COURSE DESCRIPTION: EDF 6608 SOCIAL, HISTORICAL AND PHILOSOPHICAL FOUNDATIONS OF EDUCATION
Spring 2012
"When education is viewed as inquiry, important things happen. The focus of education becomes learning and the task of teaching
becomes one of supporting the inquiry process." --Harste (1993)
Department:
Course Title:
Course Number:
Panthersoft Class Number:
Course URL:
Credit(s):
Instructor:
Leadership & Professional Studies
Social, Historical & Philosophical Foundations of Education
EDF 6608 (Section U01) Meeting Times: Thursdays, 5:00-7:40pm (PC 438) and online
11426
http://ecampus.fiu.edu
3 credits
Erskine S. Dottin
E-mail:
Office Hours:
dottine@fiu.edu
Tuesdays (9:45 am – 12:15 pm) and Wednesdays (9:00 – 11:30 am)
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Location:
Telephone:
Ziff Education Building, Room 333
305-348-3462 (office); 305-234-8477 (home); Fax: 305-348-1515 (office)
Electronic Course Resources and Materials:
The majority of required course resources for this experience will be E-Books. To access these course resources (E-Books) from off-campus (at
home, etc.) you must set up a “proxy” by going to the FIU Homepage, to “Libraries,” to “Connect from Home.” Users of the FIU Libraries’ EZ
Proxy are required to input both their activated 14-digit library card number (on the verso of the Panther ID card) and the last four
digits of their social security number to access library resources from home. Students without a social security number should input
the last four digits of their Panther ID number. If your library card has not been activated, please click on "Activate Library Card"
from the FIU Libraries homepage.
Many of the databases offered by the FIU Libraries are restricted to current students, staff, and faculty of the University. When
connecting to these services from home patrons are required to let the system know they are currently affiliated with FIU. The EZProxy server validates members of the FIU community and allows access to these resources. The verification of patrons using both
library card number and portions of the social security number creates additional system security and integrity. You may now also
access the library resources from off-campus by entering your FIU My Accounts user ID and password.
Course Resources
Once the EZ Proxy has been set up, you may access the E-Books below by going to the Library homepage (http://library.fiu.edu) and to “Catalog”
and type in the name of the author, or title of the book you wish to access. When you find the book, click on the version of the book that reads
“Read as an Online Electronic Book.”
Please note that some E-Books below bear their own URL below each title and you may access that particular book through that URL.
E-book The Conservative Tradition in America by Dunn, Charles W.; Woodard, J.David. (1996) chapters 1, 2, 3, 4, 5, 6 and 7
E-book The Republic by Plato (Book VII)
http://www.ilt.columbia.edu/publications/digitext.html
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E-book Liberalism and American Identity by Garry, Patrick M. (1992) chapters 1, 4, 6, 9
E-book Democracy and Education (1916). Chapters 1-7, 8-15 and 20-26
(http://www.ilt.columbia.edu/publications/digitext.html
E—book The Struggle for Control of Pu blic Education: Market Ideology versus Democratic Values, by Engel, Michael (2000) chapters 1, 2, 3, 4,
5, 6, 7, 8 and 9
E-book School and society by Feinberg, Walter & Soltis, Jonas (1998) Parts 1, 2, 3 and 4.
E-book Sociology basics by Bankston, Carl L. (2000) sociological concepts
C - conflict theory, D - democracy, E - education, education/conflict theory, education/functionalist theory, F - family, family/functionalism,
family/conflict theory, M - Marxism, S - symbolic interactionism.
NOT AN E-BOOK: Tozer, S., Violas, P., & Senese, G. (2006). 6th edition. School and society. Boston: McGraw-Hill. [Reserve Room Library]
To check out the above BOOK/resource go to: Reserve Room, Green Library, 2nd Floor. You may check whether the book is on
reserve for the course(BEFORE GOING TO THE LIBRARY) by going to
http://webluis.fcla.edu/cgi-bin/cgiwrap/fclwlv3/wlv3/DBlib/DGgen/RP2/CM02/DGCR/DBR7/P1search
The following APA Reference Style sources provide guidance on use of the APA Style in writing papers:
http://owl.english.purdue.edu/owl/resource/560/01/
http://webster.commnet.edu/apa/apa_index.htm
The following site puts your work in APA format for you: http://citationmachine.net/
COURSE EVALUATIVE TASKS AND PERCENTAGE WEIGHT
Analytical/interpretive/argumentative paper
Group performance on producing paper
Class participation vis-à-vis participation and
contributions to focused discussion, demonstrating
a grasp of the course content, and other requisite
class tasks/assignments
- 60%
- 30%
- 10%
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OVERALL GRADING CRITERIA [percentage x level of performance on task = overall 300 points. Grade percentage based on number
of points out of 300]
A=95-100%; A- =90-94%; B+=86-89%; B=85%; B- =80-84%; C+=76-79%; C=75%; C-=70-74%; D+=66-69%; D=65%; F=0-64%
TASKSTREAM eFOLIO requirements for education majors
The Taskstream eFolio system is the College of Education’s mechanism for documenting and tracking candidate learning and mastery of the
College of Education’s Learning Outcomes (its Institutional Standards), the Florida Educator Accomplished Professional Practices (FEAP’s),
Florida’s standards for the teaching profession, and the National Board for Professional Teaching Standards (NBPTS) for professional educators.
Candidates must create artifacts from their coursework for the Taskstream eFolio system. The artifact from this course is the Argumentative
Paper.
This course, therefore, requires you to use your TaskStream account for uploading your critical assignment (your course artifact). You
can purchase an account at http://www.taskstream.com. Once you have a TaskStream account you will need to self-enroll in an
assessment program that houses this course. The passcode for this course is EDF6608-U01SP12 [see Program Code for the
respective semester at http://www.taskstream.com/main/?/chang28/COE_WEBSITE.html
Please sign up for an account in the first week of class. Your TaskStream account will be used in many FIU College of Education
courses. It also offers you storage space and web folio development for your professional use. Candidates will upload their completed
artifact (filename: EDF 6608 Argumentative Paper) and EDF 6608 Meeting Standards after receiving permission from the course instructor. Your
Taskstream account also offers you storage space and web folio development for your professional use. The College of Education’s website
http://www.taskstream.com/main/?/chang28/COE_WEBSITE.html provides detailed information and instructions regarding how to
purchase a new account, enroll into a program/course, upload your artifact, document your field hours, responses to frequently asked questions,
and COE workshop training schedules. For help, go to: Taskstream (800-311-5656) help@taskstream.com; COE Taskstream Website
http://www.taskstream.com/main/?/chang28/COE_WEBSITE.html; COE IT Department, ZEB 269, 305-348-6305,
coesupport@fiu.edu; COE Computer Lab, ZEB 165, 305-348-6134.
Assessment Panel Reviews
The artifacts you upload onto Taskstream may be reviewed by a Panel of Assessment Raters in the College to ensure fairness and consistency in
the scoring of the critical assignments. These reviews are required for accreditation purposes. The students’ assignments reviewed will have no
identifying information so the raters will not know whose students’ work they are reviewing. All data aggregated will contain no personal identifying
information to ensure confidentiality of students’ work.
Florida International University is a community dedicated to generating and imparting knowledge through excellent teaching and research, the rigorous and
respectful exchange of ideas and community service. All students should respect the right of others to have an equitable opportunity to learn and honestly to
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demonstrate the quality of their learning. Therefore, all students are expected to adhere to a standard of academic conduct, which demonstrates respect for
themselves, their fellow students, and the educational mission of the University. All students are deemed by the University to understand that if they are found
responsible for academic misconduct, they will be subject to the Academic Misconduct procedures and sanctions, as outlined in the Student Handbook.
Misconduct includes: Cheating – The unauthorized use of books, notes, aids, electronic sources; or assistance from another person with respect to examinations,
course assignments, field service reports, class recitations; or the unauthorized possession of examination papers or course materials, whether originally
authorized or not. Plagiarism – The use and appropriation of another’s work without any indication of the source and the representation of such work as the
student’s own. Any student who fails to give credit for ideas, expressions or materials taken from another source, including internet sources, is responsible for
plagiarism.
