faculty feedback on Teacher Candidacy
status – from seminar faculty’s office |
Readings throughout week
|
journal
and scholarly books related to conference paper topic
|
journal
and scholarly books related to conference paper topic
|
journal
and scholarly books related to conference paper topic
|
journal
and scholarly books related to conference paper topic
|
Assignments Due
|
current
draft of paper for individual conferences with faculty
|
current
draft of paper for individual conferences with faculty |
|
1:00 at faculty
reader’s office: Revised conference paper literature
review & introduction & title
|
·
Tuesday-Friday,
February 8-11: No class meetings
and no field experience – Working on conference paper; Individual conferences with your faculty reader
·
Friday,
February 11, 1:00: Revised conference paper literature review, introduction,
and title due
|
|
Tuesday, Feb. 15
|
Wed. Feb. 16
|
Thursday, Feb. 17
|
Friday, Feb. 18
|
Topics/
Activities
|
9:00 a.m.—Noon “What can Dewey Tell us about 21st Century
Classrooms?” – Michael 1:30-3:00 p.m. Seminar |
observation/
participation K-12 public school
|
10:00-11:00 a.m.—
Reading seminar
11:15-1:00 p.m.
“Developing a Reader Profile” – Patty
|
10:00 a.m.-noon Seminar 1:00—3:00 p.m. 1. Preview of next week 2. Student-facilitated
integration seminar |
Readings Due
|
Experience and Education (all)
|
|
Reading Process and
Practice, chapters 6-8
|
Teaching the Best Practice Way:
Methods that Matter K-12 (all)
|
Assignments Due
|
seminar preparation paper
|
|
seminar preparation paper |
1. seminar
preparation paper
2. current field
notes |
Monday, February 16, “President’s Day” – college closed
|
|
Tuesday, Feb. 22
|
Wed., Feb. 23
|
Thursday, Feb. 24
|
Friday, Feb. 25
|
Topics/
Activities
|
9:00 a.m.—noon
1. “Immigrant
Parent & Community Involvement in K-12 Education” – Evelia
1-3:00 p.m. Seminar |
observation/
participation K-12 public school
|
10:00-11:00 a.m.—
Reading seminar
11:15-1:00 p.m.
1. “Comprehensive
Literacy Programs” – Patty 2. Distribute
Integration Paper #4 prompt |
10:00 a.m.-noon Seminar 1:00—3:00 p.m. 1. Preview of
next week 2. Return updated
conference papers 3. Distribute
Autobiographical Assignment #5: democratic & cooperative
experiences 4. Student-facilitated integration seminar
|
Readings Due
|
Involving Latino
Families in School, all
|
|
Reading Process and
Practice, chapters 9-12
|
Tongue-Tied, Parts III, V-VI
|
Assignments Due
|
seminar
preparation paper
|
|
seminar preparation paper |
1. seminar
preparation paper
2. current field
notes |
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Tuesday, March 1
|
Wed., March 2
|
Thursday, March 3
|
Friday, March 4
|
Topics/
Activities
|
9:00 a.m.—noon
“Democratic
Classroom Management” – Michael & guest
presenters: Beth
Templet & Heather Lenox 1-3:00 p.m. Seminar |
observation/
participation K-12 public school
|
10:00-1:00 p.m.
“The
Reading Process in Practice” – guest presenter: Magda
Costantino |
10:00 a.m.-noon Seminar 1:00—3:00 p.m. 1. Preview of next week 2. Student-facilitated
integration seminar |
Readings Due
|
The
Art of Classroom Management,
chapters 1-6
|
|
Reading Process and
Practice, chapters 13-15
|
The
Art of Classroom Management,
chapters 7-10
|
Assignments Due
|
seminar preparation paper |
|
1. Spring teaching “contract” to
seminar faculty 2. preparation
paper on reading |
1. seminar
preparation paper
2. current field
notes |
Week
10 (March 7-11): “Heterogeneous
Cooperative Learning”
|
|
Tuesday, March 8
|
Wednesday,
March 9
|
Thursday, March 10
|
Friday, March 11
|
Topics/
Activities
|
9:00 a.m.—noon
“Heterogeneous
Cooperative Learning: Classroom
Procedures & Assessment” guest presenter: faculty: Patty & Scott 1-3:00 p.m. |
guided observations in K-12 public schools
|
no scheduled class
time
|
10:00 a.m.-noon Seminar 12:30—2:30 p.m. Potluck – at Organic Farmhouse |
Readings Due
|
1. Designing Groupwork, chapters 3-5 & 8-10
2. Bilingual & ESL Classrooms, Chapter
3
|
|
|
Rethinking
Schools journal
|
Assignments Due
|
1. seminar
preparation paper
2. Autobiographical Assignment #6 – democratic & cooperative
experiences
|
By today you must have attended school/parent/community
meetings by no later than today (see Field Guidelines & syllabus
requirement #11) |
10:00 a.m.: Integration Paper #4 due to
seminar faculty’s office |
1. end-of-quarter
portfolio (include in portfolio)
2. seminar preparation paper
3. potluck dish
|
Events, Resources and Notes
Friday, , end-of-quarter potluck – bring dish to share – Organic
Farmhouse (with kitchen)
Week 11: March 14-18 Evaluation Week
Individual Evaluation Conferences: Advancement to Candidacy
status up-date
DUE: (a) Student Self-Evaluation of Academic Learning and
(b) Student Evaluation of Faculty
1st day of class for Spring Quarter, Tuesday,
March 29, 9:00 a.m.
