Curriculum Research Questions

Task: Choose a subject and grade-level. Research the curriculum frameworks for MA or the state you plan to teach in. As you review the curriculum, try to answer the following questions:

Mathematics, Grade 9

1. Are there opportunities for you to modify the curriculum to prepare liberated, skilled, critical thinkers? If so, where? How?

Yes. Although not many, feel that the curriculum can be modified in terms of the examples used to demonstrate math problems. For example, when dealing with statistics and ways to represent them graphically, as a teacher I can choose what statistics I want to work with. It can be as simple as about of candy in a candy jar, or I can go deep and promote critical thinking by having them look up and find the statistics for the crime rate in their community. Ideas can range from drop out rate, teen pregnancy rate, how many homes contain single parents, incarceration numbers, and much more to incite awareness. Another place where the curriculum can be modified is through word problems. Instead of setting up generic stories, I can use stories that relate to the students’ neighborhoods, countries, and lives. Allowing them to create their own word problem, using something they heard about on the new and another way to open their eyes to what’s going on in their community while teaching them math.

2. Provide any critiques you have of the curriculum and components you think are missing.

One issue I have is with the mathematical textbooks. I sometimes feel that they use words/phrases and speak about situations that not all urban youths have experienced. This also is true of some of the standardized testing that they give. I remember a few years ago; one test had the word “porpoise” on it and because a number of students did not know what that was, they skipped the question. If maybe “dolphin” or even “fish” had been used instead, they would have increased the amount of students who understood the word, hence understanding the question.

ED435 8/02/2011

Unfortunately I was not able to attend the last class, but I heard so much about it that I had to comment. What seem to really resonate with people was the class project presented in small groups. I heard so much positive feedback around the different presentations and my group especilly made sure I knewwhat each of them had presented. Thanks to Melissa, I was also able to view a recording of Chuk's rap. What a great, insightful piece. I am honored to have been a part of this class and thank each and everyone of you for making it a "safe place." Thank you Prof. Grandson for your guidance.

Breaking it down for the last time.... for now.

Hey all,

Just wanted to extend the warmest of shout-outs to all of you for your continued support - and for everyone's willingness to challenge each other academically, socially and professionally. It's what makes this cohort so great.

I consider the mark of a great class to be its ability to inspire further research among its students/community members, and I definitely think that was accomplished here in ED 435. I came in with many questions ... and leave with only more. In the end, though, this class wasn't really about finding the answers (if we knew the answers we wouldn't be here). ED 435 was about finding ourselves and our place in society (for better and for worse), looking our personal and national demons right in the face and saying "I see you" just as we "see" our students who enter our classrooms (read: just because they might have "problems" does not mean they are the problem).

In many ways, ED 435 both affirmed and challenged me; to use the lingo of this course, it met me where I was and (started) to take me where I need to be. I look forward to the continued academic journey ED 435 inspires me to pursue, but perhaps more importantly, I greatly anticipate continuing my journey of "learning to learn" away from books --- and closer to people. It's something I've come to realize I need to work on ... and I'm grateful for having the chance to realize it. Again, I must simply say: thank you.

Peace, cheers, and everything else that is lovely about the world,

Ryan

8/2/11 Last Class Reflection

So sad! Our last class!
You guys are all soooooo amazing!!!

I think we just scratched the surface in our discussions.
Please see Brad's blog reflection on this class, which I think allows us to go deeper into the conversation. Please respond to his post and keep the conversation going, so that we can achieve one of our goals to be our courageous, vulnerable, risk-taking self by challenging each other, being honest, and critically examining our beliefs. Brad's incredibly honest here. Kudos for him in helping us dig deeper.

In regards to Grandson's comment about the sadness produced by watching his first film, African Roots with American fruits, watching the tragedies of the past are important. They may evoke sadness, but they also bring knowledge. With it we can make better, more informed decisions about our future. I was not sad about the film. I actually thought it was going to be more graphic. It's what we do with it...

7/28 It's Elementary Reflection

I really appreciated being able to facilitate discussion for part of the class Thursday, July 28. Thank you everyone for your thoughtful comments, questions and insights. One of the issues that we raised around talking about lgbtqi issues in the classroom is the approach. Are we teaching values or respect? How do we respect student's who hold opposing views, who believe homosexuality is a sin?

