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Minnesota presentation
 

Minnesota presentation

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Here is a first draft of my Minnesota PP. I'd like to get the PSA to play and I'd like to have Sha Na Na playing on the Little Red Riding Slide.

Here is a first draft of my Minnesota PP. I'd like to get the PSA to play and I'd like to have Sha Na Na playing on the Little Red Riding Slide.

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    Minnesota presentation Minnesota presentation Presentation Transcript

    • Creating Critical Classrooms:Lessons Learned
      Jerome C. Harste
      Professor, Emeritus
      Literacy, Culture & Language Education
      Indiana University
    • Critical Literacy: Front & Center*Here is why…
    • Critical Literacy: Front & Center
      “Truth no longer exists, what
      matters these days….is what
      stories you spin.”
      Colin Lankshear
    • “We have to beware of
      Orwellian speech –
      Bush’s Clean Air Act
      Is a license to pollute.
      His Healthy Forest
      Initiative is a license to
      Log national forests.”
      “Frames trump facts.”
      George Lakoff
    • “The screen is overtaking the page
      In terms of the major vehicle of
      communication.”
      Gunter Kress
    • “Kids are learning more
      about what it means to be
      literate outside of school
      than in school.”
      -- James Paul Gee
      .
    • Marjorie Siegel
      “Curricula, despite all of our multimodal understandings, are
      still way to verbocentric.”
    • “In today’s environment if you don’t
      have critical literacy you are a sucker,
      you are going to end up in debt, you
      are going to end up on the streets, you
      are going to sign up with the first bank
      that offers you a crummy mortgage, you
      are going to wind up with a big Visa card
      debt, you are going to buy everything
      that is pushed your way.”
      Alan Luke
    • Barbara Comber’s definition of ‘Critical Thinking’
      “…the use of language in powerful ways to get things done in the world, to enhance everyday life in schools and communities, and to question practices of privilege and injustice.”
    • “By analyzing visual information and
      teaching students to do the same, we
      provide them with needed tools to
      interrogate the very lifestyles they are
      being sold and to questions those bills
      of goods.”
    • “The goal of critical literacy is tocreate students who are agentsof text
      rather than victims of text.”
    • “Texts have designs on you.”
      Hilary Janks
    • “Inscribed Goats” Watercolor collage 12” x 16” 2010
    • Critical Literacy: Think Social Practices
    • “Everyday texts need to be a
      regular part of the English
      language Arts classroom,
      not just for adolescents, but
      for children from preschool on.”
      Vivian Vasquez
    • “There are multiple literacies.
      What is important is what
      social practices are in place as
      that determines which literacies
      we value and which literacies we
      don’t really value much.”
      --Brian Street
    • “I see curriculum as a metaphor
      for the lives you wish to live
      and the people you want to be.”
      “Live on a daily basis the
      curriculum you are advocating.”
    • Center for Inquiry
      Indianapolis
    • Mount Saint Vincent University
      Halifax, Nova Scotia
      Master of Arts, Critical Literacy
      Toronto, Ontario Program
    • Critical Literacy: Curricular Resources*Children’s Literature isa good place to start
    • Multicultural, International, &Social Issue Books
      http://mypage.iu.edu/~harste
    • Critical Literacy: Making the Familiar Strange*Enjoy, Dig Deeply, Talk Back
    • Peggy I want Sha-Na-Na’s
      Little Red
      Riding Hood to play here via a
      Click.
    • Remix Fairly Tales
      Critical Literacy: Curricular Resources*Making the Familiar Strange
      e
    • Pat Smith’s I Like, I Dislike Strategy
      4 Columns
      • I Like
      • I Dislike
      • Patterns
      • Problems or Puzzles
    • Linda Christensen’s Target-Perpetrator-
      Bystander-Ally Strategy
      4 Columns
      *Target
      *Perpetrator
      *Bystander
      *Ally
    • Thinking Deeply
      About Everyday
      Texts*
      .
      *Who wrote this text?
      • Why was this text
      written?
      *Who is it written for?
      *Whose voices are not
      included? Or what
      wasn’t said?
      *How could it be?
      *An example of a curricular
      invitation.
    • Saying & Thinking Post-It
      Note for:
      The music teacher
      The music student
      The parent listening
      and waiting for his kid to
      finish up.
    • “Curriculum should be
      written in pen, never
      in pen.”
    • Expanding What Countsas Literacy
    • http://www.ted.com/talks/jr_s_ted_prize_wish_use_art_to_turn_the_world_inside_out.html
    • Using Art to Change the World
    • Have
      A
      Blast!!!
    • Billboards for the rich,
      Spray cans for the poor.
    • Jacob Lawrence
      “The Glory of Expression”
    • Because I believe teacher can’t do for children
      what they haven’t done for themselves:
      Invitation: Using Jacob Lawrence as your
      model, create a piece of art that makes a
      statement about the direction you think
      literacy and literacy education needs to
      be takiing.
    • A complete discussion of
      Critical Literacy has to
      Include:
      *A Theory of Dominance
      *A Theory of Access
      *A Theory of Diversity
      *A Theory of Re-Design
    • Gallery Walk: Making It Public
    • Introductory frames of two PSAs,
      Created Collaboratively and Focused on Social Issues.
    • “Language Study” Broadly Defined*What do various communicationsystems afford?
    • Cultural Models
    • Frames
    • .
      Ideal
      Ideal
      Here
      & Now
      and Now
      Focus
      New
      Real
      Real
      Gaze
      Vectors
      Colors
      Exaggeration
    • Conclusion