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TEACHING AND LEARNING in urban schools Brian Lozenski, Ph.D. Office: Neill 100B Office Hours: Monday 5:30-6:30pm, Wednesday 9:30 – 11:30am & by appointment Email: blozensk@macalester.edu Phone: 651-696-6028 Welcome to EDUC 390! Onethingnearlyallpeoplehaveincommonisthatwehaveseenteachinginaction.Littlechildrenpretendtoteachwhentheyplay“school,”withonestandingupfrontandtheotherssitting,quietlylistening,andwaitingtobecalledupon.Thesecommonimagesofteachingandlearninghavebeenplantedintooursubconsciousthroughyearssittinginclassroomafterclassroomobservingthatpersonwecall“teacher.”Butasweknow,teachingandlearningcanlookdramaticallydifferentacrosscontexts.Evenstudents’experienceswithinasingleclassroomcanbeincrediblydiverse.Ladson-Billingssuggeststhatourfocusinteachereducationshouldbelessconcernedwithwhatteachersaretrainedtodo,andratherhowtheyareaskedtothink.Inthiscoursewewillexploreourownthinkingandapproachtoteachingbyinterrogatingwhoweareasdevelopingteachers,howourlivedexperienceswithteachingandlearningpositionustoteachinthefuture,andhowwecandevelopatransformativeteachingpracticeamidstaharsheducationalenvironment.Thisclassmeetsinconjunctionwithapracticumwhereyouworkwithasupervisingteacherinalocalschooltohelpgroundyouintherealitiesofurbanclassrooms.Iinviteyoutotakethisjourneywitheachother,challengeyourselftoaskquestionsofwhatseemstobecommonsense,anddevelopanactivistmindsettowardeducationaltransformationforthesocialgood.

“Theproblemisrootedinhowwethink—aboutthesocialcontexts,aboutthestudents,aboutcurriculum,andabout

instruction.”-GloriaLadson-Billings

Fall 2017 7:00 – 10:00pm Monday Neill 215 EDUC 390

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Learning Objectives Attheendofthiscourseyoushouldbeableto:• Articulatehowyourteachingbiographyanditsinherentcontradictionsshapeyour

developingpracticeasateacher• Placeyourselfwithinhistoricaltrajectoriesofreflectiveteachingpracticesinan

efforttobecomemoreintentionalasaneducator• Understandandnamethetenetsofcriticalandculturallyrelevantpedagogy• Developaself-study,research-basedapproachtoreflectiveteaching• Developandeffectivelyteachaportionofaunitinyourpracticumsite• Workeffectivelywithyoursupervisingteacher,whiledevelopingyourown

independentteachingphilosophyandpractice• Demonstrateanunderstandingoftherelationshipbetweenlearning,behavior,and

studentresistance.• Co-constructsegmentsofthecoursecurriculumwithpeers• Developreflectivestrategiesthataccountforracialized,gendered,classed,

perceivedability,andlinguisticdisparityinclassrooms• Describeavisionforracial,linguistic,cultural,andsocialjusticeineducation. Required Texts: Ayers,W.,&Alexander-Tanner,R.(2010).Toteach:Thejourney,incomics.TeachersCollegePress.Stringer,E.(2008).ActionResearchinEducation,2ndEd.UpSaddleRiver,NJ:PearsonWiggins,G.&McTighe,J.(2005).UnderstandingByDesign,2ndEd.NewYork,NJ:Pearson*SelectedsupplementalreadingsprovidedbytheinstructorviaMoodlewillalsoberequired.

