Tag Archives: professional development

The Intellectual Devotional Series

Several years ago, while I was engaged with my final go-around with the Book of the Month Club, I took a chance on a title that sounded interesting: The Intellectual Devotional Modern Culture. The book’s title is about as exact a description of its contents as I’ve ever seen. First, it contains daily devotionals, just like the religious books that serve as part of its namesake, for each of the 365 days of the year; second, each entry–which I should mention are stylishly written and cogently edited–addressed a topic in modern culture.

Reading its daily entries, it didn’t take me long to understand that these readings, particularly those on athletes and pop music stars, would serve well as reading work for the struggling and alienated learners in my classroom. I broke the spine of the book and began separating pages to scan into my computer and save for future use. At the same time, I started writing reading comprehension worksheets to accompany these readings.

Moreover, I soon discovered that the authors of my book, David S. Kidder and Noah Oppenheim had in fact published a series of five Intellectual Devotional books. It didn’t take me long to buy the rest of the series and begin developing curricular materials from them keyed to various topics in the high school course of study. At this point, I have several hundred readings and worksheets that I’ve developed from these excellent books.

I recently wrote the authors of these books to seek permission to post some of their readings on Mark’s Text Terminal–particularly those I have rendered in typescript, so that teachers who work with struggling readers might edit them for those students. I have yet to hear back from them, but hope springs eternal, I guess. The good news is that all five books remain in print in durable hardcover editions. You can order them from your preferred bookseller (which I hope is local and independent, if I may presume to say so).

From time to time, outside The Weekly Text, I’ll publish here my worksheets to accompany the readings in The Intellectual Devotional books. To that end, here’s a reading comprehension worksheet on Michelangelo from the book I call, for file-coding purposes, The Intellectual Devotional Basic, so called because it has no subtitle, and is simply called The Intellectual Devotional (the subtitles for the other four books are the aforementioned Modern Culture, as well as HealthBiographies, and American History).

As always, I hope you find this useful. If you do, I’d like to hear how these kinds of readings and worksheet work in your classroom, particularly if you adapt them for struggling or alienated learners.

Post Scriptum: Here is the reading that accompanies this worksheet on Michelangelo, which I posted at a user’s request in October of 2017.

Addendum: I’ve posted these in the About Posts & Texts page, but I want to put them here as well. As I mentioned, there are five volumes of The Intellectual Devotional series and I’ve prepared reading and worksheet templates in Microsoft Word (so you can alter them to your needs) for all five books. So, here are the templates: The first set is from the general book (which I have called, for my purposes of file management, “Basic”), simply titled The Intellectual Devotional.  Here are templates for preparing materials from the American History volume. Next up is the set of four templates work with the Biographies volume. Here are the four templates for the Health volume. For the Modern Culture volume (the first of these I bought, incidentally, and a book full of high-interest material that I recognized had great potential for designing short reading and comprehension exercises for struggling learners, especially those with short attention spans), here are yet another four templates for readings and worksheets. Finally, here is the bibliography of all five titles for copying and pasting citations, or whatever else you might need it to do.

 

What Teachers Really Do

“The teacher’s task is not to implant facts but to place the subject to be learned in from of the learner and, through sympathy, emotion, imagination, and patience, to awaken in the learner the restless drive for answers and insights which enlarge the personal life and give it meaning.”

Nathan M. Pusey (1907-2001) as Quoted in The New York Times (1959)

Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.

On Role Modeling

“Setting an example is not the main means of influencing another, it is the only means.”

Albert Einstein (1879-1955)

Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.

Jane Jacobs and Diane Ravitch

Astute readers of Jane Jacobs‘ classic The Death and Life of Great American Cities recognize from its first page that Ms. Jacobs was an extremely subtle observer of the phenomena that interested her–the street life of New York City, and more specifically, the activities of her neighbors on her lovely block along Hudson Street in Greenwich Village. Ms. Jacobs was able to recognize patterns in the day-to-day activities of the residents of New York City (and Philadelphia as well, to wit Rittenhouse Square, which is a neighborhood very similar to the Village) that most other people, particularly her principal foe, New York City “master builder” Robert Moses, simply could not or would not. Her powers of perception, and her gift for composing lucid prose that dealt with complex issues, have made The Death and Life of Great American Cities a staple of urban planning curricula at the college level. Robert Caro has apparently said that the book was the strongest influence on his masterful biography of Moses, The Power Broker.

