Berea College
Department of Education Studies, Knapp Hall
EDS 200 Thinking about Education
Educational Foundations, Spring 2006
SEC. B: 1: 00 –2: 50 p.m., Tuesdays & Thursdays
Name: Dr. Winston T. Gittens
Office Phone: Ext. 3539
Office: 102 B Knapp Hall
Home Phone: 986Hall
986-9550
e-mail: winston_gittens@berea.edu
OFFICE HOURS
Mondays & Wednesdays
10: 00 to 11: 30 a.m.
Tuesdays & Thursdays:
3: 30 to 5: 00 p.m.
Fridays
2: 00 to 5: 00 p.m.
Additional office hours
hours are also available via appointments.
EDS 200: Thinking about Education is the first course that students take in education programs.
The course introduces students to the complex field of education as exemplified in many of its
different dimensions:
Experience
Articulation
Children
Diversity
Literacy
Dispositions
KERA
Identity
Methodologies
Thinking
Learning
Teachers
Social class
Culture
Bureaucracy
Inquiry
Integrity
Strategies
Schooling
Responsibility
Parents
Reflection
Knowledge
NCLB (No Child Left Behind)
Curricula
Pedagogy
Gender
Community
Accountability
Society
Race
Meaning
Politics
Power
Dialogue
Globalization
Education results from how we both think and “act” as human beings, but in order to make
education meaningful for the betterment of humankind and society, our understanding and
articulation of experience is imperative.
Education comes out of our experiences, therefore, this course interrogates the phenomenon of
experience throughout the semester in order to understand various dimensions of education. An
examination of the meaning of experience reveals a great deal about education because, in reality,
one can say that experience is also education. One’s experiences commence when one comes
into the world; however, it has also been argued that experience commences at conception. What
exactly then is experience? Which experiences are educative or meaningful to cultivate? Whose
experiences should we draw on to determine both the nature and purpose of education that takes
place in a school context? How should education in the public domain be determined? Who
determines the nature of education? The aforementioned questions presuppose that not all
experiences are appropriate or good to be considered educative or meaningful. Therefore, one of
our primary tasks in EDS 200 is to both understand and articulate educative experiences. It must
be borne in mind that although this class is biased toward schooling, the all-encompassing nature
of education is addressed. This is important because education from a school perspective cannot
be prudently understood unless we examine what is happening (in education) outside the school
(homes, churches, synagogues, mosques, work places both public and private, government, massmedia, etc). Thus, EDS 200 examines how our experiences are shaped by multiple lifeencounters by articulating examples of our experiences to help understand and construct
educative experiences.
Finally, to put our mission in perspective, EDS 200 unravels a multitude of experiences and
issues that both affect and effect the process of education. Particularly, five fundamental
questions encapsulate our mission in EDS 200:
o What does it mean to learn?
o What does it mean to teach?
o What does a teacher need to know in order to teach?
o What are schools for?
o How does diversity affect teaching and learning?
Disclaimer!
Since EDS 200 is foundational, it does not therefore engage students in classroom teaching/
practicums in schools. Teacher education requires a significant tenure of engagement and
acquisition of knowledge that takes time to accomplish. As such, going into an actual classroom
to teach while taking the first course in EDS programs maybe counterproductive. Problems may
result that can engender far-reaching consequences. It must be noted that if someone is being
trained to be a police officer, nurse, attorney, etc. that person is not placed in the field while
taking the first class in her/his particular program.
~~*~~
Other Important Aspects of EDS 200
The following important particulars are addressed also in EDS 200:
An Assigned Education Advisor
Students who declare their intent to continue in education programs are assigned an
education advisor. The advisor works with the student throughout the tenure of the
program.
Education Portfolio
Students who continue in education programs are introduced to the Education Portfolio—
an important component of education programs. Construction of the Portfolio
commences in EDS 200. All the relevant particulars pertaining to the portfolio are
brought to the students’ attention.
