Final Projects Academic Essay

PurposeThe purpose of the final project is to put pedagogical shape to the theories that have been exploredin the course. Any instructional practice that is not rooted in theory is nothing more than a bag oftricks. Any theory without practices that grow out if it is a lot of talk. There needs to be a dialecticalrelationship between the two.What do I mean by theories? First, the I, Thou, and It/Context framework is not a theory. It is aframework on which many theories might be hung. It would be interesting, for example, to look atthe shape that the framework might take in describing Deweys theory as opposed to Paolo Freires.What would your own theory of practice look like if you were to map it onto the I, Thou andIt/context framework? Some of the theories you have seen so far are, for example:* That there exists a grammar of schooling that resists reform.* That there is an untold story of the experience of black teachers in this country and that integrationhas in many ways hurt the experience of black students as much as helped it.* That historically, teaching is a shadowed profession that is both worshipped and simultaneouslydismissed and derided.* That the purposes of education have shifted to a market model that focuses more on product thanon process, and more on a growing economy than a thinking democracy.* That the relational aspects of teaching are essential to learning, but also built around thecontent/subject matter that is being taught.* That teaching is a moral enterprise in which the person (self and identity) of the teacher is ofparamount importance.* That without being a good diagnostician a teacher will be a poor teacher.* That teaching is a political act.These and other small and large theories that we have not read about all realize themselves inpractices that align with them in different ways. Practices will align with multiple theories as well.What is dangerous is when one begins with practice and then makes up a theory to go with it. Askingteachers, Why did you do such?and?such a practice? often leaves teachers at a loss. Thisassignment asks that you begin with a set of beliefs about and purposes of teaching, learning, andschool (which may or may not be your own) and build outward (or, perhaps, inward) from there. Process Below are several suggestions for theories and practices that you might want to explore. This is hardlyan exhaustive list and you may well find others that you wish to explore, particularly ones that arepertinent to your field of teaching, your country, or your individual research interest.Using the I, Thou, It / Context framework to guide your research, explore the affordances andlimitations of a practice (for example, The Silent Way of Language Teaching or Frieres ProblemPosing) (what does the research have to say about it?) as well as the actual procedures for it. As youexplore your topic, identify the theory/ies that permeate the practice. What do they say about theteacher, the learner, the nature of subject matter, the interactions among all of these, the purposes ofschool, and the contexts within which these all happen?Alternatively, taking a particular theory, like Kegans theory of adolescent and adult development,what practices (both classroom based and professional development) suggest themselves?You may work alone or with one or two other people. More than one person may choose the sametheory or practice even if they choose not to work in the same group.The presentationOnce you have chosen a topic to explore, you will need to determine how you will present it to yourpeers. You will want to address the following questions (not necessarily in this order):* What are its philosophical roots and characteristics? What are the practices? Who are the importantvoices that have elucidated this theory/practice?* What are its views of the teacher? The learner? Subject matter? The purpose of education? Therelationships among all these? How does it map itself onto the I, Thou, It/Context framework?* What does the practice look and feel like? Let us experience it in some way.* What are its possibilities, strengths, gaps, and limitations? You may engage us in forming thesewith you.* How can you see adapting it in your own practice or in schools or programs or curricula generally?You will have 15 minutes per person to present, plus 5 minutes for discussion and questions. If twoof you present you will have 30 minutes plus 10 minutes for discussion and questions. If three of youpresent, you will have 45 minutes plus 15 minutes for discussion and questions.The purpose of the presentations is to give you a forum for input and feedback from your peers andme. I dont need a polished presentation, but your ideas do need to be presented in a clear enoughway for us to have the ability to add to them.The paperThe final paper will describe the topic you have chosen, why you have chosen it, both personally andfrom the point of view of the field (why does it matter beyond your personal interest?), the theorythat undergirds the practice, how the I, Thou, and It/ Contexts framework is in play. You must drawupon the readings, including any extra readings you do.For an individual, the paper should be between 2500 and 3000 words long. If you worked in a groupyou must still write your own paper.I will not be using a rubric for the paper (unless you would like to collaboratively propose one?) Ingeneral, I look for the following, as adapted from the course description:To merit an A, written work should be superior in both content and form. This means that the workshould be well?organized, with a logical flow of ideas and construction of arguments. The papershould be typed, neat, error?free (in terms of spelling and grammar), and easy to follow. In terms ofcontent, I need to see evidence of rigorous and original thinking, that is, that you have understoodthe material you have researched, or are making a serious and coherent effort to do so, and that youare connecting that material to your own ideas, experience, and practice. I want to hear your voice! Ialso need to see evidence of analytical thinking that does more than list what the practice is aboutand describe the research says about it. What, together, does it all mean to you as a thinker andpractitioner, drawing upon what you heave learned this semester in 720? I, of course, need to seeevidence of your having read the texts of the course. Use quotes to illustrate your ideas, and be sureto cite them properly, using APA format. Do not use quotes without an explanation of why they areappearing in your paper. 