Welcome to the first quarter of the Teaching for Social Justice program. Our catalog description includes the subtitle: "Cultural, Cognitive and Kinesthetic Approaches to Teaching & Learning," and you will see in the syllabus below that we will regularly work with these three modes of inquiry. During our work together this quarter, keep in mind that all the interdisciplinary teaching that you will experience can be enacted in elementary, high school and special education classrooms. Our aim is to make theory and practice seamless for you. An important way to begin our inquiry is to consider the teachings of Socrates, and so our first reading together will be Plato’s Meno, along with a consideration of the teaching practice of seminars, a chief Socratic method of teaching and learning. One of your assignments is to keep a journal of teaching practices, start immediately to jot down your observations about teaching and learning in this program.

Faculty	Office	Phone	e-mail	Mailbox location
Ernestine Kimbro	Lib 3308	867-6715	kimbroe@evergreen.edu	Lib 2300
Ratna Roy	Com 308E	867-6469	royr@evergreen.edu	Com 301
Stephanie Kozick	Sem 4103	867-6439	kozicks@evergreen.edu	Sem 3127
Lyndel Clark	Lab 1 3024	867-6559	clarkl@evergreen.edu	Lab 1 3019
Scott Coleman	Lab I 3010	867-6130	colemans@evergreen.edu	Lab 1 3019
Michael Vavrus	Lab I 3013	867-6638	vavrusm@evergreen.edu	Lab 1 1st floor

Plato, Meno

Mitchell & Weber, Reinventing Ourselves as Teachers

Takaki, A Different Mirror

Duckworth, The Having of Wonderful Ideas

Sarason, Teaching As a Performing Art

Spring, The American School

Tatum, "Why Are All The Black Kids Sitting Together In The Cafeteria?"

Loewen, Lies My Teacher Told Me

Gould, The Mismeasure of Man

Boal, Games for Actors and Non-Actors

Olsen, BodyStories

Andrade, "Using Rubrics to Promote Thinking and Learning"

All writing assignments must be typed and double-spaced unless otherwise directed. A 12 pt. font with margins of 1" all around is required. Papers must be stapled; no binders or folders unless called for in a particular assignment. Your name should appear on a separate cover page with the title of the assignment and the current date.

Your faculty expects you to take advantage of the Writing Center tutors in the Learning Resource Center (Library Building 3407) for writing advice and editor review. Your faculty will read your writing with an eye for competency in specified writing skills.

Note: You will collect all of written papers to include in your program portfolio (see attachment). Your program portfolio will include any necessary revisions to your papers recommended by your faculty.

(a) Being prepared for book seminars promotes the dynamic exchange of perspectives that is so vital to our inquiry and discussions. Therefore, we expect each student to enter seminar on Tuesday mornings with a paper about the reading. Seminar papers are turned into your seminar faculty during the seminar period. As part of the program’s writing process, these 2-3 page seminar papers must be representative of your best work, i.e., fully edited and revised as necessary prior to Tuesday morning.

Critical thinking on the major concepts of the readings is required. The first paragraph should identify key concepts that appear throughout the book. This will help prepare you for seminar dialogue.

The following are suggested ways to prepare to write your seminar paper. You may ask yourself how the concepts in the assigned book(s)

1. Made me think differently about…

2. Raised new questions for me, such as…

3. Reinforced my perspective on…

4. Changed my perspective on…

5. Challenged my identity as a teacher by…

Since we all will have read the material, a book report or review is inappropriate. Instead, the seminar paper is intended to help you construct what is important for you and your colleagues to understand the text. Your paper should capture your thoughts about several particular ideas, concepts, or issues presented in the text that warrant further discussion during the seminar. The seminar paper is text-centered and not about your likes/dislikes of the author’s ideas.

(b) The exception to the weekly seminar paper is the visual representation response. For weeks 3 & 7 you will complete a visual representation response instead of a seminar preparation paper (see Visual Representation Response description below).

During the quarter you will write two formal integration papers. The intent of this assignment is for you to craft thoughtful and edited papers that construct a unified or synthesized reflection on the inquiry and information presented in the program. In an integration paper you are bringing program ideas together to create a fuller understanding of the program’s work — readings, presentations, workshops, media, etc. You may supplement program material with library research as necessary. You will need to conceive of a central or organizing theme that helps you bring new learnings together into a greater whole. You must construct your paper with a clearly identified conceptual theme.