Alignment with TEP Goals & Indicators
EDS 200 Objectives
Articulate the centrality of experience in both meaning-making and 1.1, 1.5, 1.9,
the educational process.
Articulate the meaning and purpose of learning/education and
schooling.
Engage in on-site, educational visits to institutions of learning.
Articulate the role of appropriate speech and other forms of
1.9, 3.4, 4.1, 4.4,
4.6, 5.3, 7.1, 7.2,
7.4, 7.6
1.5, 1.9,.4.6, 5.3
1.9, 4.10, 6.2, 6.6,
communication.
Articulate a developing philosophy of education, particularly in
respect of teaching and learning.
4.2, 4.10, 7.1, 7.6
Use the conception of community to articulate both the meaning and
significance of education.
1.1, 1.9, 4.10, 5.5,
7.4,
Develop a working capacity to use technology in myriad ways.
Articulate the social, political, and economic dimensions of
education
6.2, 6.6, 7.6,
4.8, 5.3,
Articulate the moral, dispositional, and democratic dimensions of
education.
Understand education as a dynamic field of continuing inquiry.
3.4, 4.6, 7.5, 7.6
Articulate the construction of knowledge from diverse and different
perspectives.
Develop an understanding of Berea TEP Goals, KERA, & National
Standards.
Understand the portfolio sequence, particularly the requirements for
the Admission to TEP Portfolio.
1.1, 1.9, 5.3, 7.1,
7.2, 7.
5.1, 5.3, 5.4, 5.5
4.8, 7.1, 7.5
7.3
EDS 200 lays the foundation for students to understand and use Berea TEP Goals as they
prepare to become teachers.
BEREA Teacher Education Program (TEP) Goals
Goal 1
Teachers demonstrate their understanding of the centrality of inquiry in a learning community;
the critical role of communication in inquiry; and the confidence that grows with the development
of our ability to participate in a community of inquiry.
Goal 2
Teachers demonstrate both a general knowledge of all subject matter in the school curriculum in
order to understand the interrelationships among disciplines, and an in-depth understanding of the
subject matter for which they are directly responsible, including the origins, development, and
structure of each discipline; its core concepts and principles; its pedagogical framework; and its
application in daily life.
Goal 3
Teachers demonstrate that they understand that authentic learning requires experience
(direct and vicarious), inquiry, time, interest, self-correction, and external criticism.
Goal 4
Teachers demonstrate understanding of the foundations of education through their ability to plan,
implement, and assess developmentally appropriate learning experiences for all students.
Goal 5
Teachers demonstrate their understanding of the importance and role of cultural diversity in
constructing meaningful pedagogies for all children.
Goal 6
Teachers demonstrate understanding of and the ability to employ appropriate technological tools
for developing students’ knowledge, understandings, skills, and dispositions.
Goal 7
Teachers demonstrate responsibility for their own professional development and for their own
learning as a lifelong process.
~~*~~
To be a teacher in Kentucky involves being licensed by the State of Kentucky, thus the state has a
keen interest in how teachers are being prepared and how students are taught. It has a number of
standards, objectives, and guidelines that teachers must know well in order to be the kinds of
teachers the state wants. Below are a number of critically important web links to state
expectations for teachers. In addition, I have included a couple of websites to particulars related
to Berea College TEP.
Kentucky Learner Goals & Academic Expectations (AE)
http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+
and+Resources/Academic+Expectations/default.htm
Kentucky New Teacher Standards
http://www.kyepsb.net/teacherprep/newteachstandards.asp
Kentucky Core Content for Assessment
http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+an
d+Resources/Core+Content+for+Assessment/default.htm
Berea College Teacher Education Program Resource Page
http://www.berea.edu/educationstudies/resources.asp
Berea College Teacher Education Program Website
http://www.berea.edu/educationstudies/
Professor’s Teaching Website (WTGittens)
http://www.orgsites.com/ky/edsempower/index.html
EDS 200 Link http://www.orgsites.com/ky/edsempower/_pgg5.php3
CLASS PARTICIPATION
Participation in class is understood as effective contribution to the class, especially to your own
learning. Therefore, everything that is done in class affects its outcome in some way.
