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Saber Tooth Curriculum Ch.3

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by

Leslie Wilbanks

on 19 February 2013

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Transcript of Saber Tooth Curriculum Ch.3

SABER TOOTH CURRICULUM CHAPTER 3 MAIN CHARACTERS of CHAPTER 3 This self directed learning wasn't being successful
Students of 1st Big Fish Generation
Teachers of the Population
Chiefs of the Tribe
Fired Teacher
Radical Parents of 1st Big Fist Generation
Tribe Different Types of Teachers had different requirements:
the elementary teacher vs the secondary teacher which was the college professor FISH EATS CREDIT (FEC) was introduced as
the proper unit of measure for education at least 15 FEC for beginning fish grabbing
at least 15 FEC for elementary horse clubbing
12 FEC for corresponding methods in tiger
scaring
30 FEC in theory and practice of paleolithic
education REQUIREMENTS FOR THE ELEMENTARY TEACHER 5 FEC of special methods in each of the cultural fields that he taught
22 1/2 FEC in practice and theory of paleolithic education
SPECIALIZATION MAJORS - SUBJECT SPECIFIC
45 FEC for fish grabbing
33 FEC for horse clubbing
30 FEC for defense engineering (tiger scaring)

PROFESSORS (at the college) OF HORSE CLUBBING & TIGER SCARING WERE CURIOUS AS TO WHY THEIR PROGRAMS DIDN'T RECEIVE THE SAME ATTENTION AS THE FISH GRABBING in the school? REQUIREMENTS FOR THE SECONDARY TEACHER The children were having fun, but not learning anything.

SO A TEACHER PROPOSED A NEW IDEA!
- she was fired for suggesting that the students actually "learn" fish grabbing in the CREEK instead of in the school fish tank!

This PROGRESSIVE teacher opened a school of her own with support from radical parents --> REAL-CREEK SCHOOL OF FISH GRABBING

Over time, this school became the SCHOOL OF CREATIVE FISH GRABBING

The administration that had fired the teacher were driven crazy by watching her success and trying to figure out a way to "one up" her! WHAT WERE THE MAIN ISSUES ? The Professors of Fish Grabbing had been proactive and
persistent in making sure their subject was valued, and the
equinologists didn't understand why their classes weren't
deemed just as important. Soon the tiger scaring professors
joined in on the questioning of requirements.

Soon after the questioning began to surface, it was decided
that the first 15 FEC of college work would be devoted to
teaching the ignorant students what should have been
learned back in secondary school. THE EDUCATION PROFESSORS STARTED DEMANDING RESPECT - THEY WERE TIRED OF BEING VIEWED IN A NEGATIVE LIGHT 1) They started demanding specialization and narrowed the knowledge for their courses
2) They wanted to make their subjects HARD to learn. They used that special terminology that was difficult to understand.
3) They changed their classes to almost completely lecture and students had to take the more difficult courses (dealt w/ abstract) first.

THEY HAD ARRIVED ACADEMICALLY AND DESERVED THE RESPECT OF THEIR PEERS , but the students weren't learning anything THE PHILOSOPHY OF TEACHING CHANGED - Instead of earning respect for the profession of teaching, the teachers made education WORSE!
-Teachers were going to try a NEW APPROACH (as suggested by the college), once again to education, they were now going to play the role of a necessary guide. Teachers were going to let the children grow naturally into learning activities. This route for teaching left the desire to learn up to the students: all purposes and procedures were to be left up to the student's sense of inquiry! THE OLD PRINCIPAL OPENED THE "REAL TIGER SCHOOL" - the 2nd institution of paleolithic education This attracted the radical parents and the kids. The kids lined up each day to wave fire at the tigers. The students had fun and the teachers enjoyed having the stimulating activity. The students were "learning what they live and living what they learn!" What connections do you make between events/main issues or conflicts
of the chapter and current issues in education in general or mathematics
and science education? 1) to be highly qualified in any particular subject, you must hold a specified # of course credits.
2) radical parents still try to run the schools
3) we don't implement and use a program long enough to see if it works before we make changes
4) academic tensions between levels because things aren't being taught like they were supposed to
5) kids still play hookey
6) administration still doesn't listen to teachers when they have their minds made up
7) We still come up with innovative names to describe stuff we've already done but we want it to seem novel
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