The Evergreen State College holds as one of its core beliefs that "connected learning — pulling together ideas and concepts — is better than teaching (or learning) separated bits of information." Connected learning describes the purpose in writing an integration paper. This assignment acts on a fundamental belief that "it is impossible to isolate bits of learning and present them as if they had no connection to other learning and to other parts of the world."

An integration paper is expected to draw conceptually from the three curricular elements that are woven throughout the Teaching for Social Justice — Master in Teaching Program. The elements are:

For a description of each element you should refer to the Master in Teaching Program’s Student Guide to Program and College Policies and Procedures that you received at orientation.

Integration papers are good preparation for writing your Master’s project. Therefore, an integration paper must begin with an organizing paragraph that states a thesis. The paper is not about isolated facts or reviews of books read. The paper should be precise and not "overwritten"; 5-6 pages is an appropriate length. The paper must have a summary conclusion. An integration paper follows the documentation guidelines of the Publication Manual of the American Psychological Association (APA) (4^th ed.). Specifically, APA guidelines must be followed for in-text citations, a reference list at the end of the paper, and paraphrasing and quoting authors.

Your integration papers are initially due during weeks 4 and 8. You will submit an edited draft of your integration papers to a member of your pre-seminar triad on Thursday of weeks 4 and 8. You will receive written, constructive peer feedback on your paper. By Thursday of weeks 5 and 9 you must submit to your seminar faculty your revised and polished integration paper along with your draft and peer reader’s comments.

Your master’s project is completed in a series of steps over multiple quarters. The Master in Teaching Program’s Project Guidelines provides detailed expectations for each of your chapters. Necessary research into your topic precedes the actual writing of the master’s project. The following are the initial steps for conceptualizing and preparing your Master’s Project.

Step 1 Due Thursday of week 3: Project topic and research question.

You will find many books and journal articles cited in the reference lists of our program books. Some of these references may offer more information on your topic of interest. Scholarly books and professional peer-reviewed journals should be sought out through an in-depth search of library databases. A concise paragraph is required for each reference. Make a copy of all journal articles that you cite. Turn in journal articles and books that you cite with your annotated bibliography on the above due dates to your faculty. All journal articles and books will be returned to you within one week.

An annotated bibliography will have the same basic layout as a reference page. There are, however, three major differences.

(1) You can include in your bibliography works that you think will be useful to your master’s project but that you might not actually use in the writing of this particular paper or article. (Your reference list, however, only includes those sources that you actually cite in your master’s project. A minimum of 40 references is required for your master’s project — see Project Guidelines).

(2) You should categorize your annotated bibliographic references according to your chapters (see Project Guidelines for specific chapter categories).

(3) You should add commentary to the references, telling your reader the particular advantages of that resource to your topic and research question. Commentaries should be concise, economical summaries, written in sentence fragments; if related, fragments should be connected with semicolons. The commentary should begin on a new line, indented from the preceding line.

National Institute of Mental Health. (1982). Television and behavior: Ten years of scientific progress (DHHS Publication No. A 82-1195). Washington, DC: U.S. Government Printing Office.

Documents connections between children's lack of attention in school and hours of television watching; provides scientific evidence of changed viewing habits over ten years. Also Add, how reference relates to a specific chapter in your master’s project.

You will be constructing versions of autobiographical research leading to your social formation of your identity as a teacher. In Winter Quarter you will present version 5.0 to the program. The format will be multimedia and combines digitized images and written text.

Faculty presentations and workshops will inform the direction that your autobiographical research will need to take. The process of autobiographical research is completed in incremental steps and includes personal inquiry into family history, personal schooling and learning experiences, racial and ethnic identity formation, and social justice. Expectations for each draft of your autobiographical research will be discussed. The following is an overview of the draft deadlines and purposes:

Version 1.0 is due at the end of the day on Wednesday of week 1. This draft will be completed during your technology workshop. The theme of draft 1 is you and your family history.

Version 2.0 is due in your multimedia format by Monday morning of week 3. The purpose of draft 2 is to relate your family history, your personal experiences with K-12 schooling/learning, and Takaki’s A Different Mirror to your emerging identity as a teacher.

