Blog Session 4

1. Disciplinary Lenses

“Disciplines are not collections of certified facts; rather, they are lenses through which we look at the world and interpret it…they orient our attention to specific questions about the world…and provide us with standards for what counts as viable answers to such questions.” (Boiz Mansilla, Gardner and Miller, On Disciplinary and Interdisciplinary Work)

What is one specific way that your content research thus far has caused you to re-think about an idea, or question, or caused you to challenge assumptions that you had previously not considered—or—even pushed you further in your thinking?

I started of my content questions focusing on garden-based nutrition education, specifically looking at whether or not this type of curriculum influenced students’ knowledge and consumption of fruits and vegetables. Because this is a new line of inquiry for researchers, there is limited information out there. This forced me to expand my content questions and line of inquiry to encompass garden-based learning in general. This was interesting because I am now aware of different non-profit organizations in the bay area that connect students’ learning environments with academic standards, specifically science. So, needless to say, diving deep into my topic and then zooming out has provided me with a deeper understanding of my on findings and a more holistic understanding of garden based learning in general.

2. The Death and Life of the Great American School System, Diane Ravitch

How do you think the Common Core Standards might fit in this narrative of school reform?

Common Core standards fit into the narrative of school reform in that they focus on the process instead of just the end result. I think this is a movement away from only assessing answers as right and wrong; allowing room for performance assessment and process driven, discussion centered, approaches to learning.

In Chapter 9, Ravitch says critics argue that schools would improve if unions ceased to exist.

“Let’s start with the hardest question: should teachers’ unions exist? Do the protections they offer their members depress student achievement? Are they an “adult interest group,” as their critics charge, whose priorities conflict with the needs of their students? Would schools improve if there were no unions to represent the teachers?”

What argument does she present based on available research? What do you think?

I go back and forth between the pros and cons of teachers’ unions. In terms of the pros, I feel like teaching is a vey risky job and at any time you may find yourself in a chancy situation. For example, someone may sue you for saying something inappropriate in class, a child might come into your classroom unannounced during a prep, or a student may reach out to give you an unannounced hug. Any of these situations could result in a negative circumstance; therefore I think it is nice to have a union to help one navigate through these potential sticky situations. As for the cons, I don’t like the fact that you have to give dues to the union, the idea of tenure in general, and the fact that by simply becoming a member—they represent you—yet, you may not agree with their opinion and suggestions. Furthermore, I feel that the unions’ special interests may get in the way of progress and reform. Thus far, I don’t feel like the unions have done enough to fight waste and fraud within the system (i.e. the six figure salaries that are allotted to numerous levels of administration within schools).

Blogs I Commented On:

Hilary Kuhn
Monica Mitra