Diane Ravitch opens her book The Death and Life of the Great American School System by announcing that its title is an homage to Jane Jacobs and her magisterial assessment of the life of cities. That’s clearly the case, but there’s much more to this book–and what it says about Diane Ravitch the historian and author. Like Jane Jacobs, Dr. Ravitch possesses exquisitely subtle powers of observation and perception. Her bailiwick, however, is public education. While it is true that Robert Moses was the leader of a large bureaucracy, he clearly enjoyed the limelight, which made him a focal point for Jane Jacobs, a clearly identifiable opponent. Educational “reform” is a dense and tangled forest of persons, bureaucracies, institutions, and foundations (not to mention motivations), many of whom operate surreptitiously. Sorting out the strands of this web–something for which many busy teachers have no time, if no patience as well (I certainly don’t)–takes real dedication and talent, something Diane Ravitch, the reader will observe from the first page of her book, possesses in ample measure. As a prose stylist, she surpasses Ms. Jacobs, which is no mean feat.

In any case, this book addresses the tendency of education scholarship, theory, and practice, to cycle through various fads. While these generally range from the silly to the occasionally deleterious, it is our current state of “reform” faddism, led by “reformers” like Michelle Rhee, Joel Klein, Arne Duncan, and the man who succeeded Mr. Duncan as United States Secretary of Education (after antagonizing parents and teachers across New York State), John King, Jr., that this book exposes and analyzes. The corporate foundations–Bill and Melinda Gates, The Walton (i.e Wal-Mart) Family Foundation, The Broad Foundation and their ilk–that abet the various enterprises that this group of functionaries oversees suggests what the real project here is: privatizing public education so that “educational entrepreneurs” can capitalize on it. It’s no coincidence that various hedge fund billionaires–you know, those self-proclaimed geniuses who were culpable in almost driving the world economy off a cliff in 2008–have jumped on this particular bandwagon. Dr. Ravitch has followed these trends closely, knows the players–in some cases personally–and sorts them out for her reader.

What makes this book particularly compelling is the fact that Dr. Ravitch, who served in the administrations of George H.W. Bush and Bill Clinton, was a proponent of George W. Bush’s signature, and dubious, education legislation, “No Child Left Behind.” One of the most compelling moments in her narrative occurs when she realizes that No Child Left Behind is doomed to failure, and that she has bet on the wrong horse. Indeed, she repudiates this piece of dismal legislation in a few economical but well-sourced sentences.

As that great subverter Nietzsche wrote, “a very popular error–having the courage of one’s convictions: Rather it is a matter of having the courage for an attack on one’s convictions.” Diane Ravitch demonstrates such courage here, and I have to imagine that it was neither fun nor easy to excoriate one’s former positions before the public as she does in this book. What makes Dr. Ravitch a paragon of scholarly disinterest and integrity is her willingness to follow the evidence. She does so here, and distills it into highly readable (I envy her ability to pack so much information into a single declarative sentence) account of these reformers and their failed ideas.

The Weekly Text, April 22, 2016: A Glossary of Basic Poetic Terms

Next week is my badly needed spring break, so Mark’s Text Terminal will be on sabbatical, enjoying spring weather and light. I’ll return with a fresh Weekly Text on Friday, May 6. For today, here is a glossary of basic poetic terms. One of these days I’m going to write a unit to accompany this support. This learning support is several years old, and it is an example of the kind of cart-before-the-horse planning I used as a novice teacher. I suspect this will be useful for teachers–if nothing else, it can be manipulated to serve your purposes in teaching poetry and poetic from.

Happy Spring! See you again on May 6.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Poverty and Cognition

There are number of charter school chains operating in New York City, and nationally, which vaunt their “no excuses” approach to student discipline. My own admittedly cursory understanding of this behavioral cosmology is that it means what it says: teachers, school administrators–in other words, the authority figures that matter in school–will accept “no excuses” for poor disciplinary or academic performance in school.

Unsurprisingly, this controversial approach to dealing with students has found its way into public schools, and into the collective consciousness and discourse of administrators and teachers. Whatever the merits or demerits of this approach to managing students’ behavior, it militantly ignores the economic, social and emotional realities of students’s lives. Indeed, the quality of students’ interior and social lives is essentially shunted aside in favor of the metrics that standardized tests provide.There is talk now of a test to measure “grit,” which is the new buzzword to describe a student’s resilience. This has tended to strike me as primarily an ideological and bureaucratic fantasy, and ignores psychological realities, among others.

The “no excuses” ideology has lodged itself among educators in what has begun to look like an institutional denial of poverty as a cause of children’s problems in school. Facebook friends of mine who work as educators complain regularly of their superiors’ unwillingness to discuss the role of poverty, in professional development sessions and the like, in our students’ struggles. This is particularly offensive to many teachers, as it–patently–displays an appalling ignorance of the role of poverty in students who struggle in school. I suspect that for many of us, our understanding of this dynamic is common sense, or instinctual.