Version 3.1 is due as a Word document e-mailed as an attachment to your seminar faculty by Monday morning of week 6. This draft provides information on how your racial and ethnic identity formation will be incorporated into your autobiographical research. This plan includes (a) a draft of specific information about your racial and ethnic identity formation and (b) your ideas on relevant visual images to incorporate into your multimedia format.

Version 3.2 is due in your multimedia format by Monday morning of week 8. The purpose of this draft is to incorporate your racial and ethnic identity formation and then relate this information to your emerging identity as a teacher.

Version 4.1 is due as a Word document e-mailed as an attachment to your seminar faculty by Thursday morning of week 1 of Winter Quarter. This draft provides information on how social justice will be incorporated into your autobiographical research. This plan includes (a) a draft of specific information about your relationship to issues of social justice and (b) your ideas on relevant visual images to incorporate into your multimedia format.

Version 4.2 is due as a multimedia format by Monday morning of week 3 of Winter Quarter. The purpose of this draft is to incorporate your perspective on social justice issues and then relate this information to your emerging identity as a teacher.

Version 5.0 is due as a multimedia format by Monday morning of week 4 of Winter Quarter. In light of what you have learned about yourself in relationship to your identity as a teacher, you will make revisions to your entire autobiographical research so that the entirety of this assignment is a cohesive and coherent whole.

Version 6.0: To be continued…

As a practice of art you will create a visual response for two of the readings: Duckworth, The Having of Wonderful Ideas and Loewen, Lies My Teacher Told Me. A visual response helps to develop your visual language; like the written response it promotes seminar discussion. Visual responses elucidate themes, structure, and the individual meaning you bring to the readings. They can also ask/answer a key question from the book. Some guidelines for this form of response include: 1) take visual and written notes as you read, 2) brainstorm ideas for your response, 3) make a series of 3-5 idea sketches, and 4) complete the final visual response and bring it to seminar. Some possibilities for the visual response are: 1) a painting to illustrate a mental picture, 2) a drawing to capture a conceptual theme, 3) a photo collage or mixed media work, 4) a sculpture or altar to represent ideas, 5) a cartoon strip of events, 6) a diagram to illustrate a structural idea, 7) a time sequence triptych to illustrate a change in your perspective after reading the book, 8) an abstract image to capture the tone of the book. Be creative and take artistic risk in this assignment; do not present a quick sketch. You will need to spend as much time or more preparing this response as you would in preparing a written response. You must bring your visual responses to the seminar and be prepared to discuss its conceptual base. During seminar your art piece will be digitally photographed for inclusion into the program web site’s virtual art gallery.

You will be responsible for maintaining a journal of teaching ideas generated from program activities. Entries will document interesting words, phrases and questions that you encounter as you participate in this program. Especially useful will be teaching and learning ideas that are new to you, perhaps the seminar process or the workshop style of teaching and learning or the studio work. Briefly jot these ideas down in a pocket notebook as they arise, then transfer and elaborate on these notes in a full size journal notebook. This journal of teaching ideas will be useful in creating curriculum, sharing ideas with others and inventing new teaching methods.

During these program learning activities, wear loose clothing and be prepared to move around, to sit and lie on the floor, and stretch out. The curriculum in these studios emerges as we work together throughout the quarter.

During fall quarter you will be participating in technology workshops to learn about essential technology skills required of schoolteachers. In addition, you will be introduced to The Evergreen State College preservice teacher technology training program and the Olympia School District GenY project, a project that trains middle school students to teach technology skills in their schools. Marilyn Piper, a teacher in the Olympia Schools, is our liaison to that project, you will meet her during week 2 (see syllabus below). During fall quarter, you will be introduced to the work of Gen Y by corresponding through e-mail with a Washington Middle School student involved in that project. The goals of this work are at least two-fold, 1) to learn about the academic aims and attitudes of middle school students, and 2) to learn about the technological experience of this age group, an age group that overlaps both elementary and secondary schooling. You will e-mail your selected student at least 3 times during the quarter to establish a conversation about teaching and learning at the middle school level. Do not entertain topics other than schooling, the aim of this project. Document these correspondences by printing out both your e-mail letter and the response you receive from your middle school student. You will add these documents to your program portfolio. Your conversation must be structured around learning about what academically interests your student-how do they best learn about what they wish to learn about? How does technology impact their school life? What are their creative ideas and visions about middle school schooling? This project will continue into winter quarter in a specific technology curriculum design project.