One of the central things I took away from the film is that when talking about lgbtqi issues in the classroom we are addressing misinformation through education and addressing safety/respect for all people. One of the most disheartening realities is the amount of violence, suicide, and pain around lgbtqi issues. This is NOT right. Gay or transgendered student need to feel safe and welcomed in schools. And as one of us said, if we can't talk about sexual orientation issues comfortably, how will we guide our kids to process it?

Tuesday August 2nd Reflection (Kono)

A sincere thank you to my dear fellow Donovans and to Prof. Grandson for a very engaging and intellectually challenging class. I appreciate the openness with which everyone shared their ideas, perspectives and experiences. I certainly learned much from each of you.

In retrospect of our last class - I think one of the most resonating experiences was the small-group sharing of our projects. (Another warm thank you to Melissa for the idea). One of the most interesting things for me about the class was understanding how differently and uniquely we each approached the project as a direct reflection of our experience with and in the class. The depth to which my group went to depict these experiences was humbling and amazing. I hope that we continue to share these with one another.

The issues we have spoken about in class, particularly of the role of race in schools, are going to be ever present in my future work as a teacher. I will continue to struggle with the challenges we faced as a class and I look forward to reaching out to each of you for the kind of support that I know we all have decided we are certainly going to need.

Thank you again, Prof. Grandson.

Sincerely

Nathan

7/26 Class Reflection

Newkirk's article really opened my eyes to some of the issues that males face in writing. I am glad that through his article I was able to examine the bias around girls being better writers than boys. I think back to my first year teaching and question whether that bias was unconsciously pervading my thinking, as if to excuse poor writing in my male students. I will definitely take into consideration the concerns around discussing emotions and the protection of those emotions the next time I read papers in my class. It is a topic we can surely talk more about.

Last Class Reflection 8.2.11

Thank you Professor Grandson for such an awesome semester. This summer course went by way too quickly and we obviously did not get to have all the discussions that I’m sure we all hoped we could, but I still learned so much from you and the rest of the cohort. Some of the concepts that we covered through the readings were completely new to me and definitely served to open my eyes to different realities. These concepts will stick with me forever and I thank you for giving me that.
Thank you also, Melissa, for suggesting the final projects idea. I’m so glad that I got to share a little bit more about myself with my group and learn about them as well. It takes a certain about of courage to let people in, and I feel so lucky to be part of this cohort of accepting individuals. As I continue through my Donovan experience, I hope that I always remember the topics that we covered throughout this course that will undoubtedly give me the strength and direction that I will need as a teacher in the future.
Thank you also to Chuks for sharing your song! It was amazing. Just like Chuks, I am positive that all of us possess unique talents that we bring with us in everything that we do. Throughout this year, I encourage everyone to nurture those talents and reflect on how you can use them in your classrooms. Not only will they serve as potential inspiration for the students we teach, but sharing these talents with each other will allow us to learn and be able to use one another as resources in the future. Bye for now-and thanks again Professor Grandson!

Double Trouble!

Alright yal, so I slacked on blogging after class on July 28, thus I will write about that class before going into an emotional rant about our final ED435 Social Context class!

Shout Out to Nathalie Ais, my favorite Smith Graduate Ever!, and her leadership role throughout the class. She prompted us with a great discussion about Freire. Everyone at my group had experiences and ideas which engaged the theories espoused by Freire thus making for a lively chat - as is typical when Jeff and Miranda are together ;)

Watching the documentary - It's Elementary - was also a wonderful thing. I am so glad that Nathalie engaged our class in the topic of the LGBTQI community as a it provided a new perspective (other than racism) to think about oppression in classrooms, schools and society. I think it's important to think about all of the 'isms' within our society and work as a group to deconstruct them within the learning communities that we'll be apart of in the future. Everyone in the class has their strengths and weaknesses in different contexts of oppression (or privilege), so to move beyond race and class - especially under the guise of Freire's work - was great...

