Hurried Child Share ART CHART and Evolution of Public Schools 3 Thinkers That Was ThenInterview Todays Agenda Homework Acorn People due next block and high school observations due 118 and 119 ID: 615748
Download Presentation The PPT/PDF document "January 9-12" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
January 9-12
Hurried Child ShareART CHART and Evolution of Public Schools3 Thinkers“That Was Then…Interview”
Today’s Agenda
Homework: Acorn People due next block and high school observations due 1/18 and 1/19
Daily Objective: Students will apply an understanding or knowledge of the developmental changes of learnersSlide2
1 reads “Our Hurrying Child
” (pg.3)2 reads “The Dynamics of Hurrying” (pg. 22)3 reads “The Dynamics of Hurrying: Schools” (pg. 49)4 reads “The Dynamics of Hurrying: The Media” (pg. 78)5 reads “The Dynamics of Hurrying”:
Lapware, Brains Research, Internet” (pg. 101)10 Most Important Facts
3 Discussion Questions
The Hurried ChildSlide3
#?
What aspect of the The Hurried Child
overview most compelled you? Something you agreed or disagreed with? Something you’ve seen? Connections?Slide4
QUICK CHANGE ARTIST!Slide5
Everybody stand up!Slide6
Change 5 things about yourself…Slide7
Quick!
Change 5 Things!
Slide8
What did you change?Slide9
Was it easy to change those things?
Why?
Why not?Slide10
Now, change 5 more things about yourself…Slide11
Hurry!
Change 5 More Things!
Slide12
What did you change?Slide13
Were the additional 5 changes more difficult?
Why? Why not?Slide14
How did you feel when you were pressured to hurry in making the changes?Slide15
Would it have been easier if only one change had been requested at a time?
=Slide16
Just as changing the first five things was easy, initial change, in schools typically involves changing the easy and most superficial things. The stress level rises and resistance to change increases when people are asked to go beyond quick fixes or make multiple changes simultaneously. Slide17
Changes affecting values and philosophies are always the hardest to make.Often schools receive mandates to implement new initiatives, but once the pressure is off, they drift back into the old way of doing things (their comfort zone!).Slide18
If we see the value and purpose of change, we are of course more likely to strive for it.If those required to make changes have a voice in the process, the change is likely to be less complicated and more lasting.Slide19
How does this activity relate to the education profession?Slide20
CHANGES IN EDUCATION: The Evolution of Public Schools
19602017vs.Slide21
What is the Purpose?
What is the purpose of public schools?Who should be educated?What should be taught?What role should religion play?Slide22
Art ChartSlide23Slide24Slide25Slide26
“That Was Then, This Is Now…” InterviewSlide27
Acorn
People and SPED QuizCollect novels
Collect significant quotes
Let’s Do This!Slide28
THREE THINKERS
Who is he?What is the purpose of public education?Who should be educated?
What should be taught?What role should religion play?Slide29
Public Schools for All?Slide30
What is the purpose of public schools in a democracy?Provide a common culture to all citizensDeference to the authority of governmentThe importance of order
Love of countrySlide31
Considerations for establishing and maintaining a public school systemWhat is the purpose of public schools?Who should be educated?
What should be taught?What role should religion play?Slide32
Changes over TimeThe questions and answers about the purpose of public education change over time.Three viewpointsThomas Jefferson
John DeweyE.D. HirschSlide33
Thomas Jefferson1743-1826Third President of the United States
Principal author, Declaration of IndependenceAuthor, Virginia Statute for Religious FreedomFounder, University of VirginiaSlide34
Thomas JeffersonWhat is the purpose of public schools?“I think by far the most important bill in our whole code, is that for the diffusion of knowledge among the people. No other sure foundation can be devised for the preservation of freedom and happiness…The tax which will be paid for this purpose is not more than the thousandth part of what will be paid to kings, priests and nobles who will rise up among us if we leave the people in ignorance.” (1786)Slide35
Thomas JeffersonWho should be educated?Elementary schools for all children, rich and poor, male and female.District colleges for white males who can afford to pay. Scholarships for other deserving students.
