Syllabus220
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Jay Roberts Office: LBC 321 Office Hours: Mon. 10-12noon; Fri. 10-12noon; or by appt. Phone/Email: 983-1327/roberja@earlham.edu
“Ideas are more dangerous than guns. We took away their guns, why should we let them have their ideas?” –J. Stalin
Course Description The purpose of this course is to illuminate the teacher-student relationship in education through the dual foci of theory and practice. We will explore the ideas, values, assumptions, and agendas of several influential theorists in the field of education. We will also ground this exploration through practice- by experiencing teaching and education and reflecting on the connections, intersections, and tensions between what we think and conceptualize in education and what we do in schools and classrooms. In addition, as a large part of teaching involves curriculum, we will spend much of our time examining the practical and theoretical issues of curriculum planning attempting to answer what the “curriculum” is, who gets to design it, and toward what ends. Finally, this course is inherently reflexive, meaning that we will critically consider our own notions, ideas, and assumptions about education and schooling as we go. Another way to say that is that this class is, to a great extent, about “us” as much as it is about “the subject.”
The course is titled theory AND practice, not theory OR practice. We do not intend to divide the two but rather that we dialogue and discuss the relationships between them, however flawed and perhaps unrealized. There is an inherent tension between these two spheres not just within education but in all the social sciences. How do we put our ideas into action? Is something worth thinking about if it is not practical? Is an idea or theory useless if it does not work? Do teachers really have “theories” that they work from anyway? Isn’t that theory stuff just for those high-minded professor types?
As the Stalin quote illustrates above, ideas DO matter. Ideas are what inspire people, organize actions, and create frames that generate meaning. Certainly few would argue that the “theories” of Karl Marx, Albert Einstein, or Rachel Carson have little impact on us today. In addition, it is how those ideas are put into practice that generates new knowledge and social change. The real work of putting a theory into practice gives us information to then go back and adjust the theory. Each plays off of and influences the other. Education is, arguably, one of the areas where the theory-practice relationship is most amplified. It is also an area where it is most contested. Some argue that education is only practice and teachers don’t really need to mess with theory. Others would argue that the practice of teaching and schooling is shot-through with theory- whether teachers and educators realize it or not. Ignorance of the theory does not mean it does not exist or does not influence educational practice.
In this course, we will emphasize that theory and practice are not in a dialectic relationship (defined in opposition with one another) but dialogic (defined in transactional relationship with one another). It is not theory OR practice but theory AND practice. You may find that this tension is difficult to reconcile but I would encourage you to continue to work on it both in this class and in your future careers. Real education requires both.
Course Texts
This course revolves around six texts representing different windows or perspectives on the theory and practice of education. We will use these (and a few appropriate handouts) to illuminate the issues mentioned above. All of these are available in the bookstore or you can find them elsewhere. Please be sure to have your own copy of each and bring it to class with you on the relevant days.
Meier, Deborah, The Power of Their Ideas Fried, Robert, The Passionate Teacher Hirsch, E.D., The Schools We Need and Why We Don’t Have Them bell hooks, Teaching to Transgress Palmer, Parker, The Courage to Teach Codell, Esme Raji, Educating Esme
Graded Assignments (See Due Dates in Syllabus) Reflections (6 total) 1-2 page reflections on what you are thinking, engaging in with the class. These will be shared with peers and turned in to me for additional comments. I will share an example early in the semester so you can gauge what I am looking for.
Curriculum Response Paper A theory/practice response to a specified curriculum problem to be determined by you. This will serve as your final integrative assignment. 7-10 pgs. We will discuss this as we get closer to the end of the semester.
Practicum In order to be the “organic intellectual” that teaching demands of us, we need to ground our theory in practice. During the semester, you will have a practical experience working with students in the classroom. We will use this four-week intensive practicum as a way of grounding our conversations in class on the theory and practice of education from a common, shared experience. As part of the practicum, you will work on a lesson plan that you will have the opportunity to present to a group of real, live students! At the conclusion of the practicum you will submit a “Practicum Portfolio” that will document your experience and learning (more details to follow). The combination of your practicum portfolio and engagement with the experience will provide the basis for your grade for this portion of the class.
Evaluation Procedures and Expectations I consider this class to be a “seminar” and, as such, I have several expectations that go along with seminar-styled classes: 1.) That you will come to class regularly and on-time, 2.) That you will make honest efforts to be prepared to discuss in class by completing the assigned reading for that day, 3.) That you understand how to budget your time and will not need extensions on assigned work, and 4.) That you come to class ready to do “real work” together with the understanding that education is an active rather than passive process. Please know that I will operate and evaluate based on these assumptions for the semester.
Part of my job is to help you grow and stretch as a learner/citizen by providing timely, specific feedback on your work both in-class and out of class. Some of this feedback will involve grades. To help you know my expectations and grading “style,” you should know that a “B” to me means that the student has met most/all of the expectations of the assignment. An “A” means the student has, in some way, exceeded the expectations of the assignment. A “C” means the student has met the minimum expectations of the assignment. Any work lower than a “C” will not be graded but will be handed back for re-working. I will commit to making my expectations as clear as possible regarding each assignment and there will be opportunities (within reason) to re-submit work after feedback is given should that be desired.
