cuin 6371 models of teaching fall, 2003 howard l. jones jurisprudential and role playing models
TRANSCRIPT
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CUIN 6371Models of Teaching
Fall, 2003Howard L. JonesJurisprudential and
Role Playing Models
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Social InteractionSocial InteractionTeaching About Society– Jurisprudential Oliver and Shaver– Role Playing/Simulations
Teaching Social Skills– National Training Laboratory
Teaching Academic Content & Social Skills
– Various Forms of Cooperative Learning
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Reconstructivism emphasis on social reformGeo. Counts, Harold Rugg, Theodore Brameld
Experimentalism emphasis on pedagogy
John Dewey, Wm. H. Kilpatrick
Progressivism
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Experimentalism
Education is life, not preparation for lifeEducation is directly related to interests of the childLearning is best accomplished through problem solvingThe teacher’s role is not to direct but to adviseSchools should encourage cooperation rather than competitionOnly democracy permits – in fact, encourages - the free interplay of ideas and personalities, both of which are required for true growth
Lloyd Duck, Teaching With Charisma.
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Reconstructivism Lloyd Duck, Teaching With Charisma
Tthe child, the school, and education itself are shaped by social and cultural forces.Civilization now faces the possibility of self annihilation. The means and ends of education must be refashioned to meet the demands of the cultural crisis. In Fact,….The main purpose of education should be to promote a clearly thought-out program of social reform.The new society must be a genuine democracy.People must be persuaded to reconstruct society AND this persuasion should begin in school.
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Negotiating or Haggling
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Assumptions
Ultimate value of society is human dignity which calls for personal freedom and choice But the basic values that we can choose among (freedom of speech, equality of opportunity, cultural autonomy, representation ...) conflict from time to timeSociety consists of people with conflicting views Negotiation is always required; in fact, a free society requires open conflict and negotiation
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Jurisprudential ModelA high-level model for citizenship education
Think systematically about contemporary issuesSociety consists of people with legitimate conflicting issuesNegotiation is always requiredThree types of competence– Familiarity with agreed-upon the values framework
(Declaration of Independence, Constitution, Bill of Rights, other Amendments)
– Skills in resolving issues– Knowledge of contemporary political and public issues
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Basic Social Values
Rule of law
Equal protection under the law
Due process
Justice
Preservation of peace and order
Personal liberty
Separation of powers
Local control of local problems
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(Joyce/Weil, p. 84)
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Bill of RightsThe Protection of Human Values
Freedom• To think and act on own behalf
Justice• Due process; governmental fairness
Equality• Distribution of burdens and benefits
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But all balanced with the welfare and needs of other members of the larger
communityThe Balance
Individual Rights of Rights Larger Community
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Or the “Spock” Question
Do the needs of the many outnumber the needs of the few OR
Do the needs of the few – or the one - outnumber the needs of the many?
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Instructional
Nurturant
Jurisprudential Inquiry Model
(Joyce/Weil, p. 93)
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Most Arguments Center on Three Types of Problems
Definitional– What are the meaning of all words used to express
the problem and the issues
Value– Good or bad? Yes or no?
Factual– What really happened from the perspectives of all?
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How Deal with the Model?
ConcreteSituations
What are thefacts? Whatare the issues?
A Statement in policy form.. “Should ….”
What are the conflicts?
What are the classes ofvalues?
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Deal with the Model
Have there been similar cases? What
was determined there?
Any compromisespossible?
Take a stand - Argumentation
Findings?
What are the classes of values?
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Legal Precedents in Education
No mention of education in the Constitution
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Amendment 10Powers Retained by the States and the People
The powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively, or to the people.
The “Reserved” Clause
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Sooo…
Education is a function of the State!
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But…
Until Tinker v. Des Moines schools acted
In Loco parentis
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Freedom of Religion, Speech, and the Press;Rights of Assembly and Petition
Congress shall make no law respecting an establish-ment of religion, or prohibiting the free exercise thereof;or a bridging the freedom of speech, or of the press; orthe right of the people peaceably to assemble, and topetition the government for a redress of grievances.
Amendment 1
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Freedom of Religion, Speech, and the Press;Rights of Assembly and Petition
Congress shall make no law respecting an establish-ment of religion, or prohibiting the free exercise thereof;or a bridging the freedom of speech, or of the press; orthe right of the people peaceably to assemble, and topetition the government for a redress of grievances.
