The Future of School Integration. Charlotte, North Carolina, became a national model for school desegregation in the 1970s, busing students to balance the racial composition of its schools. Decades later, Charlotte is a city where no racial or ethnic group constitutes a majority of residents—whites (45 percent), blacks (35 percent), and Latinos (13 percent) top the city’s multicultural mix. And within this diverse and fast-growing urban metropolis, the city’s students are once again segregated by race and class, with levels reminiscent of the pre-1970s era.
It’s not uncommon to find public schools across the country with students isolated by race and income. As headlines chronicle the problem, the debate continues—from the court of public opinion to state courts—over how to integrate schools. The first of two companion reports issued by The Century Foundation, a progressive policy and research think tank, tracks the growth of socioeconomic integration in education over the last 20 years. The Economist. “I THINK, therefore I am.” René Descartes’ aphorism has become a cliché. But it cuts to the core of perhaps the greatest question posed to science: what is consciousness? The other phenomena described in this series of briefs—time and space, matter and energy, even life itself—look tractable. They can be measured and objectified, and thus theorised about. In reality, it is unlikely that even those who advance this proposition truly believe it, as far as their fellow humans are concerned. Moreover, consciousness is not merely a property of having a complex, active brain, for it can vanish temporarily, even while the brain is healthy and functional.
A lot of brain science relies on looking at brains that are broken. Blindsight is occasionally found in those whose blindness is caused by damage to the visual cortex of the brain, perhaps by a stroke or tumour, rather than by damage to the eyes or optic nerves. A dip in the stream of consciousness To hold, as ’twere, the mirror up to nature. Questioning. “My mother made me a scientist without ever intending it. Every other Jewish mother in Brooklyn would ask her child after school: “So?
Did you learn anything today?” But not my mother. She always asked me a different question. “Izzy,” she would say, “did you ask a good question today?” That difference--asking good questions-- made me become a scientist!” - Isidor I. Mini Integration Ideas KWH or KWL ChartsTeach the students the question categories on the Question Types/Startershandout.Have students categorize the questions at the end of a section/chapter according to the question starters.Have students read a section from a social studies book (or a web page) and write their own questions based on the question starters.Have students categorize the types of questions you ask before they answer them.At the start of a new unit, have students brainstorm a wide variety of questions (maybe use a KWL chart).
Integration Ideas Related Links To add: Integration ideas How world works. How can we teach kids to question? ~ A More Beautiful Question by Warren Berger. While working on A More Beautiful Question, I got to know the folks at a fascinating nonprofit called The Right Question Institute. Dan Rothstein and Luz Santana, the RQI’s co-directors, have spent many years studying how kids (and adults, too) form questions.
In developing their own “Question Formulation Technique,” they’ve found that it is, indeed, possible to teach kids to be better questioners—and in the process, help them become better thinkers. “People think of questioning as simple,” Rothstein told me, but when done right, “it’s a very sophisticated, high-level form of thinking.” Questioning can help expand and open up the way we think about a subject or a problem—but questions also can direct and focus our thinking. One of the most important things questioning does is to enable people of all ages to think and act in the face of uncertainty.
Sounds pretty important, right? Shifting the balance of power in the classroom A workshop moment Teachers design a “Question Focus.” Teacher Questions: An Alternative? Kant declared false the commonplace saying “That may be true in theory, but it won’t work in practice.” He acknowledged that there might be difficulties in application, but he said that if a proposition is true in theory, it must work in practice. What about the proposition “If teachers don’t ask questions, students will ask more and better ones”? A preponderance of practical and empirical evidence shows that teacher questions suppress student questions (see the Dillon reference).
Thus we have every reason to believe that if you want students to develop, ask, and attempt to answer their own questions, we have to quit asking the kinds of questions teachers typically ask. Applying that idea is difficult. Teachers have trouble imagining how discussion can be fostered and guided without questions. Kant would advise us to consider adding more specifications to the theory.
I recall attempts I made to increase and raise the level of student questions in one of my courses. He asked questions. Active Learning Is Not Our Enemy: A Response to Molly Worthen | A Lifetime's Training. If the social media response I have observed is any indication, then it is fair to say that Professor Molly Worthen’s Op-Ed in Sunday’s New York Times (“Lecture Me.
