we see evidence that diversity is not trulyvalued in our society because of the perpetuation of the ideology of normal.
There is not correct definition of normal. America has a very diverse population but does not value it because we are stuck on the idea of what is normal. There is so much we could learn from each other if we dropped the idea of 'normal' and the standards that follow it.
hough the federal governmentmandates special education funding, there continues to be a lack of resources forthose in special education in high minority schools, which leads to a lack of accessto equitable education. In other words, special education placement often excludes stu-dents, particularly students from high poverty, high minority schools, from the generaleducation curriculum, which results in economic hardships when students struggle to
This has a long term impact on students. We limit them in more than one way causing them to economic hardship in the long run.
NCLBperpetuates an ideology of normal through its narrow definition of success: achieve-ment on a standardised test.
Standardized testing does not accurately measure student success. It measures what we assume normal should consist of. It does not allow students thoroughly explain what they are thinking and how they used their own knowledge to address the question. It is labeled right or wrong. A score on a test not only defines them in the school system but students began to define their own worth based on number that does not accurately measure their knowledge and ability.
In other words, it was peoplewithout disabilities that began to use special education as a route to segregate andcure those with disabilities.
History plays a major role in education in the US. While we have came a long way in the past 56 years, we still have a long ways to go to better or education system
DSE illuminates the historical justification for the positioning of those who did notfit this narrow concept of normal by exposing how the difference/deviance of a personallegedly originates inside of that person and not in the society that labels them
C/HAT creates the system's narrow notion of what ability is through culture.
DSE is the justification for positioning those who not fit in the narrow scope C/HAT created and stating that the individual is the root and not society's label
A word is a symbolic representation of an object, which containsmeaning and becomes ideational (Vygotsky 1986)
An example of how Vygotsky uses culture and people as a tool for learning. In our culture certain words have negative and positive means. We then associate that word with an idea. While this can be a good thing, it can also be a bad thing in terms of the environment we create.
Additionally, diversity is considered to betheprimary source for developmentand learning
Incorporating inclusiveness and diversity in the classroom improves learning and development. Instead of working with tunnel vision, we open our eyes and minds to better understandings of world around us.
In US schools, ableism promotesthe idea that students with disabilities are unable to attend to their own needs and learn-ing. This leads to paternalistic notions that students with disabilities should be segre-gated, managed and monitored by adults for the good of all
This is another example of hold students to high expectations. We cannot cap them at what society or statistics say they are capable of. By segregation students they miss out on receiving new ideas and experiences from their peers. There is so much we can learn from all of peers regardless background. Diversity brings so much to the classroom
hese distinc-tion-making processes create a binary of (dominant) insiders and (subordinate) outsiders.
What are some ways we can combat this as educators?
Help outside of class time can always be solution but it begins with our classroom set up. Can Learn Communities be something that serves our "at-risk" students?
Furthermore, it creates a hierarchy of characteristics commonlyassumed to fall along the bell curve
This can create a divide among students. In my time in school I heard "they're the smart kid(s)" or "they're the dumb one(s)". This once again brings up how important the use of language is inside the classroom. Not only do these hierarchies hurt the student but also the environment of the classroom. When praising one student, we must praise all. There is something to praise about each student.
Preconceived ideas of "normal" or "norms" place students in categories that prevent them from reaching their highest level. When we place students in this bell curve we are looking at a number rather than student. We cap them at what statistics say they can do.
the emphasis would be placedon helping students develop dexterity in using both familiar andnew approaches.
Get to know your students and look for familiarity of experience with cultural practices
The teacher must have some understanding
Check on assumption of familiarity before proceeding
Allow students to pull from their own knowledge to help them in the new approaches.
We are not arguing that group membership defined by eth-nicity, race, and language use is irrelevant.
Finding a balance between using ethnicity, language preference, and national origin as a tool. While this can be very important in education, it must not be the only tool we use.
his approach treats contexts as if they exist indepen-dently of the people active in creating and maintaining them,and views individuals as though their characteristics are unrelatedto the contexts in which they and their families have participatedin recent generations.
