This document contains the agenda and notes for an education class. The agenda includes attendance, a lecture, student presentations, group work, and looking ahead. The notes cover topics like narrative inquiry, Dewey's views on experience and education, Connelly and Clandinin's three commonplaces of narrative inquiry (temporality, sociality, place), and constructivism. Readings discussed include works by Ciuffetelli Parker, Connelly, Clandinin, and Dewey. Students will present oral chronicles and work in literacy groups. The class aims to help students learn about creating insight through narrative inquiry.

1. EDBE 8P15 –
Week 2
Creating Insight

2. CLASSAGENDA
• Attendance and Questions and Parking Lot
• Lecture/Lesson 50 minutes
• Oral Chronicle Presentations 3x 15 -20 minutes with
break out groups 5 minutes)
• Break
• Literacy (Letter) Working Groups
• Looking Ahead 

3. NARRATIVE INQUIRY IN TEACHER EDUCATION
Readings so far:
• How can narrative inquiry be useful in teaching?
(Ciuffetelli Parker, 2010)
• Why is story important? (Connelly & Clandinin,
2006)
• What do you believe about education (Dewey’s
Pedagogic Creed)

4. TOWARDS A WORLDVIEW OF
TEACHING
• What is schemata/worldview?
• Read Aloud Activity: The Important Book, by Margaret Wise
Brown
• How do we determine our personal schemata?
• Why is it important to learners that teachers do?
• What are some traditional teaching methods that would
enable a teacher to determine the worldview of their
students?
• Discussion Activity: Read statement, then in a group discuss
how this “worldview” might influence a teacher’s relationship
with other learners. Report back to large group.

5. LOOKING AT LIFE OUTLOOKS
• “It’s either my way or the highway.”
• “Those kinds of kids will never learn how to read and write
anyway, what’s the use?”
• “You gotta take chances in life.”
• “Every experience I live is a gift of life.”

6. Dewey

7. • Dewey believed “that democratic social arrangements promote a better
quality of human experience, one which is more widely accessible and
enjoyed, than do non-democratic and anti-democratic forms of social life”
• “The basic characteristic of habit is that every experience enacted and
undergone modifies the one who acts and undergoes, while this
modification affects, whether we wish it or not, the quality of subsequent
experiences”
• “From this point of view, the principle of continuity of experience means
that every experience both takes up something from those which have
gone before and modifies in some way the quality of those which come
after.”

8. • “Growth, or growing as developing, not only physically but intellectually
and morally, is one exemplification of the principle of continuity.”
• “every experience affects for better or worse the attitudes which help
decide the quality of further experiences, by setting up certain preference
and aversion, and making it easier or harder to act for this or that end.”
• “every experience influences in some degree the objective conditions
under which further experiences are had”
• Example “If a person decides to become a teacher, lawyer, physician, or
stock-broker, when he executes his intention he thereby necessarily
determines to some extent the environment in which he will act in the
future. He has rendered himself more sensitive and responsive to certain
conditions, and relatively immune to those things about him that would
have been stimuli if he had made another choice.”

9. • “The difference between civilization and savagery, to take an example on a large
scale, is found in the degree in which previous experiences have changed the
objective conditions under which subsequent experiences take place. The
existence of roads, of means of rapid movement and transportation, tools,
implements, furniture, electric light and power, are illustrations. Destroy the
external conditions of present civilized experience, and for a time our experience
would relapse into that of barbaric peoples. “
• “The environment, in other words, is whatever conditions interact with personal
needs, desires, purposes, and capacities to create the experience which is had.”
• “Continuity and interaction in their active union with each other provide the
measure of the educative significance and value of an experience.”
•
• “Accordingly, upon them (Educator) devolves the responsibility for instituting the
conditions for the kind of present experience which has a favorable effect upon
the future. Education as growth or maturity should be an ever-present process.”

10. EXPERIENCE AND EDUCATION
JOHN DEWEY
• Traditional vs. Progressive Education
• Theory of Experience
• How is Dewey’s theory of experience relevant in education
today?

11. DEWEY’S CRITERIA OF EXPERIENCE
• Continuity of experience
• Shaping environmental experiences that lead to
growth
• Interaction
• Situation
• Continuity and interaction intercept and unite

12. CONSTRUCTIVISM

13. One of the cornerstones of Dewey’s philosophy, with respect to
schools, is that education is not a preparation for life;
education is life.
*Discuss this with your peers today in your forum narrative
groups later in class, and its relevance of this belief to
classroom teaching today.

14. NARRATIVE INQUIRY IN TEACHER EDUCATION
Readings so far:
• How can narrative inquiry be useful in teaching?
(Ciuffetelli Parker, 2010, 2011)
• Why is story important? (Connelly & Clandinin, 2006)
• Why is experience important? (Dewey, 1938)

15. Connelly
&
Clandinin

16. NARRATIVE INQUIRY
Narrative Inquiry is a way of
understanding experiences as lived,
and as told through stories

17. Dewey
Connelly & Clandinin

18. 3 COMMONPLACES OF NARRATIVE INQUIRY
(CONNELLY & CLANDININ)
Temporality
Sociality
Place

19. ACTIVITY - TEMPORALITY
Think of a classroom happening
1) Describe the happening
2) Thinking narratively, ask yourself what else you
need to know to give a temporal feeling to that
story

20. TEMPORALITY DISTINGUISHES…
• To give a narrative explanation one needs to
know the temporal history (i.e. what happened
the day before, the month before, and so on)
• Temporality is the main dimension that
distinguishes a telling inquiry from a living
inquiry

21. ACTIVITY - SOCIALITY
Imagine the same classroom happening.
1) Only focus on the teacher (feelings, morality, responses to
happening, etc).
2) Now only focus on the teacher’s social conditions (i.e. the context
including administration, policy, community, etc) that shape the
happening and the teacher’s part in it.

22. ACTIVITY - PLACE
Think back to the classroom happening
1) Describe what happened in abstract form, in general term
2) Now describe the classroom (the place) in its context and full detail,
thinking through the impact of this particular place on the happening

23. 3 COMMONPLACES* OF NARRATIVE INQUIRY
(CONNELLY & CLANDININ)
Temporality
Sociality
Place
* The study of one or a combination of these might
find its place in other forms of qualitative research,
but what makes a narrative inquiry is the
simultaneous exploration of all 3

24. LOOKING AHEAD…
• Next week’s readings: Ciuffetelli Parker (2011)
Related Literacy Narratives
• Field Placement in place
• Police check done!
• Presentations: 3 Oral Chronicles
• Take time for you!!!!!

25. THANK YOU FOR ANOTHER GREAT CLASS! 
• We covered a lot today.
• Thank you for your active participation in our
activities and learning today.
• Have a great weekend!