Really.”) has been a bit polarizing among college instructors. In brief, Worthen valorizes the lecture as the engine for student learning in humanities courses (particularly those at the introductory level) at the expense of what she terms “[t]oday’s vogue for active learning.” Some readers have loved it and see in it a reflection of their own practices, while others–to put it mildly–feel less amenable to it and see in it a regretful look backward at the pedagogical days of yore. As both a fellow humanist and someone who is ensconced in the scholarship of teaching and learning on a daily basis, I too had a visceral reaction to the piece, but I want to try and remain as objective as possible. Worthen, on the other hand, clearly does not feel the same way about active learning. I don’t resent experts. Like this: 8 cultural forces. SAGE Education. The RSA. Teaching History in the Digital Age. Taiye Selasi: Don't ask where I'm from, ask where I'm a local.
Nix 2. Education Week. Published Online: November 24, 2015 Published in Print: November 24, 2015, as Social Justice Is Not the Most Compelling Reason to Teach Race Commentary By Jeffrey Aaron Snyder Let's talk about race. One hundred years ago this fall, Carter G. —Getty Woodson was passionately devoted to racial justice, an active member of the NAACP's Washington branch. Woodson founded the association at a time of unprecedented popular and "scientific" racism.
As the only professional historian whose parents had been born into slavery, Woodson was determined to correct the historical record’s grotesque racial caricatures and biased accounts. From a small row house in Washington, Woodson spearheaded a movement that reached all the way from the campus of Howard University to one-room schoolhouses in Alabama. "From [Carter G.] We can thank Carter G.
The "Negro history" movement gave us a more accurate portrait of U.S. history, one that did not shy away from exploring the darkest corners of our past. Rincon Gallardo & Elmore HER article (1) Untitled. ONE hundred years ago, on November 25th 1915, Albert Einstein presented his freshly finished general theory of relativity to the Prussian Academy of Sciences. It was the outcome of nearly a decade's dedicated work. He showed that the theory solved a 150-year-old problem: each year, Mercury's closest point of approach to the Sun was moving forward more than it was expected to.
All manner of explanations had been put forth, including an unseen planet called Vulcan, but relativity did the job perfectly. In 1916, Einstein predicted that relativistic effects would cause the apparent positions of stars to change during an eclipse, as the sun bent the distant stars' rays. Generally, it is about gravity. His quest to crack this problem began as he sat working at the Swiss federal patent office, having what he later described as "the happiest thought of my life": someone falling off a roof does not feel his own weight. After the 1919 eclipse, general relativity lapsed into the shadows.
Teacher: A student told me I ‘couldn’t understand because I was a white lady.’ Here’s what I did then. Emily E. Smith is a fifth-grade social justice and English language arts teacher at Cunningham Elementary School in Austin, Tex. She was just awarded the 2015 Donald H. Graves Excellence in the Teaching of Writing award given at the National Teachers of English Language Arts Convention in Minneapolis. Smith created and founded The Hive Society, a classroom that inspires children to creatively explore literature through critical thinking and socially relevant texts. In her speech accepting the award, Smith talked about a seminal moment in her career when she realized she needed to change her approach to teaching students of color, one of whom told her that she couldn’t understand his problems because she is white. Texas fifth-grade teacher Emily E.
I’m white. Education Week. Tools for metacognition. Metacognition is an important part of intentional learning, since it involves actively thinking about what you know, what you don’t know, and how you can get better at knowing and applying what you know. A mantra for metacognition State the learning problem with some specificity: identify what you want to know and what you want to do with that knowledgeChoose strategies to solve the learning problem—draw upon your own prior knowledge and the knowledge of othersObserve how you used the strategies—keep a learning journal or blogEvaluate the results: What worked? What didn’t work?
Rinse and repeat: Apply successful strategies to new learning problems By definition, metacognition involves individual commitment and reflection. However, research suggests that a learner’s ability to learn can be increased when an instructor spends some time discussing and helping students to use metacognitive strategies (Azevedo & Cromley, 2004; Scruggs, 1985). How you as an instructor can help A “So what? Teaching Questioning Skills to Arm Students for Learning - Work in Progress. In the earliest part of my career, I wrote full procedural lesson plans that spelled out to the letter the questions I would ask AND the answers I considered correct. When the students didn't provide the proscribed answer, I asked helper questions until I elicited the appropriate response. Man, did I have it wrong! This is the battle we fight. It demands our full attention. And if we are going to go to battle, we should appropriately arm our learners.
