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CUIN 6371 Models of Teaching

CUIN 6371 Models of Teaching. Fall, 2003 Howard L. Jones Jurisprudential and Role Playing Models. Social Interaction. Teaching About Society Jurisprudential Oliver and Shaver Role Playing/Simulations Teaching Social Skills National Training Laboratory Teaching Academic Content

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CUIN 6371 Models of Teaching

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  1. CUIN 6371Models of Teaching Fall, 2003 Howard L. Jones Jurisprudential and Role Playing Models

  2. Social Interaction • Teaching About Society • JurisprudentialOliver and Shaver • Role Playing/Simulations • Teaching Social Skills • National Training Laboratory • Teaching Academic Content & Social Skills • Various Forms of Cooperative Learning

  3. Reconstructivism emphasis on social reform Geo. Counts, Harold Rugg, Theodore Brameld Experimentalism emphasis on pedagogy John Dewey, Wm. H. Kilpatrick Progressivism

  4. Experimentalism • Education is life, not preparation for life • Education is directly related to interests of the child • Learning is best accomplished through problem solving • The teacher’s role is not to direct but to advise • Schools should encourage cooperation rather than competition • Only democracy permits – in fact, encourages - the free interplay of ideas and personalities, both of which are required for true growth Lloyd Duck, Teaching With Charisma.

  5. ReconstructivismLloyd Duck, Teaching With Charisma • Tthe child, the school, and education itself are shaped by social and cultural forces. • Civilization now faces the possibility of self annihilation. • The means and ends of education must be refashioned to meet the demands of the cultural crisis. In Fact,…. • The main purpose of education should be to promote a clearly thought-out program of social reform. • The new society must be a genuine democracy. • People must be persuaded to reconstruct society AND this persuasion should begin in school.

  6. Negotiating or Haggling

  7. Assumptions • Ultimate value of society is human dignity which calls for personal freedom and choice • But the basic values that we can choose among (freedom of speech, equality of opportunity, cultural autonomy, representation ...) conflict from time to time • Society consists of people with conflicting views • Negotiation is always required; in fact, a free society requires open conflict and negotiation

  8. Jurisprudential ModelA high-level model for citizenship education • Think systematically about contemporary issues • Society consists of people with legitimate conflicting issues • Negotiation is always required • Three types of competence • Familiarity with agreed-upon the values framework (Declaration of Independence, Constitution, Bill of Rights, other Amendments) • Skills in resolving issues • Knowledge of contemporary political and public issues

  9. Basic Social Values • Rule of law • Equal protection under the law • Due process • Justice • Preservation of peace and order • Personal liberty • Separation of powers • Local control of local problems

  10. (Joyce/Weil, p. 84)

  11. Bill of RightsThe Protection of Human Values • Freedom • To think and act on own behalf • Justice • Due process; governmental fairness • Equality • Distribution of burdens and benefits

  12. But all balanced with the welfare and needs of other members of the larger community The Balance Individual Rights of Rights Larger Community

  13. Or the “Spock” Question • Do the needs of the many outnumber the needs of the few OR • Do the needs of the few – or the one - outnumber the needs of the many?

  14. Instructional Jurisprudential Inquiry Model (Joyce/Weil, p. 93) Nurturant

  15. Most Arguments Center on Three Types of Problems • Definitional • What are the meaning of all words used to express the problem and the issues • Value • Good or bad? Yes or no? • Factual • What really happened from the perspectives of all?

  16. How Deal with the Model? Concrete Situations What are the facts? What are the issues? A Statement in policy form.. “Should ….” What are the conflicts? What are the classes of values?

  17. Deal with the Model Have there been similar cases? What was determined there? Any compromises possible? Take a stand - Argumentation What are the classes of values? Findings?

  18. Legal Precedents in Education • No mention of education in the Constitution

  19. Amendment 10Powers Retained by the States and the People The powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively, or to the people. The “Reserved” Clause

  20. Sooo… • Education is a function of the State!

  21. But… • Until Tinker v. Des Moines schools acted In Loco parentis

  22. Amendment 1 Freedom of Religion, Speech, and the Press; Rights of Assembly and Petition Congress shall make no law respecting an establish- ment of religion, or prohibiting the free exercise thereof; or a bridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.

