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Session 7 bc
- 1. SESSION 7 ASSUMPTIONS OF TEACHING AND LEARNING MENTAL HEALTH IN THE CLASSROOM
- 2. AGENDA • Chronicle presentations • Quick review of assignments and due dates • Theory and Practice • Review the application and validity of using narrative to form teaching philosophy or determine teacher behaviour • Review of Assumptions
- 3. CHRONICLES • O4- Hannah • 02 –Ellen, Sarah
- 5. THEORY AND PRACTICE • How does theory help teachers be more effective? • Can you think of a classroom situation when articulating theory might be important or needed? • Did observing theory in practice during your placement help you answer these questions and see the connections/validity of learning theory? Why or why not?
- 6. LISTEN CLOSELY TO COMMENT ON WHAT THEORY WAS LACKING IN THIS TEACHER’S BEHAVIOUR? •Anika’s Story
- 7. 3 R’S AND CONNELLY AND CLANDININ • Reveal: assumptions we have about stories • Revelation: awakened perspective • Reformation: transformed, new knowledge • Or Living, telling of a narrative: (reveal) • Retelling: (revelation) Reliving: (reformation)
- 8. • TEMPORALITY • SOCIALITY • PLACE 3 Commonplaces* of Narrative Inquiry (Connelly & Clandinin)
- 9. PREMISES Anika: a good kid! A good daughter! Has loving, supportive parents! A conscientious student (teacher pleaser)! Anika’s Mother: new Canadian, did not finish school, acquiring English, circle of friends in the main is in her cultural community Anika’s Teacher: teacher training did not include ESL or varied teaching strategies, teachers were sage on stage, has not embraced changes in teacher behaviour as her ways give apparent positive results ie. test scores
- 10. ANIKA’S STORY - PRESENT • Anika – how might she tell this story to her Mother? • Anika’s Mother – what might she tell her friends about her daughter’s school? • Anika’s Teacher – what does she share in the staffroom about Anika?
- 11. ANIKA’S STORY - FUTURE • Anika: how might she tell this story as an adult and as a teacher that she now is? • Anika’s Mother: how might she share this incident to her daughter when giving advice about how she as a parent should deal with a school problem her grandchild experienced? • Anika’s Teacher: at her retirement , how might she reflect on her career and what she wished she could redo?
- 13. ONTARIO’S WELL-BEING STRATEGY FOR EDUCATION DISCUSSION DOCUMENT HTTP://WWW.EDU.GOV.ON.CA/ENG/ABOUT/WBDISCUSSIONDOCUMENT.PDF
- 14. HOW WOULD YOU SHARE WHAT YOU HAVE LEARNED? • Brainstorm ideas…….. How would students share?
- 15. As you listen to the story, be prepared to discuss the theories from Ciuffetelli Parker, Dewey Connelly and Clandinin, Schwab and OCT Standards of Practice
- 16. DISCUSSION USING THEORETICAL GROUNDING PICTURE BOOK: MR LINCOLN’S WAY • Ciuffetelli Parker • Dewey • Connelly and Clandinin • Schawb • Standards of Practice (OCT)
- 17. PREPARING FOR NEXT WEEK • Watch Freedom Writers and To Sir With Love • Ciuffetelli Parker & Craig (2017)
- 18. EXIT CARD We covered a lot of material today. Upon reflection, Please share: 3 ideas that have intrigued or surprised you from our lesson 2 things you learned, or ideas that were clarified for you 1 thing you’re not quite understanding, yet
Editor's Notes
- 1. Read the story of Anika and Mrs. Grey from Darlene's article - Teaching Learning and Schooling: Using Narrative in Teacher Education (I have attached it in case you do not have a copy) 2. Placed the tc's into 3 groups - identifying the groups as Anika/Anika's Mom/Mrs. Grey (her teacher) 3. Presented the premises each group should bear in mind (slide) in prep work 4. Had them dramatize conversations or whatever to show sociality, inquiry and place for their character in the present. (slide) 5. Then had them plan and repeat the same character in the future (slide) to give the sense of temporality and how it relates to narrative, sociality and place! 6. I gave them a short time for prep so it did not get too competitive - and let them decide how many actually 'acted' :)
- 1. Read the story of Anika and Mrs. Grey from Darlene's article - Teaching Learning and Schooling: Using Narrative in Teacher Education (I have attached it in case you do not have a copy) 2. Placed the tc's into 3 groups - identifying the groups as Anika/Anika's Mom/Mrs. Grey (her teacher) 3. Presented the premises each group should bear in mind (slide) in prep work 4. Had them dramatize conversations or whatever to show sociality, inquiry and place for their character in the present. (slide) 5. Then had them plan and repeat the same character in the future (slide) to give the sense of temporality and how it relates to narrative, sociality and place! 6. I gave them a short time for prep so it did not get too competitive - and let them decide how many actually 'acted' :)