Participation in EDS 200 is reflected in a multiplicity of subcategories that include class
attendance, punctuality, assignments, fieldwork, “spirit” of the class, respect for others, oral
articulation, performative engagements, [etc].
All subcategories of participation are under two main categories: 1) Oral Participation and 2)
General Participation. Oral Participation is assessed as a separate category, and General
Participation is assessed through the other components/ assignments that are required in the
course.
ATTENDANCE POLICY
Attendance to the class is imperative. Note that much of the class revolves around dialogue and
group work, peer-group effort, and the centrality of classroom community. Absences thus affect
the quality of classroom community. As such, absences beyond exception 2 below most likely
will result in the lowering of the term's grade by one grade point or more grade points, that is,
from A to B, B to C, C to D, D to F, (A- to B-, B+ to C+, B- to C-, C+ to D+, C- to D-, D+ to F,
D- to F, etc.)
Exception 1: Emergencies (or sickness) accompanied by appropriate written excuses are not
counted as absences. Absences for social events are not permitted.
Exception 2: Two(2) absences do not result in grade penalty. Moreover, no excuse
(written/verbal) is required for these absences.
Unjustifiable absences can result in consequences that may cast serious doubts over students’
status and grade in class.
CLASS TEXTS & RESOURCES
1) Jossey-Bass (2003). The Jossey Bass Reader on Teaching. San Francisco: Jossey-Bass
Publishers.
2) Education Studies Department (2003-2006): Teacher Education Handbook
bookstore)
(Available at
3) Selected Readings from:
John Dewey: My Pedagogic Creed
Bibliographic Reference: Dewey, J. (1959). Dewey on Education. New York: Teachers College
Press
Gloria Ladson-Billings: Seeing Color, Seeing Culture
Bibliographic Reference: Ladson-Billings, G. (1994). The Dream Keepers. San Francisco:
Jossey-Bass Publishers.
Kate Rousmaniere & Kathleen Knight-Abowitz: 1) Whose Knowledge? 2) The Construction of
Social Categories
Bibliographic Reference: Rousmaniere, K. & Abowitz-Knight, K. (2000) Readings in
Sociocultural Studies in Education (4th ed.). New York: McGraw Hill.
(Selected readings will be on reserve in the EDS Department’s Curriculum Library)
4) Laptop Computer to use both in and out of class.
Below is a tentative schedule for our readings. It is inevitable that this schedule will undergo
some revision as the semester unfolds, since time spent on discussions varies, in addition to other
engagements in class that can cause us to shift dates around. Thus, this schedule is subject to
change. Dates can change; readings can be added or taken off the schedule, etc. However, any
change to the schedule will be done with your input!
Teacher Education Handbook Pages 1 to 9
THE JOSSEY-BASS READER ON TEACHING
Theme: The Meaning of Teaching
Chapter 1: The Heart of a Teacher: Identity & Integrity in
Teaching? (Parker J. Palmer)
Chapter 2: The Mystery of Teaching (William Ayers)
Theme: The Meaning of Teaching
Chapter 3: Passionate Teaching (Robert L. Fried)
Chapter 4: Reading the World/Reading the Word (Paulo Freire)
Chapter 5: Teaching as Possibility (Maxine Green)
Theme: Becoming a Teacher
Chapter 6: Learning to read (Patrick McWilliams)
Chapter 7: Order in the Classroom (Andrew Dean Mullen)
Chapter 8: “Welcome to the Sixth Grade” (Brad Wilcox)
Chapter 9: Excerpt from White Teacher (Vivian Gussin Paley)
Chapter 10: Teachers College & Student Teaching (Herbert Kohl)
Chapter 11: Change Resistance & Reflection (Seymour B. Sarason)
Chapter 12: Is Passionate Teaching for New Teachers, Too?
