Dispositions Form for your SL Teacher

Please email your teacher with this link and ask them to fill out this form for you…. you should absolutely go look at it yourself before sending it in order to understand more about this assessment.


Here is a sample email you could send to your teacher asking him/her to fill this out.

Dear XXX,

Thank you so much for hosting me in your classroom this semester.  I learned a lot and enjoyed the opportunity to work with xxxx.  

As a requirement for my education program at RIC, I am asking you to please submit this very short form assessing me and my dispositions.  

http://faculty.ric.edu/ptiskus/
 
It is just 8 questions, and should take no more than 5-10 minutes to complete.  You will need the following information about me in order to fill it out:

Name:  Jane Doe
ID #: xxxxxxx
Program/Major:  History/Secondary (go look at the list to find your correct one - YDEV should select OTHER)

Thank you for submitting this on my behalf.  It needs to be posted no later than Dec. 20, 2014 in order for me to complete my FNED 346 course, so please submit this as soon as possible. If you have any questions, please contact me at the numbers below.

Sincerely, 

Jane Doe
Email@email.com
Cell phone

Google Doc on Brown v. Board

In class today, we will be working on building our collective knowledge of Brown vs. Board of Education.  In class, I will ask you to click on this link and work collaboratively.

"Reading" for Brown v. Board of Education

Hope you had a fun Halloween, and enjoyed the Promising Practices conference in spite of the early morning!! Looking forward to hearing how it went for you...

The readings for this week are not exactly readings, but things to check out online. This week marks a shift in the syllabus. Up until this point, we have been reading about broad theories about diversity and difference including the Culture of Power and issues of White Privilege. Now we are going to start to look at historical moments where these topics came into view in our schools.

Our topic this week is about Brown vs. Board of Education (1954), the historical supreme court decision that made the segregation of public schools unconstitutional.


You have FOUR tasks for this week:

1) I want you to explore this website to give you some background on Brown v. Board of Education. We will be using this in class to build a Google Doc reference sheet together, so take a lot of notes so that you feel well prepared to teach others about this court case.

2) Then I want you to watch these two videos that highlight the work of Tim Wise, author of "Between Barack and a Hard Place." Take notes while you watch so that you can refer to specific quote in your blog post and in class. What does Wise have to do with Brown v. Board of Education?






3) Read this very short article from March 2011 New York Times.
How do the issues that Bob Herbert raises shape how you think about Brown v. Board of Education?

4) Now blog about it.
What is the relationship between the historical issues you see in the website on Brown v. Board of Education and the contemporary issues of race that Bob Herbert and Tim Wise raise here?

Leave comments if you have any questions...
LB :)

SL Project Groups

DELPIT
Mike (Johnson)
Anthony (Collier)
Cindy (Collier)
Branden (Collier)

JOHNSON
Essence (Johnson)
Erika (August)
Nathali (Delpit)
Emily (Collier)
CHRISTENSEN
Chanel (Kahne and Westheimer)

COLLIER
Megan (Johnson)
Lindsey L (Delpit)
Jessica (Rodriguez)
Karissa (Delpit) 
Lindsey D (Delpit)

RODRIGUEZ
Alyssa (Collier)
Gianna (Delpit)

SAFE SPACES
Shannon (Delpit)
Dennis (Johnson)
Ashley (August?)

Tweet me!

Leave a comment below with your tweet!!

Homework for Tuesday, October 28

There is no new reading for Tuesday, 10/28. Instead, I am asking you to review one of the text we have already read, and be prepared to TEACH us in class. You will be the expert in the room as we continue to build our knowledge maps of theory and practice.

YOUR ASSIGNMENT:

1) Reread the text you are assigned below.

2) Pull 5 quotes that you think are significant to the main idea(s) of the article.

3) Review other people's blogs from that text, and pull 5 quotes/pics/videos from different blogs that help you explain the main ideas. (If your text wasn't a blog assignment, do a little google search on the text/author and see what you can find!)

4) Review class notes from that text.

5) Create a blog post on your blog that summarize the main idea, and includes the 5 quotes and 5 blog connections.

Johnson:  We must learn to say the words

Erika,

Delpit:  Rules and Codes of Power

Mike, Ashley, Anthony, Emily, Branden, Cindy,

Kozol:  Racism and poverty are systemic problems, not individual ones

Shannon,

McIntosh:  Whiteness as an invisible privilege

Essence,

Rodriguez:  Sacrificing private identity for public identity

Gianna, Alyssa

Collier:  Honor students’ first language skills

Lindsey, Karissa, Nathali, Megan, Jessica

Christensen:  Students need to find real ways to “talk back” and take action against oppression

Chanel,

Safe Spaces:  How is difference "expected, explored and embraced?"

Dennis

Kahne and Westheimer: SL as charity or change

Media Literacy...

I am so disappointed that we don't have class on Thursday.  I was looking forward to discussing Christensen with you!!

In lieu of our class time, think about this, and leave me a comment below...

CHRISTENSEN:

“I ask students to watch for who plays the lead.  Who plays the baffoon? Who plays the servant? I encourage them to look at the race, station in life, body type of each character.  What motivates the character? What do they want out of life?  What’s their mission?  If there are people of color (in the cartoon), what do they look like? How are they portrayed? How does the film portray overweight people? What about women other than the main character? What jobs do you see them doing? What do they talk about? What are their main concerns? What would young children learn about women’s roles in society if they watched this film and believed it?  What roles do money, possessions, and power play in the film? What has it? Who wants it? How important is it to the story? What would children learn about what’s important in society?” (129-130).

Watch one (or more if you want!) of these, and think about what it TEACHES us.  What "secret education" does it offer?  Use the Christensen quote above to guide you as you think about all the questions she poses above...

Or if you would rather take on a more complex text to read... think about the secret education in this one.  What is the main message that Madonna (and director Guy Ritchie) is getting at here?  How do the words and images tell a story about their major argument?  What does it "mean?"