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“Education is a journey, not a destination. The map is not the journey.”
1. Purpose of Course
This graduate course, in the social, historical and philosophical foundations of education (social foundations of education), is offered
to candidates seeking a master's degree in education at Florida International University.
The educational aim in EDF 6608 is to create a “thoughtful” and “caring” learning environment in which candidates will grow by
deepening and broadening themselves as they work in learning communities, pursuing social ends (the improvement of educational
conditions), using ideological, philosophical, sociological, and historical knowledge and thinking skills. It is assumed that educative
environments induce certain kinds of intellectual, emotional and social dispositions (habits of mind), and as such these habits of mind
will be manifested in the class sessions, course tasks, and learning communities. The class is, therefore, structured so that the teacher
and students can identify a genuine problem for each learning community, use the curriculum (social foundations) to investigate,
discover, and defend solutions to these problems, and as a result, establish connections with the course subject matter. Each
learning community, therefore, will focus on a specific question it cares about, and then study and resolve it through employing the
ideas, the logic, the methods, and the materials of the social, historical and philosophical foundations of education curriculum. The
basic pedagogical assumption in the course is that talking with others can yield meaning, knowledge and wisdom and can form
requisite dispositions of moral sensibility, and pedagogical thoughtfulness.
The course is designed to enable graduate students to experience an escape from the kind of education that simply aims at increasing
educational efficiency. Instead, the course seeks to draw out the learner (that is, teachers and other school personnel) by focusing on
his/her thinking about key conceptual ideas about education and schooling. Focused discussion and dialogue frame the
instructional methodology and shape the environment for teaching and learning in the course (Hansen, 2001).
The course is intended to nurture the social individual as graduate educator through cooperation and communication with others in
learning communities as these communities explore such essential questions as: “Should the curriculum in schools in a democratic society
enhance the idea of cultural diversity?” “Should access to higher education in a democracy be only for an intellectual elite or should it be based on the
need for an educated citizenry?” “Should public universities continue a form of service delivery intended for a traditional 19 to 21 year old population
or should they adapt to the needs of a more non-traditional population?” “Should the function of school administration be filtered through a prism of
market ideology thus allowing School Boards to view principals as business managers who can be moved from “high performing schools” to “low
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performing schools” to improve school productivity?” “Should the major responsibility for school counselors be on helping to facilitate good learning
environments or on attending to administrative tasks?” “Should the aim of democratic education as manifested in higher education in America also
encompass the educational aspirations of undocumented immigrants?”
The study of philosophy, history, and other basic disciplines of the humanities will help professional educators to develop
interpretive, normative and critical perspectives on education. These perspectives, according to the Council for Social
Foundations of Education http://csfeonline.org/ are vital to any foundations of education experience. The interpretive perspective will assist learners in examining and explaining education within differing contexts; the normative perspective - will assist learners in
examining and explaining education in light of value orientations; and the critical perspective - will assist learners in examining and
explaining education in light of its origins, major influences, and consequences (CLSE, Standards 2nd Edition, 1997).
2. COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK/CANDIDATE[STUDENT] LEARNING OUTCOMES
The conceptual focus of the course, therefore, is congruent with the unit’s Conceptual Framework, in particular, its vision of a desired
future in which an emphasis is on inquiry as the means-ends connection to enhance reflective intelligence, and its philosophy that
promotes the kind of wisdom in practice that elicits the mental and moral sensibilities consistent with reflective intelligence, and as
such enhances the candidate’s professional conduct being more intelligent. The course enables candidates to achieve the following
unit’s (College of Education’s) learning outcomes:
Steward of the Discipline
Candidates know their content and engage in cross-disciplinary activities to ensure breadth and depth of knowledge.
Reflective Inquirer
Candidates think critically about issues through a form of inquiry that investigates dilemmas and problems and seek resolutions that
benefit all involved.
Candidates reflect on practice and change approaches based on own insights.
Candidates reflect on practice with the goal of continuous improvement.
Mindful Educator
Candidates demonstrate the habits of mind of being analytical; managing impulsivity; persisting; thinking about own thinking;
communicating accurately; being inquisitive; taking responsible risks; being open-minded; striving for accuracy; applying past
knowledge to new situations; thinking interdependently; and showing a sense of care for others.
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3. COURSE LEARNING OUTCOMES
This course will engage learners in systematic and reflective inquiry of ideas and texts germane to education, and deemed crucial to
enhancing the educational enterprise. The suggested readings will function as the foundation for shared inquiry and dialogue.
Consequently, at the end of this course, the learners should demonstrate the college’s learning outcomes of being a Steward of
the Discipline, a Reflective Inquirer and Mindful Educator by:
(1) Understanding and being able to apply disciplinary knowledge from the humanities and social sciences to interpreting the
meanings of education and schooling in diverse cultural contexts [Knows content and engages in cross-disciplinary activities to ensure breadth and
depth of knowledge]
(2) Developing habits of critically examining educational policy and practice in light of this knowledge base by thinking critically
about educational issues through a form of inquiry that investigates dilemmas and problems and seeks resolutions that benefit all
involved [reflects on practice and changes approaches based on own insights; and reflects on practice with the goal of continuous improvement]
(3) Understanding how moral principles related to democratic institutions can inform and direct schooling practice, leadership, and
governance by being disposed to the intellectual and emotional habits of mind of [Questioning and problem posing, thinking flexibly, managing
impulsivity; persisting; thinking about own thinking; striving for accuracy, thinking and communicating with clarity and precision, applying past knowledge to
new situations, responding with wonderment and awe, taking responsible risks, thinking interdependently, and listening with understanding and empathy]
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4. CURRICULAR DESIGN/Desired Results, Assessment Methods, and Learning Experiences.
UNIT OF STUDY DESIGN
Essential Question
Should schooling practices and policies be justified from ideological, philosophical, social theory and historical perspectives?
ARTIFACT as evidence of learning
Argumentative/Problem Inquiry Paper
Performance Task
Product Components (how it must be presented)
Candidates in learning communities will engage in the development of a
project in which they (1) define a moral/philosophical problem (they perceive
in their field of study) that has universal implications (2) provide a literature
review of the problem (3) analyze and argue their position on the problem
through ideological, philosophical, sociological and historical lenses (4)
provide reflections on the value of judgments to solve the problem and (5)
share a relevant bibliography of resources. The project will be shared as a
written analytical paper. The project should enable candidates to share their
beliefs and arguments about the problem by offering ideological, philosophical,
sociological, and historical justification [philosophical inquiry].
The components of the project should be as follows: 1. A cover page 2. An
introduction of the moral/philosophical problem in which the pros and cons to
the problem question are delineated and the format for the paper outlined. 3. A
factual background/context to the problem, that is, a review of relevant
literature 4. The use of key ideological and philosophical ideas to
argue/justify a position on the question. 5. The use of social theory and
sociological knowledge/findings to argue/justify/interpret a position on the
question. 6. The use of historical events and concepts to argue/justify/interpret
a position on the question. 7. Reflections on why value judgments on the
positions taken in #4, #5 and #6 will solve problem. The recommendations
must show evidence of a clear understanding of schooling realities. Such a
perspective may be gained (if lacking) by spending at least 8 hours in a
school/classroom. 8. A meeting standards template in which artifact learnings
(understandings, skills, and dispositions) are linked to institutional, state, and
professional standards.
The task assumes that by pursuing social ends (the improvement of educational
conditions), using content knowledge and thinking skills, certain intellectual,
emotional, and social dispositions will be formed (moral
sensibilities/dispositions or habits of mind that make professional action more
intelligent and thus more ethical): questioning and posing problem, thinking
flexibly, managing impulsivity, persisting, thinking about own thinking,
striving for accuracy, thinking and communicating with clarity and precision,
applying past knowledge to new situations, responding with wonderment and
awe, taking responsible risks, thinking interdependently, demonstrating
understanding and empathy.
