Class+6



NOTES FROM WINK: HEGEMONY []

CRITICAL PEDAGOGY: []

4 DEGREES OF PEDAGOGY: [] PREPARE SECOND HALF OF CHAPTER 4. ** THIS IS WHAT YOU WILL WRITE THE ONE PAGE REFLECTION ON **
 * //**10/3**//
 * 1** **__ Chapter 3 – SECOND half __** ** Hand in reflection. **
 * 2** ** Discussion of this Evening’s Issue – “Standards Based Reform: Real Change or Political Smoke Screen; The value of standardized testing; testing teachers; Reform; advantages/disadvantages; Common Core” ** ** ü ** ** class discussion/presentations/questions **
 * __3. For Next Week__**
 * PREPARE FIRST HALF OF CHAPTER 4 PG 119-149
 * THIS IS WHAT YOU WILL WRITE THE ONE PAGE REFLECTION ON **
 * **Prepare Issue: Religion and Public Schools: Unification or** **Separation; prayer in schools; faith; creationism/intelligent design** ||
 * ||  || **10/10__**
 * 1) **__ Chapter 4 – PART 1 __**
 * Hand in reflection **
 * 1) ** Discussion of this Evening’s Issue – “ ****Religion and Public Schools: Unification or Separation; prayer in schools; faith; creationism/intelligent design**** ” **
 * ü ** ** class discussion/presentations/questions **
 * 1) **__For Next Class (10/24/13)__**
 * **Prepare Issue: Bullying; related issues; influences**
 * USE OWN RESOURCES** ||

**__CHAPTER 8__** Standards Based Reform: Real change or badly flawed policy: will the standards based reform movement Improve education or sacrifice teachers’ decisions and individual assessment to national standards and standardized testing? Position 1: standards Based Reform Promises Quality Education for All students Position 2: Standards Based reform is flawed policy and misdirected reform Standardized tests undermine standards based reform – test play only a limited role in measuring what students learn and assessing what teachers administrators contribute to student achievement. One standard fits none – there is no compelling reason that all students of a state should be held to the same standards. Classroom teachers have an important role to play in assessment – standardized tests cannot capture the full range of classroom learning, including processing skills, affective learning, and individual progress. ATTEND TO SOCIAL MEASURE OF POOR PERFORMANCE. – THE US TRAILS OTHER INDUSTRIALIZED NATIONS IN ITS ABILITY TO LIMIT THE PERCENTAGE OF CITIZENS LIVING IN POVERTY AND REDUCE THE INFANT MORTATLIY RATE MEASURE DIRECTLY RELATED TO EDUCATIONAL ACHIEVMENT. IT IS NOT LIKEYLY EDUCATIONAL ACHIEVEMENT WILL RISE UNTIL THESE STATISTICES DECLINE. -THERE IS SOMETHING DEEPLY HYPOCRITICAL ABOUT A SOCIETY THAT HOLDS AN INNER CITY CHILD ONLY 8 YRS OLD “ACCOUNTABLE” FOR HER PERFORMANCE ON A HIGH-STAKES STANDARDIZED EXAM Do we shortchange the poor? Do we teach to the test?
 * Leads to a system of test-label-punish process that benefits no none, least of all the children it was supposed to help.
 * Does it penalize the highest achieving students? The lowest achieving students?
 * Good assessment of student learning must include professional judgment of teacher/not just test scores.

chapter 9 Chapter 12 Lecture: Introduction to hegemony - __**will address later**__