A personally responsible citizen is someone who acts responsibly in their community, and an example of this
could be by donating blood regularly
A participatory citizen is a citizen who is an active member of community organizations and/or improvement
efforts
The justice-oriented citizen is one that critically assesses social/political/economic structures to see beyond the
surface causes
Teaching as Transmission: teaching is the act of transmitting knowledge from the teacher’s to
the students’. This type is a teacher-centered approach in which the teacher is the dispenser of
knowledge/arbitrator of truth/final evaluator of learning. From this perspective the teacher’s job
is to supply students with a specified body of knowledge in a already determined order. Students’
academic achievement is seen within their ability to demonstrate (or replicate) what they’ve
learned back to the teacher (or in a test, etc.). In this perspective standardized tests are considered
to be an acceptable measure of students’ learning.
Teaching as Transaction: In this perspective, teaching is the process of making situations iin
which students are able to interact with the material they’re learning/going to be learning in order
to construct knowledge. Constructivism → educational philosophy consistent with this view.
Knowledge isn’t passively received, it’s intentionally built up or made by students as they
connect their past knowledge/experiences with new the information (each student’s past
knowledge and experiences are different, so too is the interpretation, understanding, and meaning
of the new information that each ultimately constructs).
The null curriculum refers to what students do not have the opportunity to learn.
implicit curriculum may be intended or unintended but is not stated or written down
Explicit curriculum refers to the plan for learning set by a teacher or school board. A
class's explicit curriculum is what that class is designed to teach.
Constraints of the curriculum
Lack of resources
Lack of accoutibiliity in administration
Constraints of policy
“Dominant”
Promotes cooperation and community
Allows to cover marterial sort of quickly, and students have more agency in their learning/can
learn from each other
Weakness: need to incorporate way to try and ensure accountability,
Emphasizing being respecting, important to create the norm of respectful criticism & also teach
students to own their impact; be accountable
Mindful listening, and doing timed shares/share backs to enforce/enstill those mindful listening
skills
Teacher more as a facilitator
Appropriate for high school and middle schools students as is; may take more scaffolding, etc.
with middle schoolers
Group 2
Cornbleth: (engaging in the coping strategies) Strategic compliance and strategic redefinition –
not overtly “rocking the boat” but covertly redefining/goes against the status, especially within
conservative climate
Stacy: Big take away – how to create interactive lectures to engage your students, and not just
lecture at your students but sort of lecture with your students
Group 7
Similarities:
Similarities: break out into small groups and reporting back what they discussed, use of primary
resources, multimodal element in lessons
Differences:
Ms. Morrison’s lesson was hinged off of the American perspective/Ms Weir’s was hinged off of
the perspectives of different Latin American immigrants
Different goals – different types of classes; one wanted to build an understanding of push and
pull factors, even building empathy from discussing others experiences; the other focus on a
lesson on public opinion and how it shifted and why