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Recommended Texts: Apple,M.(2004).IdeologyandCurriculum,ThirdEdition.NewYork:RoutledgeFalmer.Britzman,D.(2003).PracticeMakesPractice:Acriticalstudyoflearningtoteach.Albany,NY:StateUniversityofNewYorkPress.Cammarota,J.&Fine,M.(Eds.)(2008).RevolutionizingEducation:YouthParticipatoryActionResearchinMotion.NewYork:Routledge.Carter,P.(2005).Keepin’ItReal:SchoolSuccessBeyondBlackandWhite.NewYork,OxfordUniversityPress.Duncan-Andrade,J.&Morrell,E.(2008).TheArtofCriticalPedagogy:PossibilitiesforMovingfromTheorytoPracticeinUrbanSchools.NewYork:PeterLangPublishing,Inc.Freire,P.(1970).PedagogyoftheOppressed.NewYork:TheContinuumInternationalPublishingGroup,Inc.Freire,P.(2005).TeachersasCulturalWorkers:LetterstoThoseWhoDareTeach.Boulder,CO:WestviewPress.hooks,b.(1994).TeachingtoTransgress:EducationasthePracticeofFreedom.NewYork:Routledge.Kumashiro,K.(2002).TroublingEducation:QueerActivismandAntioppressivePedagogy.NewYork:RoutledgeFalmer.Morrell,E.,Duenas,R,Garcia,V,&Lopez,J.(2013)CriticalMediaPedagogy:TeachingforAchievementinCitySchools.NewYork:TeachersCollegePress.Tuck,E&Yang,K.W.(Eds.)(2014a).YouthResistanceResearchandTheoriesofChange.NewYork:Routledge.Valenzuela,A.(1999).SubtractiveSchooling:U.S.-MexicanYouthandthePoliticsofCaring.Albany,NY:SUNYPress.Vygotsky,L.(1978).MindinSociety:TheDevelopmentofHigherPsychologicalProcesses.Cambridge,MA:HarvardUniversityPress.Wink,J.(2011).CriticalPedagogy:NotesfromtheRealWorld,4thEd.NewYork:PearsonZeichner,K.&Liston,D.(2014).ReflectiveTeaching:AnIntroduction,2ndEd.NewYork:Routledge.

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Schedule (Pleasenotethatthisscheduleissubjecttochange)

InClassTopics-CourseIntroductionandCommunityBuilding-Overview-EducationalBiographies-PracticumOverview-Socioculturalcontextoftheclassroom

InClassTopics-Whoareweasteachers?-Teachinginurbanschools-IntroductiontoCriticalPedagogy-FormingResearchGroups

InPreparationRead:Wink–Ch.1(Moodle)Duncan-Andrade–Gangstas,Wankstas,&Ridas(Moodle)“HandsnotRaised”(Moodle)

Due

InClassTopics-DefiningCriticalPedagogy-CompetingChronologies(TeachingBiographies)-DigitalStorytellingOverview-TalkingCircle#1GuestLecture–Dr.TraceyPyscher(WesternWashingtonUniversity)

InPreparationRead:Wink–Ch.2(Moodle)Britzman–Ch.2ofPracticeMakesPractice(Moodle)Baldwin–“ATalktoTeachers”(Moodle)

DueCollaborativeGroupresearchquestionsdue

InClassTopics-QueeringTeaching,QueeringtheCurriculum-PsychologizingtheCurriculum

InPreparationRead:Mayo–“LGBTmediaimagesandtheirpotentialimpactonyouthinschools”(Moodle)Dewey–“TheChildandtheCurriculum”(Moodle)

Due

Week 2 Sept 18

Week 3 Sept 25

Week 4 Oct 2

Week 1 Sept 11

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TalkingCircle#2GuestLecture–Dr.J.B.Mayo(UniversityofMN)

(Optional)ErnestMorrelllecture-https://vimeo.com/channels/729694(Moodle)

InClassTopics-StoryCircle(withBradBelbas)-WhyActionResearchasPedagogy?-CriticalPedagogyinAction

InPreparationRead:Stringer–Ch.1–Ch.2Wink–Ch.4

DueDigitalStoriesdrafts(toshare)

InClassTopics-Developingaselfstudy-CulturallyRelevantPedagogy-TalkingCircle#3GuestLecture–NoahSims(OsseoSchoolDistrict&UofMN)TwinCitiesSocialJusticeEducationFair(10/208-5pm,https://tcedfair.org/AttendanceSTRONGLYencouraged!)

