Notes
5/14/2013 Orientation
Texts
Staunton, John: Deranging English/Education Bauerlein, Mark: The Dumbest Generation
Bester, Alfred: The Stars My Destination Reserved Reading as Designed
Bester, Alfred: The Stars My Destination Reserved Reading as Designed
PapersResponse to Dumbest Generation Pt. 1 (JUNE 4)
Essay 2 (JUNE 17) Review of Lit (JUNE 21) Final Project (JUNE 26) GradesEssay 1: 15%
Essay 2: 15% Rev. of Lit: 20% Final Project 20% Presentation 10% Final Exam 20% Guiding QuestionsHow do we engage students to show importance in reading and writing?
What's important about what we teach? How do we use what we feel is important? |
Scheduling
|
Key Concepts1. Cognitive Empathetic Teaching
Connection through Empathy 2. Proxy zone of 3. Sense of Agency 4. Narrative Theory 5. Self Efficacy 6. Lean In 7. Dreamcatcher study 8. Mindful Intentionality Horrific Experiences in literature gives hope. 9. Democratic Ideals 10. School Literacy and Home Literacy 11. Good teachers according to research. 12. Making meaningful Connection 13. Amount of Content Question 14. Buzz words: Best Practices 15. Human element 16. Fun = Engagement 17. Berlin article (theoretical)/ contextual 18. Hidden Curriculum 19. Kinestetic activity to imprint knowledge. 20. Teach the students you have, not the students you want. 21. Reading needs to be modeled by good readers 22. individualized art of teaching |
Examples1. We judge others by action, ourselves by motivations. Good Readers get into the head of the characters.
2. 3. Self Efficacy means we write our own narrative. -Efficacy comes from the successful accomplishment of a difficult task. 6. There is no need for female CEOs to step out of leadership role and into taking care of the family. approx. 14% stagnant. Female narratives include stereotypical role Inculturation of genderstereotyping from early childhood females = pretty....males = smart 7. lack of future dreams from investigated females...tied in with teen pregnancy. No thoughts on "what do you want to do when you are older" 8. Modeling narrative so that reader can write their own narrative. Readers "absorb" stories on personal level. Others cannot tell me who I am. Reading is empowering, and responsibility building. 9. National Destiny through narrative. 10. Connecting both is essential. 11. Habits of the Mind...curiosity is huge...leads us to innovation. 12. Theme is everything. Modality is arbitrary. 13. Skill sets...technological skills....something eventually has to give. 14. Political decisions v. Educational world...opposite best practices / scope and sequence. System makes it difficult to do good practice. 15. We cannot be programmed, but political structure would have it this way. 16. You don't need to throw away the fun...because it is an engagement activity. 17. lack of context = lack of engagement. You have to create a context - sometimes through exposure. 18. Transparency defeats hidden curriculum. Forced attention to detail. 19. Need for writing from the teaching of the processes to activate the way to succeed. Empowerment comes from the teaching of the rules. Students need to learn the rules on how to operate in the world. 20. You can't teach content on what you love just because you love it. 21. No need to have everyone read. 22. about building relationships. we need to figure out how to make this teaching experience mine. |
Think and Share
Teaching experience not go well.
What happened?
What could have been better?
Experience to ensure it didn't happen again.
Piotr (LCCI) paid night course on English business writing. Exam course. 90 minutes. warm up of 15 minutes on vocab, etymological roots, and the like. After 2 classes, Piotr says, "perhaps this lesson would be better served as homework".
I had to read my audience and know their expectations.
I start the year as the first writing assignment to have the students make a list of expectations for me (signed as formal letter with their parents).
What happened?
What could have been better?
Experience to ensure it didn't happen again.
Piotr (LCCI) paid night course on English business writing. Exam course. 90 minutes. warm up of 15 minutes on vocab, etymological roots, and the like. After 2 classes, Piotr says, "perhaps this lesson would be better served as homework".
I had to read my audience and know their expectations.
I start the year as the first writing assignment to have the students make a list of expectations for me (signed as formal letter with their parents).
Notes: Critically Reflective Practitioner
Schoen
Stop looking at researchers; start looking at actually practitioners practices.
One who can think while acting.
One who can step out and observe self.
Why are things working? Not just why are things going bad?
Three Pillars
Tacit knowledge
Knowledge in Practice- experience teaches us something....teaches us how to adapt.
Tacit (we don't even know that we know it)....we can't even explain our reasons for success or failure....Articulation is difficult.
Knowledge in Action-being cognizant of the things going right/wrong.
Reflection in Action. Explicit knowledge while in the thick of things. Reflect. Act. React. while teaching.
Krushank, Donald.
To create the reflective teacher. Create: Assignments of reflection. Starts with self and experiences, appropriate lesson style. reflect upon their experiences as students.
Test and experimentation is part of the process.
Ziekner
Three levels
Technical- professional application and the effectiveness of the strategies / protocols. Do the activities create proposed result.
Situational context. Why am I doing this in my classroom.
What hidden curriculum. (Norms of the institution).
Moral and Ethical Levels: Thoughts concerned for Justice
Transformative Intellectuals. Creation of a just society is the job of the teacher. Innovative ways to communicate this.
Stop looking at researchers; start looking at actually practitioners practices.
One who can think while acting.
One who can step out and observe self.
Why are things working? Not just why are things going bad?
Three Pillars
Tacit knowledge
Knowledge in Practice- experience teaches us something....teaches us how to adapt.
Tacit (we don't even know that we know it)....we can't even explain our reasons for success or failure....Articulation is difficult.
Knowledge in Action-being cognizant of the things going right/wrong.