Children are born curious; they have a hunger to learn and a thirst for understanding. In the earlier part of their acquisition of knowledge, they are open and unafraid of failing. Current educational institutions systematically rob curiosity from children, training them to seek one answer, the "right" one. Unfortunately, while on their predictable adventure to the right of truth, kids often lose interest in the passions that once propelled them. One way we change the level of engagement in our classroom is stop doing all of the asking. Students Tell All: What It’s Like to Be Trusted Partners in Learning. Inquiry-based learning is not a new pedagogy, but it has come back into fashion in progressive education circles recently because of new emphasis on the power of students’ innate curiosity to drive learning.
Inquiry-based learning asks students to discover knowledge on their own with guidance from their teachers. Rather than receiving information up front through lectures, students research guiding questions, ask their own follow-ups and get help along the way. Learning through inquiry requires more student agency and demands that teachers and administrators trust that students will ask when they need help. It also places the responsibility for completing tasks and meeting deadlines on the shoulders of students. Science Leadership Academy (SLA) in Philadelphia is a partnership between The School District of Philadelphia and The Franklin Institute. Science Leadership Academy students spoke about their learning experience at the school. All photos by Bailey Collins Katrina Schwartz. Claim Evidence Reasoning. By far, the biggest shift in my teaching from year 1 to year 7 has been how much emphasis I now place on evaluating evidence and making evidence-based claims.
I blame inquiry. Not inquiry in the generalized, overloaded, science teaching approach sense. Just the word. "Inquiry. " Even now, when I hear the word "inquiry" I still think mainly of asking questions and designing experiments. We were very busy and very engaged and learned very little. There are a few structures I've been using to help shift the focus on the class to analysis and argument. Claim-Evidence-Reasoning (pdf and pdf) is a framework for writing scientific explanations. As part of their lab handout they get a prompt that looks like this: As the year goes on I remove most of the scaffolds until ultimately the students just get a prompt or question.
I've been happy with it. I like frameworks a lot. The key to implementation is that the structure of the class really has to be designed around C-E-R. Ten Takeaway Tips for Teaching Critical Thinking. Suggestions from educators at KIPP King Collegiate High School on how to help develop and assess critical-thinking skills in your students. Ideally, teaching kids how to think critically becomes an integral part of your approach, no matter what subject you teach. But if you're just getting started, here are some concrete ways you can begin leveraging your students' critical-thinking skills in the classroom and beyond. 1.
Questions, questions, questions. Questioning is at the heart of critical thinking, so you want to create an environment where intellectual curiosity is fostered and questions are encouraged. For Jared Kushida, who teaches a global politics class called War and Peace at KIPP King Collegiate, "lecturing" means integrating a flow of questions throughout a lesson. "I rarely go on for more than 30 seconds without asking a question, and I rarely stop at that one question," he explains. 2. 3. 4. 5. Lively discussions usually involve some degree of differing perspectives. 6. 7.
Argument map. Visual representation of the structure of an argument Argument maps are commonly used in the context of teaching and applying critical thinking.[2] The purpose of mapping is to uncover the logical structure of arguments, identify unstated assumptions, evaluate the support an argument offers for a conclusion, and aid understanding of debates. Argument maps are often designed to support deliberation of issues, ideas and arguments in wicked problems.[3] Key features[edit] A number of different kinds of argument maps have been proposed but the most common, which Chris Reed and Glenn Rowe called the standard diagram,[5] consists of a tree structure with each of the reasons leading to the conclusion.
According to Douglas N. There is disagreement on the terminology to be used when describing argument maps,[8] but the standard diagram contains the following structures: Each of these structures can be represented by the equivalent "box and line" approach to argument maps. History[edit] Argdown[edit] Systems Thinking Mind Map. Using Webb's Depth of Knowledge to Increase Rigor. Reading Can Schools Help Students Find Flow Finding Flow and Setting Goals GG101x Courseware edX. Agnotology. 25 Question Stems Framed Around Bloom's Taxonomy. 249 Bloom's Taxonomy Verbs For Critical Thinking.