2. AGENDA
• Housekeeping
• Read Aloud: Through The Cracks by Carolyn Sollman
• Constructivism
• Theories of Connelly and Clandinin
• Introduction to Schwab
• Field Placement “Look Fors”
• Break
• Chronicles: Kaitlin, Piper and Prabhjot
• Triad work session
• Looking ahead to next week
3. HOUSEKEEPING
• Good content in your letters
• Keep the focus on sharing of experiences – your narrative – your stories!
• Remember your letters are to the members of your triad.
• Quick grammar lesson Appositive phrases, run-on sentence, use of the comma,
etc.
4. INDIVIDUAL FREEDOM VS SOCIAL CONTROL
Social controls exist and don’t typically restrict personal freedoms
Example: Rules in games provide structure and order conduct
Controlling Features:
1.Rules are a part of the game
2.People object to the rules being broken
3.Rules (and conduct of the game) are fairly standardized
4.Rules have the sanction of tradition and precedent; they are
conventional and so they are perceived as being strong
5. AUTHORITY
• Authority and control are not exercised as a matter of personal
will
• In a classroom, a good teacher will exercise authority as an agent
of the group, representing its interests as a whole.
• Ideally, firm but fair.
• Control is exercised through activities and situations (classroom
management)
6. CLASSROOM MANAGEMENT
• Fewer issues arise if everyone is contributing and the activities facilitate
control
• There will always be exceptions to the rule – look for underlying reasons
and avoid negative reinforcement
• Care enough to prepare – planning is flexible but purposeful
• “Teachers can arrange conditions that are conducive to community
activity and to organization which exercises control over individual
impulses by the mere fact that all are engaged in communal projects.”
7. CLASSROOM MANAGEMENT
• Education is based on experience and educative experience is
social – teacher is not boss, but facilitator
• Good manners grease the wheels and reduce friction between
people
• Keep routines and rituals appropriate to the group or situation, so
they don’t become empty or hollow
8. THE NATURE OF FREEDOM
• Freedom of Intelligence = “freedom of observation and of
judgement exercised in behalf of purposes that are intrinsically
worthwhile.”
• External/Physical side of activity = arrangement of room and materials
• Internal side = thought, desire, and purpose
• Traditional schools were rigid and put significant restrictions on
intellectual and moral freedoms
• With an increase of outward freedom, we can get to know our students
better,, so we’re able to teach and connect with them more effectively.
• Forced conformity leads to subverted individual tendencies
9. OUR GOAL FOR OUR COURSE:
• In this course, we are trying to emphasize the importance of your
story and examining the stories of others. Sharing of experiences
helps us understand, interpret, analyze and create broader
worldviews
• NARRATIVE INQUIRY IS A WAY OF UNDERSTANDING
EXPERIENCES AS LIVED AND AS TOLD THROUGH STORIES.
• We are trying to create continuity of experience and active learning,
and by doing so, to model Dewey!
11. MAKING THE CONNECTIONS
• Think-Pair-Share
• Temporality: How was this factor relevant to Stella and
Christopher?
• Sociality: Consider the teachers sociality at the beginning of the
book! What might have shaped their sociality?
• Place: Consider the teachers sociality at the beginning of the
book! What might have shaped their sociality?
• Can you make any personal connections to this story
and, by extension, the theories?
12. CONSTRUCTIVISM
• An approach to learning and teaching that
encourages learners to take an active role in
their learning
• The learner constructs new knowledge based
on prior knowledge to build an understanding
and to make sense of new information
• Students experience successful learning when
they are actively engaged
• Students need to construct knowledge for
themselves – self discovery
13. IN A “CONSTRUCTIVIST
CLASSROOM”
STUDENTS SHOULD:
• Be given numerous opportunities to explore ideas
(phenomena) individually and most often in social contexts
(ie. with others)
• Employ problem-solving skills in order to revise their
original thinking
• Engage in exploration to gain new meaning and
understanding through considering views of others and set
against their own
14. RESEARCH TELLS US THAT WE
LEARN…
• 5-10%.....of what we hear
• 10-15% ……of what we see
• 15-20% ……of what we see and hear
• Up to 50% .of what we discuss with others
• Up to 60%..of what we do or experience/ practice in real
world application
• Up to 90%..of what we teach to someone else, or make
immediate use of
15. SCHWAB
THE FOUR COMMONPLACES
The greatest influences in a teacher’s work are the
commonplaces:
1. TEACHER
2. LEARNER
3. SUBJECT MATTER
4. MILIEU (CLASSROOMS AND ENVIRONMENT)
16. ACTIVITY TO UNDERSTAND SCHWAB
• Get into groups of 5
• You will become an expert and together plan a lesson
• Each of you will receive a card with the information you
need as that expert.
• Take 5 minutes on your own to prepare
• You will have 15 minutes to create a lesson together
17. DOODLING IN MATH: SPIRALS, FIBONACCI, AND BEING A
PLANT
HTTPS://YOUTU.BE/AHXIMUKSXX0
19. YOUR FIELD PLACEMENT
When reading or in your placement consider:
• Observing the 4 commonplaces
• Observing using a narrative lens by thinking of
temporality, sociality and place
• Don’t judge the teacher, students, place…make
observations using wonderings, questions, positive
language etc.
Ponder how might a teacher deliberately make
decisions regarding teaching by looking closely at the
above!! ☺
22. LOOKING AHEAD TO NEXT WEEK
• What Does it Mean to be a Teacher?
• Standards of Teaching Practice
• Ethical Standards of Practice
• Relationship as Moral Agency: TRIC method
• Readings:
• Standards of Practice. OCT
• Ciuffetelli Parker (2008)