A unique and wonderful component of this teacher education program is the frequency with which you will be in the schools and community. Each Wednesday is devoted to the learning experience. A Schedule of placements and guidelines for your participation will be distributed during week one of the program.

September 15 8:45 — 5:30

Reading: Plato, Meno

Mitchell & Weber, Reinventing Ourselves as Teachers (Introduction & Chapter 3)

9:00 - 10:00 Movement Studio- Introduction to studio work

10:30 — 11:30 Meet the Faculty, Making Mistakes- Problem Centered Learning, Taking a Good Look at the Covenant

11:30- 12:30 Introduction to Research Writing - Sandy Yannone, Director, Writing Center

9:00-11:00 Book Seminar & Introduction to the Process of Seminar

9:00 — 4:00 All Day Technology Workshop with Scott Coleman and John MeGee

9:00- 1:30 Making Connections- Scheduled individual meetings with seminar faculty

(Some of you will also be meeting individually with Lyndel Clark)

Reading: Takaki, A Different Mirror

Articles: Bing, Canar & Zerkel, "Reading the Media and Myself: Experiences in Critical Media Literacy with Young Arab-American Women"

Andrade, "Using Rubrics to Promote Thinking and Learning"

Goodrich, "Understanding Rubrics"

9:00 - 10:00 Movement Studio- Mirroring

10:30 — 12:30 Academic Support - Library Tour

Marilyn Piper: Middle School Students and Technology

9:00-11:00 Book Seminar: Takaki, A Different Mirror Seminar Preparation Paper Due

12:00-1:00 Ratna: Storytelling: The Tempest

1:00-2:00 Michael: What’s Your Story?

2:00 —3:00 Introduction to Theater Work

Wednesday October 3 A Day in the Community & Schools

9:00-10:00 Theater Studio- Takaki

10:30-11:30 CAB 110 Film: Critical Media Literacy with Young Arab-American Women

11:30-1:30 Integration Seminar

Reading: Duckworth, The Having of Wonderful Ideas

Mitchell & Weber, Reinventing Ourselves as Teachers Chapters 1&2

9:00 - 10:00 Movement Studio

10:30 — 12:30 Media/Lecture Introduction to Child & Adolescent Development

9:00-11:00 Book Seminar Visual Response Due

12:00-3:00 Workshop: Child & Adolescent Development

Wednesday October 10 A Day in the Community & Schools

9:00- 10:00 Theater Studio

10:30-1:30 Making Connections: Research - Individual Conferences

Reading: Sarason, Teaching As a Performing Art

9:00 - 10:00 Movement Studio

10:30 — 12:30 Media/Lecture Ratna on Teaching As a Performing Art

9:00-11:00 Book Seminar Seminar Preparation Paper Due

12:00-3:00 Workshop: How to Make Sense Of A Journal Article

Wednesday October 17 A Day in the Community & Schools

9:00- 10:00 Theater Studio

10:30-12:00 Integration Seminar

12:00-1:30 Making Re-connections with Ernestine Kimbro

Reading: Spring, The American School Introduction and Chapters 1-6

Mitchell & Weber, Reinventing Ourselves as Teachers Chapters 4 & 5

9:00 - 10:00 Movement Studio

10:30 — 12:30 Media/Lecture: Michael on the American school & Film: "High School"

9:00-11:00 Book Seminar Seminar Preparation Paper Due

12:00-3:00 Workshop: Jigsaw Teaching on Eurocentrism

Wednesday October 24 A Day in the Community & Schools

9:00- 10:00 Theater Studio

10:30-12:30 Integration Seminar

12:30-1:30 Making Connections: Midterm Portfolio Sharing

Reading: Tatum, "Why Are All The Black Kids Sitting Together In The Cafeteria?"