1. What you have learned in the course. You can write about your own practice or instruction theoryand practice in more general terms. Please do not use the word should in your paper, nor the royalwe. The paper needs to deal with real issues, not ideals. You might consider the structure of thiscourse, what you learned and how, and what significance your learning will have going forward. Oryou might want to explore your own teaching practice and what you have learned about it throughthe course. Consider interviewing your students, if you like, to get their input.2. A particular teaching practice, from those listed below, or another that interests you:Language teaching practices: See Earl Stevicks book Whats at Stake?* The Silent Way Caleb Gattegno* Community Language Learning Charles Curran?? Reardon, etc.* Audiolingual Method (ALM) Behaviorism* Suggestopedia Lazanov* Total Physical Response KrashenProgressive Practices* Exhibitions & The Tuning Protocol Coalition for Essential Schools?? David Allen & Tina Blythe, TedSizer, etc.* Expeditionary learning practices and schools Ron Berger, etc. There are several schools in theNortheast you could visit.* Montessori methods there are numerous Montessori schools in the area that you could visit* Critical Exploration Eleanor Duckworth* The Project Method Kilpatrick (early 1900s)* Math and Cuisinaire rods Gattegno, etc.* Words in Color (reading) Caleb Gattegno* The Dewey Lab School Mayhew and Edwards (early 1900s)* Knowledge Building Scardamalia et alLiberatory practices* Problem posing Paulo Freire, etc.* Place Based Learning David Greenwood, etc.* Contemplative practices in education See special issue of Teachers College Record* Facing History and Ourselves?* Courageous Conversations?* Literacy practices in Cuba* The Responsive Classroom?Behaviorism* B.F. Skinners boxGeneral Practices* Teaching for Understanding Martha Stone Wiske?? Understanding by Design and Backwards Design Grant Wiggins & Jay McTighe* Introversion and extroversion in education see Susan Cains (2013) excellent book, Quiet: Thepower of introverts in a world that cant stop talking. New York: Broadway Books.Theories in Education* Self?regulation* Teacher self?efficacy* Noticing* Mindfulness in educationHi this the References that we have taken in class: ? Tyack, D. & Cuban, L. (1995). Why the grammarof schooling persists. In Tinkering Toward Utopia. Cambridge: Harvard University Press. ? Lortie, D.(1975/2002). Chapter 1: The hand of history. In Schoolteacher. Chicago: University of ChicagoPress. ? Siddle?Walker, E.V. Walker, V.S. (2001). African American teaching in the South: 1940?1960.American Educational Research Journal, 38, 751?779 ? Listen to this episode of This American Life: ? Nussbaum, M.(2010). Chapters 1 3. In Not for Profit. Princeton: Princeton University Press. (pp. 146) ?Kincheloe, (2008). Chapter 1, Introduction. Critical pedagogy. New York: Peter Lang, pp. 1?44). ?Andreotti, V. & de Souza, L.M.T.M. (2008). Global learning in the ?knowledge society: Four tools fordiscussion. ZEP, pp. 7?12. ? Robinson, K. (October 14, 2010) Changing education paradigms.RSAnimate. ? Ball, D.L., & Forzani, F.M. (2007).What makes education research educational? Educational Researcher, 36 (9), 529?540. ? Hawkins,D. (2002). I, Thou, and It. In The informed vision. Boulder: University Press of Colorado. ? Rodgers,C. (2014) Powerpoint of Hawkins I, Thou, and It with narration. ? Swartz, T. (197?). Larry.Educational Solutions Newsletter. pp. 4?9. ? hooks, b. (1994). Introduction and Chapter 1: Engagedpedagogy. In Teaching to transgress. New York: Routledge. ? Hawkins, D. (2000). What it means toteach. In The roots of literacy. Boulder: University Press of Colorado. ? Rodgers, C.R. & Raider?Roth,M. (2006) Presence in teaching. Teachers and teaching: Theory and practice. ? Stevick, E. (1998):One view of teaching. Working with teaching methods: Whats a stake? Heinle & Heinle: Boston, pp.30?46. ? Lave, J. (1991). Situated learning in communities of practice. In Resnick, L.B., Levine, J.,Teasley, S.D. (Eds.), (1991). Perspectives on socially shared cognition, pp. 63?82. Washington, DC,US: American Psychological Association. ? Freire, P. (1970). Chapter 2. Pedagogy of the oppressed.New York: Bloomsbury. ? NPR story on Context and Success: ?Bronfenbrenner, M. (1993). The ecology of cognitive development: Research models and fugitivefindings. In P.G. Altbach, Arnold, K., & King, C. College student development and academic life. NewYork: Routledge, pp. 3?40. ? Rodgers & Scott, (2008). Chapter 40: Development of the personal selfand professional identity in teaching (In Cochran?Smith & Feiman?Nemser, The Handbook ofResearch in Teacher Education. New York) ? hooks, b. (1994). Chapters 3?5. Teaching to transgress.New York: Routledge. ? Renga, I.P. (2015). Exploring the heroic teacher narrative with help from thetrickster. In Teaching, learning, and schooling in Film, Liston, D.P. & Renga, I.P. (Eds.). New York:Routledge, pp. 41?55. ? Kozol, J. (2012). Chapter #. Fire in the ashes. New York: Random House. ?Tatum, B. (1997). Defining racism & The Complexity of Identity. In Why are all the Black kidssitting together in the cafeteria? New York: Basic Books. ? Gallwey, J. (1974). The two selves. In Theinner game of tennis. ? Stevick, E. (). One view of the learner. ? Dewey, J. (1902). The child and thecurriculum. Mineola, NY: Dover Publications. ? Hansen, D. (2004). A poetics of teaching. EducationalTheory, 54(2), 119?142. ? Jansen, J. (2009). Teaching to disrupt. Knowledge in the blood. PaloAlto: Stanford University Press, pp. 255?281. ? Zinn, D. & Rodgers, C. (2012). Humanisingpedagogy: Getting beneath the rhetoric. Perspectives in Education, Vol. 30(4), pp. 76?87. ? Freire, P.(1970). Chapter 3, Pedagogy of the Oppressed. 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