1. January 9-12
Today’s Agenda
Hurried Child Share
ART CHART and Evolution of Public Schools
3 Thinkers
“That Was Then…Interview”
Daily Objective: Students will apply an understanding or knowledge of the developmental changes of learners
Homework: Acorn People due next block and high school observations due 1/18 and 1/19

2. The Hurried Child 10 Most Important Facts 3 Discussion Questions
1 reads “Our Hurrying Child” (pg.3)
2 reads “The Dynamics of Hurrying” (pg. 22)
3 reads “The Dynamics of Hurrying: Schools” (pg. 49)
4 reads “The Dynamics of Hurrying: The Media” (pg. 78)
5 reads “The Dynamics of Hurrying”: Lapware, Brains Research, Internet” (pg. 101)
10 Most Important Facts
3 Discussion Questions

3. What aspect of the The Hurried Child overview most compelled you
What aspect of the The Hurried Child overview most compelled you? Something you agreed or disagreed with? Something you’ve seen? Connections? #?

4. QUICK CHANGE ARTIST!

5. Everybody stand up!

6. Change 5 things about yourself…

7. Quick!
Using this PowerPoint break timer
This PowerPoint slide uses images, custom animation, and timing to provide a countdown timer that you can use in any presentation. When you open the template, you’ll notice that the timer is set at 00:00. However, when you start the slide show, the timer will start at 1 minute and count down by 10-second intervals until it gets to 00:00.
To insert this slide into your presentation
Save this template as a presentation (.ppt file) on your computer.
Open the presentation that will contain the timer.
On the Slides tab, place your insertion point after the slide that will precede the timer. (Make sure you don't select a slide. Your insertion point should be between the slides.)
On the Insert menu, click Slides from Files.
In the Slide Finder dialog box, click the Find Presentation tab.
Click Browse, locate and select the timer presentation, and then click Open.
In the Slides from Files dialog box, select the timer slide.
Select the Keep source formatting check box. If you do not select this check box, the copied slide will inherit the design of the slide that precedes it in the presentation.
Click Insert.
Click Close.
Change 5 Things!

8. What did you change?

9. Was it easy to change those things?
Why? Why not?

10. Now, change 5 more things about yourself…

11. Hurry! Change 5 More Things!
Using this PowerPoint break timer
This PowerPoint slide uses images, custom animation, and timing to provide a countdown timer that you can use in any presentation. When you open the template, you’ll notice that the timer is set at 00:00. However, when you start the slide show, the timer will start at 1 minute and count down by 10-second intervals until it gets to 00:00.
To insert this slide into your presentation
Save this template as a presentation (.ppt file) on your computer.
Open the presentation that will contain the timer.
On the Slides tab, place your insertion point after the slide that will precede the timer. (Make sure you don't select a slide. Your insertion point should be between the slides.)
On the Insert menu, click Slides from Files.
In the Slide Finder dialog box, click the Find Presentation tab.
Click Browse, locate and select the timer presentation, and then click Open.
In the Slides from Files dialog box, select the timer slide.
Select the Keep source formatting check box. If you do not select this check box, the copied slide will inherit the design of the slide that precedes it in the presentation.
Click Insert.
Click Close.
Change 5 More Things!

12. What did you change?

13. Were the additional 5 changes more difficult?
Why? Why not?

14. How did you feel when you were pressured to hurry in making the changes?

15. Would it have been easier if only one change had been requested at a time?=

16. Just as changing the first five things was easy, initial change, in schools typically involves changing the easy and most superficial things. The stress level rises and resistance to change increases when people are asked to go beyond quick fixes or make multiple changes simultaneously.

17. Changes affecting values and philosophies are always the hardest to make. Often schools receive mandates to implement new initiatives, but once the pressure is off, they drift back into the old way of doing things (their comfort zone!).

18. If we see the value and purpose of change, we are of course more likely to strive for it. If those required to make changes have a voice in the process, the change is likely to be less complicated and more lasting.

19. How does this activity relate to the education profession?

20. CHANGES IN EDUCATION: The Evolution of Public Schools
1960
vs.
2017

21. What is the Purpose? What is the purpose of public schools?
Who should be educated?
What should be taught?
What role should religion play?

22. Art Chart

26. “That Was Then, This Is Now…” Interview

27. Let’s Do This! Acorn People and SPED Quiz Collect novels
Collect significant quotes

28. THREE THINKERS Who is he? What is the purpose of public education?
Who should be educated?
What should be taught?
What role should religion play?

29. Public Schools for All?

30. What is the purpose of public schools in a democracy?
Provide a common culture to all citizens
Deference to the authority of government
The importance of order
Love of country

31. Considerations for establishing and maintaining a public school system
What is the purpose of public schools?
Who should be educated?
What should be taught?
What role should religion play?

