ED PSYCH T2P Week 4

Week 4 T2P Hypothesis:

If a teacher is faced with a "Won't Do' student, then the teacher should create a caring environment for the student and try to make material more relevant to them, because the student may be dealing with EQ issues that prevent them from engaging in the task.

To be honest, I had trouble connecting the dots today. I know that Helms's Theory dealt with stages of development regarding Racism and in particular White Racial Identity. But as far as making connections between all the amazing things we read about Mr. Duncan - Andrade, finding resources that discussed this theory and how it might exactly effect the student - I was lost. We had some trouble finding sources online and then asked GNA for help. We ended up using Eric's Case Study. That was helpful. But Eric's case study is not a real case with many details or evidence and I felt like we were speculating rather than forming a true hypothesis.
I felt really inspired and empowered when I read Mr. Duncan-Andrade's work this past week and I scribbled all over the pages of my book with thoughts and ideas! Early on in the class I felt confident in our discussion of the different theorists. Especially when we discussed Andrade, his research, and his theories of the teacher as a 'navigator' or 'bridge' between the canonical literature and the student. In addition, that a teacher should make material relevant to the student/youth culture and enforcing Critical Pedagogy. I was able to tie the reading into the work of Paulo Freire's as well. His work is just amazing - these are ideas and theories that I was never exposed to before. I want to know more! In class today I could tie in the Big 3 (Dan Pink video) with topics of discussion like the "Can't Do's & the Won't Do's and I truly began to connect the theories of Andrade's work with elements like Hot Cognition and EQ, that I want to be a part of my pedagogy one day.
I guess I was so inspired that I really hit rock bottom when the presentation part of the class started. I still feel unsure about Helms's Theory, in fact there are many things that I don't think I completely understand/agree with as well.
We also attempted to do a Constructivist Lesson plan which I am not quite sure worked? Perhaps if anyone reads this they could provide feedback? Our group worked great together gathering sources and answering the data questions. But the lesson did not play out quite as we had imagined it I think and I want to know why?
The last thing is the Big Idea that I took from class today. And that is our discussion about stealing money from the bank 'Robin Hood Style' for Johnny's case. J/k hahaha! ;)
I really enjoyed our discussion about the changing information landscape that our students are experiencing, regarding technology and how people learn with technology. One of the elements discussed was Cognitive - Offloading, which is when we let technology do things for us, e.g. Cell phone numbers are stored by our phones and most of us probably do not have them memorized. This discussion helped my growing understanding of the possible perspectives of my future high school students! The fact that students are learning differently and processing information differently is going to impact our teaching in an extensive way. (things have changed so much since we were little tots :)
In addition, we discussed the idea of letting students explore interests they love in high school and what impact that might have on a student's motivation (pretty neat!) However, per that conversation I think seeing the video would help me understand this concept more. With my limited understanding of this video at this moment in time, I don't fully understand how letting children explore artwork in the same capacity as Math or Science in high school will foster their skills for the 'real world.' I do understand how it could assist in their cognitive development and literacy but in the big picture there are not many careers in the Arts either. At least in my experience to date, sadly, Art programs seem to get 'the short end of the stick' - forgive my expression. I would feel guilty encouraging a student to pursue a career in the Arts unless they had a minor (college level) as a sort of back up plan. And please understand, I am a student of the Arts myself so I by no means demean the importance of Art or the study of Art. (So you might go to school for it but when you graduate you work in a restaurant?) I have many friends who are still trying to make it as artists in New York. For example: even in this program setting, scholarships were offered for Science I believe? And I am not aware of any for Language Arts etc... (just thinking out loud here- I have a limited perspective regarding these issues so I am open for debate!)
That said, I think it is unclear what Education actually is in this country - is it to filter people into certain fields of study and then jobs or is it used as social reform tool to maintain class systems and structure, or both? Is it a tool for Social Justice? Or is it a tool for children to become who they really want to be as members of society? Learning about the history of Education in this country has got me asking this before I even feel like I can analyze certain theories or create my own pedagogy and become a teacher.
Sorry - guess I got a little ornery today - I should have brought a better lunch :)
Till next time guys! ~aa