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(criteria for assessing performance levels)
Identify and construct a moral/philosophical problem and lay out a written introduction to that problem
Use research information effectively to write a literature review on the problem question
Acquire and understand ideological, philosophical, sociological and historical ideas
Understand and apply rules of reasoning to laying out an argument and use ideological, philosophical, sociological, and historical ideas to support position on the
problem
Provide reflections on the value of judgments to solve the problem
Outline references that meet APA Reference Style requirements
Demonstrate good writing skills in argumentative/analytical paper
RUBRIC FOR ASSESSING ARTIFACT
Performance criteria
Related COE outcomes
Identify and construct a
moral/philosophical
problem and lay out an
introduction to that
problem
Reflect on practice and
change approaches
based on own insights
[RI 1]
Related primary habits
of mind
Being thoughtful and
reflective
Being investigative and
adopting a critical eye
toward ideas and actions
Target/outstanding
(3)
Shows outstanding
evidence of a critical
eye toward ideas, i.e.,
being analytical,
thoughtful and
reflective, and
investigative, in clearly
defining and
introducing a moral,
philosophical problem
Acceptable/adequate
(2)
Shows good evidence of
a critical eye toward
ideas, i.e., being
analytical, thoughtful
and reflective, and
investigative, and
investigative
, in clearly defining and
introducing a moral,
philosophical problem
FEAP -2.a.3.f employ
Unacceptable/inadequate
(1)
Shows little evidence of
a critical eye toward
ideas, i.e., being
analytical, thoughtful
and reflective, and
investigative, in clearly
defining and introducing
a moral, philosophical
problem
higher-order questioning
techniques
FEAP - 2.b.1.d Engages
in reflective practices
independently and in
collaboration with
colleagues
Use research
information effectively
to write a literature
review on the problem
question
Think critically about
issues through a form of
inquiry that investigates
dilemmas and problems
and seek resolutions that
benefit all involved.
Being focused and
systematic
Being inquisitive
Striving for accuracy
Shows outstanding
evidence of
systematically working,
by extending maximum
effort, to broaden the
knowledge base for the
Shows good evidence of
systematically working,
by extending maximum
effort, to broaden the
knowledge base for the
problem, i.e., write a
Shows limited evidence
of systematically
working, by extending
maximum effort, to
broaden the knowledge
base for the problem,
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[RI3]
(exactness and
correctness)
problem, i.e., write a
comprehensive
literature review; goes
after material on own
initiative.
comprehensive
literature review; goes
after material with some
direction.
FEAP 2.a.2.e – Models
i.e., write a
comprehensive literature
review; goes after
material in a limited
manner.
clear, acceptable oral and
written communication
skills
FEAP- 2.b.1.d Engages
in reflective practices
independently and in
collaboration with
colleagues
To understand and see
connections between
and among ideological,
philosophical,
sociological and
historical ideas in
readings
Know their content and
engage in crossdisciplinary activities to
ensure breadth and
depth of knowledge.
[SD 1 SD 3]
Being thoughtful and
reflective
Seeing different
perspectives (being
open minded)
Shows outstanding
evidence of being
thoughtful in
understanding and
seeing different
perspectives in
ideological,
philosophical,
sociological and
historical ideas
Shows good evidence of
being thoughtful in
understanding and
seeing different
perspectives in
ideological,
philosophical,
sociological and
historical ideas
FEAP 2.a. 2.f. –
Shows limited evidence
of being thoughtful in
understanding and
seeing different
perspectives in
ideological,
philosophical,
sociological and
historical ideas
maintains a climate of
openness, inquiry, fairness
and support
FEAP- 2.a.3.e relate and
integrate subject matter
with other disciplines and
life experiences
FEAP- 2.b.1.d Engages
in reflective practices
independently and in
collaboration with
colleagues
To lay out the
structure(s) of
arguments and use
ideological,
philosophical,
Think critically about
issues through a form of
inquiry that investigates
dilemmas and problems
and seek resolutions that
Thinking about own
thinking
Being thoughtful and
reflective
shows outstanding
evidence of thinking
about own thinking
through the use of
reasoning skills to
shows good evidence of
thinking about own
thinking through the use
of reasoning skills to
structure arguments and
shows limited evidence
of thinking about own
thinking through the use
of reasoning skills to
structure arguments and
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sociological and
historical ideas from
readings as support to
justify an argument.
benefit all involved.
[RI3]
Seeing different
perspectives (being
open minded)
structure arguments and
of deliberateness and
open mindedness in
being thoughtful in the
use of ideas to justify a
position on a problem
of deliberateness and
open mindedness in
being thoughtful in the
use of ideas to justify a
position on a problem
FEAP 2.a. 2.f. –
of deliberateness and
open mindedness in
being thoughtful in the
use of ideas to justify a
position on a problem
maintains a climate of
openness, inquiry, fairness
and support
FEAP- 2.a.3.e relate and
integrate subject matter
with other disciplines and
life experiences
FEAP- 2.b.1.d Engages
in reflective practices
independently and in
collaboration with
colleagues
To show how the value
judgments in the
arguments will help to
solve the problem in
schools today.
Reflect on practice and
change approaches
based on own insights.
[RI 1]
Reflect on practice with
the goal of continuous
improvement. [RI 2]
Applying past
knowledge to new
situations
Thinking about own
thinking
Shows outstanding
evidence of using
knowledge acquired in
arguments to ground
recommendations for
change in schooling
realities (reflective
thoughtfulness)
Shows good evidence of
using knowledge
acquired in arguments
to ground
recommendations for
change in schooling
realities (reflective
thoughtfulness)
FEAP- 2.b.1.d Engages
Shows limited evidence
of
using knowledge
acquired in arguments to
ground
recommendations for
change in schooling
realities (reflective
thoughtfulness)
in reflective practices
independently and in
collaboration with
colleagues
References that meet
APA Reference Style
requirements
Think critically about
issues through a form of
inquiry that investigates
dilemmas and problems
and seek resolutions that
benefit all involved.
[RI3]
Striving for accuracy
Shows outstanding
evidence of striving for
accuracy by providing a
comprehensive
bibliography of relevant
sources and exactness in
APA citations in the
narrative and reference
section
Shows good evidence of
striving for accuracy by
providing a
comprehensive
bibliography of relevant
sources and exactness in
APA citations in the
narrative and reference
section.
Shows limited evidence
of striving for accuracy
by providing a
comprehensive
bibliography of relevant
sources and exactness in
APA citations in the
narrative and reference
section
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FEAP 2.a.2.e – Models
clear, acceptable oral and
written communication
skills
Writing skills in
argumentative paper
Think critically about
issues through a form of
inquiry that investigates
dilemmas and problems
and seek resolutions that
benefit all involved.
[RI3]
Thinking and
communicating with
clarity and precision
Shows outstanding
evidence of thinking
and communicating
with clarity and
precision by exhibiting
command of the
language and correct
use of grammar and
syntax
Shows good evidence of
thinking and
communicating with
clarity and precision by
exhibiting command of
the language and correct
use of grammar and
syntax.
FEAP 2.a.2.e – Models
Shows limited evidence
of thinking and
communicating with
clarity and precision by
exhibiting command of
the language and correct
use of grammar and
syntax
clear, acceptable oral and
written communication
skills
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LEARNING EXPERIENCES/INSTRUCTION – Learning candidates must undergo and activities candidates will do during
the educational journey that will evoke and develop the desired understandings, promote interest, and make excellent
performance more likely
Learning Objective(s)
Content
Knowledge - concepts, facts,
principles to comprehend
Process Skills
Procedures, processes to
master and demonstrate
Habits of Mind
Dispositions to make
judgment more intelligent
Assessment(s)
How learning will be
assessed
Learning Objective #1
Given a working prompt by
the instructor, candidates
working in learning
communities will, through
consensus, identify and
construct a
moral/philosophical problem
question in the field of
education and using a
template provided by the
instructor prepare a brief
written introduction to the
problem question by
contrasting the pros and cons
in the problem and by laying
out the paper’s components.