(smooth transition into 8/2 reflection)

...like Ms. Aloe had mentioned in her reflection, I too feel that we should try to find time and space to continue these empowering, insightful, and exploratory discussions about race, gender, age, sexual-orientation, etc. I recently spoke with my aforementioned favorite Smith College Grad about setting up times in August to meet in safe environments to continue the dialogue that we just barely scratched the surface of in ED435. In addition to the continued conversations, I have heard rumblings about people sharing books, movies, etc. so as to continue the learning we've all just recently started with the Donovan Program.

The Final Presentations were amazing! I am so glad that we had the opportunity - and encouragement - to go beyond a written or power point formatted presentation. Mad-Kudos to those who stepped out of their comfort-zone to express themselves for the project. For me personally, there were a lot of ideas, experiences and hopes that I had wished to express in my collage, but ultimately, as I mentioned to my group, the take away from my art was in their eyes and interpretation. I know that I'll be reflecting on a lot of the readings, lectures, videos and discussions from this class for the next few weeks, before my brain gets crammed with other stuff, so to let out a bit of what I was thinking/feeling through this final project was a great opportunity for me. I hope to continue developing my artistic abilities through photography and other mediums of expression over the course of this next year.

Hello All!

I just wanted to post a speech by Dr. Joy DeGruy entitled, "Post Traumatic Slave Syndrome". The speech is very good and I would highly recommend taking the time to check it out. She also has a book addressing the same themes.

I'm going to post Part 1 of the speech. The rest can be found on the side tab. She begins formally talking at around 2:21, so if you're not into lengthy introductions, just skip ahead.

http://www.youtube.com/watch?v=8QolmVWudFc&feature=related

Maria Valarezo's Final Class Reflection- August 2, 2011

Dear Donovans,

Wow! I am so sorry I missed the majority of our last class with Professor Grandson. I had some health matters to take care of, but this is not the place to speak about them. Regardless, I am truly blessed to be part of such an intelligent, awe-inspiring, devoted, unique and passionate group.

Before I left, I browsed around the classroom and I made a cursory at the posters that you all created. Brie's, obviously, reflected her love for sociology and early childhood education. Dana's mirrored the love she has for her grandmother, her experiences, and her strong connection to her Korean roots. Additionally, I heard about Roma's wonderful tree poster as well. I was touched at the fact that she did this. I think that the tree is a perfect symbol that we should recur to in all of our years of teaching. While our leaves fall off, in the cold or in difficult moments, they will always bloom again! : )

In addition, I am glad I was present for the conversation about role models. I think it is important, as Matt S. explained, to know who our students role models are and why they admire them. Once we have that information, we can determine whether they are worthy of idolizing and assist our students in finding the right role models. Like I stressed in class, I don't think it is so important to have an idol that looks like you or look up to a person of your same race. In my mind, what is most essential is that they share your values and accomplish/ed goals you would like to accomplish/had accomplished.

While I feel that we have learned so much in these 11 sessions, I feel there is a wealth of more information that we need to cover. With that being said, Donovans, I leave you a challenge... Read one of the books mentioned in class during vacation or become immersed in a scholar that has made a difference in inner-city/urban education. The point is task to not only gain more knowledge, but to learn more about the experiences of our future students!

Sincerely,

Maria Valarezo

PS. Thank you for everything, Professor Grandson!! You're wonderful! : )

C. Aloe- 8/2 Reflection

Enough is as good as a feast. Plain and simple. Or is it?

I'd like to have some more time in Social Contexts of Education, since there is still much to be discussed. However, we have much to look forward to, and a whole school-year to make more meaningful connections between our schools and society. More importantly, as expressed during our final meeting, we now have an obligation to remember the passion with which we left class today. I also think we should be cautious about perpetuating generalizations about specific populations (based on race, ethnicity, gender, sexual-orientation, etc...). As educators working towards a common goal, let's strive to keep each other in check. We will rely on one another throughout the year, and such commitment needs to start at the individual level. So, I challenge our cohort to push the limits, question the status quo, and remain humble (especially when it feels like we know the answers).

August 2, 2011

The "Raid" has been sprayed and now it is my turn to see if I can withstand the toxins of truth or not. Grandson spoke about the minority of white students we will have in our urban classes who may eventually explode due to an overwhelming focus on race, oppression, and themes of inequality from within the classroom. As teachers how do we circumvent these explosions while allowing students to express their frustrations in healthy and safe ways?