9:00 - 10:00 Movement Studio

10:30 — 12:30 Media/Lecture: Michael on Racial Identity Formation

9:00-11:00 Book Seminar Seminar Preparation Paper Due

12:00-3:00 Workshop: Letitia. Nieto On Diversity

Wednesday October 31 A Day in the Community & Schools

9:00- 10:00 Theater Studio

10:30-11:30 CAB 110 Film: Fear and Learning at Hoover Elementary

11:30-1:30 Integration Seminar

Reading: Spring, The American School Chapters 7-12

Mitchell & Weber, Reinventing Ourselves as Teachers Chapters 6 &7

9:00 - 10:00 Movement Studio

10:30 — 12:30 Media/Lecture: Anne Fischel on Media Literacy

9:00-11:00 Book Seminar Visual Response Due

12:00-3:00 Workshop: Instructional Technology

Wednesday November 7 A Day in the Community & Schools

9:00- 10:00 Theater Studio

10:30-11:30 CAB 110 Magda Costantino on Washington Educational Reform

11:30-1:30 Integration Seminar

Step 2 of Master’s Project Due

Reading: Loewen, Lies My Teacher Told Me

9:00 - 10:00 Movement Studio

10:30 — 12:30 Media/Lecture: Larry Mosqueda on The Politics of Schooling

9:00-11:00 Book Seminar Seminar Preparation Paper Due

12:00-3:00 Workshop Technology Reading: Spring, The American School Chapters 7-12

Mitchell & Weber, Reinventing Ourselves as Teachers Chapters 6-7

Wednesday November 14 A Day in the Community & Schools

9:00 10:00 Theater Studio

10:30-11:30 CAB 110 Dan Leahy on Washington Educational Reform

11:30-1:30 Integration Seminar

Reading: Gould, The Mismeasure of Man

9:00 - 10:00 Movement Studio

10:30 — 12:30 Media/Lecture: Michael on Gould

9:00-11:00 Book Seminar Seminar Preparation Paper Due

12:00 —3:00 Workshop: Quantifying the Mismeasure of Man

Wednesday November 28 A Day in the Community & Schools

9:00- 10:00 Theater Studio

10:30-12:30 Integration Seminar

12:30-1:30 Making Connections: Program Meeting

Reading: Spring, The American School Chapters 13-17

9:00 - 10:00 Movement Studio

10:30 - 12:30 Media/Lecture: Russ Fox on Community / Film: "Holding Ground"

9:00-11:00 Book Seminar Seminar Preparation Paper Due

12-3Workshop: To Be Announced

Wednesday December 5 A Day in the Community & Schools

9:00- 10:00 Theater Studio

10:30-12:30 Integration Seminar

12:30-1:30 Making Connections: Program Potluck

During fall quarter you will be keeping a portfolio to organize, reflect on, and guide the progress of your work in this program. Think of the portfolio as a developing story about your growth as a learner, as a writer, as a thinker and as a member of this learning community. A completed portfolio collection 1) helps you to reflect on what you have learned and how you have accomplished this learning 2) facilitates writing your self-evaluation 3) provides the faculty with your work so that what you have accomplished can be evaluated. 4) organizes program handouts.

In this program you will be engaged in a variety of learning activities that direct your attention to social justice and education, with the central inquiry as, "How does one teach from a foundation of social justice?" and "Where do our ideas about social justice come from?" Program learning activities include: reading a variety of books related to our inquiry; preparing for and participating in book seminars; writing weekly seminar preparation papers and two formal integration papers; viewing, discussing and writing about films, workshops- including movement and theater as pedagogy-, projects that incorporate computer technology, talks and guest presentations, and supporting and collaborating with other program members. You will also formulate a research question with an accompanying annotated bibliography. Each Wednesday you will be in a community and school for field observation work.

You will need to keep all the work associated with these activities neatly organized and available to be shared during the week five integration seminar. In preparation for the end-of-the-quarter evaluation conference, you must make careful reflections about your work and how it demonstrated your growth in this program. Below is a checklist to help you keep track of the work you are required to include in your portfolio. A typed, one page, reflection that discusses the academic growth you experienced must accompany each item on the checklist. Some items require only the reflection writing, such as, seminar participation and program talks, lectures and presentations. Write about how and why your learning growth occurred related to each program activity. In addition, you may want to add any other work or pictures that further develop your personal learning story.

1. Title page

2. Table of Contents

3. 8 seminar preparation papers Reflection__

4. 2 visual representation responses (photos of this work, if need be) Reflection__

5. 2 integration papers Reflection__

6. Community/School Observation Journal Reflection__

7. Master’s project research question and annotated bibliography Reflection__

8. Workshops: movement and technology Reflection__

9. Seminars Reflection__

10. Talks, lectures and presentations Reflection__

11. Involvement as a member of this learning community Reflection__

12. Learning practices developed during this quarter Reflection__

13. All program handouts

14. Journal of Teaching Reflection__

15. Correspondences with a middle school student Reflection__