Amendment 1
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Amendment 4
Search and Arrest Warrants
The right of the people to be secure in their persons,houses, papers, and effects, against unreasonablesearches and seizures, shall not be violated, and no war-rants shall issue, but upon probable cause, supported byoath or affirmation, and particularly describing the placeto be searched, and the persons or things to be seized.
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Amendment 14
Civil Rights
This amendment was proposed on June 13, 1866, andratified on July 9, 1868. Section 1. All persons born or naturalized in the UnitedStates, and subject to the jurisdiction thereof, are citizensof the United States and of the state wherein they re-side. No state shall make or enforce any law which shallabridge the privileges or immunities of citizens of theUnited States; nor shall any state deprive any personof life, liberty or property, without due process of law;nor deny to any person within its jurisdiction the equalprotection of the laws.
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AMENDMENT 5 Rights in Criminal Cases
No person shall be held to answer for a capital, orotherwise infamous crime, unless on a presentment orindictment of a grand jury, except In cases arising inthe land or naval forces, or in the militia, when in actualservice in time of war or public danger; nor shall anyperson be subject for the same offense to be twice putin jeopardy of life or limb; nor shall be compelled inany criminal case to be a witness against himself, norbe deprived of life, liberty, or property, without dueprocess of law; nor shall private property be taken forpublic use, without just compensation.
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AMENDMENT 8Bails, Fines, and Punishments
Excessive bail shall not be required, nor excessivefines imposed, nor cruel an unusual punishments inflicted.
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But all balanced with the welfare and needs of other members of the larger
communityThe Balance
Individual Compelling States Rights Interests
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Compelling States Interests
Property loss or damage
Carving initials in desks
Wearing gym shoes
…..
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Compelling States Interests
Property loss or damage
Legitimate educational purpose
Homework
Tardiness
Teaching about evolution
Literature selections
…..
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Compelling States Interests
Property loss or damage
Legitimate educational purpose
Health and safety
Vaccinations
Drug sniffing dogs
Shoes on gym floor
…..
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Compelling States Interests
Property loss or damage
Legitimate educational purpose
Health and safety
Serious disruption of the educational process– Need for definition of “serious”– Is a threat of disruption enough to sustain the rule?– For whom is the rule intended, the individual who is
exercising his/her Constitutional rights or the majority who would be disquieted?
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So when individual rights are considered damaged
Burden of proof still rests on complaining student(s)
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But all balanced with the welfare and needs of other members of the larger
communityThe Balance
Individual Compelling States Rights Interests
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Get in your groups
Group 1 – Ingraham v. Wright
Group 2 – Irving ISD v. Tatro
Group 3 – Phyler v. Doe
Group 4 – Bethel v. Fraser
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Gathercoal, Judicious Discipline
Class Rules….Act in a Safe and Healthy Way– Use furniture appropriately; walk in the building and other designated
areas, follow playground rules, follow bus riding rules, keep hands and feet to self. (Compelling State Interest: Health and Safety)
Treat All Property with Respect– Take care of textbooks, library books, school bathrooms, computers and
personal property of others. Borrow the property of others ONLY after asking permission. (Compelling State Interest: Property)
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Gathercoal, Judicious Discipline
Class Rules….Respect the Rights and Needs of Others
– Work without disruption, show courtesy toward others, cooperate to help others learn, use appropriate language, feel good about yourselves. (Compelling State Interest: Serious Disruption of Educational process)
Take Responsibility for Learning– Strive for excellence, work hard and do your best; come to school prepared to
learn; be a good listener, turn your assignments in on time; do your homework, keep track of your materials; set a good example for others. (Compelling State Interest: Legitimate Educational Process)
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Role PlayingDealing with problems through action
Roots in Personal SocialDimensions
•Finding personal meaning within social worlds
•Resolve personal dilemmas with assistance of group
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A Vehicle for Students to
Explore their feelingsGain insight into their attitudes, values, and perceptionsDevelop problem-solving skills and attitudesExplore subject matter in varied ways (Joyce/Weil, p. 60)
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Some AssumptionsPeople can gain some control over their belief systems if they recognize their values and attitudes AND test them with the views of othersThe ‘here and now” is the real content of the classEmotions can be brought to consciousness and enhancedStudents’ feelings can be drawn out and released– Recall the “catharsis” of Rogers’ model
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Assuming Roles…
“patterned sequences of feelings, words, actions…”The effect of taking another person’s side
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We Role Play
New Jersey v. T.L.O., 469 U.S. 325 (1985)
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Judge Fesperson
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Dr. Jones, mayI be excused?My brain is full.
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Next TimeThe Problem-Solving Models