(synthesis)
Ideas and their significance
The meaning and necessity of
a philosophy of education
The ethical and moral in
education
Kinds of questions
Brainstorming – thinking
outside the box
1] Questioning and problem
posing
Assessment of content
knowledge (the minute paper)
Group process skills
[3] Managing impulsivity
Learning Objective(s)
Content
Knowledge - concepts, facts,
principles to comprehend
Learning Objective #2
Know what a literature
review is
Know basic APA citation
requirements
After a review of tutorials on
literature review and APA
[9] Responding with
wonderment and awe
Assessment of process skills
through observation and
checklist
[10] Taking responsible risks
[11] Thinking
interdependently
Assessment of habits of mind
through checklist and habits
of mind inventory reflection
Process Skills
Procedures, processes to
master and demonstrate
Habits of Mind
Dispositions to make
judgment more intelligent
Assessment(s)
How learning will be
assessed
Be able to conduct a literature
review using electronic
technologies.
[4] Persisting
Assessment of content
knowledge through Pre/post
quiz
[6] Striving for accuracy
(exactness and correctness)
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Style, and participating in an
information inquiry and
research strategies session
with a Reference Librarian,
candidates in their learning
communities will use
research information
effectively to write a
literature review of key
concepts in the problem
question.
(application)
Search strategy techniques –
Know about keywords,
synonyms, Boolean,
truncation, adjacency, subject
headings/descriptors
Know about relevant
databases
Know about search tools
Know about criteria to
evaluate quality of web
resources
Know if library owns
something
Be able to write a literature
review
Learning Objective(s)
Content
Knowledge - concepts, facts,
principles to comprehend
Learning Objective #3
Understand various
ideologies and philosophic
schools of thought: ideologies
of conservatism, liberalism,
and schools of thought:
idealism (Plato), and
pragmatism, progressivism
(Dewey).
Understand various social
theories: functionalist theory,
conflict theory, interactionist
theory, interpretivist theory
and sociological content:
conflict theory,
education/conflict theory,
education/functionalist
theory, family/functionalism,
After participating in a series
of analytical focus
discussions on ideological
and philosophical,
sociological and historical
readings assigned by the
instructor, candidates in
learning communities will
demonstrate an understanding
of key ideas and concepts in
the readings
Demonstrate group process
skills
[7] Thinking and
communicating with clarity
and precision
Assessment of process skills
through observation and
rating scale
[11] Thinking
interdependently
Assessment of habits of mind
through checklist and habits
of mind inventory reflection
Process Skills
Procedures, processes to
master and demonstrate
Habits of Mind
Dispositions to make
judgment more intelligent
Assessment(s)
How learning will be
assessed
Constructing knowledge
through visual tool-graphic
organizer
[1] Questioning and posing
problems
Assessment of content
knowledge through content
quiz
[2] Thinking flexibly
Group process skills
[3] Managing impulsivity
[5] Thinking about own
thinking
[11] Thinking
interdependently
Assessment of process skills
through mind mapping
Assessment of habits of mind
through checklist and habits
of mind inventory reflection
[12] Listening with
understanding and empathy
15
family/conflict theory,
symbolic interactionism).
Understand various historical
events in American education
(historical content: liberty and
literacy; school as a public
institution; teaching in a
public institution: the
professionalization
movement; social diversity
and differentiated schooling;
and school reform).
Learning Objective(s)
Content
Knowledge - concepts, facts,
principles to comprehend
Process Skills
Procedures, processes to
master and demonstrate
Habits of Mind
Dispositions to make
judgment more intelligent
Assessment(s)
How learning will be
assessed
Learning Objective #4
Know the kinds of arguments
Know the forms of arguments
Be able to check the validity
of an argument
[3] Managing impulsivity
After presentations by the
instructor, candidates in
learning communities will
sketch/structure an
argument(s) and use
ideological, philosophical,
sociological and historical
ideas to support a position on
the group’s problem question
in the argumentative paper.
(application)
Learning Objective(s)
Be able to justify an argument
[5] Thinking about own
thinking
Assessment of content
knowledge through
constructed response
questions
Demonstrate group process
skills
[11] Thinking
interdependently
Assessment of process skills
through mind mapping
Constructing knowledge
through visual tool-graphic
organizer
Content
Knowledge - concepts, facts,
principles to comprehend
Process Skills
Procedures, processes to
master and demonstrate
Assessment of habits of mind
through checklist and habits
of mind inventory reflection
Habits of Mind
Dispositions to make
judgment more intelligent
Assessment(s)
How learning will be
assessed
16
Learning Objective #5
After being given a working
prompt by the instructor,
candidates in learning
communities will judge how
the value judgments in the
argument(s) will help to solve
the problem in schools today.
(evaluate)
Understand that appraisal of
value judgments results in
new valuing (tool for
discovering how to live a
better life)
Compare and contrast current
schooling realities with value
judgments in arguments
Use empirical findings to
assess relevance of value
judgments
Group process skills
[5] Thinking about own
thinking
[8] Applying past knowledge
to new situations
Assessment of content
knowledge through oral
questioning
Assessment of process skills
through observation and oral
questioning
Assessment of habits of mind
through checklist and habits
of mind inventory reflection
17
LEARNING OBJECTIVES ALIGNED WITH Institutional, State, and Professional Standards
Learning Objectives in Course
Institutional Standards
State Standards
Professional Standards
Learning Objective #1
Given a working prompt by the instructor,
candidates working in learning communities will
through consensus formulate a moral,
philosophical problem question in the field of
education and using a template provided by the
instructor prepare a brief written introduction
to the problem question by contrasting the
pros and cons in the problem and by laying
out the paper’s components.
(synthesis)
Learning Objective #2
After a review of tutorials on literature review
and APA Style, and participating in an
information inquiry and research strategies
session with a Reference Librarian, candidates
in their learning communities will use research
information effectively to write a literature
review of key concepts in the problem
question.
(application)
Reflective Inquirer
Reflect on practice and change
approaches based on own insights.
Reflect on practice with the goal of
continuous improvement.
Think critically about issues through a
form of inquiry that investigates
dilemmas and problems and seek
resolutions that benefit all involved.
Mindful Educator
Being analytical; managing impulsivity;
persisting; thinking about own thinking;
communicating accurately; being
inquisitive; taking responsible risks;
being open-minded; striving for
accuracy; applying past knowledge to
new situations; thinking
interdependently; showing a sense of
care for others.
Reflective Inquirer
Reflect on practice and change
approaches based on own insights.
Reflect on practice with the goal of
continuous improvement.
Think critically about issues through a
form of inquiry that investigates
dilemmas and problems and seek
resolutions that benefit all involved.
Mindful Educator
Being analytical; managing impulsivity;
persisting; thinking about own thinking;
communicating accurately; being
inquisitive; taking responsible risks;
being open-minded; striving for
accuracy; applying past knowledge to
Accomplished Practice 3:
Instructional Delivery and
Facilitation – the accomplished
educator employs higher-order
questioning techniques
Accomplished Practice 5:
Continuous Improvement,
Responsibility and Ethics – the
accomplished educator engages in
targeted professional growth
opportunities and reflective
practices both independently and
in collaboration with colleagues.
Meaningful Applications
of Knowledge – The
accomplished educator
understands how subjects
he/she studies can be used
to explore important issues
in their lives.
Accomplished Practice 2: The
Learning Environment – the
accomplished educator models
clear, acceptable oral and written
communication skills
Accomplished Practice 5:
Continuous Improvement,
Responsibility and Ethics – the
accomplished educator engages in
targeted professional growth
opportunities and reflective
practices both independently and
in collaboration with colleagues.
18
new situations; thinking
interdependently; showing a sense of
care for others.
Learning Objective #3
After participating in a series of analytical focus
discussions on ideological, philosophical,
sociological and historical readings assigned by
the instructor, candidates will demonstrate an
understanding of key ideas and concepts in the
readings
(application)
Steward of the Discipline
Know their content and engage in crossdisciplinary activities to ensure breadth
and depth of knowledge.
Reflective Inquirer
Reflect on practice and change
approaches based on own insights.
