welcome to mit! education is not the filling of a pail, but the lighting of a fire. education is not...
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Welcome to MIT!
Education is not the filling of a pail, but the lighting of a fire.
William Butler Yeats - Irish poet, dramatist and writer
About the Instructors
Charisse Pitre Cowan, Ph.D. Loyola Hall Room 315 Office Hours by Appointment (206) 296-5773 office; cowan@
seattleu.edu
Mark Roddy, Ph.D. Loyola Hall Room 310 Office Hours by Appointment (206) 296-5765 office;
mroddy@seattleu.edu
A Peek Inside Schools…….
Think about whether any of your reasons for teaching are reflected in the following school clips.
Why MIT/why this program?
Consider each of the position statements on how to best educate/prepare teachers (an ongoing education debate).Part I. Select 1 position that represents your own thinking; stand by that position.
Part II. Stay tuned; directions to follow.
MIT Organizing Theme
The MIT Program is built on a conceptual framework, which states that a teacher is an ethical, knowledgeable and reflective decision-maker who can teach all students to function effectively in a global and pluralistic society.
Program Design
Integrative and sequential Major themes: social
responsibility, personalization, community, equity, and reflection
Faculty model collaborative learning, research-based strategies, and variety in instructional delivery
Guiding beliefs and assumptions
TEED 510 – Overview/Syllabus
Introductory course/seminar providing the prospective teacher with a foundation for understanding schools and schooling within American society. SyllabusThemes for the week (overview)
Welcome Back!
Afternoon at a glance:
Survival exercise closure
Introductions to the group (6 today)
Future of Education
Stuff you have:
1. Cigarette lighter2. Ball of steel wool3. Extra shirt and pants4. Family-size chocolate bar5. Can of shortening6. Flashlight7. Rope8. Newspaper
More stuff:
9. .45 caliber pistol10. Knife11. Compress kit12. Ski poles13. Quart of whiskey14. Sectional air map made of plastic15. Compass
Survival Effectiveness Scoring 35 or less: Excellent job—all survive!
36-50: All survive but with severe frostbite
51-65: Outlook is bleak
66 and above: Abandon all hope
Survival Exercise Closure
Training of Civil Air Patrol
Ranking of survival items – experienced survival training expert, U.S. Army and wilderness survival training programs
Rationale
Group process; observer reflections
Survival Exercise Objectives
To share ideas as a group;
To encourage others to share ideas;
To listen carefully to each other;
To increase awareness of group skills;
To evaluate your functioning as a group.
Do you see some connections to teaching learning?
Group Discussion
Emergent themes from Nobelity video
Connection to Partnership for 21st Century Skills readingGeneral responses/reactions to “21st Century Skills” reading and video clip
Ideas challenged? extended? re-affirmed?
Wrap Up
Comments, reflection, feedback Tomorrow— Technology & Culture of
Schools Readings to review:
Wagner, T. Making the Grade, Ch. 1 “How has the world changed for children?”
Edutopia Technology Article
Assignment due: One page reflection paper connecting Wagner’s Ch.1 to Nobelity video
Welcome!
“A teacher affects eternity; he can never tell, where his influence stops.”
-Henry Brooks Adams, American writer, 1838-1918
Welcome! Overview of the Day:
Morning: “Technology and School” Jim Dunnigan,Seattle Public Schools
Afternoon: Culture of Schools: What Makes a Good School?
MIT Grad Panel
Technology in Schools Guest Speaker
Welcome Jim Dunnigan – MIT grad and School Tech Guy Extraordinaire!
Culture of Schools
Reflect on what Wagner wrote as you view the video clip. In what ways do ideas in the video intersect with Wagner?
Integrating Ways of Knowing
Group reflection (discussion in fours):
1. Consider the video and Wagner’s discussion of “How the world has changed for children (Ch.1).” Issues raised? Your thoughts,
reaction, response to these issues?
2. Create a graphic representation of at least one important idea discussed in group.
Wrap-Up, Notes, Reminders
Review of the last two days; reflection in pairs — What stood out as helpful? What did you learn? Suggestions?
Readings to Review for Wednesday: “The Silenced Dialogue”- DelpitNational Survey Climate – GLSEN“How to interrupt oppressive…” –
McClintock“A Different Mirror” - Takaki
Overview of the Day
Guest Speaker – Dr. Nina Valerio, Associate Professor, MIT Program
(Lunch) Multicultural Book Exchange
Storytelling – “Personal Knowledge”
Multicultural “Book Exchange”
Part I. Sharing in Same Book Groups (25 min)
1. Select a facilitator and timekeeper2. Share quotes or segments of the
book that were most meaningful3. Discuss major message(s) of the
book.4. Discuss connections the book might
have for your future role as teachers.
Book Exchange (con’t)
Part II. Re-group with people who read different books (25 min)
Share from each book your original group’s consensus on questions 3 & 4. Major message/s Connections to future roles as
teachers
Ways of Knowing: Exploring “Personal Knowledge”
Telling Your Own Story (small group activity)
Share a story from your life about a significant experience you had relating to multiculturalism, diversity, or in which you were a member of a dominant culture and it had a significant meaning.
1. Reflect individually (5 minutes)2. Share in small groups
Day 3 Wrap-Up
Review of the day individually: What are you feeling right now? Highlights from today? Feedback on 3X5 cards
Tomorrow (Exceptionality, Equity, School Reform): 1 page letter to the editor (case for change &
action/s) Readings to review:
Making the Grade - Wagner “Profoundly Multicultural Questions” –
Nieto Learning Disabilities and Life Stories (select
chs.) “Funding Gap” – Education Trust
Overview
MORNING--- Program Overview/Schedule for Year Break Individual Response---Life
Stories/Exceptionalities Discussion - exceptionalities
readings
(Lunch)
AFTERNOON----“Unequal Education” in Public
Education, KozolIndependent opportunity/group
Break---
“Inspired and Inspiring” Teachers
Exploring Exceptionalities
Part I. Creative, individual response to exceptionalities readings (40 minutes)
Graphic representation Poem Collection of symbols Others
Part II. Group discussion of “creative works” related to ideas, concepts, and future teaching applications(!!) from readings. What was important from the readings?
Talking Points (Rodis)
Impact of diagnosed learning differences on psychological, emotional, social (pervasive sense of incompetence).
Diagnostic labels—liberating or stigmatizing?
Nature of supports needed for individuals with learning differences (during different life-periods)?
Acceptance of the different ways groups of learners tend to think--how important? Classroom/school levels?
Individuals with diagnosed learning disabilities and those without diagnosable learning difficulties?
Protection from past personal failure impacting one’s future sense of self.
“It is as outrageous that a child who has a learning disability would not have other arenas for the intense experience of personal mastery and accomplishment as it would be to deprive a good reader who is a poor athlete from the arena of language arts.”
Independent Reflection
Free-write exerciseDevelop a short written response to the inequalities video; link to any ideas that you can recall from Wagner’s Making the Grade.
Share/exchange ideas in today’s groups
End of Day 4 Tasks
Readings for Tomorrow:For review —Epstein and Salinas Parental Involvement Article
New reading —510 section of Field Handbook
1 page reflection/position paper (agree-disagree with Epstein’s ideas, see instructions)
Welcome and Happy Friday!
“We are strongest as persons when we know who we are and operate from our strengths.”
Isabel Briggs Myers
End of Week 1 Tasks
Assignment Information Feedback form Arts retreat Course Readings - Evaluation Forms
Course Closure Course Feedback/Evaluations ENJOY a well-deserved weekend!
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