Assignment/Work Weight of Total Grade Reflections 30% Engagement 10% Curriculum Response 30% Practicum 30%
Finally, I expect that all of us will choose to act honorably in this endeavor together. That is to say, all work in this class, unless otherwise specified, is to be your own.
Course Schedule (readings should be completed by day listed below)
Week 1
TH 8/25 Introductions, Syllabus, and Expectations
Week 2
M 8/29 Framing the Conversation on Teaching and Learning Read: Meier, The Power of Their Ideas, chpts. 1-2
TH 9/1 Education as Democratic Practice Read: Meier, chpts. 3-5
Week 3
M 9/5 Education as Democratic Practice Read: Meier, chpts. 6-9 Handout: Meier: “Will Standards Save Public Education?”
TH 9/8 Reflection Day Read: Finish Meier Reflection #1 Due!
F 9/9 HIGHLY RECOMMENDED Lecture: Cornell West “Democracy Matters” Goddard 7:30pm.
Week 4
M 9/12 Schooling for Equality Read: Hirsch, The Schools We Need…, chpt. 1-2
TH 9/15 Schooling for Equality Read: Hirsh, chpts. 3-4 Handout: Sophie’s Class Merrow Report Film
Week 5
M 9/19 Schooling for Equality Read: Hirsch, chpts. 5-6
TH 9/22 Reflection Day Read: Hirsch, chpt. 7 and critical guide Reflection #2 Due!
Week 6
M 9/26 Practicing Education (at practicum site) Read: Handout on Curriculum planning Read: Fried, The Passsionate Teacher, Part One
TH 9/29 At Site- Practicing Education Read: Fried, Part Two
Week 7
M 10/3 At Site- Practicing Education Read: Fried, Part Three
TH 10/6 At Site- Practicing Education Read: Fried, Part Four
Week 8
M 10/10 At Site- Practicing Education Read: Fried, Part Five
TH 10/13 No Class- Mid Semester Break
Week 9
M 10/17 At Site- Practicing Education No readings- work on Practicum Portfolio
TH 10/20 At Site- Practicing Education No readings- work on Practicum Portfolio
Week 10
M 10/24 Back in class- Reflection Day- on practicum experience Read: Begin hooks, Teaching to Transgress (chapters 1-3) Practicum Portfolio Due!
TH 10/27 Education as Resistance, Teaching for Liberation Read: hooks (chapters 4-6)
Week 11
M 10/31 Education as Resistance, Teaching for Liberation Read: hooks (chapters 7-9)
TH 11/3 No Class AEE Read: hooks (chapters 10-12) handout (critical pedagogy)
Week 12
M 11/7 Education as Resistance, Teaching for Liberation Read: hooks (chapters 13-14)
TH 11/10 Reflection Day Reflection #3 Due! Curriculum Response Project Assigned
Week 13
M 11/14 Teaching as Inward Journey Read: Palmer, The Courage To Teach (Chapters 1-2)
TH 11/17 Teaching as Inward Journey
Read: Palmer (Chapters 3-4)
Week 14
No Class- Thanksgiving Break
Week 15
M 11/28 Reflection Day Read: Finish Palmer (Chapters 5-7) Reflection #4 Due!
TH 12/1 Teaching As Practice Read: Codell, Educating Esme
Week 16
M 12/5 Teaching As Practice Read: Codell Curriculum Response Work and Check-In’s
TH 12/8 Last Class Finish Codell
Final Curriculum Response Project Paper due during scheduled exam time for this class. TUESDAY, DECEMBER 13TH AT 3:30PM.
IMPORTANT INFORMATION FROM THE COLLEGE:
"Any student with a documented disability (e.g., physical, learning, psychiatric, vision, hearing, etc.) who needs to arrange reasonable accommodations must contact Academic Support Services and the instructor at the beginning of each semester. Accommodation arrangements must be made during the first-two weeks of the semester."
IMPORTANT SCHOLARSHIP INFORMATION FROM THE EDUCATION OFFICE: Every year, at the Spring Awards Convocation, Earlham College is able to award the Jay Scholarship to Quaker students who plan to enter the field of teaching. Teaching is broadly defined to range from the private to the public and from the classroom to outdoor education. The amount of award varies, depending on the number of recipients and the amount of income the account has earned.
Are you potentially a candidate? To be eligible for the Jay Scholarship you must: 1. be a sophomore, junior, or senior next academic year. 2. have financial need; the award is in addition to any current financial aid that you may be receiving. (We will check with the Financial Aid office and know that you are a recipient of financial aid so you need not do anything about this condition.)
If you are interested in being considered for this scholarship, then please obtain an application from Cheri Gaddis.
At the same time as the Jay Scholarship, Earlham College awards the Janice Beard and Charles Kem Award in Education. According to the donors, "This award is made to a rising senior who plans to become a teacher of secondary or elementary education. The criteria include academic merit, teaching potential, as well as the demonstration of personal qualities of good character that will strengthen the teaching profession. This award is based solely on merit." The award is $1000 and goes to only one student.
Are you potentially a candidate? To be eligible for the Beard-Kem Award you must: 1. Be a senior next academic year. 2. Plan to become a teacher in secondary or elementary education. 3. Be academically strong, plan to teach, and demonstrate good character.
If you are interested in being considered for this scholarship, then please obtain an application from Cheri Gaddis. Applications are due in February.