Reflect on practice with the goal of
continuous improvement.
Think critically about issues through a
form of inquiry that investigates
dilemmas and problems and seek
resolutions that benefit all involved.
Mindful Educator
Being analytical; managing impulsivity;
persisting; thinking about own thinking;
communicating accurately; being
inquisitive; taking responsible risks;
being open-minded; striving for
accuracy; applying past knowledge to
new situations; thinking
interdependently; showing a sense of
care for others.
Accomplished Practice 2: The
Learning Environment – the
accomplished educator maintains a
climate of openness, inquiry,
fairness and support
Accomplished Practice 3:
Instructional Delivery and
Facilitation – the accomplished
educator relates and integrates the
subject matter with other
disciplines and life experiences
Accomplished Practice 3:
Instructional Delivery and
Facilitation – the accomplished
educator employs higher-order
questioning techniques
Meaningful Applications
of Knowledge – The
accomplished teacher
understands how subjects
he/she studies can be used
to explore important issues
in their lives.
Reflection – The
accomplished teacher
regularly analyzes,
evaluates and strengthens
the quality of his/her
practice.
Learning Objective #4
After presentations by the instructor, candidates
in learning communities will sketch/structure
an argument(s) and use ideas from the
readings as support to justify the
community’s position on the problem
question.
Reflective Inquirer
Reflect on practice and change
approaches based on own insights.
Reflect on practice with the goal of
continuous improvement.
Think critically about issues through a
form of inquiry that investigates
Accomplished Practice 2: The
Learning Environment – the
accomplished educator maintains a
climate of openness, inquiry,
fairness and support
Accomplished Practice 3:
Instructional Delivery and
Meaningful Applications
of Knowledge – The
accomplished teacher
understands how subjects
he/she studies can be used
to explore important issues
in their lives.
19
(application)
dilemmas and problems and seek
resolutions that benefit all involved.
Mindful Educator
Being analytical; managing impulsivity;
persisting; thinking about own thinking;
communicating accurately; being
inquisitive; taking responsible risks;
being open-minded; striving for
accuracy; applying past knowledge to
new situations; thinking
interdependently; showing a sense of
care for others.
Facilitation – the accomplished
educator relates and integrates the
subject matter with other
disciplines and life experiences
Accomplished Practice 5:
Continuous Improvement,
Responsibility and Ethics – the
accomplished educator engages in
targeted professional growth
opportunities and reflective
practices both independently and
in collaboration with colleagues.
Reflection – The
accomplished teacher
regularly analyzes,
evaluates and strengthens
the quality of his/her
practice.
Learning Objective #5
After being given a working prompt by the
instructor, candidates in learning communities
will judge how the value judgments in the
argument(s) will help to solve the problem in
schools today.
(evaluate)
Reflective Inquirer
Reflect on practice and change
approaches based on own insights.
Reflect on practice with the goal of
continuous improvement.
Think critically about issues through a
form of inquiry that investigates
dilemmas and problems and seek
resolutions that benefit all involved.
Mindful Educator
Being analytical; managing impulsivity;
persisting; thinking about own thinking;
communicating accurately; being
inquisitive; taking responsible risks;
being open-minded; striving for
accuracy; applying past knowledge to
new situations; thinking
interdependently; showing a sense of
care for others.
Accomplished Practice 5:
Continuous Improvement,
Responsibility and Ethics – the
accomplished educator engages in
targeted professional growth
opportunities and reflective
practices both independently and
in collaboration with colleagues.
Meaningful Applications
of Knowledge – The
accomplished teacher
understands how subjects
he/she studies can be used
to explore important issues
in their lives.
Reflection – The
accomplished teacher
regularly analyzes,
evaluates and strengthens
the quality of his/her
practice.
20
Date
Session 1
January 12, 2012
LEARNING SCHEDULE
Activity
Learn how to access online course materials, resources, etc. on Moodle Learning Management System (Mozilla Foxfire –
http://www.google.com/firefox?client=firefox-a&rls=org.mozilla:en-US:official (go to website http://ecampus.fiu.edu and enter: ID
[My Accounts user ID number] PASSWORD: your my Accounts password [to look up you’re my Accounts ID or reset password go to
– http://myaccounts.fiu.edu FOR LOGIN HELP CALL – 305-348-2284
Introduce self to the class on Moodle Learning Management System (http://ecampus.fiu.edu)
Pre-Journey Assessments [philosophical inquiry ability; content knowledge; habits of mind conduct – reflective intelligence]
COURSE OVERVIEW by the Professor
The professor will (1) introduce candidates to the educational journey in EDF 6608 Social, Historical & Philosophical Foundations of
Education on which they will be learning from experience, and (2) and bring to their awareness the things for the journey:
THINGS TO HAVE – The Map: course syllabus; The Template(s) for the Argumentative Paper, Meetings Standards, and The
Personal Habits of Mind Inventory.
THINGS TO DO –
[1] Acquire a Taskstream account (http://www.taskstream.com/main/?/chang28/COE_WEBSITE.html) and click on “Student
Instruction Pages.”
[2] Access e-Books by going to the Library homepage (http://library.fiu.edu) and to “Catalog,” and then type in the name of the author,
or title of the book you wish to access. When you find the book, go to the version that reads “Read as Online Electronic Book.”
Session 2
January 19, 2012
Please note that some E-Books listed in the syllabus bear their own URL below each title and you may access the book through that
URL.
LEARNING FOR OBJECTIVE #1
Given a working prompt by the instructor, candidates working in learning communities will through consensus formulate a moral,
philosophical problem question in the field of education and using a template provided by the instructor prepare a brief written
introduction to the problem question by contrasting the pros and cons in the problem and by laying out the paper’s components.
(synthesis)
The learning session will focus on:
The ethical and moral in education
The meaning and necessity of a philosophy of education
21
Ideas and their significance
Kinds of questions
Session 2
January 19, 2012
APPLYING LEARNING FROM OBJECTIVE #1
Class members use the FINAL part of the session to apply their learning to formulating a moral/philosophical problem question
Homework: Each learning community will share its ideas for its problem question(s) with the Professor, and use his feedback to review
and revise its problem question, and then start work in progress on drafting the Introduction section of the paper, and making plans to
submit that work in progress to the professor by 11:30pm on January 26, 2012.
LEARNING COMMUNITIES USE THE FIRST PART OF THE CLASS SESSION ON JANUARY 26, 2012 TO FINALIZE THE
DRAFT OF ITS WORK IN PROGRESS ON THE INTRODUCTION TO THE ARGUMENTATIVE PAPER:
LEARNING COMMUNITIES MUST SHARE DRAFT OF WORK IN PROGRESS ON:
(1) THE ARGUMENTATIVE PAPER TEMPLATE (Title Page, Introduction) and
(2) THE MEETING STANDARDS TEMPLATE (Learning Objective #1) and,
Individual class members share initial draft of work in progress ON HABITS OF MIND INVENTORY (learning objective #1) AS EMAIL ATTACHED WORD FILE(s) NO LATER THAN 11:30pm on January 26, 2012
Session 3
January 26, 2012
Session 4
February 2, 2012
LEARNING FOR OBJECTIVE #2
After examining tutorials on literature review and APA Style, and participating in an information literacy and research strategies session
with a Reference Librarian, candidates in their learning communities will use research information effectively to write a literature
review of key concepts in the problem question.
(application)
The learning session will focus on:
Tutorials on how to complete a Literature review and how to use APA Reference Style
LEARNING FOR OBJECTIVE #2
After examining tutorials on literature review and APA Style, and participating in an information literacy and research strategies session
with a Reference Librarian, candidates in their learning communities will use research information effectively to write a literature
review of key concepts in the problem question.
(application)
The learning session will focus on:
Acquiring good search strategies to complete literature review (Session with Reference Librarian)
22
Session 5
February 9, 2012
APPLYING LEARNING FROM OBJECTIVE #2 –
OPEN SESSION
Each community (group) will use this session to start drafting the Literature Review section of its Argumentative Paper.
