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Fall 2003 - Recognition of the Human Rights - "awareness of reality" What brought you to Evergreen? To build a community
is the main common task.
Working together
we go through this process. We look for other works in education
that could help us in our journey. There are works from Evergreen faculty
in the form of books or articles that we study. On Tuesdays
and Thursdays we get together to celebrate our work, to share our findings
and to bring our new questions to the community. When we can't make it to
class we participate using our class list, our web crossing site, or emailing
our faculty. ---------------------------------------------------------
Using our learning tools Responding to
the Four Questions to build the emerging curriculum. Students are asked to answer four important educational questions:
Other suggestions include: 1- Review your answers to
the 4 questions and write up your plan for this quarter.
Workshop on
Bloom's Taxonomy; Critical Thinking, Richard Paul's work; Multiple Intelligences
theory; Freire's Pedagogy, Suggested readings and materials for the year: Intelligence Reframed-Gardner-0465026117; Pedagogy of the Oppressed-Freire-0826412769; People's History of US-Zinn-0060937319 A Pedagogy for Liberation-Shor & Freire-0897891058; We Make the Road by Walking-Horton & Freire-0877227756; Pedagogy of Hope, by Paulo FreireBroad and Alien is the World by Ciro Alegria is the reading for students who plan to travel to Peru in Winter under Independent Learning Contracts. Share your reflective piece on weekly seminar. ----------------------------------------------- Dancing
Wu Li Masters-Zukov-055326382x; Ethnography A Way of Seeing-0761990917;
Ceremony-Silko-0140086838The Way to Rainy Mountain-Momaday-0826304362;
Black
Elk Speaks-Neihardt-0803261705 Other materials:
Peggy McIntosh's White
Privilege. Some more questions from past classes: -In which ways how you were taught History affected your life? -What is history? Why is history written? Who writes history? What is the reason to study history? -Workshop: What is Instruction, what is curriculum, what is assessment? Learning to create a rubric. What is politics? Why is education politics? Faculty driven curriculum and instruction; self-assessment and collaborative-assessment. Weeks 6-10 Learning from our program web page: using the learning tools and other links from the front page. Study groups cover main readings and propose group workshops. Students present their proposed projects using their new technological skills: overhead projector, data projector for power point presentations, from hard copies to videos, multimedia and web pages. Faculty/Guests/Students curriculum and instruction; self-assessment, peer evaluation and collaborative assessment. Students have conferences with faculty team, in group or individually. |
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Winter 2004 - Recognition of World Indigenous Communities - "awareness of reality, then self-awareness" In winter, we plan to individually, or in small study groups, develop the historical background for the chosen question and do the integrative review of the literature and data collection Suggested questions/topics: How to use the TESC Campus Calendar to plan for our week's work. Weeks 1 and 2 - Suggested individual work: Learning from our program web page: using the learning tools (Are you a Master student?) and other links from the front page. Study groups cover main readings and propose group workshops. Students present their projects using their new technological skills: overhead projector to power point presentations, from hard copies to videos, multimedia and web pages. Faculty/Guests/Students curriculum and instruction; self-assessment, peer evaluation and collaborative assessment. Starting week one there
could be students' project presentations both: live and online in our
web X site. Suggested group work: 1- Organize your study group.
Weeks 1-5 Weeks 6-10
Learning to write self-evaluations.
Learning to write evaluations in the 3rd. person. Experimenting
with different narrative evaluations. Students have conferences with faculty team, in group or individually. |
| Spring 2004 - Recognition of the Self - "awareness
of reality, then self-awareness, then
praxis and concientizacao." Thus, to briefly restate Freire's pedagogy of the oppressed, he posits that a thematic investigation leads to awareness of reality, then self-awareness, then praxis and concientizacao; in sum, a starting point for the educational process grounded in cultural action of a liberating character. Freire sees this progression as equally beneficial when applied in a micro or macro social realm. That is, just as an oppressed person can learn to be a Subject in his or her transformation of reality, so can Third World nations learn to overcome the oppressive bonds of economic dependency. Yet this belief may be too simplistic in an age when the boundaries of a nation state are being erased by the globalization of economic activity. As the state weakens, how does this affect the list of entitlements, rights and responsibilities that are a society's agreed upon elements for defining citizenship? Certainly the varied conceptions of citizenship all have the shared quality of informing the meaning of humanity. For a non- citizen, a persona non grata, there is little doubt, except in the case of the very wealthy, that this status will have an invidious impact on that person's humanity: where to live, how to earn a living, who to associate with, etc. On this question of humanity, Freire is not specific about what he envisions, other than to say that our ontological vocation is to become more human. But herein is one larger question that Freire does not seem to answer clearly, but in so doing may leave us a way to redefine citizenship in the best interests of humanity. And for that matter, I would say that a Pedagogy of the Oppressed is in the best interests of humanity. (unknown author from the Internet) ------------------------------- We start this quarter with most students having internalized our program's philosophy and pedagogy. We also start with a few totally new (to Recognition) students. The older students now have the unique opportunity to be on the faculty's shoes, how are they going to help their new colleagues to make the transition from where they are to the philosophy and pedagogy of our program? Is it possible to teach Freire's ideas? Is there a way to share what we know without being a missionary, a developer or a liberator? --------------------------------- List of proyects and presentation
dates follow: Students will be working on their Independent Projects (writing and participating in class) Writing (suggested)
*Writing letters to newspapers, for instance. Joining forums in the Internet, creating a Web crossing review of history, creating Web pages with new historical information about heroes, create and maintain forums in the Internet, etc. For Spring schedule space in LC Room 1007B&C next to AV room. ------------------------------------------------------------------------------------- Interdisciplinary
Study Collaborative Learning Learning Across Significant
Differences Personal Engagement Linking Theory with
Practical Applications Students are invited to
write their own reflections on these five items and post them on web crossing
for further discussion. Writing the final evaluations. How are
we going to write the final evaluations? One proposal is to have 2 opportunities
to present our projects, the first one in the early weeks adding a Q/A
session; and the last one in the last weeks to show a finished straight
presentation. A second proposal is to have mid term conferences during weeks
5 and 6. A third proposal is to email weekly reports or post them in our
web crossing site. ------------------------------------------------------------- Weeks 4-10:
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