(Robert L. Fried)
Chapter 13: Groups (James Nehring) This is for Part 3
Theme: Developing Your Skills
Chapter 14: Creative Teaching (Sylvia Ashton-Walker)
Chapter 15: The Silenced Dialogue (Lisa Delpit)
SPRING BREAK
Chapter 16: Refining the Craft of Teaching (Vito Perrone)
Chapter 17: Galexico, California (Mike Rose)
Chapter 18: The Pedagogy of Poverty Versus Good Teaching
(Martin Haberman)
Chapter 19: The Immensity of Children’s Learning (Frank Smith)
John Dewey: My Pedagogic Creed
Focused Discussion on Diversity & Educational Movements
Gloria Ladson-Billings: Seeing Color, Seeing Culture
Kate Rousmaniere & Kathleen Knight-Abowitz: 1) Whose
Knowledge? 2) The Construction of Social Categories
Discussion Period: Feb. 7
2003
Part One
Discussion Period: Feb 11, 14
Part One
Discussion Period Feb 23
Part 2
Six chapters but only 33 pages!
Discussion Period: Feb 28 and
March 2
Discussion Period: Mar. 9
Part 3
Discussion Period: Mar. 21
April 1-9, 2006
Discussion Period: April 13
Discussion Period: Apr. 21
Final Readings
Discussion Period: April 27, May 2
VOLUNTEER ENGAGEMENT
Each student in EDS 200 is expected to voluntarily work for a total of 8 hours with youth during
the semester. Beginning immediately, each student is expected to select a voluntary work
activity. Activities can include the following: 4H Clubs, sports teams, religious engagements,
day care, kindergarten, community work, etc. This particular activity is a contract between you
[EDS 200 students] and the party for whom you volunteer. That is, a written contractual
arrangement is to be worked out between you [EDS 200 students] and the person/party for whom
you volunteer work. I need a copy of the contract before volunteer work is done.
OBSERVATION OF EDUCATIONAL CONTEXTS
Beginning soon observation of education in a school context commences. The Berea Community
School is our primary observation site. Such observations are important to understand different
aspects of the educational process in a real setting. It must be noted that observations are not
arbitrary, but are planned engagements that focus on a multitude of aspects of the educational
process.
ONLINE ENGAGEMENTS
This is an online component that allows (online) communication between and among students
and professor. I will send electronic files to you, and you are expected to bring your laptop to
class. Laptops are to be only opened in class when requested. If you open your laptop and use it
as a means other than what is required, it would be obvious that both participation assessment
categories will be affected.
COURSE ASSESSMENT AREAS
POINTS
Critical Reflections
Creative & Other Engagements
Oral/Verbal Participation in Class
MIDTERM
Readings & Discussion on Readings
Personal Accountability Log
FINAL: FOCUSED EDUCATION PROJECT
60
70
50
100
80
80
160
Total Points
600÷600 = 100% A+
DUE DATES
Critical Reflection # 1
Critical Reflection # 2
Critical Reflection # 3
Critical Reflection # 4
Turn in Date for Log
Midterm
Final
DATES: Year 2006
February 23
March 16
April 20
May 4
May 11 (Final day of class)
March 17, 2006
May 17, 2006 (Finals Week)
BEREA COLLEGE GRADE SCALE
Achievement in courses at Berea College is recorded by grades of A, A-, B+, B, B-, C+, C,
C-, D+, D, D-, F, S, U, SC, P, CP, and I. The definitions of letter grades adopted by the
College faculty in 2003 follow:
A/AB/B+
C/C+
C-/D+/D/DF
Signifies consistently outstanding achievement in all aspects of the course
These grades reflect work of good to very good quality. Work at this level often has
outstanding characteristics but is not as consistent throughout the term or in all
aspects of the course as required of "A" or “A-“ work.
These grades denote that the student has attained an acceptable level of competence.
The student has demonstrated a basic understanding of the course material and
abilities sufficient to proceed to more advanced courses in the area.
