Week 9: Fictions
EDUC 201 Discussion Section AD4
Circle of Trust Seating Again
1. Attendance (3 min)
2. Upcoming Dates (4 min)
- Today: Presentations and Receive Exam 2
- November 12: NO FORUM - WORK WITH YOUR TEAM ON EXAM 2
- November 15: Exam 2 Due
- December 19: Final Project Due
3. Exam #2 Instructions
STOP!!! before you move on, consider...
- This exam asks your group to DIALOGUE.
- What does this mean?
- Meet with your group.
- Define "dialogue."
- Read the Exam #2 instructions.
- Establish clear, honest, REALISTIC communication expectations for the coming week.
Exam instructions: Create a group DIALOGUE that answers one of the questions below. Your group must include between 3-5 students. Written examples must be between 8-10 pages double spaced. Video examples may be turned in via email with a link to the project and must between 30-45 minutes. If using alternative format (i.e. podcast), please do ask your instructor for specific guidelines. The exam is due in your section (Nov. 15) at 3pm.
First step: Choose a question to answer from the list below
Second step: Decide what format your group will use to complete assignment
You will receive a grade based on the following:
- How well individuals communicated their thoughts and ideas
- How well the group worked together to listen and respond to the ideas presented
- The quality evidence provided to support knowledge claims
Exam objectives:
- Provide instructor and peers with a window into your thinking and comprehension of course materials (including lecture, readings, community placement experience, and discussion section).
- Demonstrate why and how this course is meaningful to you and have inspired new understandings about identity and difference.
- Provide evidence of how you are thinking about course materials and learning from your peers.
- Showcase critical thinking and appreciation for intellectual curiosity.
List of Questions – Choose one to answer:
- How can a teacher love and care for a student that society does not love and care for?
- Why do we identify people as a stranger? How does being identified as a stranger affect one’s ability to teach and learn?
- How do you plan to implement what you have learned in this class (EDUC 201) in your community placement?
- How have your thoughts about identity and difference in education changed since starting this class?
- Why is it useful for those who want to become teachers to volunteer in the community?
- What are some concrete ways to counteract discrimination based on disability, sexual orientation, or gender identity in classrooms?
- In your community placement, have you experienced discrimination of any kind? What did that experience teach you about identity and difference?
- Considering all the various conceptual parts of this course (i.e. lecture, readings, discussion section, and community placement) explain a lesson you’ve learned that radically shifted how you think about identity and difference. Who taught you this lesson, how did it impact you, how might you pass this lesson on to those you care about?
- What is more important to changing structural inequities, education or imagination? Why?
- Given our past knowledge of decolonization, transnationalism, intersectionality, etc., how can we use these tools to further analyze and break down the systems of inequity that are found within education in the United States?
- What kind of knowing are you expert in? In other words, what are things that you in particular know about and how do you know them? Where did you learn this and from whom and why? How do you teach or share it with others?
- Do your identities help or hinder your interaction with community, engagement, and participation?
- When looking at community, how does the surrounding community of your given placement affect the people in it? How could a community affect a school's success and/or failure?
- In what ways have student’s academic success been limited by the possessive investment in whiteness and the social construction of borders? How can we, as future teachers/leaders, help to address these issues?
- How does mass incarceration affect a community’s health?
- How have social constructions served as borders in society and how have they provided different groups access and of lack of access to specific resources and outcomes within the education system?
- How does radical imagination afford and hinder our greatest possibilities for who we are and can be together?
- Wild card: Your group constructs the question; your group must answer.
4. Presentations
- Ng/Lee/Pak article “Contesting the Model Minority...”: Group 1
- Nopper “The Myth of Imported Immigrant Success” AND the two poems by Elhillo: Group 6
- The Writers Page “Decolonizing the Imagination”: Group 5
- Forum Brave Space Conversation (like last week): Group 4
5. Next Week (before the break!)
- NO FORUM because EXAMS DUE
- NO Presentations!
- We will discuss and plan for Final Projects!
https://youtu.be/D9Ihs241zeg