Educ 904 RECAPPING OUR CLASSES: (THINK PAIR SHARE) GILLIAN JUDSONS EDUC 823

Part of the course you really valued that you wanted to pursue further I appreciated that it was an introduction to all the frameworks. It acted like a crash course in all the types of understandings. I valued and became particularly interested in the RU framework and immediately saw a difference in engagement when the framework was used to plan lessons. The RU Framework helped tie in areas of the curriculum that seemed to dangle from everything else.

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KYM STEWARTS EDUC 816,

Exposure to the theorists that contributed to IE.

KIERAN EGAN EDUC 710

Exposure to all the different definitions of imagination. I also appreciated the opportunity to put together some thoughts on formatting my action research project.

NATALIAS EDUC 879

The vygotskian sociohistorical approach answered all the why questions. It made me look more deeply into my practice. Ideas like inner speech, spontaneous and scientific concepts, ZPD, and teaching to concepts made more sense to me because it reiterated that education was about inducting students into the adult culture I teach in a university preparatory school and teaching to PLOs and scientific concepts were never really taught or addressed in courses thus far. A window of time, development, culture, assessment Introduced theories of child development, why we teach this way Gave teacher a lot more agency (teacher is mediator) Learning leads development Wide variety of tools (empowering) Knowledge of various different cultures to mediate to students Learning from students Understanding of the difference between everyday and scientific concepts new way of looking at the heroic qualities G

Why you felt this way? How it relates to my practice.

I like to know different perspectives so that I can defend or find my own.

In groups: What are the commonalities

History of education, Understandings Engagement Increased confidence in interaction in classroom Theoretical background in what we do getting it wrong from the beginning How our school system is influenced by 3 competing theorists The cultural piece The conference How to guide students in that transitional period from adolescent to adult The developmental component in each. The value of questioning assumptions, overall story, impact of history Awakening of our education on our society Learning doesnt occur

KellyEisner was her theorist. Thinking about assessment. How do you measure the value of a school? Chet bowers double bind Different ways people are being educated Different models, philosophies theres no assumption that cant be challenged. Education can happen in many different ways Paragraph about what we learned every day Consider the words people/theorists use becomes it becomes a metaphor into their practice

Seeing Imagination being used at all age levels in all areas of study (many applications) Different age groups, variations, settings, purposes Education is so intertwined with how our society works Kieran on mythic understanding sense of magic, imagination, throughout Learning in depth, not limiting students capacities, have deep understanding, this isnt easy Visualization in scientific discovery Possibilities for the future it will emerge

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unless the imagination is engaged

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class, it was to humanize the content but in Natalias it was to give them access to the content they dont have the background into the content its the starting point Importance of language to create more concrete understandings Origins, meanings, use Dual function of learning (cognitive/social Non-linear (feedback loops)

How the ideas/framewo rks/methods of diff courses might complement each other and might fit within the framework of an action research project

Big Group/Class Discussion SUNDERS AND SOMEKH ARTICLE: See p. 192-193 of reading/quote When you position yourself as an active knower, your practice is your knowledge, the theorists are the data. If you think of theory like that, it forms your repertoire of making sense of what you are encountering. AR becomes about reading what people thought of her classroom

See p. 200 Good theory can be highly practical As a collective project, the AR can be a process of all of us reconstructing, interrogating, and modifying these theoretical frameworks weve already been presented with It can be an individual and collective process Raise questions the ways in which teachers or theorists have presented certain ideas (mediation, tools, design and development etc)

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Theory is important because if the theoretical principles re made explicit, then they can be interrogated.

Diff between curriculum and pedagogy p. 197 See diagram T is mediating tool to see if students pick up the tools Teacher has active role in learning, not a passive approach to learning The article can be equated to use of frameworks and use of computers o Tools (any tools) are mediated by teacher o You could have all the technology/computers etc but they can still result in the same confusion/superficiality of learning in the classroom o This article says as you use who you are as a teacher to engage students, you are gaining a different kind of understanding into the theory o Consider theory and practice when you re-read the article look at activity theory and the socio-historical component to the theory

Think of a metaphor for your teaching, when there is attunement between you, the kids and subject matter. What are you like? What metaphor captures that state of being? -light as a feather A question for ar How did things come to be this way? What would you change in your class

