Text Book Analysis

1.)  Readability Level (Fry's Readability Scale): Use the Fry Readability Graph  - FOLLOW the directions and take the AVERAGE of the number of syllables, etc. from 100 word sections at the beginning, middle, and end of the book. You should come up with ONE plotted point for the grade level equivalent of the textbook. Post the grade level (e.g., 8.5) on the form and list it here.  

This textbook, "United States History" is used in an 8th grade classroom at a Philadelphia Charter School. The average number of syllables in an 100 word section was 159.6. The average number of sentences was 7.4. This means that this textbook is at a tenth grade reading level, but is used in an eighth grade classroom. The textbook tends to have longer sentences than words.

2.) Level of Questions (Bloom's Taxonomy):
Check the end of chapter questions in 3 chapters in the textbook (at the beginning, middle, and end). List the categories of questions found most, next, and least... (e.g., the majority of the questions might deal with comprehension, a few with application and analysis, and none related to synthesis or evaluation).

Most questions in this textbook deal with comprehension. There are also a number of questions that deal with synthesis. There are very few that deal with evaluation.

3.) Bias (text, images, content coverage): List or make a notation regarding any bias you find in the textbook... the bias could be in the pictures/images displayed, the examples given, the coverage (or lack of coverage) of events, ideological orientation, etc.

There was not much obvious bias. There were a few instances where I felt significant historical events were not looked at with enough depth to see multiple perspectives (which is necessary in understanding history). The information about Native Americans, for example, was very elementary. However, an in depth exploration of colonization might be too much content for eighth grade.

"Central Park East" Reflection

1.     According to the documentary, what are the problems in education today?

Schools focus too little on individual students, and focus on large goals rather than the unique strengths and weaknesses of students. Additionally, teachers and students have little say on what they teach and learn. Instead, this is decided by the administration. Large class sizes and the lack of flexibility that teachers have concerning what they teach and the pace that they teach material makes it difficult to serve students individual needs.  

2.     What do you believe are the root causes of low-performing schools? What do you believe should be done to improve them?

      The root causes of low-performing schools include lack of individual attention for students, and limited resources. These two causes are closely related. Often, students can not receive individual attention due to the lack of resources. For example, less funding means less teachers which means larger classes. The larger the class size, the harder it is for students individual needs to be met. 

3.     How would you describe the philosophy behind the curriculum and methods used by the teachers in CPE?

The curriculum and methods used by teachers in CPE allow students to develop their own thoughts and perspectives. Each student is treated as an individual. Students move around the classroom and call teachers by their first names. The curriculum is very simple, and there is an emphasis on equality among students and teachers. Students are made to feel as though they are worthy of an education and entitled to their own thoughts and beliefs. 

4.     Teachers and the curriculum are a main factor behind student success or failure.  How does the curriculum and philosophy of schooling observed in the video match up with your own observations in schools?  What is the same and different?

The curriculum at Central Park East promotes individuality. In all classrooms that I have observed, I have always felt as though the teachers were doing as best they could to be approachable, and treat each student as an important part of the class. In addition, in the school that I am currently observing, there is a big emphasis on being a respectful and responsible member of the school community. Students are encouraged to respect one another and the school. Unlike the environment at Central Park East, the school that I am currently observing does not promote the belief that students and teachers are equal, and students are discouraged from leaving there seats. This may be due to the fact that I observe middle school classes, and students at that age may need a more structured environment. At CPE, students are not compared to one another or encouraged to compete with one another. At the school I observe, each class competes for the best behavior, and are rewarded if their class has the best behavior at the end of the week. 

5.   What do you think are the essential skills & knowledge that a young person needs to prepare for a full and productive life after high school?

Students who are tolerant of others, able to adjust to change easily, and who are curious and eager to learn will be the most prepared after graduating high school. It is not about who is smartest, or who has the most knowledge, but about who is best prepared to be a life long learner. Students who are responsible, well-rounded citizens will be the most productive after high school.   

6.     How do you believe the curriculum in our secondary schools be changed to focus on student learning of these essential skills & knowledge?

 Cultivating a strong relationship between teachers and students is a great way to begin changing the curriculum in secondary schools to focus on these essential skills. In CPE, there is an advisory period which allows students and a teacher to discuss a variety of issues and topics that are not academic in nature. This creates an environment that focus' on individual relationships, which will help students succeed in the real world. Students should be encouraged to work with one another as much as possible, and to help one another whenever they can. 

7.     Describe how parents and families can partner with teachers for student success?

 Communication between the school and home is very important. It is important to make students feel as though their life at home and their life at home are connected. Teachers should be willing to communicate with parents as often as they wish concerning their student. Families and teachers can work together to give each learner the individualized attention they need to succeed. 

Anthony Benezet

·      French Born

·      Abolitionist

·      Tried several different jobs, eventually becoming a teacher

o   Began teaching in Germantown

·      Wrote several books stressing the importance of education

·      Is best known for educating students with no access to traditional schools

·      In 1713 he helped refugees from Nova Scotia find jobs and get educated, despite criticism from other quakers

·      Moved to Philadelphia in 1731 and became a schoolmaster

o   Taught Quaker children

·      Did not believe in black inferiority unlike many white men at the time

·      Taught slaves and free blacks the same lessons at night in his home

·      In 1754 he left his job at Friends English School of Philadelphia to open the first public girls school in America

o   Benezet devised a special plan for a blind girl who attended the school, so that she could have a typical schooling experience

·      Because of Benezet, the Quakers opened a school for free blacks in 1773

o   Negro School at Philadelphia

§  Accepted slave children when there were not enough free blacks to fill the classrooms

·      In 1767, wrote that, through his time working with blacks, he found them to be just as capable as whites, which was an uncommon belief in society at the time

Works Cited

Anthony Benezet. (n.d.). Retrieved January 23, 2017, from http://www.pbs.org/wgbh/aia/part3/3p248.html

Quakers in the World. (n.d.). Retrieved January 23, 2017, from http://www.quakersintheworld.org/quakers-in-action/60