In all honesty, today's focus on race and role models left me a bit frustrated and conflicted. Growing up as a gay male I found it difficult to relate with people who looked like me. Instead, I looked up to people of color and women for inspiration and leadership, for one reason or another I felt as though they understood me more than my own kind. Additionally, I cannot seem to readily think of a homosexual in society that I consider a role model. Call it white privilege but I have never been too concerned with the physical appearance of those whom I admired. Why then, do we have to put such an emphasis on color when speaking of role models?

As a white teacher in an urban setting should I surrender any hope of being a role model to a student of color? Is our skin pigmentation too much of a barrier for us to cross? Perhaps I cannot understand this cultural role model idea because I lack any type cultural community. What group do I belong to? Italian Americans? Irish Americans? Homosexuals? I don't fully feel as though any of these identities make up my "culture" and encompass me in their community. Even within Delpit's text she places such an emphasis on this color line and silenced dialogue from within the school system. Speaking as a white male, I feel as though I am forced to constantly be affirming my integrity in the classroom by saying "Yes, that is a white trend, but I'm not like THEM."

(Without sounding like David Christensen)When can we start talking about people interacting with other people? Why does there have to be a racial wall standing in the way of human interaction? Why do some people cringe when hearing that a white person, like myself, could possibly be a role model for a student of color? Please do not read into this statement any lack of understanding or ignorance, for I am keenly aware of the effects of racism, both institutionalized and ideological, in our society. But I am getting tired of hearing about all the ways in which I will or will not be able to relate, understand, or even be a role model to my students because of my color. I guess the "Raid" worked and here I am gasping for air.

On another note, thank you to everyone in my group (and Chuks) for sharing their wonderful presentations. They were brave and powerful and I am learning more from you all than I learned in the last 8 semesters in NH. As the final week of the Summer Session approaches I cannot believe how quickly I came to feel like a part of the Donovan Community. So thank you all for being so friendly, compassionate, and welcoming. As the Fall craziness ensues I only hope we will all be able to maintain this sense of community and unity!

08.02 reflection

Today was a nice little closer to our class, thank you everyone!

The videos were extremely powerful and made me ask, "Who would be the role models for Latinos?" "What would be our fruit--our Latino legacy?

People need to know that our culture is MORE than just reggaeton and Sofia Vergara. We share a culture that widely extends to Puerto Rico, Mexico, Central and South America; different skin tones, different accents, but similar history of colonized people. We may not all look the same, but we share a language, el espanol, that are captures oral narratives, dichos, that get passed down through generations. From my personal experience, this camaraderie under our language and cultural roots are what knit us together as our community negotiates issues of patriarchy, religion, bi-cultural experiences and political issues.

Despite oppression and divide in our community, there is a legacy that can help inspire our urban youth. There are amazing and influential Latino poets, singers, actors, activists, and now Supreme Court Justices.
Below: (L-R) Jose Feliciano (Puerto Rican singer), Cesar Chavez (Mexican-American civil rights activist) and Celia Cruz (Cuban-American Singer).

With that said, I would love to embark on a film project that projects our Latino legacy and history. I would start it with this dicho:
“Dime con quien andas y te diré quien eres (Tell me who you associate with and I'll tell you who you are).”

Here are two links I came across that I saw fitting.

The link below describes accomplished Latinos that have made their mark in our history:
role models for latinos

The link below has snap shots of immigration, Latino discrimination and action:
images: the immigration battle

Brian's Class Reflection - 02 August 2011

Humility... it is what we all need to have. We need to understand where we come from, why we act the way we do and what our strengths and faults are. Yes we are "scholars" but that does not mean we have all the right answers. We need to remember to reflect upon ourselves and essentially check ourselves before we dismiss someone's ideas or claims. Everyone deserves to be heard, but at the same time we need to understand what a community is. We need to understand in and outside this cohort that we belong to a community and therefore rely upon each other and use each other. We all come from different backgrounds, but we need to remember that the way I live is no better than the way someone else lives.