InPreparationRead:Ladson-Billings–“Yes,buthowdowedoit?”(Moodle)Stringer–Ch.3–Ch.5Leonardo&Zemblyas–WhitenessasaTechnology(Moodle)

DueTeachingBiography–CompetingChronologies

InClassTopics-Motivation,SocialJustice,&Behavior-FlowinEducation-TalkingCircle#4

InPreparationRead:Kohl–Ch.1ofIWon’tLearnfromYou(Moodle)Yang–DisciplineorPunish(Moodle)

DuePracticumjournal#1(10/27)

Week 5 Oct 9

Week 6

Oct 16

Week 7 Oct 23

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InClassTopics-Enteringthespaceofteaching-TeachingforJustice-TalkingCircle#5

InPreparationAyersCh.1-4Camangian–“Teachlikelivesdependonit”(Moodle)

DueInquiryGroupUpdates

InClassTopics-Constructingclassrooms-Imaginationamidstrestriction-TalkingCircle#6GuestLecture–ScotCombs(FullCircleMartialArts)-Education&EquityEventfeaturingDr.PatrickCamangian(11/7–6pm,locationTBD,attendancerequired)

InPreparationRead:AyersCh.5-8Stringer–Ch.6–Ch.7

Due

InClassTopics-Methods,Practices,&Strategies-CurriculumDesignAssessment,PerformanceTalkingCircle#7SPEAK!SeriesLecture–Dr.LeighPatel(11/14,6PM,JBD)

InPreparationRead:Wiggins&McTighe–Intro–Ch.4Patel–“TheIrrationalityofAnti-racistEmpathy”(Moodle)

DueInterviewPaper(11/16)

Week 8 Oct 30

Week 9 Nov 6

Week 10 Nov 13

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InClassTopics-ReflectiveTeaching-LearningTargets-Methods,Strategies,&Practices-Sociolinguistics&School-TalkingCircle#8

InPreparationRead:Wiggins&McTighe–Ch.5–Ch.7OptionalResource:GuidetoHumanizingSchooling(Moodle)CUNY-NYSIEBTranslanguagingGuide(p1-13)(Moodle)Cline&Necochea–“MyMotherNeverReadtoMe”(Moodle)Adairetal“WordGapArgument…”(Moodle)

DueFinalUnitProspectus(11/20)

InClassTopics-GradingPhilosophies-Co-constructedinquirygroup-ledsessions

InPreparationRead:Wiggins&McTighe–Ch.8–Ch.9

DueInquiryGroupReport(12/1)Practicumjournal#2due(12/1)

InClassTopicsCo-constructedinquirygroup-ledsessionsHowtoBecomeaTeacherInquiryGroupPresentations

InPreparationRead:

DueFinalUnit(12/10)

