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Enlarging Perspectives

Enlarging Perspectives. Principles of Teaching 2010 Session #5. STUDENTS’ INDEPENDENT INQUIRIES. SOME THOUGHTS ON THE FORTHCOMING ASSIGNMENT. Source of Inspiration .

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Enlarging Perspectives

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  1. Enlarging Perspectives Principles of Teaching 2010 Session #5

  2. STUDENTS’ INDEPENDENT INQUIRIES SOME THOUGHTS ON THE FORTHCOMING ASSIGNMENT

  3. Source of Inspiration • “I came into teaching because I wanted to make a difference. I never knew teachers did inquiry. Now I feel empowered; I can make that difference. I can manage the BC curriculum expectations but I can also delve into issues related to students and make school a better place for them” • (Secondary Teacher Candidate, 2010)

  4. Timeline for independent inquiries • Thinking about their questions __________________________ • Refining their questions • Taking notice • Journal reflections ____________________________ • Preparing and submitting proposal • Do the library research • Consulting with instructor • Before practicum __________________ • During the practicum ____________________ • After practicum

  5. Consultation Sessions • Displaying the questions for all students to see • Reflecting on the questions: • Themes • Orientations: technical, interpretive, critical • Perspectives: child, teacher, parent, public, research literature • Assumptions • Essential elements • Enlarging perspectives

  6. Enlarging Perspectives: Guiding Questions • Why and how might teachers, individually and collectively, enlarge their perspectives on a classroom issue or problem? • What are some of the key perspectives used in educational research? (Aoki reading)

  7. Understanding My Own Perspective To control (outcomes) Am I interested in ‘what works’? To understand (educational phenomena)? Am I interested in different perspectives of those involved in the situation? To empower/emancipate? Am I interested in highlighting hidden conditions, assumptions or intentions?

  8. Understanding an Author’s Perspective To control (outcomes) Is the author interested in ‘what works’? To understand (educational phenomena)? Is the author interested in different perspectives of those involved in the situation? To empower/emancipate? Is the author interested in highlighting hidden conditions, assumptions or intentions?

  9. Student InquirIES • How does a teacher’s attitude impact student behaviour, and how does a positive attitude contribute to student learning outcomes? • What is the relationship between dominant educational paradigms and the performance of Aboriginal youth in schools? • How can music be used to making learning fun in Kindergarten class? • How might the ritual of dramatic play impact student learning and behaviour?

  10. STUDENT InquirIES • Can personalized learning impact the inclusion and performance of special needs children in the regular classroom? • How does an ESL student develop a cultural identity in Canadian schools? • What factors influence student learning? • Is the inclusive classroom effective for all students? • How do teachers deal with a range of intelligences?

  11. STUDENT INQUIRIES • How can teachers help students who are bullied? • How can I support my students in helping bullied students and prevent school bullying? • How might teachers assess and evaluate students’ personal art work? • Topic: Assessment and Motivation….

  12. STUDENT INQUIRIES • What is the role of self-inquiry in learning to live with different others? • Articulating a philosophy of teachable moments • How should I evaluate the written work of EAL students? • Is the use of feature films in teaching history appropriate?

  13. Exploring Perspectives • My own (experience, journal…) • Students’—NO Ethical Approval! • Teachers’—NO Ethical Approval! • Parents’—NO Ethical Approval! • Perspectives found in PUBLIC documents • Community members: letters to the editor • Researchers: research literature • School district mission and policy statements • Ministry of education: curriculum/policy documents

  14. Sample activity

  15. Understanding Perspectives Helping teacher candidates to understand that when we listen to one another in conversation or in lectures and when we read what others have written, we’re trying to identify and understand perspectives (values, interests) before we respond (agree, disagree, critique). • What is the perspective? • Who holds the perspective? • What are its interests?

  16. UNDERSTANDING PERSPECTIVE and INTERPRETATION • Muse Project (Natalie Leblanc, POT Instructor) • Show a piece of art • Invite students to answer following questions: • Placing yourself in the artwork, what do you hear, what time of day is it, what is the temperature, what is the title of the art work? • Students share and discuss the range of interpretations and the consequences of this for what we understand to be ‘true’

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