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FINDINGS #4 FINAL REVISIONS (DIVVY: Compton and Barbour (Socialization was…

- - - - Through the use of this social network a group of students at the school started a group to give money and support to the World Wildlife Fund (WWF)
        
        I think it's good that students have started to work together and work towards a goal that helps something or someone other than theirselves.
    - - I've had this problem in highschool when taking online classes. I often forgot about them because the teachers weren't connecting with me or other students enough about what was required and when things were due.
  - - - This is kind of what BGSU does for the different graduating classes. Dependning on what year a student is graduating they are added to a private facebook page with other students in their year, and there they can make friends and maybe even a roommate.
    - - Phase 2: The creation of Odyssey of the Mind
        
        social networks need to keepp the participants active and sixty student was not enough to keep them active.
        
        The teacher began to collaborate with the OCHS assistant principal, who had been piloting a similar NING network with his own course, to create a network that involved students from both of their courses. The networks of the assistant principal were combined with this teacher’s, and students from the courses taught by five other teachers were invited. This expanded the Odyssey of the Mind NING network and it ran as a pilot program for the second semester of the 2007-2008 school year.
      - Social Interaction
        
        "...with the introduction of the social network, students started forming interest groups. At the end of the first semester, there were 119 groups in the social network, only a dozen of which had been created by teachers. Students have created all of the other groups on topics such as theater, web design, mixed martial arts, comic books, anime, teen documentary, film and acting, and writing.”
      - Pedagogical Interaction
        
        " The social network offered an opportunity for students to make connections to peers in an otherwise isolated learning environment. This was an important feature as Barbour (2009) found that getting to know their online classmates was one of the main challenges students identified in their online learning experience."
      - Phase 3: Current Odyssey of the Mind
        
        This teacher began to collaborate with the OCHS assistant principal, who had been piloting a similar NING network with his own course, to create a network that involved students from both of their courses. The networks of the assistant principal were combined with this teacher’s, and students from the courses taught by five other teachers were invited. This expanded the Odyssey of the Mind NING network and it ran as a pilot program for the second semester of the 2007-2008 school year.
  - - - I like how this member of the group made a conncection between this article and one from ealier this semester.
- - - - Goodman’s concern clearly is that the educational system is churning out lumpish bromides in assembly-line fashion and handing each a diploma as a means of ritualized certification (Goodman 1970, 70–1, 74) (Holowchak 218).
        
        Schooling as it stands is putting too much of an emphasis on conforming, fitting in, etc.
    - - Exploring Goodman's ideas of anarchy in education. Ideas of freedom in education, Marxist ideas, education as apprenticeship.
    - - ‘On the whole, the education must be voluntary rather than compulsory, for no growth to freedom occurs except by intrinsic motivation. Therefore, the educational opportunities must be various and variously administered’ to allow for finishing situations through connecting with real objects (Holowchak 220).
        
        Education can not be forced on children, they have to want to be educated. The need to learn has to come from them.
    - - The key, thus, is to spark spontaneity, while helping students to establish connections with not only the past but also the present and future. To establish connections with the present and future, Goodman maintains that educative activities must free human imagination to help students actively explore a situation and to imagine it other than it is (Holowchak 222).
        
        Helping students to see things from different perspectives, not just the way they are.
        
        The key to educating students is making connections.
    - - Paradoxically, for Goodman, success as an educator means, first, that students will become fit enough to rise above and rebel against their teachers and, second, that teachers, if they are to fulfill their roles as liberators, will give them the tools to do so (Holowchak 224).
    - - Overall, Goodman’s pedagogical insights are not propagandist, but normative, and it is difficult to fault a critic for having a vision of and insights toward a better tomorrow (Holowchak 230).
        
