teaching: the journey so far

1. teaching:the journey so far 04/19/02

2. testing • standardized vs other tests • norm-referenced vs criterion referenced tests • norm: test designed so that scores across population are normally distributed (bell curve) • half above mean (average), half below • criterion: certain criterion for mastery, not designed to spread test takers out

3. testing cont. • be cautious about “bias” • the fact that groups score differently does not necessarily mean bias • other measures, e.g., grades, individual assessments more susceptible to bias • standardized tests most helpful to many ethnic groups in the past

4. testing cont. • relatively few ways to do well on a test, many ways to do badly on a test • biggest problem is how tests are used • Illinois pretty good • ISAT: tied to state curricula • 3,5,8: reading, math, writing • 4,7: science, social studies, health, fine arts • PSAE: grade 11

5. testing cont. • how tests are used cont. • tests given but not used to diagnose • to compare schools no need to test all the kids • “high stakes” tests inevitably fraudulent • what is the most efficient way to raise test scores at a school? • what group makes most use of test scores?

6. teaching whatever else teaching is, it is best thought of as a conversation, as a face-to-face interaction between people. if the conversation is good, then the possibilities for learning can be explored. much more to teaching, to be sure, but at its core, it’s a conversation.

7. learning human beings remarkably resilient and able to function in wide range of situations. kids able to learn in situations that are not particularly supportive of learning. kids who do well in school usually will do well in any kind of situation, however unsupportive…. but

8. people learn best when • they are actively involved in their learning • they have some control over what they are learning • what they are learning is culturally and socially meaningful • when they can connect what they are learning to what they already know

9. when they are challenged, puzzled, confused, discombobulated, etc • they are in high-demand, low-risk situations • they are exploring, searching, investigating, finding out, making sense, etc

10. final exam

11. make sense of your semester on paper • describe your journey thus far in concrete detail • tie everything together • attend to at least one of the five parts of teaching • write personally--no jargon, stilted “academic” writing • described how you have developed (changed) and how you intend to continue • don’t stop at step 1 or 2

12. structure • left: name right: final spring 2002 center: title • intro paragraph • explain what you will do and how you will do it. list the sections of the paper • introduce each section with heading • concluding section that ties it all together • simple citations, e.g., (A-T, 29) • no reference section

13. details • minimum 5 pages, maximum ??? • writing 5 pages and stopping bad strategy • double-spaced, 1” margins all around, 10 pt • use a serif font, e.g., courier, times roman • spell check • 2 copies and at least one draft • attend to the writing guidelines!!!! • may be done in groups (up to 3) or alone • negotiate non-traditional paper format with me

14. office hours (260 armory): • friday may 3: 9-2 • monday may 6: 9-5 • tuesday may 7: 9-12 • appointments have priority over drop-ins • 20 minute sessions • 262 will be open during these times if requested

15. writing

16. writing guidelines:don’t let good thinking get lost in bad writing • use active voice • do not begin sentences with there is (was etc.) and it is (was etc.) • get rid of extra words--write simply and concisely. Ceteris paribus fewer words makes for better writing. • do not begin sentences with “throat clearing” phrases, for example, “to be perfectly honest,” “it goes without saying,” and so on • avoid very--find the right word • use who when referring to people, not that

17. • in a series of 3 or more, put comma before the and or or • compound sentences (two independent clauses) require a comma before the conjunction (and, but etc) • if you begin a sentence with an adjectival phrase, make sure it modifies the subject. e.g., walking down the street, i saw jill. NOT: walking down the street, the trees were blooming • avoid qualifiers, e.g., seems, kind of, appeared, sort of; say what you mean

18. periods and commas go inside quotation marks (always); colons and semicolons go outside quotation marks (always) • use concrete as opposed to abstract language--describe exactly what kids did, what you did etc • writing is not speech on paper--avoid the following: • a lot (of) • feel (as in “I feel that. . . .”) • quote (as in “This quote from Ayers . . . .”) write, “Ayers said . . . .” • so (as in “I learned so much.”)

19. make sure pronouns have clear noun referents. any time you begin a sentence with a pronoun, check to make sure it refers to a noun (most of the time it will not--rewrite the sentence) • do not separate the verb from the subject with a comma • do not separate a compound verb with a comma • do not use the following words: agree, disagree, like, dislike--get at your reactions • no cover pages, binders etc