LEARNING COMMUNITIES MUST SHARE DRAFT OF WORK IN PROGRESS ON:
(1) THE ARGUMENTATIVE PAPER TEMPLATE (Title Page, Introduction, Literature Review – in progress, References – in
progress) and
(2) THE MEETING STANDARDS TEMPLATE (Learning Objective #1, Learning Objective #2) and,
Individual class members share initial draft of work in progress ON HABITS OF MIND INVENTORY (learning objective #1 and
learning objective #2) AS E-MAIL ATTACHED WORD FILE(s) NO LATER THAN 11:30pm on February 9, 2012
Sessions
6, 7, 8, 9, 10, 11,
and 12
February 16, 23,
March 1, 8, 15
(spring break), 22,
and 29, 2012
LEARNING FOR OBJECTIVE #3
After participating in a series of analytical focus discussions on ideological, philosophical, sociological and historical readings assigned
by the instructor, candidates will demonstrate an understanding of key ideas and concepts in the readings
(application)
The learning sessions will focus on:
Each learning community acquiring understanding of ideological, philosophical, sociological and historical ideas from assigned
readings (in focused discussions).
Ideology of conservatism (February 16) Class dialogue/focused discussion (on Moodle Learning Management System)
The Conservative Tradition in America by Dunn, Charles W.; Woodard, J.David. (1996) chapters 1, 2, 3, 4, 5, 6 and 7
(http://www.netLibrary.com/urlapi.asp?action=summary&v=1&bookid=18667) The focused discussion will be facilitated by the
instructor and framed by the list of focus questions identified by the instructor and the personal questions from class members. The
instructor will provide his interpretation of the questions and then all groups will identify ideas from dialogue/discussion that may be
relevant to supporting the group’s ideological and philosophical argument in the group paper.
Philosophy of Plato (February 23) Class dialogue/focused discussion (on Moodle Learning Management System)
Book VII of Plato’s The Republic [go to http://www.ilt.columbia.edu/publications/digitext.html and follow directions]. The focused
discussion will be facilitated by the assigned lead group and framed by the list of focus questions identified by the instructor and the
personal questions from class members. The instructor will provide his interpretation of the questions and then all groups will identify
ideas from dialogue/discussion that may be relevant to framing ideological and philosophical argument in the group paper.
Ideology of liberalism (March 1) Class dialogue/focused discussion (on Moodle Learning Management System)
23
Liberalism and American Identity by Patrick Garry](1992) chapters 1, 4, 6, and 9
http://www.netLibrary.com/urlapi.asp?action=summary&v=1&bookid=28058
[The focused discussion will be facilitated by the instructor and framed by a list of focus questions identified by the instructor and the
personal questions from class members. The instructor will also provide his interpretation and then all groups will identify ideas from
dialogue/discussion that may be relevant to framing ideological and philosophical arguments in the group paper.
Philosophy of John Dewey (March 8) Class dialogue/focused discussion (on Moodle Learning Management System)
Chapters 1 to 7, Democracy and Education [go to http://www.ilt.columbia.edu/publications/digitext.html and follow directions]. The
focused discussion will be facilitated by the assigned lead group and framed by the list of focus questions identified by the instructor.
The instructor will also provide his interpretation and then all groups will identify ideas from dialogue/discussion that may be relevant
to framing ideological and philosophical arguments in the group paper.
Philosophy of John Dewey (March 15/spring break) Class dialogue/focused discussion (on Moodle Learning Management System)
Chapters 8 to 15, and 20-26, Democracy and Education [go to http://www.ilt.columbia.edu/publications/digitext.html and follow
directions]. The focused discussion will be facilitated by the assigned lead group and framed by the list of focus questions identified by
the instructor. The instructor will also provide his interpretation and then all groups will identify ideas from dialogue/discussion that
may be relevant to framing ideological and philosophical arguments in the group paper.
Market ideology versus Democratic Values
The Struggle for Control of Public Education: Market Ideology versus Democratic Values, by Michael Engel, (2000) chapters 1, 2, 3, 4,
5, 6, 7, 8 and 9 http://www.netLibrary.com/urlapi.asp?action=summary&v=1&bookid=51358
Social theory (March 22) Class dialogue/focused discussion (on Moodle Learning Management System)
Social Theories and Schooling [Functionalism, Conflict Theory, Interpretivism/Interactionism] - School and society by Feinberg,
Walter & Soltis, Jonas (1998) Parts 1, II, III, and IV - http://www.netLibrary.com/urlapi.asp?action=summary&v=1&bookid=53470
And E-book
Social theory (March 22) Class dialogue/discussion (on Moodle Learning Management System)
Social Theories and Schooling Sociology basics by Bankston, Carl L. (2000) [conflict theory, education/conflict theory,
education/functionalist theory, family/functionalism, family/conflict theory, Marxism, symbolic interactionism]
http://www.netLibrary.com/urlapi.asp?action=summary&v=1&bookid=51646
The focused discussion will be facilitated by the assigned lead group and framed by the list of focus questions identified by the
instructor. The instructor will also provide his interpretation and then all groups will identify ideas from dialogue/discussion that may
be relevant to framing ideological and philosophical arguments in the group paper.
History: Literacy (March 29) Class dialogue/discussion (on Moodle Learning Management System)
Tozer, S., Violas, P., & Senese, G. (2009). 6th edition. School and society. Boston: McGraw-Hill. Chapters 2 and 9 [Reserve Room
Library] To check out the above BOOK/resource go to: Reserve Room, Green Library, 2 nd Floor. You may check whether the book is
24
on reserve for the course(BEFORE GOING TO THE LIBRARY) by going to
http://webluis.fcla.edu/cgi-bin/cgiwrap/fclwlv3/wlv3/DBlib/DGgen/RP2/CM02/DGCR/DBR7/P1search
The focused discussion will be facilitated by the assigned lead group and framed by the list of focus questions identified by the
instructor. The instructor will also provide his interpretation and then all groups will identify ideas from dialogue/discussion that may
be relevant to framing ideological and philosophical arguments in the group paper.
History: Professionalization (March 29) Class dialogue/discussion (on Moodle Learning Management System)
Tozer, S., Violas, P., & Senese, G. (2009). 6 th edition. School and society. Boston: McGraw-Hill. Chapters 3 and 10 [Reserve Room
Library] To check out the above BOOK/resource go to: Reserve Room, Green Library, 2 nd Floor. You may check whether the book is
on reserve for the course(BEFORE GOING TO THE LIBRARY) by going to
http://webluis.fcla.edu/cgi-bin/cgiwrap/fclwlv3/wlv3/DBlib/DGgen/RP2/CM02/DGCR/DBR7/P1search
The focused discussion will be facilitated by the assigned lead group and framed by the list of focus questions identified by the
instructor. The instructor will also provide his interpretation and then all groups will identify ideas from dialogue/discussion that may
be relevant to framing ideological and philosophical arguments in the group paper.
History: Social diversity/Differentiated Schooling (March 29) Class dialogue/discussion (on Moodle Learning Management System)
Tozer, S., Violas, P., & Senese, G. (2009). 6 th edition. School and society. Boston: McGraw-Hill. Chapters 5 and 11 [Reserve Room
Library] To check out the above BOOK/resource go to: Reserve Room, Green Library, 2 nd Floor. You may check whether the book is
on reserve for the course(BEFORE GOING TO THE LIBRARY) by going to
http://webluis.fcla.edu/cgi-bin/cgiwrap/fclwlv3/wlv3/DBlib/DGgen/RP2/CM02/DGCR/DBR7/P1search
The focused discussion will be facilitated by the assigned lead group and framed by the list of focus questions identified by the
instructor. The instructor will also provide his interpretation and then all groups will identify ideas from dialogue/discussion that may
be relevant to framing ideological and philosophical arguments in the group paper.
