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JIGSAW GROUP MAP: ANYON (Divvy Group: Anyon Part 1 (Affluent Professional…

- - - - Teachers do this to create a environment where students can problem solve
- - - - teachers just try to have them pass not do well
        
        Lower class students get less possibilities because they do not get the best education
    - - teachers came from middle class backgrounds and married into the middle class
        
        teachers in the classroom also engaged in fun with their students including stuff like fun days, where they have fun also in the classroom.
      - "What emerged as a dominant theme in this school was the sense of possibility" (pg 16)
    - - "A dominant theme that emerged in these two schools was student resistance" (pg 11)
      - most thought they would not go to college, not smart, not enough money, low grades
      - "Most spoke of school knowledge in terms of facts and simple skills" (pg 7)
- - - - What Students Said About Knowledge
        
        “The answers of the children in this school seem to speak less to creativity or thinking independently or making ''sense, '' as did the answers given by many affluent professional children. Rather, these children spoke to the need to know existing knowledge and to do well, to understand, explain, and answer correctly (and quickly).” (Anyon, 1981, p. 29)
        
        "When I asked where knowledge comes from, more than half (13 of 20) said, "From past experience" or from "tradition" or "other people." Only three mentioned that knowledge comes from one's brain or what one does. Several answers that call forth tradition were "How are you using that (the world knowledge?)" I say, "Information knowing". He says. (Anyon, 1981)
        
        “A girl offered that she could be the president's wife if she wanted, and then she said, "But, I'm not that smart" (she was one of three children in the class whose IQ was.above 140).” (Anyon, 1981, p. 30)
        
        "As of this writing, all elementary schools in the town will be integrated except the executive elite school: there will be no busing; the school that is predominantly black and low income will be closed, and its students will walk to other schools (the closest is over a mile away). There will be no black or low-income children in the executive elite school.” (Anyon, 1981, p.23-24)
      - What School Personnel Said About School Knowledge
        
        "PhilosophyforChildrenProgram" in the school, the purpose of which would be "to teach children to think and reason correctly, and to come up with valid conclusions” (Anyon, 1981 p.25).
        
        o “When I asked the two fifth-grade and two-second grade teachers in this school what knowledge was important for their students, most referred to intellectual processses such as reasoning and problem solving. One said, "They'll go to the best schools, and we have to prepare them." Another said, "It's not just academics; they need to learn to think. They will have important jobs, and they need to be able to think things through." When I asked a second-grade teacher who I was observing what was appropriate knowledge for her students, she said, "They need to learn the basics, we're going back to that now." "The basics?" I asked. "Yes, to think and write properly." (Anyon, 1981, p. 24) “
      - Excellence as a Dominant Theme
        
        “The data suggest that knowledge in this executive elite school is academic, intellectual, and rigorous. There is an attempt to teach more, and more difficult, concepts than in any other school. Knowledge results not from personal activity or attempts to make sense, but from following rules of good thought, from rationality and reasoning. In many cases, knowledge involves understanding the internal structure of things: the logic by which systems of numbers, words, or ideas are arranged and may be rearranged. There is a sense and a practice that the rationality of logic and math is the model of correct and ethical thinking, and living.” (Anyon, 1981, p. 31)
      - Evidence from the Curriculum and the Curriculum-in-Use
        
        “Social studies knowledge in this school also involved an explicit recognition of social class in ancient history.” (Anyon, 1981, p. 26)
        
         “A second-grade teacher I observed said she likes the program because "it's integrated and organized. And it tells you exactly what to do."’ (Anyon, 1981, p. 25)
        
        “The answers of the children in this school seem to speak less to creativity or thinking independently or making ''sense, '' as did the answers given by many affluent professional children.(Anyon, 1981 p.29)
    - - “Nonreproductive knowledge facilitates fundamental transformation of ideologies and practices on basis of which objects, services, and ideas (and other cultural products) are produced, owned, distributed, and publically evaluated. (Anyon, 1981 p. 32)”
      - “Indeed, perhaps the most important implication of the present study is that for those of us who are working to transform society, there is much to do, at all levels, in education.” (Anyon, 1981, p. 39)
      - “In the middle-class school, the children I observed were not taught the history of workers or of dissent, nor were they instructed to unify around common interests they will have as wage earners in a system in which many middle-class jobs are becoming increasingly like industrial and clerical jobs-mechanical and rote (for example, computer, technical, and social work; other service jobs; perhaps teaching; nursing and other formerly professional jobs)” (Anyon, 1981 p. 33).
      - “In the affluent professional school there are several aspects of school knowledge that are reproductive” (Anyon, 1981 p.35).
      - “Another contradiction to the school knowledge of these children that is nonreproductive is the contradiction between the value placed on creativity and personal decision making, and the systematic, increasingly rationalized nature of school and professional work in U.S. society” (Anyon, 1981 p.36).
- - - - They make sure that they actually understand the concept and how they did the work.
  - - - Very elegant and originally built buildings, large lawn, very nicely put together and built well