By class time Wednesday, read Differentiated Instruction and post a response to the following:
1. Spend 1 paragraph to describe each of the following classrooms:
a) Mr. Appleton’s (who presents factual stuff) approach to teaching,
b) Mrs. Baker’s (whose class does different stuff) approach to teaching,
c) Ms. Cassell’s (alternative approach) to teaching.
2. Use the text to explain (in at least 1-2 paragraphs) your takeaway on what differentiated instruction isn’t (that is, what it is commonly misunderstood to be), and –most importantly– what differentiated instruction authentically is.
The humanities can be an effective point of entry to teach potentially difficult topics like social responsibility in the midst of formal curriculum. For instance, Radiohead’s “All I Need” (lyrics here) could be used in economics courses to navigate the fair v. free trade debate and considerations related to globalization
Exemplar Q’s for simultaneously teaching both with and about digital media:
How is color being used to convey meaning?
How is life different for each child?
How are the shoes positioned to tell a story and make a point?
1. In a few sentences, what (according to the text) is “social responsibility” and why does it take courage to teach social responsibility?
2.In a few sentences… of the “four basic processes that nurture social responsibility”(see page 192), which process(es) do you believe to be most important in forming socially responsible citizens? Explain.
2. In 2-3 few paragraphs… how do different people (who have different values and fundamental understandings of justice, truth, & etc.) disagree about what values to promote and pursue? What do you think about pursuing a common vision when there isn’t a consensus?
4. In 3-4 paragraphs… offer your own stance: what does it mean to be ethical/moral in a descriptive and normative sense? How have you come to that conclusion/what is that based on?
What kind of animals are human beings? And how do our visions of the human shape our theories of social action and institutions? This book offers answers to these and other fundamental questions in sociological, cultural, and religious theories. The research for this book is based on the assumption (unfashionable in certain circles) that human beings have an identifiable and peculiar set of capacities and proclivities that distinguishes them significantly from other animals on this planet. It argues that all people are at bottom believers, whose lives, actions, and institutions are constituted, motivated, and governed by narrative traditions and moral orders on which they inescapably depend. Despite the vast differences in humanity between cultures and across history, no matter how differently people narrate their lives and histories, there remains an underlying structure of human personhood that helps to order human culture, history, and narration. Drawing on recent insights in moral philosophy, epistemology, and narrative studies, the book argues that humans are animals who have an inescapable moral and spiritual dimension. They cannot avoid a fundamental moral orientation in life and this, the book says, has profound consequences for how sociology must study human beings. Continue reading “Moral, Believing Animals”