        These ideas aren't really aiming at being propaganda, they are questioning the education system at a normal level.
    - - Spoto worries that education systems are becoming factories to turn out laborers.
      - Teachers should battle against all hierarchies in order to fully support education.
    - - Students understanding history and having different perspectives challenge the education system.
      - Teachers don't see the hierarchies found in their classrooms. They often subconsciously reinforce certain hierarchies like the patriarchy.
    - - “The education system has become perhaps the greatest site for the reinforcement of hierarchies and oppression, and so must become a primary site of our struggle.” (Spoto, 2014, 83)
      - Cities end up funding a lot of money towards juvenile detention centers. Lower class students often get pushed out of schools and fall into these detention centers.
      - Lower class and students of color are more likely to end up in correction facilities. When they turn 18, they move to a prison and are forced to do manual labor, which private companies make money off of.
- - - - What is the IB?
        
        the schools can pick what courese they want to offer, "offer courses in six subject areas: Language A (the student’s primary language), Language B (a second language), Individuals and Societies, Experimental Sciences, Mathematics and Computer Science, and the Arts. Students choose courses in three of these domains to take at the higher level for 2 year"
        
        they have to complete an essay on an original research project of their choices called "extended essay" they must work on it for 150 hours completing CAS, Creativity, action, service. they also have to take a class called Theory of Knowledge.
        
        they must earn 24 points from completing CAS hours
        
        they have to pass in class assessments as well last test, this helps the people that do not do well on test
        
        it was for children that are from 16 to 19 years old, made for all kids not matter there academic level,
        
        It is a two year program made for international kids that moved around a lot
        
        the class are made in a way that the student must talk and learn from each other
        
        I like the idea of students having to take a secondary language rather than it be an option. There are so many languages in this world and it is very important to know at least one more so that you can interact with someone if you need too.
    - - Coursework was another major account is assessment. For example and IB English student not only had an exam at the end of the year; you're going to have submitted a paper and done a 12-15 minute oral presentation. This makes it more comprehensive so it's not a "do-or-die kind of thing." (Conner, 2008, p. 328)
        
        Having a long oral presentation may be better for students to explain what they learned and how well they know it. Some students are better at saying their thoughts out loud rather than trying to write them down.
      - Although testing was important, the school wasn't strictly focused n the test scores as, "At least 20% of a student's score in a certain subject area is also determined by his or her performance on internal assessments throughout the school year. These internal assessments may consist of a teacher's evaluation of a student's performance on homework, on classwork, or special projects," (Conner, 2008, p. 328)
      - In topics like science and math it wasn't merely just about the answer but more about the process they took to get the answer
        
        IB wasn't focused about tripping students up to find out what you didn't know. They gave you options on tests and the student would pick the one they knew the most and then they would show how that certain answer is related to the other answers as a whole .
        
        I like this way of teaching. It would be better for me if I were able to connect my answer to the question rather than be told I'm wrong. It encourages students to think more because they have to expalin the connection.
      - Not restricted to only multiple choice tests but focused on the work that is actually done on the tests
        
        The exams more so ask the students to demonstrate what they know and are able to do
        
        Curriculum promotes the development of thinking skills rather than an accumulation of facts (and memorization)
    - - Committed to the students morals, atheistic, and physical development being equally as important as their intellectual development.
      - Provisions ensure ---- (taken over 2 years)
        
        example - Extended Essay and the three higher level courses
        
        Depth of study
        
        The Three Subsidiary-level courses
        
        Theory of knowledge
      - Students scores during exams are focused on how students should produce and critique, not just reproduce knowledge
      - be acceptable to universities in many different countries” and finding “agreed methods of examining these programs and internationally acceptable examiners
      - deliberate compromise between the early specialization preferred in some national systems and the greater breadth found in others
      - Devise an assessment system that would persuade university officials that IB students possess Knowledge, Skills, and Intellectual virtues
      - Intellectual Qualities that students in the IB learn to cultivate
        
        assessment
        
        thinking skills
        
        Memory
    - - In the inner city schools, some students do not have as much access to the IB diploma due to they level of responsibility and stress they carry in their home life.
        
        An example given in the article described a girl may have to take care of her siblings and the house while her Dad is working.
      - Schools must provide students with the resources they need to complete this diploma.
        
        This may mean that schools might have to use their expenses to pay for these things. Due to the projects these students must do, they need to have certain resources
      - A question is raised that if the IB diploma is meant to draw in students who left for private school, should the program only be offered to them? Or other students still in the inner-city school as well.
      - The IB diploma was meant to be implemented into inner-city schools so that students that left for private school would have incentive to come back to the inner-city
        
        “Mathews and Hill (2005) described the IB as an instrument “for remaking the culture of ordinary public schools” (p. xii).” (Conner, 2008, pg. 337)
        
        When it is implemented in an inner-city school, it helps to desegregate schools. It brings together students who would not be likely to work and go to school together.