This approach completely focuses on the student.Although they display similarities, they are a unique individual. They have a similar learning style but there is no one else in the world like them.
reductive application—is the tendencyto diminish cognitive complexity and rely on simplified cognitiveoppositions: independent vs. dependent, literate vs. oral, verbal vs.spatial, concrete vs. logical. These oppositions are textbook-neat,but . . . are narrow and misleading
Reminder to have a balance between "easy" and "hard" questions. We should be challenging the students minds.
Connection to last weeks videos about hold students to high expectations regardless of their socioeconomic background or other limiting factors they may face.
Addressing learning styles as traits also seems to be a commonway to prepare teachers to make the link to diversity
As educators we teach diverse populations. Its important that we learn to make links to diversity so that we ensure the best environment is available for our students.
In these classroom communities, studentsreceive multiple forms of assistance and participate in rigorouslearning activities that extend their initial approaches to learningand participation
Learning communities are a great way to help students of different backgrounds engage in activities and participation while learning the subject matter as well as learning from each other when it comes to cultural differences. Learning communities are a great way for students to remain accountable and adapt to new roles.
Rotating responsibilities is a good way to ensure one or two students are not doing all the work. This always helps with a wide range of other skills such as teamwork, communication, time management, and social skills. Mixing up the groups throughout the year is also another great way to ensure these skills are acquired
Such a matching strategy does not account for change—inthe individual, the activity setting, or the community
A major key to success as an educator is adaptation. COVID-19 is a great example of how educators must be able to adapt to their individual students, activity settings, and the community. Learning the skill of adaptation allows us to help our students in the best way possible.Understanding the changes our students face during the school is important and must be noted.
Although deficit-model thinking is stillwith us, the cultural styles approach offered an alternative bycharacterizingcultural ways of different groups in terms that arerespectful, attempting to describe them without making valuejudgments that suggest value hierarchies in cultural practices.
When characterizing groups, must have a respectful approach. This is important so that we can create positive judgements that help our students rather than hurt them. Having a diverse group of students is great for both the teacher and students. At this point we create one big safe environment for learning.
I follow a 24-hour rule for email, meaning I always attempt to reply within 24 hours of receiving an email with the exception of weekends (any message sent Friday will receive a reply by Monday). For any holiday weekends (e.g., Thanksgiving)that extends over the holiday. I expect the same in return!
Very quick turnaround time. Remember to return the favor.
Asking questions or sharing ideas during Zoom meetings•Asking questions or sharing ideas through the chat window during Zoom meetings•Talking, writing, and coordinating efforts in your Learning Community •Asking questions and adding ideas to reading annotations•Completing thoughtful and thorough homework assignments
What full participation can look like. May differ from student to student.
two unexcused absences as a freebie (no impact on your grade).
2 freebies (no impact on grade)
Once the freebies are gone, absences will result in a 2.5% reduction of final grade.
Remember to communicate for excused absences
Please complete SPOT evaluations when they become available (November 16, and no later than December 3rd). The whole class will receive 5 extra points when 90% or more have completed their evaluations.
90% = 5 extra points
Complete by 12/3
The modules each have a different topic and set of key questions.
I should be able to answer these questions by the end of the module.
, identify their strengths and weaknesses, and address those weaknessesto ensure that your future students are best positioned to learn.
Ask these questions when working on assignment.
What will work for my students from example A lesson plan?
What can I change to help my students?
What can I add?
TheLesson Analysisassignment is intended to provide you an opportunity to apply what you are learning about sociocultural and critical lenses on development and learning to examine and modify an existing lesson plan related to your disciplinary focus.
Goal of this assignment is to learn how to examine and modify existing lesson plans related to my subject in order to fit the needs of my students.
This assignment will ask you to reflect upon your own stories and experiences and connect them to what you believe about teaching and learning, as well as address how you will adjust your instruction and classroom community to meet the unique experiences of your future students
Ask these questions when working on assignment:
How have my past experiences helped form my ideas about teaching, learning, and instruction?
What is most important to me? and why?
ASK about Suicide to Save a Life is a gatekeeper training that can be modified between 1-3 hours, based on the needs of the trainees.
Due 10/12 by 5:30 pm
Project ALERT is a free classroom-based substance abuse prevention program for 7th and 8th graders that’s proven to reduce the experimental and continued use of drugs.
