The currency for full participation in society because it gives access to ways of knowing, institutions, etc., that traditionally and systematically oppress those who don’t know how to access Empowers one’s voice; gets noticed
Richard Elmore, professor of educational leadership at Harvard argues that school structures make learning for adults unlikely – they are hostile to the learning of adults and thus necessarily hostile to the learning of students. Too busy/No time/ Read page 34. How to create an environment in which the teacher and students continually grow in respect and caring for one another? The teacher appreciates each child “It is only with the heart that one can see rightly. What is essential is invisible to the eye.” We must see every student as they are and take the risk of allowing student s to know us as people. The teacher remembers to teach whole children: holistic approach --- teach children, not subject The teacher continues to develop expertise – use the essential skills and understandings of subject areas at a demanding, high-quality level The teacher links Students and Ideas: --meaningful links to students’ own lives The Teacher Strives for Joyful Learning – focus on what matters most (essential understandings and skills) and keep those at the core of the students’ experiences while ensuring engagement. Joke: “ I went for rigor and got rigor mortis” Keep the joy in the challenge! The teacher offers high expectations – and LOTS OF LADDERS: scaffolding tasks where needed, timelines, rubrics, multiple resources, small group re-teaching or extension The teacher helps students make their own sense –help them take responsibility for inventing their own understanding of the world and how to live in it. Resist being directive. The teacher shares the teaching with the students: to teach each other, to engage in discussions about class rules, schedules, and procedures, and finally, metacognitive teaching – sharing with the students how they puzzle over issues when they go home and night, and how they chart progress The teacher clearly strives for Student Independence – allow choice, flexibility, ambiguity, even to make leaps of transfer and apply common sense The teacher uses positive energy and humour – respect and kindness, freedom to be spontaneous, errors can be surprisingly instructive but the humour is never sarcastic or cutting. Discipline is more covert and overt The teacher watches the learner learn, and in so doing the teacher becomes a learner all over again.
Whereas one was once considered literate if one could sign one’s name, today being literate requires a complex and sophisticated set of attitudes, habits of mind, cognitive and meta-cognitive skills, understanding of communities of practice, and stances toward issues of identity, equity, power, and social justice. It is not reducible to skills nor to “good” instruction though these constitute important components.
Try this: QUICK WRITE • For 2–3 minutes, write as quickly as you can all that this poem brings to mind for you. • Borrow any line and write as quickly and as specifically as you can all that comes to mind, letting the line lead your thinking. • Borrow the line “Time Somebody Told Me . . .” and write as quickly and as specifically as you can, letting the line lead your thinking, or write about all that you wish someone did tell you.
Cathie The process of deciding what is relevant, what is of interest, what is legitimate, what is authentic, and what requires further investigation demands the ability to ask questions. We need to critically question what we see, read, hear, and do, in order to function in a basic way in the 21 st century. Critical Reflection --the ability to distinguish fact from factoid, reality from fiction, truth from lies; from must have to nice to have in a world flooded with so much propaganda and spin --our media-driven social environment creates imaginary worlds media cults replace real heroes --Critical reflection enables us to see the world from multiple points of view and imagine alternate outcomes. It helps us not to continually fall victim to propaganda Empirical Reasoning -- a willingness to abandon supernatural explanations for naturally occurring events (floods, etc.) --thinking empirically is a form of social responsibility – the methods of science offer us a way of thinking that is a strong framework for a healthy and viable approach to problem solving Collective Intelligence Education has taken on the role of dispensing “cultural capital” to individuals on the basis of a merit system – a camouflaged proxy for social class and social position. But, all knowledge is social– the real basis of teamwork is the willingness to think collectively to solve problems Metacognition 21 st century education challenge – remove focus on memorization and rather promote metacognitive skills so we can MONITOR OUR OWN LEARNING, MAKE CHANGES IN OUR APPROACH -- it’s a higher-order learning process that we use every day to solve thousands of problems and challenges. We use multiple frames of reference and divers methods of analysis to arrive at a realistic, effective solution
60 minutes = 5000 years that people have had access to writing systems On this scale, there were few significant media changes until about 7.5 mins ago printing press came into use in Westenr culture. 2 minutes ago the telegraph, photograph, and locomotive 1.5 minutes ago telephone, phonograph, rotary press, motion pictures, automobile, airplane and radio 1 minute ago talking picture Last 40 sec TV Last 6 sec Computer Last few satellites, laser beams, translation machines, interactive telecommunications, Internet, video games Public education is responding because for many people, experiences with media function as informal learning
Final Position Paper For Vivian And Jerry April 10 2010
Literacy floats on a sea of talk. Student who is reading Student who is listening Student who is speaking Student who is explaining something learned .
Creating a safe environment Incorporate literacy skills into our daily learning Explicitly teach us the skills for our subject area using those texts and tasks Consistently reinforce these skills to support us. Provide independent reading time
Social Practice Thinking and Re-thinking human experience Culture Critical Literacy Communication Voice "Technacy" Power Discource Freedom Knowledge
Writing is one of the most effective ways to develop thinking. Writing is Agency
Empirical Reasoning How logical is this? What is good evidence? Critical Reflection: what is fact? fiction? Whose agenda is being advanced? Collective Intelligence Who dispenses “cultural capital?” Why ? ALL KNOWLEDGE IS SOCIALLY CONSTRUCTED Metacognition What do I know about how I learn best? What frame of reference will I use to solve this problem? The 21st Century Mind
60 minutes ago: we had access to writing systems 7.5 minutes ago printing press 2 minutes ago telegraph, photograph, locomotive 1.5 minutes ago telephone, motion pictures, automobiles, airplane, radio 1 minute ago “talking pictures” 40 sec ago TV 6 sec ago computers 2 sec ago satellites, lasers, internet How are schools responding?
What is Literacy? Research Responses <ul><li>A life-long journey unique to each person </li></ul><ul><li>21 st Century person the Information Hwy informs their world </li></ul><ul><li>Awareness of personal literacy can reform choice and engagement </li></ul><ul><li>Standardized tests are unjust and unkind </li></ul><ul><li>Teachers need to let kids “do” not “be done to” </li></ul><ul><li>Teachers will offer different approaches again and again to reach those who struggle </li></ul><ul><li>A process of continuous learning </li></ul><ul><li>The ability to read, write, understand, interpret, create and communicate </li></ul><ul><li>Teaching literacy enables one to achieve goals, develop knowledge and participate more fully </li></ul><ul><li>Early intervention is key to help students who struggle with literacy </li></ul>Teacher Non-Teacher