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Critical Pedagogy
Critical Pedagogy
Critical Pedagogy
Critical Pedagogy
Critical Pedagogy
Critical Pedagogy
Critical Pedagogy
Critical Pedagogy
Critical Pedagogy
Critical Pedagogy
Critical Pedagogy
Critical Pedagogy
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Critical Pedagogy

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Wink Chapter 1 & 2 Powerpoint Presentation

Wink Chapter 1 & 2 Powerpoint Presentation

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  • 1. Critical Pedagogy Chapter 1 & 2 Lisa Hollenbeck EDU 500 1 February 2007 “ Thinking, critiquing, or analyzing the way in which a teacher and student interact in learning situations.” (Wink, pg. 1)
  • 2. Influences on Pedagogy <ul><li>Your Personal Perspective </li></ul><ul><li>Human Relationships </li></ul><ul><ul><li>Student Needs </li></ul></ul><ul><ul><li>Family Needs </li></ul></ul><ul><ul><li>Society Needs </li></ul></ul><ul><li>Controlled Curriculum </li></ul><ul><ul><li>Controlled Language/Thought </li></ul></ul><ul><li>High Stake Testing </li></ul><ul><li>Bilingual Education </li></ul><ul><li>Accountability </li></ul><ul><li>Corporate & Government Power </li></ul>
  • 3. Diversity affects Critical Pedagogy <ul><li>“ Diversity is advantageous to a healthier environment, broader thinking, and a better democracy”(Wink, pg 3) </li></ul><ul><li>Items advantageous to Diversity: </li></ul><ul><ul><li>Location </li></ul></ul><ul><ul><li>Perspective </li></ul></ul><ul><ul><li>People </li></ul></ul>
  • 4. Why Diversity is Useful <ul><li>It is easier to challenge our personal assumptions with diversity present. </li></ul><ul><li>It affects our instruction and impacts the theories we personally hold. </li></ul><ul><li>It provides sources to develop and obtain new answers to new questions. </li></ul><ul><li>It provides opportunity for sources of new theory to assist in our instruction. </li></ul><ul><li>It provides opportunity for personal growth in seeing student success in new ways. </li></ul>
  • 5. To succeed using Critical Pedagogy teachers need <ul><li>To Learn, Relearn, & Unlearn through </li></ul><ul><ul><li>Listening </li></ul></ul><ul><ul><li>Learning </li></ul></ul><ul><ul><li>Reflecting </li></ul></ul><ul><ul><li>Acting </li></ul></ul>
  • 6. To Listen <ul><li>During the instruction process listen to your teaching, students, parents, peer educators, sources outside your immediate environment, and the results of student instruction. </li></ul>
  • 7. To Learn <ul><li>Learn what results occur from your instruction through your observation, listening and assessments. </li></ul>
  • 8. To Reflect <ul><li>Assess </li></ul><ul><ul><li>teacher instruction </li></ul></ul><ul><ul><li>student response in participation and achievement </li></ul></ul><ul><ul><li>Other individuals opinions about instruction & learning </li></ul></ul><ul><ul><li>student final assessment results </li></ul></ul>
  • 9. To Act <ul><li>Reorganize teacher instruction </li></ul><ul><ul><li>Classroom Management </li></ul></ul><ul><ul><li>Pacing </li></ul></ul><ul><ul><li>Teaching techniques and strategies </li></ul></ul><ul><ul><li>Reorganize teaching units and/or order of introducing materials </li></ul></ul><ul><ul><li>Change parts of lesson to gain experience/different results </li></ul></ul><ul><ul><li>Continue with consistent instruction and reinforcement </li></ul></ul><ul><ul><li>Listen, Learn, Reflect, and Act again </li></ul></ul>
  • 10. The Process of Critical Pedagogy “to name, to reflect critically, to act”(Freire, pg.3) <ul><li>To Name </li></ul><ul><ul><li>Define questions, which you currently have about teaching & learning </li></ul></ul><ul><li>To Reflect Critically </li></ul><ul><ul><li>relearn material you have previously learned and see new ways to approach pedagogy. </li></ul></ul><ul><li>To Act </li></ul><ul><ul><li>unlearn or introduce new material to answer your questions </li></ul></ul>
  • 11. Discussion Questions <ul><li>What do you feel are the top two influence on pedagogy today and why? How can we best meet needs of students in these areas and provide quality teaching and learning? </li></ul><ul><li>A teacher is relocating to a different location, which is less diverse or more diverse, than what they have been exposed to in their past. </li></ul><ul><ul><li>Chart the contrasting and similar struggles teachers may find in the teaching and learning process in each situation? </li></ul></ul><ul><ul><li>What might a teacher need to learn, relearn, or unlearn in these situations? </li></ul></ul><ul><ul><ul><li>Use the influences of pedagogy when answering this question </li></ul></ul></ul><ul><ul><ul><ul><li>Personally Perspective </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Student Needs </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Family Needs </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Society Needs </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Bilingual Education </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Corporate and Government Power </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Controlled Curriculum </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Controlled Language and Thought </li></ul></ul></ul></ul><ul><ul><ul><ul><li>High Stake Tests </li></ul></ul></ul></ul>
  • 12. Bibliography <ul><li>Wink, J (2005) Critical Pedagogy: Notes from the Real World. (3 rd ed.). United States: Pearson Education, Inc. </li></ul><ul><li>Google Book Search Teachers as Cultural Workers: Letters to those who dare teach by Paul Freire book preview. Retrieved January 27, 2007, from http://books.google.com/books?hl=en&lr=&id=2cYniU6FkVYC&oi=fnd&pg=PA1&sig=ntNQkRM2MEKRJcEuFcXT0G6vYC0&dq=%22Freire%22+%22Teachers+as+Cultural+Workers:+Letters+to+Those+Who+Dare+...%22+#PRA3-PA17,M1 </li></ul>

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