Due 10/5 by 5:30 pm
The Cognitive Behavioral Intervention for Trauma in Schools (CBITS) program is a school-based, group and individual intervention. I
Due 9/21 by 5:30 pm
Mental Health ModulesThis assignment is required by the state of Texas as part of all teacher certification programs. There are three training programs (CBITS, Project Alert, and ASK).
Required by the state of Texas. Make sure to complete and print certification by the due.
VERY IMPORTANT!
No textbook is required for this course.
Don't buy the textbook for this course.
(2)Learningoccursovertimethroughapprenticeshipandisreflectedinchangesinlearners’practice.ThatmeansthatI’masmuchofalearnerasIlearnfromyourperspectivesandexperiencesasyouarealearnershiftinghowyoudesignforfuturestudentsbecauseoftheideasandexperienceIshare.(3)Individualsbringuniqueexperiencesandviewpointsthatmustbecenteredinorderforustodoourworktogether;dialogueisessentialtotalkacrossdifferences,valuedifferences,andconstructcommonunderstanding.(4)Learningnewideasisgreat,butitmustbeappliedtotransformtheexperiencesofothersinaddressinginjustices
Everyone has important experiences and viewpoints that help develop an overall idea. Without these experiences and viewpoints, we might overlook or miss out on an important detail that shapes our thinking.
Make sure you listen to your peers so you can get valuable information!
(1)I’llalwaysdesignaroundsocialinteraction;evenifsomeofyourworkstartsoutsoloyou’llalwaysendupworkinginsmallgroupsandinwholeclassdiscussionstomakesenseofit.
Design around social interactions: form your own idea +collaborate in small groups to get other perspectives + add to an even bigger perspective by class discussion
What information is new? What information is similar to your ideas and your group?
social-constructivist.
Knowledge is constructed through human activity
Individuals create meaning through their interactions
Creating new ideas from our prior learning + learning from others = helps to form overall ideas and understanding
Standard III: Domain III
Study!
Standard II: Domain II
Make sure to study!
Standard I: Domain I
Make sure to study!
You will eventually take the TExES Pedagogy and Professional Responsibilities exam. There are several competencies related to that exam that this course addresses.
Remember to study these Domains for Pedagogy exam!
Take good notes and study, study, study!
I will provide feedback for course assignments within two weeks. You can always ask me a question about assignment feedback
Grades will be provided in about two weeks. Don't forget to ask questions about assignments and feedback!
Vygotsky's
Name mentioned in instructors class design,
Who was Vygotsky?
They give us mothers and fathers without letting us think that moth-ers and fathers have to be many other things as well (e.g., spouses,siblings, workers, lovers, and in each of these roles possibly neurotic,pained, bored, oppressed, and even dead); and they give us languageto express ourselves without letting us know the limits of expression,without telling us that inarticulateness is endemic to the humancondition. And so too they give us LD.
This quote displays the many roles we take on as humans. Not everyone will experience the roles mentioned, but they will likely experience a role that is similar in some way, shape, or form.
There are many different emotions and feelings that comes with roles. Regardless of the role, the individual feels the pressure of these roles that they must take on. Yet these roles become even harder with "LD". It is the life we are given and we must learn the best ways to tackle it head on.
earning does not belong to individual per-sons, but to the various conversations of which they are a part.
Learning from our peers is key!
By thedegradation approach, learning is not in heads, but in the relationsbetween people.
Great example of why Adam likes to work with Peter. Not only does he feel more comfortable, he also faces less degradation.
While not every relationship we build is going to be positive, it is important to recognize the impact of degradation among our peers. Being aware of the signs allows for better learning all around the board.
The same mistakes are for Adam a source of degradation. Theyspeak to his LD. Adam spends his day arranging not to get caughtnot having information that he could get from print.
While most students brush off minor mistakes, Adam is constantly focused on not being caught and having his LD displayed in front of this peers. This could explain why Adam feels an immense amount of pressure when it comes to a classroom setting. He recognizes this is his most vulnerable state. Peter acts as a safe place for Adam.
Occasionally, they tried to explain it; "cause it's hard for him,"explained Peter to the other kids.