32. Changes over Time
The questions and answers about the purpose of public education change over time.
Three viewpoints
Thomas Jefferson
John Dewey
E.D. Hirsch

33. Thomas Jefferson 1743-1826 Third President of the United States
Principal author, Declaration of Independence
Author, Virginia Statute for Religious Freedom
Founder, University of Virginia

34. Thomas Jefferson What is the purpose of public schools?
“I think by far the most important bill in our whole code, is that for the diffusion of knowledge among the people. No other sure foundation can be devised for the preservation of freedom and happiness…The tax which will be paid for this purpose is not more than the thousandth part of what will be paid to kings, priests and nobles who will rise up among us if we leave the people in ignorance.” (1786)

35. Thomas Jefferson Who should be educated?
Elementary schools for all children, rich and poor, male and female.
District colleges for white males who can afford to pay. Scholarships for other deserving students.
University for the most able.

36. Thomas Jefferson What should be taught?
Primary schools: reading, writing, and common arithmetic
District colleges: grammar, history,logarithms, arithmetic, trigonometry, geography, navigation, natural philosophy, Greek and Latin
University: continuation of District College curriculum and “all other useful sciences shall be taught in their highest degree”

37. Thomas Jefferson What is the role of religion in public education?
Jefferson believed that religion should be completely separate from government, as well as from the curriculum of the schools. He believed that students should study science and history, through which they would learn secular morality and civic duty.

38. John Dewey Philosopher--School of Pragmatism Psychologist
Philosopher--School of Pragmatism
Psychologist
Educational Reformer
Connection between education and social action in a democracy.
Believed that schools did not always meet the social, emotional, and intellectual needs of children and, thus, the needs of society.

39. John Dewey What is the purpose of public schools?
“Democracy has to be born anew every generation, and education is its midwife.”(School and Society, 1889)
“…the school [is] the primary and most effective instrument of social progress and reform” (My Pedagogic Creed, 1897)

40. John Dewey Who should be educated? All citizens of the democracy
“A democracy is more than a form of government; it is primarily a mode of associated living, of conjoint communicated experience. The extension in space of the number of individuals who participate in an interest so that each has to refer his own action to that of others, and to consider the action of others to give point and direction to his own, is equivalent to the breaking down of those barriers of class, race, and national territory which kept men from perceiving the full import of their activity.” (Democracy and Education, 1916)

41. John Dewey What should be taught?
Schools should teach problem solving and learning how to think rather than simply learning discrete pieces of information.
“I believe, therefore, that the true centre of correlation of the school subjects is not science, nor literature, nor history, nor geography, but the child’s own social activities…I believe that there is…no succession of studies in the ideal school curriculum. If education is life, all life has…a scientific aspect; an aspect of art and culture and an aspect of communication.” My Pedagogic Creed, 1897

42. John Dewey What role should religion play?
Our [public] schools, in bringing together those of different nationalities, languages, traditions, and creeds, in assimilating them together upon the basis of what is common and public in endeavour and achievement, are performing an infinitely significant religious work. They are promoting the social unity out of which in the end genuine religious unity must grow. “ “Religion in Our Schools”, 1908

43. E.D. Hirsch: Core Knowledge
What is the purpose of public schools?
“the principal aim of schooling is to promote literacy as an enabling competence….the basic goal of education in a human community is acculturation--the transmission of specific information shared by the adults of the group.” (Cultural Literacy, 1987)

44. E.D. Hirsch: Core Knowledge
Who should be educated?
“people should have the opportunity to become more competent regardless of class, race, or ethnicity.” (Cultural Literacy, 1987)
“…provide all children equally with the knowledge and skills that will keep them independent and free.” (The Schools We Need and Why We Don’t Have Them, 1996)

45. E.D. Hirsch: Core Knowledge
What should be taught?
Core knowledge is solid--a body of lasting kowledge.
Core knowledge is sequenced--it builds on knowledge; there is a stated outline of content to be learned grade by grade.
Core knowledge is specific--it specifies important knowledge in language arts, history and geography, math, science, and the fine arts.
Core knowledge is shared--it allows all children to share in our national literate culture.

46. E.D. Hirsch: Core Knowledge
What role should religion play?
“Religion has started wars and ended wars. It has inspired conquest and sometimes resulted in evil. It has also inspired glorious resistance to evil. Religious symbols adorn the flags of many nations, and religious beliefs impel the actions of millions of individuals. Moreover, religions have provided and continue to provide believers with answers to life's enduring questions:…The issue, then, when it comes to religion, is not whether to teach this subject matter, but how to do it well. Without some instruction in world religions, our children's understanding of the world is impoverished, impaired, diminished. Education is a process of opening doors and providing windows on the world. To keep religion a secret in our schools is to shut the doors and close the windows.” Mary Beth Klee, “Common Knowledge”, 1994