I am saying this in context to stereotypes. In class, there was a sharing of essentially no acceptance because one did not fit the stereotypes of a group. Although it is far easier to put faults in other people, it is essential to look at your own faults. We are all biased, to say we are not is ignorant. Therefore why were we not accepted? What was in and out of our control? What could be done differently? Friere focuses on reflection, and I will push it to active reflection. To not question, to assume the answers, continues stereotypes and prejudice. One can question, why don't I fit that "stereotype" if I belong to that group? Does it matter that I don't fit this "stereotype"? Why are people in my group acting in this "stereotype"? What societal factors contribute to this "stereotype"? As you can see there are many questions and I am sure more you can ask, but we must remember to continuously ASK those questions and SEARCH for those answers. That is praxis - the search for those answers. Don't ever stop, don't ever give up! I don't want you all to stay up at night, but if a student doesn't understand a problem, step back, research, ask other teachers, find other methods for this student to understand. This should not only mean working with students, but working with yourself. Find yourself, find what drives you!

If you think you know what your life goals are and you know yourself... go back and reflect and seek greater truth about yourself. This can take a lifetime, so don't give in or give up.

Delpit Discussion Questions

One teacher says, “I knew how to teach native students because I went through the same frustrations as they did.” How can white teachers relate to students of color if they don’t have the same experiences as their students?

Why do you think white and non white teachers cite different influences for their teaching style? Do you think its because they experienced bias and prejudice in their teacher education courses? Or do you think it’s more related to cultural differences?

“White teachers follow the curriculum in books and don’t make it relevant. They apply it to the future- to what they’ll need in college. But many kids won’t go on to college. How can they use it now?” (pg 118) Do you agree with this statement? Does it still apply today? Are we doing a disservice to students if we teach them this way? Are we doing a disservice to them if we don’t teach them what they will need to know in college?

Delpit Discussion Questions

If we find it too difficult for white teachers to relate to minority students and vice versa, should we only have white teachers teach white students and minority teachers teach minority students? How can we learn from one another if this is the case? What do we do in a room with an evenly mixed population of students? Even further, can an American teacher teach a foreign student from another country whom they cannot relate to?

Several of the teachers interviewed by Delpit say that white teachers strictly follow the book and place all their emphasis on teaching what is in the textbook and curriculum and that is the style of teaching taught in most teacher education programs. Do you agree? What are some of the pros and cons of teaching from the textbook? If you cannot relate to your students on a personal level, what alternatives to the textbook can you think of?

Are we doomed to have only white teachers in our schools? If so, what are some ways to encourage individuals of color to enter the teaching profession?

Class Reflection 7/28 - Robyn

A few years ago, Sarah Shulman, a writer, playwright, and gay rights activist, came to BC for a lecture. She was an active member of ACT UP and was the cofounder of the activist group, Lesbian Avengers. One of the most important “take-aways” I got from this lecture was how much more children need to be introduced to what being gay is from early on in life. Children learn a lot about the culture of our society and what’s considered “normal” from TV and movies, especially Disney movies. If there was, for example, a Disney movie made about a gay couple rather than the typical prince/princess relationship, this relationship might become more normalized and accepted.

The film we watched really addressed teaching GLBTQ topics in elementary classrooms, which is something I hadn’t ever taken too much time to think about. Although I think that the Friends school was doing a positive thing in promoting respect for gays with Gay Pride Day (I can’t remember if that’s what they called it), I think we need to make sure we aren’t just learning about and talking about this during one day of the year. This is similar to what we’ve talked about regarding culture, for example. Students’ cultures should be incorporated as much as possible in the classroom and not just celebrated on one day. This is an issue of respect and therefore, I believe should be talked about in classrooms frequently if possible.

Silvestri July 28 Class Reflection

It surprised me to hear the argument that LGBT issues are too sexual to bring into the classroom. Elementary students read children's books about what it was like to have two mothers or two fathers. There was nothing sexual in the book, but many in the mainstream equate this issue with sex. I found it especially disheartening to hear parents complain about the photo series coming to the school. So many times in education, students are not exposed to great art. When they do get the opportunity, people put it down for looking at it through their own preferred lens. Such a myopic view ruins opportunities for students to open their world to the many individuals living inside of it.