Peter seems to be much more understanding of Adams struggle with reading. There seems to be an inconsistent pattern between positive enforcement from Peter and backlash from other students.
While Peter is trying to stick up for Adam and explain why patience should be required, does Peter's word choice impact Adam as well?
Does hearing "cause it hard for him" help or hurt Adam?
When he had to work with someone else,there were often some arguments, some tears, and some tauntingfrom others before he could get his work done
Not only does our environment play a role but our social interactions. A major part of learning is our social interactions with our peers. Negative social interactions can hinder learning regardless if a student is LD or not.
however hard we try, we can only learn what isaround to be learned.
Materials and environments play a major role in what can be learned.
how learning acquires people more than it makessense to talk about how people acquire learning. I
Many people have to thirst for knowledge but learning tends acquire people more than people acquire learning. Meaning that although we have a thirst for knowledge as humans, we don't always pick up on or fully understand what we're wanting to learn.
It is in this vein that we claimed that Adam's disability wasnot just visible in the sense that the world was a neutral medium forwhat he could not do, but that the world was precisely organized formaking his disability apparent, that he was the negative achievementof a school system that insisted that everyone d
The world and school system is set up to highlight what Adam could not do or achieve rather than what he is capable of regardless of his LD.
The idea of schools using class ranking is a prime example of how a "school system insisted that everyone do better than everyone else".
There is never a question ofwhether everyone is going to succeed or fail, only of who is going tofail.
Are school systems set up to highlight those who will fail?
Is this something we have control over or is this an act of nature?
As educator this seems to be a tough question. We use tests and other strategies to test our students knowledge to see if they have an understanding of the material.This could be why social constructionist classrooms are so important to incorporate in some form or fashion.
(instancesof people really trying to remember something actually being rareoutside of scho
great example of how we pull from our prior knowledge to add to the knowledge we are working to gain.
Story III: Everyday life is an adventure. The people know morethan we can yet imagine about what they are
Does our outlook on life determine how we will present ourselves in classrooms, work spaces, and other forms of shared spaces?
How might this shape our thinking?
Looking for Adam's LD has becomesomething of a sport in Adam's class, a subset of the wider sport offinding each other not knowing things.
While these students are learning about Adam and his 'LD', at what age do we start understanding that the culture we create has a profound impact on others?
Is this something we have to learn or is it natural to us?
This is another connection to the reading Helping, Fixing & Serving. It appears that the students around him, especially in cooking class with banana bread, that they are helping Adam. Peter tends to serve Adam rather than help or fix him.
How is it, Goffman (1979) onceasked, that a young man cannot know a word in school and feeldumb and not know a word in a car garage and have not his intelli-gence but his masculinity put on the line?
Very interesting point!
They need to acquire more languageand culture in order to be ready for more situations
Language and culture not only helps us as communicators, but also prepares us varies situations we may encounter. It's amazing to think how these two create such a major impact on our lives and shapes into the person we are today.
This is a great example of why a social constructive classroom is important to have. Allowing students to be open about their experiences helps surrounding students add to their knowledge and culture. By learning from others, we can be more equipped situations we may encounter.
Even as an educator this is important!
static notions of both language and culture.
TED Talk video about language!
How do these two texts tie together when talking about language and culture?
language and culture of a classroom is extremely important!
The soup does not shape the bowl,and the bowl most certainly does not alter the substance of the soup
Our environment creates different versions of ourselves. In Adam's case, certain environments such as testing situations, does not create the best version of Adam whereas in cooking club, Adam can be seen in a better light. Our environments are constantly shaping us. In different settings we are not always the same person because the tasks at hand require different levels of demands. For example, one would most likely act different at formal dinner compared to hanging out with friends.
As educators, how can we create environments to help students like Adam to be successful?
hat Everyday Life seems easier than TestingSessions is a basic fact of life for us all, and tying it to cognitivedifficulties makes great intuitive sense.
Education is challenging for us all regardless of education level, age, etc.
When the going gets cognitively demanding,Adam stands out; otherwise, he is part of the crowd.
In summary, Adam stands out when asked to complete more formal and demanding tasks. While working with a partners such as Peter, he can successfully complete the task. Yet, when it comes time to apply his own knowledge and brain power, Adam tends to shut down. Although he blends in with the crowd, tasks that require flying solo highlight his struggles.
