Two-Column Notes

Date: Name: Cassie Brown Class/Subject: EDTL 6940

Topic or Chapter:
MR1: Introduction and Education- A Forgotten Art
Page # The Text Says I Say
Notes (key concepts, direct quotes, etc.) My notes, commentary

Pg. 13 Another interesting feature and/or While it is vital to eliminate bias from this sort of
contradiction of school is that it creates an teaching, I believe there should be an integrated
image of the world in which we live and at the perspective of the outside world in which we live. It
same time is under the influence of the self should consider the context of the teaching
same external world. environment as social, political, economic, cultural
context factors as relevant.

Pg. 14 Unfortunately social, economic, cultural and In the field of education, context is everything. While
political contexts are very often ignored. it would be convenient to say that a lesson plan any
given teacher creates can be taught anywhere, it
simply isnt true. Ive taught lower socioeconomic
backgrounds while Ive learned as a student in middle
class suburbia. I can say by comparing the two that
there would be a major difference in the execution of
content, activities, and even the amount of
homework given. If each of these aspects of context
where ignored, how would that benefit students? The
answer? It wouldnt. While curriculum should follow
state standards, it varies the way the content is
 implemented. Beyond the point of making the
material as comprehensible for students as possible,
it serves the purpose of relating the content in a way
that speaks to their social and cultural backgrounds. I
have found that students appreciate when I integrate
relevant social or cultural trends that reinforce or
coincide with the content they need to be learning.
Pg. 17 We need to ask the question: how do we help Even within the same classroom, the learners that are
citizens in their search for the soft, difficult to in the class could and most likely will come from a
define, skills needed in unusual situations, in a variety of backgrounds. By implementing critical
multicolored world. thinking skills, problemsolving skills, and deep
reflection that could benefit real life scenarios as well
as aspects of a career. But how do we teach these
skills in a manner that will carry over to a
multicolored world? Extensive implementation as well
as doing so in different ways would bring to light the
fact that there is no one way to think critically or
problem solve and therefore help to transfer those
skills over to different situations.
Pg. 17 Democracy is a difficult concept theoretically As a secondary education teacher, I teach students
and even more difficult as a project to be that are very much aware of the best way they learn
implemented; we need to be aware that it is the content by this stage of their educational career.
impossible to prepare citizens for democratic A key component of my classroom is feedback from
societies in institutions that are not democratic. students, what works for them and what does not.
Part of an outstanding teacher is an in depth
reflection process, a process that should include
feedback of students. Particularly as a social studies
educator, my responsibilities involve teaching
students how to be citizens in a democratic society.
Rather than just teaching it by explaining the
 interworkings of government and responsibilities
each citizen has, it would be even more impactful by
conducting the classroom in a democratic fashion
that reflects the type of society in which they live. The
concept is similar to the concept of simulations, a
situation of learning by doing. Lastly, students also at
the later point in their education are not looking to
be controlled by teachers and want their voices to be
heard. An aspect that not only reflects democracy but
better builds rapport with students.
Pg. 21 Pressure and control do not invite teachers to Creative and sometimes complex ideas that enhance
undertake creative and inspirational initiatives learning can often times lack from a curriculum when
but rather it encourages them to stay within a there is pressure on a teacher to prepare for state
sector of mediocrity because it is safer. testing. When I taught students the 27 amendments,
I had various ideas on how to creatively breakdown
each amendment so that the number and its content
was known. But, with a limited time and so much
content to explain in each amendment, I ended up
choosing a more straightforward approach. So with
this example in mind, I can largely identify with the
statement noting that mediocrity is safer. With the
short time span I had to deliver the content, it
became a more mediocre process because it better
ensured the content would be completely taught.
Beyond this there were other opportunities in the
curriculum where perhaps you would like to
implement a simulation or a multi-day activity, but is
there time and will it teach to the test? This is an
ongoing and rather frustrating struggle educators
 continue to have in the current state of our education
system.
Connections Overall, the concept of education as a forgotten art very much reflects the pressures of our education
to previous system and the personal experiences Ive had as an educator. Educators face difficult situations when
reading (s) presenting the content in the most effective manner. Context along with various pressures an educator
may face is among the challenges I have faced when creating lesson plans appropriate for my variety of
students. In terms of context, I have only taught a lower socioeconomic population and with that I had
often had to be aware of social, cultural, political, and economic situations in my classroom. If I had not
acknowledged the context of each of these, the learning process would have been less beneficial for my
students and it would have been of less interest to them. Students appreciate when the appropriate
context is integrated into their learning and the familiar or rather comfortable classroom environment
that creates.
In the past year, I dealt with the pressures of state testing that ultimately hindered my creativity as an
educator. I had to prepare students for an American government state test where there was a particular
focus on the 27 amendments to the U.S. Constitution. I began the process with creative measures to
assist students in learning each amendment, a process they enjoyed. It became a daily ritual in which
they began to look forward to. But, as the semester carried on, I began to realize that I was running out
of time to allow such creative measures and I would have to teach the rest of the amendments in a more
simplistic and straightforward manner.