University for the most able.Slide36
Thomas JeffersonWhat should be taught?Primary schools: reading, writing, and common arithmetic
District colleges: grammar, history,logarithms, arithmetic, trigonometry, geography, navigation, natural philosophy, Greek and LatinUniversity: continuation of District College curriculum and “all other useful sciences shall be taught in their highest degree”Slide37
Thomas JeffersonWhat is the role of religion in public education?Jefferson believed that religion should be completely separate from government, as well as from the curriculum of the schools. He believed that students should study science and history, through which they would learn secular morality and civic duty.Slide38
John Dewey1859-1952Philosopher--School of Pragmatism
PsychologistEducational ReformerConnection between education and social action in a democracy.Believed that schools did not always meet the social, emotional, and intellectual needs of children and, thus, the needs of society.Slide39
John DeweyWhat is the purpose of public schools?“Democracy has to be born anew every generation, and education is its midwife.”(School and Society
, 1889)“…the school [is] the primary and most effective instrument of social progress and reform” (My Pedagogic Creed, 1897)Slide40
John DeweyWho should be educated?
All citizens of the democracy“A democracy is more than a form of government; it is primarily a mode of associated living, of conjoint communicated experience. The extension in space of the number of individuals who participate in an interest so that each has to refer his own action to that of others, and to consider the action of others to give point and direction to his own, is equivalent to the breaking down of those barriers of class, race, and national territory which kept men from perceiving the full import of their activity.” (Democracy and Education, 1916)Slide41
John DeweyWhat should be taught?Schools should teach problem solving and learning how to think rather than simply learning discrete pieces of information.
“I believe, therefore, that the true centre of correlation of the school subjects is not science, nor literature, nor history, nor geography, but the child’s own social activities…I believe that there is…no succession of studies in the ideal school curriculum. If education is life, all life has…a scientific aspect; an aspect of art and culture and an aspect of communication.” My Pedagogic Creed, 1897Slide42
John DeweyWhat role should religion play?Our [public] schools, in bringing together those of
different nationalities, languages, traditions, and creeds, in assimilating them together upon the basis of what is common and public in endeavour and achievement, are performing an infinitely significant religious work. They are promoting the social unity out of which in the end genuine religious unity must grow. “ “Religion in Our Schools”, 1908Slide43
E.D. Hirsch: Core KnowledgeWhat is the purpose of public schools?“the principal aim of schooling is to promote literacy as an enabling competence….the basic goal of education in a human community is acculturation--the transmission of specific information shared by the adults of the group.” (
Cultural Literacy, 1987)Slide44
E.D. Hirsch: Core KnowledgeWho should be educated?“people should have the opportunity to become more competent regardless of class, race, or ethnicity.” (Cultural Literacy
, 1987)“…provide all children equally with the knowledge and skills that will keep them independent and free.” (The Schools We Need and Why We Don’t Have Them, 1996)Slide45
E.D. Hirsch: Core KnowledgeWhat should be taught?Core knowledge is solid--a body of lasting kowledge.Core knowledge is sequenced--it builds on knowledge; there is a stated outline of content to be learned grade by grade.
Core knowledge is specific--it specifies important knowledge in language arts, history and geography, math, science, and the fine arts.Core knowledge is shared--it allows all children to share in our national literate culture.Slide46
E.D. Hirsch: Core KnowledgeWhat role should religion play?“
Religion has started wars and ended wars. It has inspired conquest and sometimes resulted in evil. It has also inspired glorious resistance to evil. Religious symbols adorn the flags of many nations, and religious beliefs impel the actions of millions of individuals. Moreover, religions have provided and continue to provide believers with answers to life's enduring questions:…The issue, then, when it comes to religion, is not whether to teach this subject matter, but how to do it well. Without some instruction in world religions, our children's understanding of the world is impoverished, impaired, diminished. Education is a process of opening doors and providing windows on the world. To keep religion a secret in our schools is to shut the doors and close the windows.” Mary Beth Klee, “Common Knowledge”, 1994