If we canstop focusing on who learns more or less of particular, culturallywell-defined fragments of knowledge, and ask questions instead aboutwhat is around to be learned, in what circumstances, and to whatend, learning achievements would become statements about the pointsof contact available to persons in various social settings
By focusing on what can be learned around us and the circumstances at which individuals can learn, we cut down on the system of one student being better than another. Focusing learning on what we can learn from each other can help us dive deeper into what it means to truly learn.
How might this idea of focusing on the environment and what could be learned help Adam? At this point, are we "helping" Adam or "serving" Adam?
Adam is a fiber, which, when joined by other fibers, helpsto make the rope, or in this case the category LD, into the unit ofanalysis.
Adam's disability does not define him. It is a part of a "fiber" that makes up the LD category rope. A single fiber cannot make a rope. Everything around Adam plays a role in the LD category.
ReadWatchAnnotateWrite
Where do I turn my annotations into? For the writing assignments, will these be turned in with my learning community?
Do I need to turn in my learning community work? How will my professor know that my team and I are actively working on these assignments?
his assignment will ask you to reflect upon your own stories and experiences and connect them to what you believe about teaching and learning, as well as address how you will adjust your instruction and classroom community to meet the unique experiences of your future students.
Ask these questions when working on assignment:
How have my past experiences helped form my ideas about teaching, learning, and instruction?
What is most important to me? and why?
Synchronous (live) sessions in this course will be recorded for students enrolled in this class section to refer to throughout the semester.
Zoom meeting will be recorded. Go back and listen/ watch for information you have missed.
All assignments are to be submitted via Canvas.
All assignments are due via Canvas
. However, if you are sickor managing unexpected social/emotional/familial or other concerns (particularly due to COVID), I will coordinate specific extensions with students as needed. Communication is key. You must let me know that the assignment will be late BEFORE it is due.
IF an assignment is going to be late, make sure to communicate BEFORE the assignment is late.
Always have a back up plan
excused absences: Holy Days, illness, universityexcused absences (e.g., participation in an away sporting/academic event). In order to qualify as an excused absence, the student must communicate with me in advance. Holy Day absences must be reported by Class #2, all othersas soon as it is planned. Youmay also miss class if you are sick, but I expect an email before class starts. Once you’v
Excused absences include Holidays, illness, and university excused
These must be communicated in advance.
all unexcused absences will result in a 2.5% loss on your final grade (to be calculated at the end of the semester). Thus, three missed classes means you can only score 97.5%, four 95% etc.
No call, no show results in a 2.5% loss on FINAL GRADE
without needing to communicate with me.
Do not have to communicate with Dr. Keifert for freebies. After the 2 freebies are gone, communication must be provided.
two unexcused absences as a freebie (no impact on your grade)
2 freebies (no impact on grade)
ONLY use if absolutely necessary
Please complete SPOT evaluations when they become available (November 16, and no later than December 3rd). The whole class will receive 5 extra points when 90% or more have completed their evaluations.
90% completion = 5 extra points!
Make sure to complete SPOT BEFORE 12/3
University of North Texas | 5Mental Health ModulesThis assignment is required by the state of Texas as part of all teacher certification programs. There are three training programs (CBITS, Project Alert, and ASK).
Required by the state of Texas. Make sure to complete and print certification by the due.
VERY IMPORTANT!
ParticipationAssignments
Due dates in the course schedule below.
Learningoccursovertimethroughapprenticeshipandisreflectedinchangesinlearners’practice.ThatmeansthatI’masmuchofalearnerasIlearnfromyourperspectivesandexperiencesasyouarealearnershiftinghowyoudesignforfuturestudentsbecauseoftheideasandexperienceIshare.(3)Individualsbringuniqueexperiencesandviewpointsthatmustbecenteredinorderforustodoourworktogether;dialogueisessentialtotalkacrossdifferences,valuedifferences,andconstructcommonunderstanding.(4)Learningnewideasisgreat,butitmustbeappliedtotransformtheexperiencesofothersinaddressinginjustice
Everyone has important experiences and viewpoints that help develop an overall idea. Without these experiences and viewpoints, we might overlook or miss out on an important detail that shapes our thinking.