DIALOGUE CENTRAL http://dc.educ.sfu.ca/dc/ click on graduate studies he will set up 904 it will give you a log in page each speech bubble is a forum assignments are texts you will see in your email if there is something you have to do post directly because it makes commenting easier responses to critical friends and the others as you have the time and inclination after morning break

Educ 904 A WAY TO LOOK INTO THE OTHER COURSES Transcendent

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heroic qualities binary opposites the anchor or overarching framework of meaning the things that really matter in human existence (hope, transformation, courage) those that can be understood at a mythic level, and human qualities that are exemplified by historical, cultural figures can be embodied in the roles that students take on in the narrative. This narrative depends on the students and what they have a need of in their lives at that particular time These are their transcendent qualities So Kieran is limiting his descriptions to the transcendent and narrative o The transcendent and the narrative is how he relays curriculum Fettes refers to narratives as (orientation, complication, transformation, integration) and as kids go through this, the narratives gain increasing depth because the kids actually experience it

Narrative Keiran adds 2 more layers of meaning (narrative and transcendent) What did I learn in school today? o What is the purpose of what I learned today o Where is the learning taking me o What journey is it part of o Where are we going personally and as a class Unfolding over time Purpose Sense of connectedness These are things that you associate with a story, o a story changes, has a point to it, the characters embark on a process of change, to get them where they werent in the beginning o learning is a journey is the most popular metaphor o gives coherence and purpose to being in a school, course, program o the substantive or strategic do not work on those kinds of organization. o IE is learning at that broader sense of purpose (integrating the last to levels)

Substantive What the teacher hopes sts will learn/ concepts Skills, facts 4

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procedures IRPs the way the curriculum is described Sts will be able to do etc (PLOs) The thinking that teachers will do is based on connecting the substantive and strategic levels. What kinds of activities can I do to engage them at the substantive level

Strategic Use of time, space, grouping fo students and kind of activities sts will do Practical, what did you do in school today o Today we sat and worked on worksheets o Level of describing actual activities o What did you do and who with Has to do with activities, grouping, time space etc Copy or discuss, or do an exercise with it

Vygotsky is valuable in that it can tie in all 4 by way of mediation. If Egan uses Transcendent and Narrative) Egan does all 4 through mediation and bringing things down to the strategic then back up.

Where your commitments come from, your purpose of education is, what is your bottom line in education is. What do the 4 mean/weigh to you? AR can be a snapshot or a window into a larger learning journey. The ideal is to have AR that integrates your learning from different aspects of the program. IN GROUPS: (EMMA, SANDRA, LINDA, CARO, SUSAN, ME) 1. What is my bottom line? What are my deepest values as an educator? Nina: solid understanding of scientific concepts so that they can participate in the adult world academic culture Sandra: dont want kids failing, on task and accountable, no more missing assignments Linda & Susan: give them the skills to be able to do their profession, not just training but educating, not just being a monkey repeating a task, so that they can further themselves, competent and confident in their career, Caro-to bring people together, to understand each other, making sure that thats always functioning, people are working together no matter what their journey in life is or how different they are, value the constructive critique of better concepts, to allow people to build on concepts Emma: critical evaluation of not just accepting an idea, but to help students realize why its powerful, or powerful in comparison to something else, re-conceptualizing things 5

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Deepest Values: o Sandra: safe environment o Caro: challenging views and assumptions o Linda: knowledge sharing o Emma: having kids approach things with a critical eye, teaching kids how to have that skill of critical thinking o Susan: creating opportunities, respect, courtesy, responsibilities and structure o Nina: knowledge not just for knowledges sake, teaching the whole student