Reflection in Action. Explicit knowledge while in the thick of things. Reflect. Act. React. while teaching.
Krushank, Donald.
To create the reflective teacher. Create: Assignments of reflection. Starts with self and experiences, appropriate lesson style. reflect upon their experiences as students.
Test and experimentation is part of the process.
Ziekner
Three levels
Technical- professional application and the effectiveness of the strategies / protocols. Do the activities create proposed result.
Situational context. Why am I doing this in my classroom.
What hidden curriculum. (Norms of the institution).
Moral and Ethical Levels: Thoughts concerned for Justice
Transformative Intellectuals. Creation of a just society is the job of the teacher. Innovative ways to communicate this.
5/21/2013
Overarching Questions
Connection w/ Content and PedagogyTeaching English to English Majors...
a different beast... a different love Why do we teach what we teach? That is the essence. |
Text ReferencingStaunton: Revisualizing how we teach.
Focus on DispositionsContent is secondary
|
Training v. educationKnowledge v. process of thinking
Texas (no critical thinking in the curriculum) Reading Walden....all about connection with nature. Dickens...don't bother reading the newspaper... Prescribed curriculum v. cannon. Teacher lens/ worldview.... Narrative Theory Self Awareness Place in the World Control and Agent of Change Controlling own narrative Eyes were watching God....control of own narrative Collaborative Health of Democracy Critical Thinkers Good and the Wise Not be fooled by the rhetoric Is the goal of literacy education to promote socially efficiency? Is the goal of literacy education to advance cultural capital to break through the social stratification system? Spratley article Role of language in instruction. Negotiating space. language of wider communication. |
p. 5diversity / technology /
prescence of mind replaces instinct anti-intellectualism - Hofstader (Richard) ....leads to instinctual behaviour over intellectual behaviour Jefferson's yeoman...gentleman farmer Diversity p. 6 real world practicality -identity seen from the inside. Teaching English is typically characterized as the least desirable profession choices. Looked down upon. p. 10 multiple disciplines lead to the English classroom. something powerfully transformative. p. 14 What is English for? conduit...can't teach English in isolation. Gatekeeper discipline Empathy p. 15 Coherent image....held together by meaning making systems. Drive for the aesthetic mid 19th century ethic.... p. 18 Peter...lost parents...be grateful hounding of kid mercilessly. who's the whipping boy p. 19 Knowledge as weapon is a no no Actions of editors and readers.... Teachers become interpreters....what should you get out of a piece of literature. p. 22 English language and literature pedagological level disconnected literacy...one for home/one for school... integrated lives vs. disconnected literacy. End of Chapter "for the sake of our own classrooms....it's time for English education to talk back." |
6/4/2013
2nd half of the book.
-Students still want relational teaching, which does not necessarily include technology.
-They ranked it fourth in needed pedagogy.
-5 years worth of training....of which teachers will only beome proficient at technology before teaching from it. Sustained training.
-Economic reality of spending money on technology....
-Teachers have to learn on the fly when there's technological problems.
-Teaching as an art does not sit well with technology.
-Obsolete nature of technology.
-Money spent without any advanced results.
- technology for technology's sake.... why are we using the technology? teach technology as a tool.
-It's easier for us to transition into the web world than the other way around.
-Where's the transfer of knowledge.
The Failure of the Mentors
-It's the adult's fault / the systems fault. Can we ask: did my kids critically reflect? Can they use it in different situations.
--pp. 128-129 (need words from reading ... this advances society)
- kinestetics help with memory.
- extention of adolescence - 140
"putting away our childish things"
Dad's model behaviour.
Adult priviledges without the responsibilities.
-Litigeous society prevents us from telling kids no / talking about appropriotness.
-Bewitched...spanning the gender differences over an era.
161 Culture and Tradition.
-are we doing a good job in mentoring?
-not who are the adults....but what are adults?
-an identity crisis.
if we want kids to know something...we should tell them.
185 civic issues....
young people pick up processes....
citizenship....
minutia of the moment....system is ruining the education....
p. 188
192 full paragraph
narcissism
education requires self doubt...self criticism
"we don't honor those who don't know....."
you need a standing point from which to reflect.
-Students still want relational teaching, which does not necessarily include technology.
-They ranked it fourth in needed pedagogy.
-5 years worth of training....of which teachers will only beome proficient at technology before teaching from it. Sustained training.
-Economic reality of spending money on technology....
-Teachers have to learn on the fly when there's technological problems.
-Teaching as an art does not sit well with technology.
-Obsolete nature of technology.
-Money spent without any advanced results.
- technology for technology's sake.... why are we using the technology? teach technology as a tool.
-It's easier for us to transition into the web world than the other way around.
-Where's the transfer of knowledge.
The Failure of the Mentors
-It's the adult's fault / the systems fault. Can we ask: did my kids critically reflect? Can they use it in different situations.
--pp. 128-129 (need words from reading ... this advances society)
- kinestetics help with memory.
- extention of adolescence - 140
"putting away our childish things"
Dad's model behaviour.
Adult priviledges without the responsibilities.
-Litigeous society prevents us from telling kids no / talking about appropriotness.
-Bewitched...spanning the gender differences over an era.
161 Culture and Tradition.
-are we doing a good job in mentoring?
-not who are the adults....but what are adults?
-an identity crisis.
if we want kids to know something...we should tell them.
185 civic issues....
young people pick up processes....
citizenship....
minutia of the moment....system is ruining the education....
p. 188
192 full paragraph
narcissism
education requires self doubt...self criticism
"we don't honor those who don't know....."
you need a standing point from which to reflect.