Session 12 builds upon session 11, in the theme of Anti-oppressive pedagogy as presented by Kevin Kumashiro in Against Common Sense. The Learning objectives for this session are: 1) SWBAT demonstrate a depth of understanding of one assigned concept through the presentation of their group topic as assigned in Session 11, 2) SWBAT develop their understanding of main concepts in Kumashiro, chapter 1-5, and 3) SWBAT understand main components of a Socratic seminar. The two activities we used to cover these LO’s are conceptual understanding presentations with tableau and Socratic seminar. The conceptual understanding presentations with tableau served as a multi-modal representation of the presenting groups ability to deliver the information they
In 1970, Paulo Freire caused extreme discomfort throughout the academic community, when the novel Pedagogy of the Oppressed was published. In one memorable chapter, Freire confronts not only the education system but also the overall concept and misfortunate consequences of what he calls “The Banking Concept of Education”. This ideal involves the educator (often referred to as the ‘oppressor’) preaching information as the students submit to note taking and memorization. Pedagogy of the Oppressed suggests, quite convincingly, that this method causes and also reciprocates a system that is actually completely unreceptive to education itself. Paulo Freire proposes another method known as the problem-posing method. While the problem-posing method vastly improves banking method ideas, Freire is ambiguous in his explanation of problem-posing, making it nearly impossible to view problem-posing as a viable and practical solution. The key to education is taking the style of the banking method while implementing the curriculum with a problem-posing backbone.
Sapon-Shevin, M. (2008). Learning in an inclusive community. In J. W. Noll (Ed.), Taking sides: Clashing views on educational issues (17th ed.) (pp.226-232). New York, NY:McGraw-Hill.
Brooks, J.G. &Brooks, M.G. (1995). Constructing Knowledge in the Classroom. Retrieved September 13, 2002 for Internet. http://www.sedl.org/scimath/compass/v01n03/1.html.
Complete the Understanding Concept Questions for Chapter 5: Social Thinking, Influence, and Intergroup Relations, add your Personal Response and submit them. As always it is expected that your answers will show good critical thinking and be in your own words. Providing examples is an excellent way of illustrating your thinking about each concept.
Kozol perceives a war waging between teachers and the public school system (Kozol, 3). Teachers are trapped victims confined to the two purposes public school is attempting to accomplish. Those two goals include “class stratification and political indoctrination” (Kozol, 7). He believes that students should be aware of what is really being taught so they can react accordingly (Kozol, 9).
White, Fred D., and Simone J. Billings. The Well-crafted Argument: Across the Curriculum. Boston, MA: Wadsworth Cengage Learning, 2013. Print.
Many groups have tried to push their ideas on the public through schooling. Public school students, numbering in the millions, seem a perfect, captive audience for the promulgation of the ideas of a few self-righteous groups. These groups have tried to influence national thinking by promoting their views in the classroom, but this is not an acceptable method. A public school classroom is a place for the passing of accepted knowledge from an instructor to a student, not the place for the ideas of the ignorant few to influence the thinking of the many.
For the course, the Professor Healy made these objectives priority for the class; to develop and apply a sociological imagination, analyze the causes and consequences of social inequality, analyze social/cultural diversity and complexity, evaluate and implement social theory, and implement scientific methods in conducting research. These objectives were vital to becoming successful when applying it to the real world. This course relates to my educational goals of growing my mental capacity of formal knowledge. This formal knowledge
Hooks, Bell. "Chapter 1 Engaged Pedagogy." Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge, 1994. N. pag. Print.
I will help my students make connections, and acquire knowledge that can be applied in meaningful ways. In addition to the internet lesson plan, there is also a writing strategy video attached. This artifact fits perfectly for standard #8 because different instructional methods are used, including reading, games, and other small activities, to help the student reach the goal of improved phonics skills and fluency. I chose Albert Bandura’s Social Learning Theory and Jean Lave and Etienne Wenger, Communities of Practice. Bndura’s theory works with both cognitive and behavioral frameworks that embrace attention, memory and motivation. His theory of learning suggests that people learn within a social context, and that learning is facilitated through concepts such as modeling, observational learning and imitation. As an educator it is important to know your student’s learning styles, as well as their background. I will develop my lessons using a variety of instructional strategies to encourage learners to develop a deeper understanding of content areas and their connections, while building skills to apply knowledge in meaningful
Many acts from the Recognition of Sakuntala are important in understanding the play in its entirety, for example the curse that was placed on Sakuntala. The curse is a major part in the climax of the play, King Dusyanata forgetting and disclaiming Sakuntala and her unborn child. By explaining the curse from act four shows how it contributes to the play in more than one way. Also, how it helps understand the play in more depth.
Classroom discussions, in part, are well grounded in the now current notions of constructivism and postmodernism: "Most simply put, the transition involves a shift from the notion of knowledge as the apprehension of universal truth…to the notion of knowledge as the construction in language of partial and temporary truths by multiple and contradictory individuals" (Cooper 143). In such a paradigm, students are contributors to knowledge, which is jointly constructed by all the contributors, who may even produce multiple knowledges. In fact, Cooper tells us, students "need to be able to engage in the process of knowledge construction" (144). Discussions in themselves "emphasize the communal aspect of knowledge ma...
Freire states “Freedom is acquired by conquest, not by gift. It must be pursued constantly and responsibly” (Freire, 2000, p. 47). Therefore; students must be aware of their oppression and fight for their freedom and autonomy in the school system. Freire also suggests a method of education that will help solve this issue: problem-posing education. The dynamic concept of problem-posing education integrates both teachers and students role’s to create a unified teaching process in which the teacher teaches the student, and the student teaches the teacher. This process “reinvents” knowledge, and teaches the student critical thinking. Instead of knowledge being deposited to students, problem-posing education presents information to students but allows them to draw their own conclusions and form their own, unique
The Pragmatic approach to education involves placing the students as a number one priority. This type of classroom environment would give the child an opportunity to make decisions, which is a crucial part of living a successful life in today’s societies. I would provide a classroom with a helpful and productive atmosphere. This would transform the classroom into a community of learners. This would give the children hands on experience with a project that needed solutions and the idea of how important “team work” can help in solving difficult situations. Students in my eyes will absorb a greater amount of material if they are actively involved in its processes. I concede with the theories of social reconstructionism in that I truly feel that in order to make a group successful, each individual that is apart of that group must be successful. This idea promotes human growth and development with the incorporation of flexibility in a student’s education. This flexibility will help the student deal with and be able to overcome conflicts within t...
The learning environment connects the classroom to the community through a democratic approach. This community based learning brings the world into the classroom so students can implement social change and challenge social inequalities. The curriculum focuses on student experience and taking social action on real problems such as hunger, violence, and discrimination. It is important to instruct students to explore in group settings so they can work together to analyze and develop theories that can help each other and make a real different in the world. As a future educator, it is important to not only to teach my students the issues in our world, but how we can work together to find