FinalUnitStoriesCourseWrap-upCelebration

Week 11 Nov 20

Week 13 Dec 4

Week 12 Nov 27

Week 14 Dec 11

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Learning Environment Itiscriticallyimportantthatourclassbeasafe,inclusivelearningenvironmentforeveryone.Thesuccessofthisclassdependsuponeveryone’sparticipation.Thiscoursewillregularlyaddressissuesofrace,ethnicity,gender,socialclass,sexuality,disability,andothermarkersofidentity.Iintendtopresentmaterialsandactivitiesthatarerespectfulofdiversityintheseareas.Iintendthatpeoplefromallbackgroundswillbewellservedbythiscourse,thatyourlearningneedswillbeaddressedbothinandoutofclass,andthatthediversityyoubringtothisclasswillbeviewedasaresource,strength,andbenefitbyallclassmembers.Pleaseletmeknowwaystoimprovetheeffectivenessofthecourseforyoupersonallyorforotherstudentsorstudentgroups.Furthermore,toensureaproductivelearningenvironmentforinstructorandstudents,electronicdevicessuchascellphonesshouldbekeptonsilentduringclasstime.Inaddition,friendsorrelativesofenrolledstudentsmaynotattendclasssessionsunlesspriorconsentoftheinstructorisgiven.Accommodations:Iwillstrivetoaccommodateeverystudenttoachieveoptimallearningconditions.Insomecasesthismaymeanadaptingthecoursedesignorclassroomenvironment.IfyouthinkyouneedanaccommodationfordisabilitypleasecontacttheOfficeofStudentAffairsatyourearliestconvenience.TheDirectorofDisabilityServices,AllieQuinn,coordinatesservices.Toscheduleanappointment,call651-696-6874.Attendance:Classattendanceiscriticaltothelearningprocess.Manyoftheclassexercisesandactivitiescannotbereplicatedbymakeupassignments.Therealsomaybetopicsandexamplesdiscussedinclass,notintexts,thatyouwillbeexpectedtounderstand.Therefore,atleast80%attendanceisrequiredforsuccessfulcompletionofthecourse.Iunderstandthatunavoidableabsencesmayoccur.Whetheranabsenceisplannedorunplanned,itisyourresponsibilityto:1)Informtheinstructorofyourabsencebeforetheclasssessionmissed2)Follow-uponwhatyouhavemissedwitheitheraclassmateortheinstructorbeforethenextclasssessionbecauseitisyourresponsibilitytokeepon-trackwithcourserequirements.ClassParticipationThiscourseistaughtfromthephilosophythatknowledgeissociallyconstructed;therefore,eachclassmember’sparticipationisdesiredandneededinordertomaximizeourcollectivelearningandunderstanding.Studentsareexpectedtoattendeachclassontime,bepreparedforclass,activelyparticipateinclassexercisesandgrouplearningexperiences,andcommunicatewiththeinstructor.LateWorkDuedatesforassignmentsarefirmforlogisticalreasons.AllassignmentsshouldbesubmittedonthedateindicatedonthesyllabusunlessyouandIhavepriorwrittenagreementonanextension.Assignmentsturnedinaftertheduedate,withoutpriorwrittenagreementmaynotbecountedtowardyourfinalgrade.

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Assignments & Grading

Assignment Quick-view

Assignment Details

• Eachindividualassignmentwillbeintroducedinclass.• Insomecasesassessmentrubricswillbemadeavailableastheclassprogresses.• Allwrittenassignmentsshouldbedouble-spacedusing12pt.font,APAcitations,

and1”margins.• AssignmentsshouldbesubmittedelectronicallyontheclassMoodlesiteunless

otherwiseinstructed.

Assignment Overview

15%

15%

15%25%

25%

5%

AssignmentPercentage

PracticumJournal

TeachingBiography

InterviewPaper

GroupInquiryProject

FinalUnit

TalkingCircleFacilitation

Assignment Due %ofgradePracticumJournals 10/27,12/1 15%TeacherBiography 10/16 15%InterviewPaper 11/16 15%GroupInquiryProject 12/1 25%FinalUnit 12/10 25%