  23. Amendment 1 Freedom of Religion, Speech, and the Press; Rights of Assembly and Petition Congress shall make no law respecting an establish- ment of religion, or prohibiting the free exercise thereof; or a bridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.

  24. Amendment 4 Search and Arrest Warrants The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no war- rants shall issue, but upon probable cause, supported by oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.

  25. Amendment 14 Civil Rights This amendment was proposed on June 13, 1866, and ratified on July 9, 1868. Section 1. All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the state wherein they re- side. No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any state deprive any person of life, liberty or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.

  26. AMENDMENT 5 Rights in Criminal Cases No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a grand jury, except In cases arising in the land or naval forces, or in the militia, when in actual service in time of war or public danger; nor shall any person be subject for the same offense to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation.

  27. AMENDMENT 8Bails, Fines, and Punishments Excessive bail shall not be required, nor excessive fines imposed, nor cruel an unusual punishments inflicted.

  28. But all balanced with the welfare and needs of other members of the larger community The Balance Individual Compelling States Rights Interests

  29. Compelling States Interests • Property loss or damage Carving initials in desks Wearing gym shoes …..

  30. Compelling States Interests • Property loss or damage • Legitimate educational purpose Homework Tardiness Teaching about evolution Literature selections …..

  31. Compelling States Interests • Property loss or damage • Legitimate educational purpose • Health and safety Vaccinations Drug sniffing dogs Shoes on gym floor …..

  32. Compelling States Interests • Property loss or damage • Legitimate educational purpose • Health and safety • Serious disruption of the educational process • Need for definition of “serious” • Is a threat of disruption enough to sustain the rule? • For whom is the rule intended, the individual who is exercising his/her Constitutional rights or the majority who would be disquieted?

  33. So when individual rights are considered damaged • Burden of proof still rests on complaining student(s)

  34. But all balanced with the welfare and needs of other members of the larger community The Balance Individual Compelling States Rights Interests

  35. Get in your groups • Group 1 – Ingraham v. Wright • Group 2 – Irving ISD v. Tatro • Group 3 – Phyler v. Doe • Group 4 – Bethel v. Fraser

  36. Gathercoal, Judicious Discipline Class Rules…. • Act in a Safe and Healthy Way • Use furniture appropriately; walk in the building and other designated areas, follow playground rules, follow bus riding rules, keep hands and feet to self. (Compelling State Interest: Health and Safety) • Treat All Property with Respect • Take care of textbooks, library books, school bathrooms, computers and personal property of others. Borrow the property of others ONLY after asking permission. (Compelling State Interest: Property)

  37. Gathercoal, Judicious Discipline Class Rules…. • Respect the Rights and Needs of Others • Work without disruption, show courtesy toward others, cooperate to help others learn, use appropriate language, feel good about yourselves. (Compelling State Interest: Serious Disruption of Educational process) • Take Responsibility for Learning • Strive for excellence, work hard and do your best; come to school prepared to learn; be a good listener, turn your assignments in on time; do your homework, keep track of your materials; set a good example for others. (Compelling State Interest: Legitimate Educational Process)

  38. Role PlayingDealing with problems through action Roots in PersonalSocial Dimensions • Finding personal meaning within • social worlds • Resolve personal dilemmas with • assistance of group

  39. A Vehicle for Students to • Explore their feelings • Gain insight into their attitudes, values, and perceptions • Develop problem-solving skills and attitudes • Explore subject matter in varied ways (Joyce/Weil, p. 60)

  40. Some Assumptions • People can gain some control over their belief systems if they recognize their values and attitudes AND test them with the views of others • The ‘here and now” is the real content of the class • Emotions can be brought to consciousness and enhanced • Students’ feelings can be drawn out and released • Recall the “catharsis” of Rogers’ model

  41. Assuming Roles… • “patterned sequences of feelings, words, actions…” • The effect of taking another person’s side

  42. We Role Play • New Jersey v. T.L.O., 469 U.S. 325 (1985)

  43. Judge Fesperson

  44. Dr. Jones, may I be excused? My brain is full.

  45. Next TimeThe Problem-Solving Models

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