Happily, and thanks to Sendal Mullainathan and Eldar Shafir and their excellent book Scarcity: The New Science of Having Less and How it Defines Our Lives, teachers now have ready access to the empirical data they need to support their arguments on poverty’s effect on students’ intellectual lives. Both of these scholars are leaders in their fields. Yet they have written a highly readable, cogent work that presents their important scholarship in plain English.

To make a concise story short for the purposes of this review, Messrs. Mullainathan and Shafir designed a number of basic experiments in cognitive psychology that called upon subjects to consider outcomes and make decisions in circumstances of real or imagined scarcity. What they found, unsurprisingly, is that when people must make decisions in straitened circumstances, they tended to lose several IQ points. In other words, poverty and scarcity hamper clear and effective cognition.

Needless to say, I’d like to see another book from these scholars that explores this further. I don’t know about you, but in the meantime, if I encounter administrators or colleagues who tout the “no excuses” line, I’ll point out that ignorance of this research and its literature is no excuse for not understanding poverty’s effect on our students’ lives.

If You Are an Educator in New York State….

Over the years I’ve developed the habit of keeping a copy of the New York State Code of Ethics for Teachers–the 5 x 8 card stock copy the state distributes–in my briefcase. I like this simple, elegantly written set of principles and think it is a nice guide for my planning and conduct as a teacher. The document speaks to (dare I say this in this era of open contempt for educators?) the essential nobility of our profession.

My old copy has become frayed, so I typed it up. Here, then, I offer you the New York State Code of Ethics for Teachers as a Microsoft Word typescript.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

The Weekly Text, July 1, 2016: A Trove of Documents for a Professional Development Inquiry into Executive Skills

Are you done with the 2015-2016 school year? I gather that our school year here in New York City goes much later than other districts in the United States. Our last day was Tuesday the 28th.

So it’s summer break! I always schedule my share of fun for these months, but I also work some–because I want to. You can continue to look for the Weekly Text at Mark’s Text Terminal, because I only plan to miss three Fridays during the summer.

Over the years, as an employee of the New York City Department of Education, I’ve experienced a mixed bag of professional development sessions. A few years ago, at least in the school in which I presently serve, teachers were responsible for performing professional inquiry groups, which selected its own topic for, well, inquiry, and analysis, germane to the work we do, but obviously for improving pedagogy. For this week, then, here are–in three separate links–the raw materials for a professional development presentation on executive skills and function I wrote for the group I joined in the 2011-2012 school year.

First up are the the proposal for this inquiry group, and a learning support for teachers, which are the teacher’s materials for this presentation; second, here are four student surveys to assess executive skills; third, and finally, here is a letter explaining these surveys to students. I adapted the student surveys from Ellen Galinsky’s excellent book Mind in the Making.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Common Sense

“Since there is not single set of abilities running throughout human nature, there is no single curriculum which all should undergo. Rather, the schools should teach everything that anyone is interested in learning.”

John Dewey (1859-1952)

Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.

Theodore Sizer and Essential Schools

Have you read Theodore Sizer’s books? He was among the founders of the Coalition of Essential Schools, which served to put into practice the principles of secondary education he espoused in the first book of the Horace Trilogy (as it has come to be known), Horace’s Compromise. I recently read the second volume of the trilogy, Horace’s School, which my incessant haunting of used bookstores fortuitously supplied me.

I wish it were possible for every high school  in the United States to have someone with the late Mr. Sizer’s intellect, passion, talent and decency on its faculty.

In the Horace trilogy, Mr. Sizer uses the fictional and allegorical Horace Smith to  spin out a didactic exploration of the state of American high schools. Horace, unsurprisingly, finds that his high school–therefore mine and yours–falls short. Our schools don’t fall short because of low test scores, but because they fail utterly to perceive, let alone work to develop, the innate and unique talent every child possesses and with which they arrive at school. Mr. Sizer patently–and refreshingly, in our currently benighted atmosphere of educational policy–respected children and their parents; his model of the ideal high school exemplifies that respect.

In an educational cosmology where one size fits all, and tests are considered the only reliable lens through which to view educational ability and attainment, Theodore Sizer firmly and thoughtfully dissented. He observes, in an exercise of common sense that in a reasonable world would persuade even the most myopic educational “reformers,” that not all children learn in the same way, possess the same interests, or arrive from the same social or family milieu. His view that our schools ought to recognize, respect and even honor these differences seems basic–and would give us, in Diane Ravitch’s elegant phrase, the schools we deserve. Yet current educational policy pointedly, indeed aggressively, ignores these differences.

In the final analysis, if we are to educate all children, we must recognize the differences in the way they learn, their backgrounds, their individual strengths and weaknesses, and their common humanity. We ignore this at our peril, as the state of our schools presently attests.

Ted Sizer died in October of 2009. His passing impoverishes, alas, our discourse on education and therefore, our schools.