History: School reform (March 29) Class dialogue/discussion Class dialogue/discussion (on Moodle Learning Management System)
Tozer, S., Violas, P., & Senese, G. (2009). 6 th edition. School and society. Boston: McGraw-Hill. Chapters 7 and 11 [Reserve Room
Library] To check out the above BOOK/resource go to: Reserve Room, Green Library, 2 nd Floor. You may check whether the book is
on reserve for the course(BEFORE GOING TO THE LIBRARY) by going to
http://webluis.fcla.edu/cgi-bin/cgiwrap/fclwlv3/wlv3/DBlib/DGgen/RP2/CM02/DGCR/DBR7/P1search
The focused discussion will be facilitated by the assigned lead group and framed by the list of focus questions identified by the
instructor. The instructor will also provide his interpretation and then all groups will identify ideas from dialogue/discussion that may
be relevant to framing ideological and philosophical arguments in the group paper.
LEARNING COMMUNITIES MUST SHARE DRAFT OF WORK IN PROGRESS ON:
(2) THE ARGUMENTATIVE PAPER TEMPLATE (Title Page, Introduction, Literature Review – completed, References –
25
completed) and
(2) THE MEETING STANDARDS TEMPLATE (Learning Objective #1, Learning Objective #2, Learning Objective #3) and,
Individual class members share initial draft of work in progress ON HABITS OF MIND INVENTORY (learning objective #1, learning
objective #2 and learning objective #3) AS E-MAIL ATTACHED WORD FILE(s) NO LATER THAN 11:30pm on April 5, 2012
Session 13
April 5, 2012
APRIL 5, 2012 - DEADLINE for each class member to complete the content quiz on Moodle Learning Management System
LEARNING FOR OBJECTIVE #4
After presentations by the instructor, candidates in learning communities will sketch/structure argument(s) for the community’s
argumentative paper and use ideas from the readings as support to justify the community’s ideological/philosophical argument vis-à-vis
the problem question.
(application)
The learning session will focus on:
How to structure arguments and offer support/justification
The instructor will help each learning community to lay out the structure of an hypothetical argument and each group will use a
graphic organizer to help facilitate the identification of ideas to support the argument
Session 14
April 12, 2012
APPLYING LEARNING FROM OBJECTIVE #4
OPEN SESSION
Each learning community (group) uses the session to write support for argument.
LEARNING COMMUNITIES MUST SHARE DRAFT OF WORK IN PROGRESS ON:
(3) THE ARGUMENTATIVE PAPER TEMPLATE (Title Page, Introduction, Literature Review, Argument and Support,
References) and
(2) THE MEETING STANDARDS TEMPLATE (Learning Objective #1, Learning Objective #2, Learning Objective #3, Learning
Objective #4) and,
Individual class members share initial draft of work in progress ON HABITS OF MIND INVENTORY (learning objective #1, learning
objective #2, learning objective #3 and learning objective #4) AS E-MAIL ATTACHED WORD FILE(s) NO LATER THAN 11:30pm
on April 12, 2012
Session 15,
April 19, 2012
LEARNING FOR OBJECTIVE #5
After being given a working prompt by the instructor, candidates in learning communities will judge how the value judgments in the
argument(s) will help to solve the problem in schools today.
(evaluate)
26
The learning session will focus on:
Reflection
Understanding that appraisal of value judgments results in new valuing (tool for discovering how to live a better life)
Each class member completes his/her final group performance assessment,
Each class member completes the University course evaluation.
Session 16
April 19, 2012
April 26, 2012
April 28, 2012
May 1, 2012
APPLYING LEARNING FROM OBJECTIVE #5
LEARNING COMMUNITIES MUST SHARE DRAFT OF WORK IN PROGRESS ON:
(1) THE ARGUMENTATIVE PAPER TEMPLATE (Title Page, Introduction, Literature Review, Argument and Support,
Reflections and References) and
(2) THE MEETING STANDARDS TEMPLATE (Learning Objective #1, Learning Objective #2, Learning Objective #3,
Learning Objective #4 and Learning Objective #5) and,
Individual class members share draft of work in progress ON HABITS OF MIND INVENTORY (learning objective #1, learning
objective #2, learning objective #3, leaning objective #4 and learning objective #5) AS E-MAIL ATTACHED WORD FILE(s) NO
LATER THAN 11:30pm on April 19, 2012
EACH LEARNING COMMUNITY SUBMITS ITS FINAL ARGUMENTATIVE PAPER AND MEETING STANDARDS
TEMPLATE AS E-MAIL ATTACHED WORD FILE NO LATER THAN 11:30pm on April 26, 2012
EACH CLASS MEMBER SUBMITS HIS OR HER FINAL WORK ON HIS/HER HABITS OF MIND INVENTORY [INCLUDING
FINAL SECTION OF INVENTORY AND POST RATING SCALE] AS E-MAIL ATTACHED WORD FILE NO LATER THAN
11:30pm on April 26, 2012.
EACH CLASS MEMBER RECEIVES FINAL WRITTEN COURSE EVALUATION
Deadline to upload artifact to e-Folio system/Taskstream (http://www.taskstream.com
27
ASSESSMENT/EVALUATION RUBRICS FOR GROUP PERFORMANCE AND CLASS PARTICIPATION
The following summative measures will also be used to determine whether candidates achieved the overall course objectives of participating in a
learning community for the aim of producing an argumentative/interpretive paper:
Performance
criteria
Inquire into
discrepancies in
the educational
problem(s)
Related habit of
mind
Being analytical Questioning and
Posing problems
Open-minded
during group
discussions
Thinking Flexibly
Thoughtful in
actions during
group
deliberations
Focused and
systematic in work
to produce paper
Continually
evaluates the
quality of his/her
thinking
GROUP PERFORMANCE RUBRIC
Target/outstanding
Acceptable/adequate
(3)
(2)
Shows outstanding evidence of
Shows good evidence of adopting a
adopting a critical eye by inquiring critical eye by inquiring into
into discrepancies in the
discrepancies in the educational
educational problem(s).
problem(s).
Unacceptable/inadequate
(1)
Shows limited evidence of adopting a
critical eye by inquiring into
discrepancies in the educational
problem(s).
.
Shows outstanding evidence of
recognizing the wholeness and
distinctiveness of other people’s
ways of experiencing and making
meaning by being open-minded
during group discussions.
Shows good evidence of
recognizing the wholeness and
distinctiveness of other people’s
ways of experiencing and making
meaning by being open-minded
during group discussions.
Shows limited evidence of recognizing
the wholeness and distinctiveness of
other people’s ways of experiencing and
making meaning by being open-minded
during group discussions.
Managing
impulsivity
Shows outstanding evidence of
being thoughtful in his/her actions
during group deliberations
Shows good evidence of
being thoughtful in his/her actions
during group deliberations
Shows limited evidence of
being thoughtful in his/her actions
during group deliberations
Persisting
Shows outstanding evidence of
being focused and systematic in
his/her work to produce
argumentative paper.
Shows good evidence of being
focused and systematic in his/her
work to produce argumentative
paper.
Shows limited evidence of being
focused and systematic in his/her work
to produce argumentative paper.
