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Getting Critical

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This session challenges us to rethink our approaches to the classroom, looking critically at everything from the syllabus to assignments, assessments, discussions, and even furniture placement. We’ll engage questions of motivation and authority in ways that prioritize people over programs.

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Getting Critical

  1. 1. GETTING CRITICAL Chris Friend Director, Hybrid Pedagogy Asst Prof of English, Saint Leo U @chris_friend | chris@hybridpedagogy.org
  2. 2. POPULAR NARRATIVE Education as scientific, objective, quantifiable, apolitical “5 inches” by frankieleon cb
  3. 3. OBSTRUCTING LEARNING? SHAPING PEDAGOGY? instruction classroom management training outcomes-driven standards-based content delivery
  4. 4. PRAXIS PEDAGOGY IS THE PLACE WHERE PHILOSOPHY AND PRACTICE MEET. “All That We Fought For.” by Stelios Nikolaou cbn
  5. 5. FOCUS Assessment Learning Management Content Outcomes
 Discovery Engagement Community Epiphanies “Birds” by Ed Suominen cbn
  6. 6. Pedagogy has a history and a literature. It is an integration where “student and teacher, author and editor, reader and scholar learn from each other.” —Cheryl E. Ball,“Editorial Pedagogy, Pt. 1:A Professional Philosophy” “History” by Takadanobaba Kurazawa cbnd
  7. 7. “THERE IS NO SUCH THING AS A NEUTRAL EDUCATIONAL PROCESS.” —PAULO FREIRE, PEDAGOGY OF OPPRESSED “Valle de Baztan - La oveja negra. The black sheep” by perlaroques cbnd
  8. 8. “Knowledge emerges only through invention and re- invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other.” —Paulo Freire, Pedagogy of Oppressed “Fractured Paint” by Theen Moy cbna
  9. 9. OPERATIONAL REGISTERS OF “CRITICAL” Mission-Critical; Essential Literary Criticism and Critique, Providing Definitions and Interpretation A Reflective and Nuanced Approach Criticizing Institutional or Corporate Impediments to Learning Foundation of Critical Pedagogy, as a Disciplinary Approach
 (which actively interacts with each of the other registers) “pieces” by Fio cbn
  10. 10. Freire’s banking model of education “becomes an act of depositing, in which the students are the depositories and the teacher is the depositor.” “breadwinner” by Fio cbn
  11. 11. “The best use of [online classes] may not be to deliver uniform content massively but to create communities and networks of passionate learners galvanized around a particular topic of shared interest.” —Cathy N. Davidson,“10Things I’ve Learned (So Far) From Making a Meta-MOOC” “And We'll All Float on OK, Coachella 2013 -- Indio, CA” by Thomas Hawk cbn
  12. 12. “Human” by Hannah Law cbn Freire advocates for “problem-posing education”: a space for asking questions— a space of cognition, not information. Vertical or hierarchical relationships give way to more playful, organic, humane ones.
  13. 13. Teaching is deeply personal and political work, through which pedagogues cannot and do not remain objective. Rather, pedagogy, and particularly Critical Pedagogy, is work to which we must bring our full selves, and work to which every learner must come with full agency. —Jesse Stommel “Sheep” by Luc De Leeuw cbna
  14. 14. We need to handle our technologies roughly — to think critically about our tools, how we use them, and who has access to them. “Elsinore” by Emiliano cb
  15. 15. “Unless the mass of workers are to be blind cogs and pinions in the apparatus they employ, they must have some understanding of the physical and social facts behind and ahead of the material and appliances with which they are dealing.” —John Dewey, Schools of To-Morrow “The Calm After the Show” by Thomas Hawk cbn
  16. 16. OUR TOOLS Can the necessary reflective dialogue flourish within web- based tools, within social media platforms, within learning management systems, within MOOCs? “circuit” by Fio cb
  17. 17. CRITICALLY EVALUATING DIGITAL TOOLS What are their politics of the company & its CEO? What functions does the tool reportedly perform?
 What does it actually do? What personal data is required to use the tool (login, email address, birthdate, etc.), where is it housed, and who owns it? How does the tool constrain or reinforce our pedagogies?
  18. 18. ASSESSMENT Ponds on the Ocean; NASA Goddard Space Flight Center, cb
  19. 19. When did you know… that you learned how to drive? that you are a good driver? that everyone else isn’t?
  20. 20. GRADING | ASSESSMENT | FEEDBACK
  21. 21. “wheel grip”; Nate Steiner, co
  22. 22. Still from “Lifted” © Pixar
  23. 23. Assessment must be a conversation, a narrative that enhances students’ understanding of what they know, what they can do, and what needs further work.” STARR SACKSTEIN, HACKING ASSESSMENT “
  24. 24. STANDARDS | OUTCOMES | GOALS
  25. 25. PERSPECTIVE Kings Cross Subway Tunnel “Pipette“; User:Colin, cba
  26. 26. Anyone who has been in a classroom the day before an assignment is due understands how poorly assignment sheets tend to work. “Durchlaucht”; Kai C. Schwarzer, cbnd
  27. 27. ISOLATED WORK Untitled; Minette Layne, cbn
  28. 28. car wash; Dean Hochman, cb
  29. 29. I can’t think of a more meaningless, superficial, cynical way to evaluate learning.” — Cathy N. Davidson,“How to Crowdsource Grading” “
  30. 30. POSITIONS “Attention!”; clement127, cbnd
  31. 31. WHO LEADS THE LEARNING? “TAKING THE LEAD”; Dennis Freeland, cbnd
  32. 32. Determining in advance where learning should go restrains students & stifles discovery. “Dogs in Virginia State Parks”; Virginia State Parks, cb
  33. 33. COLLABORATION ENHANCES THE CREATIVE PROCESS “Miners”; Steve Jurvetson, cb
  34. 34. Hey - look what I won!; John Haslam, cb “Best assessment practice enables students to demonstrate what they do well.” — CCCC Committee on Assessment
  35. 35. Students learn how to be responsible judges of quality and … learn to be responsive to feedback as well. I can’t imagine better skills to learn within the safe confines of a class.” — Cathy N. Davidson,“How to Crowdsource Grading” “
  36. 36. } A C B A B A C D ?
  37. 37. } !/"+💬 !/"+💬 !/"+💬 !/"+💬 !/"+💬 !/"+💬 !/"+💬 !/"+💬 + 💬 $ ED WHITE: “HOLISTICISM” IN CCC 35(4), 400–09 “THE SCORING OF WRITING PORTFOLIOS: PHASE 2” IN CCC 56(4), 581–600
  38. 38. POLITICAL CONTEXT
  39. 39. GIVE FEEDBACK. ASSESS. ASSIGN A GRADE.
  40. 40. GIVE FEEDBACK. ASSESS. ASSIGN A GRADE.
  41. 41. GIVE FEEDBACK. ASSESS. ASSIGN A GRADE.

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