TalkingCircleFacilitationThroughoutsemester 5%

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Assignment Description PracticumJournals–Throughoutyourpracticumyoushouldkeepanelectronicjournal(e.g.worddoc)todocumentyourexperiences.Aftereachvisittoyourpracticumsiteyouareencouragedtospend30-40minutesreflectingonissuesthatarose,feelingsyouexperienced,curriculardilemmas,challenginginteractions,schoolclimate,oranythingelseworthyofreflection.Yourjournalsshouldincludeasectionfordescriptivememosandasectionforanalyticmemos.Feelfreetouseyourphonetotakepicturestoincludeinyourjournal,butthisisnotmandatory.Makesureanypicturesyoutakearedonediscretelyastonotdisrupttheclassroomorschoolenvironment.Donotphotographstudents.Thereisnowordlimitforyourjournals.Theywillbesubmittedtwiceduringthesemester.TeacherBiography-(Seedetailedassignmentdescriptionhandedoutinclass)Aswewillreadinclass,Britzmansuggeststhattheteacherinductionprocessconsistsof4parts:schoolingexperience,coursework,studentteaching,andearlycareerteaching.Bycreatinga2-3minutedigitalstory,youwillexploreyourownschoolingexperienceanddevelopmentasaneducatorusingBritzman’stheorizationof“competingchronologiesofbecoming”ateacher.Thisassignmentismeanttohelpyouuncoverhiddenassumptions,ideologies,andbiasesthatyoumaycarryintotheclassroom.InterviewPaper–(Seedetailedassignmentdescriptionhandedoutinclass)Aspartofyourpracticumyoushouldbecomefamiliarwiththecontextoftheentireschoolcommunity.Thisassignmentisdesignedtohelpyouconnectwithmultiplepeopleatyoursite.Youwilldevelopaninterviewprotocolandidentify3-4peopleatyourschooltointerviewincludingyoursupervisingteacher(required).Otherpeopleshouldincludeanadministrator,aresourceperson(nurse,counselor,behavioralspecialist,etc.),andastudent.Thesewillbeinformalinterviewsforthepurposeofthisclass,sodonotapproachthislikeaformalresearchproject(wewilldiscussthismoreinclass).Yourinterviewshouldfocusonasingularissueinthecontextoftheschool.GroupInquiryProject-(Seedetailedassignmentdescriptionhandedoutinclass)Throughoutthesemester,youwillbeworkingincollaborativegroupsonaself-studyconnectedtoasimilarinterest.Asthesemesterdevelops,yourgroupwillcreateresearchquestions,designasmall-scalestudy,executethestudy,leadpartofaclasssessionbasedonyourfindings,andsubmitareportofyourresearch.FinalUnit-(Seedetailedassignmentdescriptionhandedoutinclass)Youwilldevelopan8-10dayunitthatyouwouldliketoteach(itmayormaynotbedirectlyconnectedtoyourpracticum.Thereisanexpectationthatyouwillhaveateachingroleatsomepointduringyourpracticum.Youmaydecidetoteachpartofyourunitgiventheapprovalofyoursupervisingteacher.Yourunitshouldincludeessentialquestions,learningtargets,formativeassessments,summativeperformanceassessments,andarationaleforwhat,why,andhowyouplantoteachtheunit.

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TalkingCircle–Asindividualsoringroupsof2youwillfacilitatea45-minutetalkingcircleinclasstohelpprocessyourpracticumexperience.Thesecirclescanconnecttothereadings,however,theyarespecificallymeanttoprovideanopportunitytocollectivelyaddressissues,concerns,anddilemmasyoumayexperienceduringyourpracticum.Eachcircleshouldhaveaspecificthemedeterminedbythefacilitator.Eachsessionshouldalsoincorporateclassroomvideo.TheTeachingChannelwebsite(https://www.teachingchannel.org/videos?default=1)hasusefulvideosegmentsofclassroompracticethatyoucanconnecttoyourtheme.

For support with … Writing / Research / Presentations Forsupportwithwriting,research,andpresentationsfeelfreetotalkwithme.YoucanalsomakeuseoftheMAXCenterhttp://www.macalester.edu/max/andtheDewittWallaceLibraryhttp://www.macalester.edu/library/ Mental Health and Stress Management: Asastudentyoumayexperiencearangeofissuesthatcancausebarrierstolearning,suchasstrainedrelationships,increasedanxiety,alcohol/drugproblems,feelingdown,difficultyconcentratingand/orlackofmotivation.Thesementalhealthconcernsorstressfuleventsmayleadtodiminishedacademicperformanceandmayreduceyourabilitytoparticipateindailyactivities.Macalesterservicesareavailabletoassistyou.YoucanlearnmoreaboutthebroadrangeofconfidentialmentalhealthservicesavailableoncampusviatheHealthandWellnessCenterhttp://www.macalester.edu/healthandwellness/