Thinking about
own thinking
Shows outstanding evidence of
continually thinking about his/her
own thinking by wondering about
why he/she is doing what he/she is
doing by planning for, reflecting
on, and evaluating the quality of
his/her own thinking skills and
Shows good evidence of
continually thinking about his/her
own thinking by wondering about
why he/she is doing what he/she is
doing by planning for, reflecting on,
and evaluating the quality of his/her
own thinking skills and strategies
Shows limited evidence of
continually thinking about his/her own
thinking by wondering about why
he/she is doing what he/she is doing by
planning for, reflecting on, and
evaluating the quality of his/her own
thinking skills and strategies
28
strategies
Shows outstanding evidence of
taking time to check over work
(striving for accuracy) before
submitting final argumentative
paper because he/she was more
interested in excellent work than
in expedience
Shows good evidence of
taking time to check over work
(striving for accuracy) before
submitting final argumentative
paper because he/she was more
interested in excellent work than in
expedience
Shows limited evidence of
taking time to check over work (striving
for accuracy) before submitting final
argumentative paper because he/she was
more interested in excellent work than
in expedience
Thinking and
communicating
with clarity and
precision
Shows outstanding evidence of
thinking and communicating with
clarity and precision by supporting
statements in both written and oral
communication
Shows good evidence of thinking
and communicating with clarity and
precision by supporting statements
in both written and oral
communication
Shows limited evidence of thinking and
communicating with clarity and
precision by supporting statements in
both written and oral communication
Abstract meaning
by connecting past
knowledge to new
situation
Applying past
knowledge to new
situations
Shows outstanding evidence of
abstracting meaning from one
experience and carrying it forward
and applying it to a new and novel
situation by calling upon his/her
store of knowledge and
experiences as sources of data to
solve new challenges in the group
and in group work
Shows good evidence of
abstracting meaning from one
experience and carrying it forward
and applying it to a new and novel
situation by calling upon his/her
store of knowledge and experiences
as sources of data to solve new
challenges in the group and in
group work
Shows limited evidence of abstracting
meaning from one experience and
carrying it forward and applying it to a
new and novel situation by calling upon
his/her store of knowledge and
experiences as sources of data to solve
new challenges in the group and in
group work
Being curious and
passionate about
learning
Responding with
wonderment and
awe
Shows outstanding evidence of
being curious and passionate about
his/her learning
Shows good evidence of being
curious and passionate about his/her
learning
Shows limited evidence of being
curious and passionate about his/her
learning
Show adventurous
initiative
Taking responsible
risks
Shows outstanding evidence of
acting on the basis of adventurous
initiative in his/her learning
(taking responsible risks) and not
just from needing a script
Shows good evidence of acting on
the basis of adventurous initiative in
his/her learning (taking responsible
risks) and not just from needing a
script
Shows limited evidence of acting on the
basis of adventurous initiative in his/her
learning (taking responsible risks) and
not just from needing a script
Thought in concert
with others
Thinking
interdependently
Shows outstanding evidence of
thinking in concert with others
Shows good evidence of thinking in
concert with others (thinking
Shows limited evidence of thinking in
concert with others (thinking
Interested more in
excellent work than
in expedience
Striving for
accuracy
Worked to support
statements with
evidence in both
written and oral
communication
29
Listen well to
others
Understanding and
empathy
(thinking interdependently) and
being cooperative and a team
member
interdependently) and being
cooperative and a team member
interdependently) and being cooperative
and a team member
Shows outstanding evidence of
understanding and empathy by
his/her caring about others and
listening well
Shows good evidence of
understanding and empathy by
his/her caring about others and
listening well
Shows limited evidence of
understanding and empathy by his/her
caring about others and listening well
Scoring Rubric for Class Participation Performance (EDF 6608)
Class participation includes participation and contributions to focused discussion, demonstrating a grasp of the course content, completion of a
personal transformation journal, and other requisite class tasks/assignments such as pre-post checklists and scales.
CLASS PARTICIPATION RUBRIC
Target/outstanding
Acceptable/adequate
(3)
(2)
Shows outstanding evidence of
Shows good evidence of being
being open-minded during focus
open-minded during focus
discussions
discussions
Performance
criteria
Focused
Discussion
Related habit of
mind
Thinking
Flexibly
Unacceptable/inadequate
(1)
Shows limited evidence of being openminded during focus discussions
Focused
Discussion
Managing
impulsivity
Shows outstanding evidence of
reflective thoughtfulness during
focus discussions
Shows good evidence of reflective
thoughtfulness during focus
discussions
Shows limited evidence of reflective
thoughtfulness during focus discussions
Focused
Discussion
Taking responsible
risks
Shows good evidence of being
curious during focus discussions
Shows limited evidence of being
curious during focus discussions
Focused
Discussion
Responding with
wonderment and
awe
Shows outstanding evidence of
being curious during focus
discussions
Shows outstanding evidence of
being passionate about his/her
learning during focus discussions
Shows good evidence of being
passionate about his/her learning
during focus discussions
Shows limited evidence of being
passionate about his/her learning during
focus discussions
Focused
Discussion
Thinking
interdependently
Shows outstanding evidence of
thinking in concert with others and
working with others during focus
Shows good evidence of thinking in
concert with others and working
with others during focus
Shows limited evidence of thinking in
concert with others and working with
others during focus discussions
30
Focused
Discussion
Grasp of content
Thinking and
communicating with
clarity and precision
Thinking about own
thinking
Striving for
accuracy
Class
tasks/assignments
Questioning and
Posing problems
Habits of Mind
Inventory
Persisting
Habits of mind
Inventory
Thinking about own
thinking
Applying past
knowledge to new
situations
discussions
discussions
Shows outstanding evidence of
working toward grammatical
correctness and acquiring insights
in focus discussions
Shows good evidence of working
toward grammatical correctness
and acquiring insights in focus
discussions
Shows limited evidence of working
toward grammatical correctness and
acquiring insights in focus discussions
Shows outstanding evidence of
mastery of course content
Shows good evidence of mastery of
course content
Shows limited evidence of mastery of
course content
Shows outstanding evidence of an
investigative manner in class tasks
especially feedback on learning
Shows outstanding evidence of
being focused in his/her work on
his/her habits of mind inventory
and field work and of working to
see the projects through to
completion
Shows good evidence of an
investigative manner in class tasks
especially feedback on learning
Shows good evidence of being
focused in his/her work on his/her
habits of mind inventory and field
work and of working to see the
projects through to completion
Shows limited evidence of an
investigative manner in class tasks
especially feedback on learning
Shows limited evidence of being
focused in his/her work on his/her
habits of mind inventory and field work
and of working to see the projects
through to completion
Shows outstanding evidence of
being self-evaluative and transfer
of knowledge in his/her work on
his/her habits of mind inventory
Shows good evidence of being selfevaluative and transfer of
knowledge in his/her work on
his/her habits of mind inventory
Shows limited evidence of being selfevaluative and transfer of knowledge in
his/her work on his/her habits of mind
inventory
31
RESOURCES (Readings) FOR CONTINUED GROWTH
Altemeyer, B. (1996). The authoritarian specter. Cambridge, MA: Harvard University Press.
Breault, D. A. & Breault, R. (Eds.) (2005). Experiencing Dewey: Insights for today’s classroom. Indianapolis, Indiana: Kappa delta Pi.
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: D.C. Heath.
Edwards, M. (2008). Reclaiming conservatism: How a great American political movement got lost – and how it can find its way back.
Oxford: University Press.
Emery, K. & Ohanian, S. (2004). Why is corporate America bashing our public schools. Portsmouth, NH: Heinemann.
Giroux, H. A. (2008). Against the terror of neoliberalism: Politics beyond the age of greed. Boulder: Paradigm Publishers
Graham, P. A. (2005). Schooling America: How the public schools meet the nation’s changing needs. New York: Oxford University
Press.
Hansen, D. T. (2007). Ethical visions of education: Philosophies in practice. New York: Teachers College Press.
Hansen, D. T. (Editor). (2006). John Dewey and our educational prospect: A critical engagement with Dewey’s Democracy and
Education. New York: State University of New York Press.
Hansen, D. T. (2001). Exploring the moral heart of teaching. New York: Teachers College Press.
Kahn, S. & Minnich, E. (2005). The fox in the henhouse: How privatization threatens democracy. San Francisco: Berrett Koehler.
Kekes, J. (1998). A case for conservatism. Ithaca, New York: Cornell University Press.
Kohn, A. (1999). The schools our children deserve: Moving beyond traditional classrooms and “tougher standards.” Boston:
Houghton Mifflin Company.
Lakoff, G. (2002). Moral Politics: How liberals and conservatives think. Chicago: University of Chicago Press.
Ravitch, D. (2010). The death and life of the great American school system: How testing and choice are undermining education. New
York: Basic Books.
Ritchhart, R. (2002). Intellectual character: What it is, why it matters, and how to get it. San Francisco: Jossey-Bass.
Tishman, S., Perkins, D. N. & Jay, E. (1995). The thinking classroom: Learning and teaching in a culture of thinking. Boston: Allyn
& Bacon.
Wolff, J. (2011). Ethics and public policy: A philosophical inquiry. New York: Routledge
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