Language Development

Journal 2

31/07/2010

Teach Knowledge, Not "Mental Skills"

 E. D. Hirsch

This text explained how a failing public school in the South Bronx was transformed by a 'core knowledge' curriculum, which gave strict guidlines for the knowledge that each student should have acquired during each grade. We looked specifiacally at the structure of the argument Hirsch presented in this article, which I found to be very convincing, although I do not agree with such a perscritptive curriculum. 

Firstly, background information about the schools and the poor standards was given to illustrate the problem before the author moved on to intorduce the argument for a 'core knowledge' curriculum. The main body of the text consisted of the main points of the argument, starting with a criticism of a learning skills based curriculum, how this approach often resulted in gaps in student knowledge and the political standpoint on the debate between skills and knowledge. 

I found the article very engaging; the author's passion for the cause was demonstrated by phrases such as "disastrous conpromise" (p.116), "excruciatingly slow" (p.116) and "scornfully dismiss" (p.116). This may be due to the fact that this article first appeared in the New York Times newspaper on the opinion page and perhaps is less formal than an academic piece of writing. Nonetheless, having a strong voice within a piece of writing is something that I would like to develop to form a strong argument and an engaging piece of work.

Language Technology

Journal 1

The use of educational technology

Before the workshop, I had considered myself to have a fairly positive approach to using technology in the classroom and the outcomes using technology can have on pupil understanding and enjoyment of the lesson. Technology is something that I am immersed in everyday but I have never stepped back and really thought about how and why I use it, or even considered the way in which I have seen it used in the classroom. I identified myself as being an 'Instrumentalist' when presented with Warschauer's categories of different approaches to technology (although the survey showed that I infact held the 'Critical Perspective'), as I consider technology as simply a tool to reach a goal. 

It was very interesting for me to understand more about the sociocultural impacts using technology can have. The example of the teacher using digital cameras to help ESL pupils acquire new vocabulary was a very creative use of technology, but as the group discussed this, we realised that there were certain sociocultural implications which came as a consequence. 

For me, the most important lesson that I took away from the workshop was that teachers must consider the subtle impacts that the use of technology can have upon their students. I still believe that it is a useful teaching tool, but one that should not be used without consideration of the wider impacts upon children.

Teaching in America

Critical Pedagogy

In your experience in education, describe a situation where you have seen aspects of critical pedagogy employed.

Peter McLaren talks of the hidden curriculum in schools, where certain messages are implicitly transmitted to pupils through the classroom organization, pedagogical procedures and rules of conduct (amongst other aspects) promoted in schools. McLaren warns of the dangers of the hidden curriculum conveying sexist, class or culturally bias ideals to students, and that "no curriculum, policy or program is ideologically or politically innocent" (p.213) therefore it is important that teachers the power they hold upon shaping young people's views and beliefs.

When confronted with the idea of a hidden curriculum, I found it hard to identify this within my own education; political, social and cultural ideals are inextricably linked to education that it is difficult to tease these influnces out. Streaming by ability has been an aspect of my school life, so imbedded that I have never questioned the motives behind it. From the age of 10 I was assigned a class in the core subjects of Engish, Maths and Science (even by defining these subjects in such a way is another example of how economy influences the knowledge that is deemed vital for all) based on my performance in standardized tests (SATs) and yearly examinations designed by my school. Furthermore, often performance in these examinations were not an accurate reflection of one's understanding but rather the amount of information and facts one was able to memorize and retain. Nevertheless, these formed the criteria for which pupils were organized into ability groups and the level of examination paper pupils would be entered for at GCSE - the highest grade the lowest level group would be able to achieve being a C grade. 

I think that the underlying message that such a system conveys is that only certain types of skills are valuable in British society, and in addition, I believe that the skills that are promoted are linked to economic performance. By streaming young people at school, the system is preparing them for different pathways in the future. The underlying function of such a strategy may be to ensure that there is a balance of highly and less skilled workers. This links with the social reproducation theory which we also discussed in class. 

For me, the system of streaming was not detrimental to my aspirations or limited the opportunities that have been open to me because fortunately I was not placed in a lower set. I also believe that this system is not so rigid that people cannot improve and pass up through the sets, however what the system does produce is competitiveness, whereby only those who have a strong desire to succeed will do so. Unfortunately, for the majority who are passive, they accept the educational opportunities they have been assigned and in turn, the employment opportunities (or lack of) which are open to them.

Language Development

Journal 1

27/07/2010

What True Education Should Do

Sydney J. Harris 

"Socrates never said, "I know, learn from me." He said, rather, "Look into your own selves and find the spark of truth that God has put into every heart, and that only you can kindle to the flame."" (p.5)

I found this quotation very interesting as it highlights some of the issues concerned with the role of the teacher that we have discussed in other classes. What struck me about the passage was the timelessness of these ideas that were first spoken so many years ago but are still relevant and being debated by future teachers of the twenty-first century. For me the idea of the teacher being a facilitator of learning, a guide rather than an instructor seems a contemporary notion, and one which I do not feel that I have experienced during most of my educational career. Nevertheless, over the short period that I have been on this programme I feel that this is something extremely valuable that I have learnt and has inspired me as to the type of teacher I would like to become.

Another aspect of this passage which I found particularly interesting was the use of the word "every" (p.5). This is very powerfull as it implies that the author believes that everyone has the same potential to learn with the right education. Finally, the last part of the quotation is something that I also agree with; that each individual must become active, individual learners in order to grow. For me, a great teacher encourages their pupils to love to learn so that they will become self motivated to 'kindle' their own learning. even after they have left school.