Download
1 / 32
320 likes | 458 Vues
The study. focuses on conducting participatory action research (PAR) with teacher candidates who explore the “ Pedagogy of Plenty ” curriculum model in P12 education; exploring innovative teaching models and best practices for global education curriculum;
E N D
The study focuses on • conducting participatory action research (PAR) with teacher candidates who explore the “Pedagogy of Plenty” curriculum model in P12 education; • exploring innovative teaching models and best practices for global education curriculum; • investigating teacher candidates’ self reflections for bridging the theory to practice; • reflecting on teaching and lesson activities and • compiling innovative tools, strategies, assessment models and templates that participants co-created based on transdisciplinary “Pedagogy of Plenty” model.
9M Model: Multicultural Multilingual Multimedia • Art& Music- Media • Health- Media Education, Movement • Language Arts- Media Education, Media • Mathematics- Math, Multicultural Education • Science- Media, Math, • Social Studies- Maps, Media • World Languages- Multilingual, Multicultural • Technology- Media • 21st Century Skills and Career Development- Money
Yildiz, M. & De Abreu, B. S. (December 2013). Fostering global literacies and 21st century skills among pre-service teachers and implementing pedagogy of plenty through innovative transdisciplinary projects. In S. Keengwe., G. Onchwari, & D. Hucks (Eds.). Literacy Enrichment & Technology Integration in Pre-Service Teacher Education, Hershey, PA, IGI Global. http://www.igi-global.com/book/literacy-enrichment-technology-integration-pre/78945
Our project was guided by these questions: • What are the pre-service teachers’ personal experiences and reactions in transdisciplinary approach to curriculum design? • What common problems and discoveries do they share during the process of developing their UDL model/ Pedagogy of Plenty curriculum projects? • What suggestions do pre-service teachers provide in order to improve teaching and learning? • What skills, methods, strategies, and tools do we need to provide to our pre-service teachers to improve their 21st century skills (e.g. media literacy, information literacy skills) and global competencies? • How do we design and implement community-based globally connected effective instruction models with limited resources and equipment and prepare them for the 21st century classrooms?
“Pedagogy of Plenty” model has high expectations for all the students. It is based on providing student-centered instruction, connecting with families and their experiences, and reshaping the education based on the needs of the students as well as valuing the students’ culture and language as an asset not a deficit.
We related our classroom discussions to current public debates and movement that narrowly frame the educational issues in the US and reframe the multicultural education from another point of view by reworking the “Pedagogy of Plenty” to broaden our perspectives to address equity and social justice in global dimension not in isolation. • In our innovative transdisciplinary projects, pre-service teachers had a chance to deconstruct the media, develop leadership and critical thinking skills while developing 21st century skills. • Through their re-discovery process, they explored, designed, and created the strategies, curricula, and programs for improving students’ outcomes, and they gained alternative points of view on integrating multiple literacies into their teaching and renewed interest and commitment to culturally and linguistically responsive curriculum design.
A transdisciplinary approach requires the team members to share roles and systematically cross discipline boundaries. The primary purpose of this approach is to pool and integrate the expertise of team members so that more efficient and comprehensive assessment and intervention services may be provided. • The communication style in this type of team involves continuous give-and-take between all members (especially with the parents) on a regular, planned basis. • Professionals from different disciplines teach, learn, and work together to accomplish a common set of intervention goals for a child and her family. The role differentiation between disciplines is defined by the needs of the situation rather than by discipline-specific characteristics (Bruder, 1994).
Universal Design of Learning(UDL): UDL is a curriculum design framework used extensively in special education field. It is first introduced by the Center for Applied Special Technology (CAST). • It is based on brained based education research that promotes flexible learning environments that can accommodate individualized learning. • UDL lessons aims to provide alternative methods, tools and resources for each learner in the classroom to optimize access to learning by reducing obstacles such as physical, cognitive, intellectual, and organizational barriers.
Global Competency is life-time process of developing skills- critical thinking and problems skills to research, cope and communicate on global issues, knowledge- of world history, geography, culture, people, events, values and attitudes- to new ideas and way of thinking, self awareness about identity and culture, sensitivity and respect for differences and multiple perspectives, and behaviors- to seek out multiple opinions and perspectives and take informed action on global issues.
\ The past few months allowed me to reflect upon my life and upbringing, and to be intentional in my children and in my future educational success. I learned two very different styles of teaching which are “pedagogy of plenty” versus “pedagogy of poverty”; this help me to know that in my own past I was taught by the latter, but as a future “edupreneur” I will embrace “pedagogy of plenty.” I have also learned to look intently at history, commercials, stereotypes (i.e. scientist) and other public publication for “myths and misconceptions.” This course has helped me to pay attention to those details. I shared so much of what I have learned over the past few months with my husband and friends so that they may also learn some important concepts not just in education, but in life. We discussed learning and teaching styles, pre and post assessments, Bloom’s taxonomy, how to incorporate “M’s” into your lesson plan, utilizing cast.org for a UDL model lesson plan, what is important in creating a lesson plan, KWL with a concept map, common core standards, NJ report card for contextual factors, how to get parents involved in make learning fun, learned how to flip a classroom, and so many technological tools and aids such as geocaching, googleearth, and toondoo.
Today was the last day … My experience…. was great…On the first day, we immediately talked about one of the most important aspects of the class called pedagogy of plenty and pedagogy of poverty. The main objective for our professor was to teach us how to become pedagogy of plenty teachers. One of the best ways I can become a pedagogy of plenty teacher is to have smart objectives. Smart objectives are ones that I can really see the student being engaged and learning versus poor objectives being students will learn cell division at the end of the week. Smart objectives aren’t the only part to a good lesson. A good lesson has to engage the students, have them do activities, and use other media to open the student’s minds even more. I never would have thought how to put multilingual and media themes into my lesson, but I could. Then I thought about playing an angry bird game, a neat way to group up students, and even have the students make their own mitosis song/dance. Even though these are ideas, I can see them becoming a reality… I am looking forward to my student teaching…
Where do you stay? • Deficit • Asset • Student • Teacher • Teacher • Student Student-Teacher
TEACHER’S ROLE • Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students. Paulo Freire
Do you speak the language of your classroom? • Deficit • Asset
Technology & education teaching resources in your classroom! Are the enough? What is missing? Deficit Asset
What is more important for you? Children Class size Professional Development Critical Autonomy Differentiated Instruction Brain Based Education Creativity vs High Scores Educational Resources and Technology
Do you give differentiated assignments and projects? • Deficit • Asset
ELL students • Deficit • Asset
Special Education students • Deficit • Asset
Where do you stay? • Pedagogy of Poverty • Pedagogy of Plenty
Table 1: The Pedagogy of Poverty vs Plenty • This table co-created by pre-service teachers and used for analyzing their UDL model curriculum projects (lesson plans), classroom videos as well as pre-service teachers’ journals and online dialogues. It is adopted by • Haberman, M. (1991). The pedagogy of poverty versus good teaching. Phi Delta Kappan, 73(4), 290–294. • Hodges, H. (2001). Overcoming a pedagogy of poverty. In R. W. Cole (Ed.), More strategies for educating everybody's children (pp. 1–9). Alexandria, VA: ASCD. • Council of Chief State School Officers. (2010). EdSteps global competence matrix. Washington, DC. Author. Retrieved May 23, 2013, from http://www.edsteps.org/ccsso/SampleWorks/matrix.pdf
TeşekkürEderim THANK YOU
