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[Previous entry: " Upcoming Author Events and Talks in 2006 Include:" 04/20/2004 School of Dreams Discussion Guide School of Dreams Discussion Guide Prologue - Chapter 5 1. How does Humes's observations on the desire by many top colleges and universities for the student who pursues a "great passion" (rather than the "well-rounded student") differ from what schools expected in the past? What does this mean for our young people? What does it mean for faculty? What does it mean for parents? How much involvement in activities is too much? How much involvement is too little? 2. Is keeping the busy schedule that many high school students maintain just part of high school? Should we be concerned? If so, how do we help? 3. The community of Cerritos, home to Whitney High, was pronounced one of the most ethnically diverse in North America, which suggests that Whitney also is diverse. Why is this high school successful (other than the screen process for admission)?
4. Whitney's counselor, Shirley Wold, would say that her students are motivated by pressure and fear. Do you believe this is the case for most high school students? If so, give examples. If not, what does motivate students? What should motivate students? What role should parents and teachers play in directing this motivation?
1. Are today's students as inquisitive as students ten years ago? Twenty years ago? Why or why not? What role should teachers play in getting students to question the norm? Challenge the status quo? 2. Is Cecilia's statement, You can't get anywhere in life nowadays without the grade, true? Are students more concerned about the grade than with learning? What significance does this have for the classroom teacher? The parent? How can we influence this thinking? 3. Are some students taking too many Advanced Placement, college-level courses in high school? Should there be a limit to the number of AP courses a student is allowed to take? Are students taking AP courses because they are really interested in the material or because they want the credit? What should be a student's reason for taking an AP course?
4. Are good grades and good learning the same thing? Do students believe they're the same? What role can smaller schools, smaller learning communities, schools within schools, etc., play in influencing this type of thinking? What strategies can teachers and parents employ to help students distinguish between and appreciate the difference between good grades and good learning?
1. Whitney High School opened its doors during a difficult transition and population boom in Cerritos. What comparisons can be drawn to our community and the struggles facing our schools? How does our experience compare to the challenge Whitney faced of the agrarian past meeting the urban future? How did Whitney overcome these challenges? What can we learn from this? 2. Humes notes that the mission(s) of public schools have changed far more over the years than the schools themselves, and that this may be one reason for concerns over poor achievement and test scores. Do you agree? Can the creation of smaller learning communities change the "same old schools" into more productive places for all students? How, and with what benefits? 3. Do the students make the school or does the school make the students? Do you agree with Principal Beall's argument that his school's success was because of high expectations and difficult coursework, rather than an elite student population? Why or why not?
4. Whitney High School succeeded because of a shared dream. What initiatives could galvanize our school(s) in a similar way? How does our school compare to Whitney during its first years as an academic magnet program? To today's Whitney?
1. Are we forcing our students into all nighters? How much homework is too much? How can we combat this problem? Or is it not a problem? 2. Do you agree with Humes's observation that grade inflation is becoming common? Is it easier to get an A today than it was ten years ago? 3. Humes notes that Whitney is a community, and students feel safe there. Do our students feel this way? What can we do to further build community in our school? 4. Is there such a thing as too much group work? Can this be regulated? Does limiting group projects go against what we often consider good teaching? 5. Does the top students' lack of success on Mr. Z's independent learning project surprise you? Why or why not? What can we learn form Mr. Z? What is he doing right?
6. There is value in boring material, because there is some knowledge we need to obtain, even when it's unpleasant. What do you think about this statement by Whitney student Adam? What about Neil Bush's stance on schools?
1. Humes offers a discouraging portrait of high-stakes standardized testing in California. What was your reaction to the testing process he describes? How is it similar to the standardized testing in our schools, and how does it differ? Do we have as much at stake? why or why not? 2. Humes states that a 28-state study by researchers at Arizona State University found no evidence that high-stakes testing has improved student achievement. Do you agree? 3. Humes says that the following characteristics are found at many successful public schools throughout the country: (1) small, intimate and attentive; (2) high expectations with tangible results; (3) rigorous traditional studies; (4) longer hours of study and work; (5) strong parental involvement; (6) low absenteeism; (7) few discipline problems; (8) leadership with a vision. Do you agree that these characteristics are key to success? What would you add? What can we learn from this to further build on our successes? 4. Do you believe education is truly a priority among most Americans? Why or why not? 5. What is the most important piece of information you learned from reading/discussing School of Dreams? |