Make sure you listen to your peers so you can get valuable inform!
wholeclassdiscussionstomakesenseofit.(2)
We learn from each other to deepen our knowledge. We are lifelong learners!
I’llalwaysdesignaroundsocialinteraction;evenifsomeofyourworkstartsoutsoloyou’llalwaysendupworkinginsmallgroupsandin
Design around social interactions: form your own idea +collaborate in small groups to get other perspectives + add to an even bigger perspective by class discussion
What information is new? What information is similar to your ideas and your group?
criticalsocial-constructivist.
Creating new ideas from our prior learning + learning from others = helps to form overall ideas and understanding
Standard II: Domain II
Study.
Domain I
Study
You will eventually take the TExES Pedagogy and Professional Responsibilities exam. There are several competencies related to that exam that this course addresses.
Make sure to take notes, study, and review thoroughly for exam!
In ten minutes she not only tended my body, but healed my wounds. What is most professional is not always what best serves and strengthens the wholeness in others.
Compassion goes further than professionalism at times
suddenly felt a great wave of unsuspected strength come up from someplace deep in me, and I knew without the slightest doubt that I could do this. I could find a way. It was going to be all right.
They are now equals. Even in a beautiful dress, this woman is able to change her and accept her for who she is.
Servers give and add to the others strengths
These white-coated experts were women my own age. They would enter my hospital room, put on an apron, a mask and gloves, and then remove and replace my appliance. The task completed, they would strip off all their protective clothing. Then they would carefully wash their hands. This elaborate ritual made it harder for me. I felt
Feelings of being a burden to others. Characteristics of helpers or fixers
t was late in the day and she was dressed not in a white coat but in a silk dress, heels and stockings. She looked as if she was about to meet someone for dinner. In a friendly way she told me her first name and asked ifI wished to have my ileostomy changed. When I nodded, she pulled back my covers, produced a new appliance, and in the most simple and natural way imaginable removed my old one and replaced it, without putting on gloves. I remember watching her hands. She had washed them carefully beforeshe touched me. They were soft and gentle and beautifully cared for.
Displays characteristics of being a server. She doesn't worry about dirtying her silk dress and shows the author that she human.
But he says that he had never let himself experience the meaning of what he was doing before, or recognize what he was serving with his expertise.
Our jobs tend to have bigger meanings than we think. Often times we recognize our job for what it is; a job. We don't always see the bigger picture and meaning behind what we do and how it impacts the people around us.
The title of your job does not always matter but the energy, compassion, and thoughtfulness that you bring to the table can change and display the meaning of our "jobs".
Harry stepped past all of his training and realized a very simple thing: that he was the first human being this baby girl had ever seen. He felt his heart go out to her in welcome from all people everywhere, and tears came to his eyes
Regardless of our profession, we have to opportunity to make an impact in someone's life.
when we serve, we don’t serve with our strength; we serve with ourselves, and we draw from all of our experiences
When we serve others we draw from our past and use those previous thoughts and feelings to create empathy for the person in need.
We see the individual as someone we can help heal because we know the feelings and thoughts they are experiencing.
The pain we have felt as individuals allows to create more in depth connections and relationships. Regardless of the hardships they may be experiencing, they are not fighting their fight alone.
elping is not a relationship between equals. A helper may see others as weaker than they are, needier than they are, and peopleoften feel this inequality.
When we "help" someone we see our power over the other persons. They need us more than we need them.
Helping, fixing and serving represent three differentways of seeing life. When you help, you see life as weak. When you fix, you see life as broken. When you serve, you see life as whole. Fixing and helping may be the work of the ego, and service the work of the soul.
Helping: viewing life/someone as weak
Fix: viewing life as broken
Serving: viewing life as a whole
Helping and fixing fluff the ego while service is work of the soul
: All suffering is like my suffering and all joy is like my joy. The impulse to serve emerges naturally and inevitably from this way of seeing.
When serving, we are creating connects with other individuals from our past experiences. "I understand the pain you're feeling because I too have felt the same pain or a similar pain"
Serving is something that comes naturally to the person. It cannot be taught, the person is born with it.