help with this assignment it is like a project
The purpose of this CRR is for you to familiarize yourself with the readings you will be teaching during your chosen team-teach week. There’s no need to do a super close read of the articles. Skim through them (somewhat carefully) to respond to the prompts below. You will need to refer to your CRR when we meet next week (Week 8) to start the lesson planning process.
Instructions:
Step 1: Read/skim the content assigned to the week you’ve chosen to sign up for your team-teach, and highlight/note sections of the text that you feel are relevant
Step 2: For each reading, articulate the author’s main ideas/theory and key concepts in bullet point format
Step 3: Articulate the connections that you see across the set of readings in bullet point format
Step 4: Discuss the connections between your readings and the content we’ve covered for the past seven weeks. For example, how does Marx’s theory of historical materialism relate to Valenzuela’s concept of “subtractive schooling”?
Step 5: Write at least three questions that you would ask students (like those you have seen in past CRRs) that you think could operate as signposts to assist students with (1) the identification of key concepts, (2) attending to central connections across the set of readings for that week, and (3) identifying connections between this week’s set of readings and the previous material covered during weeks 2-7.
Step 6: Think about two possible activities you might ask W 190 students to do during your team-teach to better understand the readings and accompanying digital tools you would want students to use as part of their learning process (e.g., concept mapping with Sketchboard IO, or video making with FlipGrid). Write these ideas down in bullet point form/draft narrative. They don’t have to be fully fleshed-out. I just want you to start thinking about this and get some of your ideas down.
Rubric
Team Teach CRR
| Criteria | Ratings | Pts | ||
|---|---|---|---|---|
| This criterion is linked to a Learning OutcomeMain Points of Readings |
|
5.0pts | ||
| This criterion is linked to a Learning OutcomeConnections Across Readings in Week and Course |
|
2.5pts | ||
| This criterion is linked to a Learning OutcomePoses Three Questions |
|
5.0pts | ||
| This criterion is linked to a Learning OutcomeDescribe two possible activities |
|
2.5pts | ||
| Total Points: 15.0 | ||||
also use this video
Main readings:
Week 10: Structural Inequality in Schools and Classrooms
- Nasir, N., et al. (2013). Racial Storylines and Implications for Learning. (pp. 285-298
) - Oakes, J. (1985). Tracking. In J. Oakes, Keeping track: How schools structure inequality (pp. 1-14)
- and the video
I uploaded more reading since I need to connect them with the readings that I am doing
20181010103016racial_storylines_and_implications_for_learning__1___1_
20181010103722powell_deepening_our_understanding_of_structural_marginalization__1_
20181010103248hochschild_publicschools_dissent_magazing__1_
20181010103311labaree_someone_has_to_fail_intro__1___1_
20181010103027oakes___keeping_track_various_chapters__2___1_
Solution Preview
Education and Culture
Racial Storylines and Implications for Learning
Main Ideas
- Learning includes acquisition of new ideas
- Storylines presented in the curriculum have an impact on perceptions on race
- The stereotypes presented in academics related to different races influence the learners’ perception of the races presented
- Racial socialization-ways in which information about race is presented to learners
- The cultural perception of academic concepts influences the learning process
(415 words)