2. Where am I in my personal/professional journey? How will the AR project help my journey forward? Emma: made the decision that I want to be a physics teacher, in a holding pad to launch my journey, packing for the journey, wanting AR project to keep exploring alternative routes to education, her first paper for Gillian was for online training, now its on more different ways on how to become a teacher and how are some valid and not, continuing schooling beyond this program, applying to a MA program that involves teaching at schools at high risk. Linda: not too sure where I am in my professional journey, this final project will be huge for my journey because it will come to a nice end. Looking forward to this course because it would take everything Id learned and put it together. Would be able to put this action plan to something to give to my superiors o Recently created curriculum for computer training, teaching the curriculum for computer training, problem of how to get all training out to people that need it (94% of ppl NEED the training) o How do we feasibility get the training done for those who need to train others o For this AR, want to use the last year and half and use it. It involves following the development of the courses, then follow a person (trainer) and evaluate them Sandra: 5th year in the content (Science 8), since a lot of kids hate science Im looking at how to make it more engaging, more accountable, dont want to get stale in the content itself Susan: (had to leave early) Caro: not teaching right now, looking for a new job, (see Susans copy and paste) Journey not currently teaching and seeking a new job/challenge. Reflecting on the masters program. In the back of my head I am interested in teacher education and furthering into my teacher education. Possibly the PhD program and preparing what I would want. I am in Adult Education, something working in the university setting, is it possible to inspire people to contribute to a project that includes their personal works thus far in the course and what are the real applications of this. Nina: heroic qualities embedded in transcendent qualities

3. Where am I withy my students? How will the AR project help their journey forward? Emma: learning a lot of the theory on how people become educators. Caro: not teaching right now, looking for a new job, (see Susans copy and paste) How do I inspire people to get involved in this project? 6

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Linda: able to book classrooms in time with the final project, lots of obstacles, but logistically ok, ready to execute Susan: (had to leave early) Sandra: can changes what I make, make others more successful, creating a map of what ch 7 looks like, kids are seeing where they are in the chapter, theres a signing off piece so Sts are aware of where they are organizationally, where they are, accomplishments etc.. o Have made creative titles so that in increases curiosity (sense of mystery) o Meets the accountability program o Tracking students more and students are tracking themselves o To study the effectiveness of this system I have created o Not ready to give up on students who are not meeting the requirements in the course o Suggestion: find out more about their specific interests, things they like or anything that gives insight into them, give an opportunity for them to give input Linda: doesnt really have a class, but holds workshops, Linda is teaching the pilot program this spring, and will now follow her students who will become trainers. What kinds of questions can you focus? Nina: how will students apply their knowledge to better society? I can start scaffolding the activities that will lead students there as it seems like I know what my end goal is getting kids who care less so about themselves but about who they will be? Caro: we are all Caros students

4. What substantive knowledge/skills do I want them to acquire? Caro editing skills, being open to having your work critiqued, hoping we can all work to inspire other educators to see how all these concepts that we have can exemplify what weve learned. To put confidence in and empower to see that what weve done can really help or transform our educational system. This is simply done by reporting what youre doing in your practice. o Wants to look at the work that people in our class want to refine o

Nina: How particular aspects of teaching help reach your educational goals? How will the research that I do address the one part of the educational research that I am doing? To-Do: o Need explicit permission to share information outside the classroom o See the SFU site but I still have to go through the informed consent process o Also check with school about classroom-based research I should reflect on my lesson and their journal o Survey students, social responsibility, what are some issues that upset you 7

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How to write your introduction to AR (by the end of next Saturday so people have enough time to read it before our class meeting) As an educator, I am committed to-. In my current setting, I find that. So far I have addressed this by... For my AR, I propose to I will be trying to find out how I hope this will be (purpose, values) (context, problem) (prior inquiry, practice) (proposed action) (proposed inquiry) (desired outcome)

This will contribute to my long term goals by (connection to proposed values)

Between now and next class find books, and professional literature that has some bearing on your action research. It can be about anything on any level or aspects to where you are in answering these questions. It can be on (ie. social responsibility, the types of students you are teaching, your current setting). Look for action research articles on line. Do this assignment in more narrative form (like laid out above). This is what he expects us to complete and post by next Saturday on the on online forum. Must be before then so that people have a full week to read all week before we meet for class. Other homework, do the reading for the next 3 chapters in the Koshy books. Next class is about research design. So you need to have a more refined question. The sooner you can become clear on the focus of your AR, the more straightforward next class and its assignments will be. We dont need to get ethics permission to SFU. Mark acts as our proxy. But we still have to get the process of informed consent for all the kids or adults who become informants. Mostly it will be parents who sign off on it. Forms will be posted on Dialogue central. Also be mindful about rules in your district about signing off on your research.