These grades indicate work is minimally adequate. These grades raise serious
concern about the readiness of a student to continue in related coursework.
"F" work is unsatisfactory and unworthy of credit.
Grade Point Average: For purposes of computing the Grade Point Average (GPA), the following
weights are used: A=4.0; A-=3.7; B+=3.3; B=3.0; B-=2.7; C+=2.3; C=2.0; C-=1.7; D+=1.3;
D=1.0; D-=0.7; and F=0.0. S, SC, I, and U grades are not used in calculating GPA.
EDS 200
Amendment..!!
Any student who does outstanding/exemplary work will earn an A+. An overall
average of 98% or above is required in order to achieve an A+
EDUCATIONAL TOURS
Educational tours of institutions are very much a part of EDS 200. Schools and related
educational sites are visited to get a first hand opportunity to see the articulation of organized
education. We will visit three to four schools.
SPEAKERS
Periodically, speakers will be invited to speak on a variety of issues pertaining to teaching and
learning.
READINGS
Assigned readings for the class are to be read both individually and collectively in
groups. Students are notified when readings are to be done in groups.
CRITICAL REFLECTIONS
Central to EDS 200 is the development of both reflective and writing skills; thus, a total of 4
reflections will be required to help in this regard. Prior to each deadline, a class discussion
followed by an electronic posting will be done to help you articulate ideas, etc.
First Reflection Due: February 23
Third Reflection Due: April 20
Second Reflection Due: March 16
Fourth/Last Reflection Due: May 4
General Particulars for Critical Reflections
o One and a half to 2 typed pages
o Size 10 to 12 font
o Space between lines: 1.5 or double—no single space because I need room to write
comments.
PERSONAL EDUCATION ACCOUNTABILITY LOG
This is a log that you will constantly update during the semester to indicate what you have done
in EDS 200. For example, what (substance) and when (date) did you contribute to in-class
discussion regarding readings, videos seen, weekly topics that you researched in the press, etc.
When you visit schools what did you do? What are you doing in your voluntary work? What are
you learning from projects, midterm, focused term project, my in-office individual meetings, etc?
This is not to be written in essay format; use bulleted format and it would be easier if you also
develop a category for each area addressed. For example, one category could be Class
Discussion. Then, under class discussion you cal list bulleted items accordingly. You are free
top check with me anytime during the semester regarding this log. Note that I practice
an open door policy!
PARTICIPATION
EDS 200 revolves around dialogue/discourse, group and fieldwork etc., therefore, active class
participation is imperative. The quality of participation counts most. Remember, the class is
designed to be student-centered, therefore, students’ participation is imperative. Note also that
the ORAL aspect of participation accounts for 50 points.
RED FLAG!!
If you come to class and SLEEP, it may indicate an unwillingness to participate and thus may
cost you. The cost may range from being checked absent and/or being asked to excuse yourself
from the class. Note that such an attitude also affects your class participation grade.
REWRITES
You are allowed to rewrite papers until satisfactory versions are produced. However, make sure
that you always demonstrate effort up front; do not “pick and choose” when you want to give of
effort.
COMMUNICATION
It is important that communication channels be kept open at all times. If you cannot attend class,
call me beforehand at home/office to let me know. This is courteous and speaks well of you.
Moreover, please inform me in reasonable time if you have (a) problem(s) that prevent you from
fulfilling your course responsibilities. I always try to accommodate students in such instances.
HELP!!!
I am accessible to help you achieve your goals. Feel free to touch base with me if you need
clarification on anything that you do not understand, or are unsure about, or if you need guidance,
etc., to make your task a fulfilling and lucid one. I can be reached by telephone or e-mail as is
indicated on page one.
Disclaimer to Syllabus…!!
A syllabus is not etched in stone, therefore, depending on how the semester unfolds, it
might change to address unforeseen circumstances. This is very much in synch with the
belief that knowledge, meaning, etc. must be constantly negotiated. However, we will
discuss collectively any change to the syllabus if warranted.