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The 21st Century Learning Part 2

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The 21st Century Learning Part 2

  1. 1. The 21 st Century Learner The Inquiry-Based Learning Model December 3, 2009.
  2. 2. Today’s Objectives <ul><li>This morning: </li></ul><ul><li>Explore the Inquiry-Based Learning Model </li></ul><ul><li>PMI Lesson Analysis </li></ul><ul><li>Where Critical Literacy Fits In… </li></ul><ul><li>This afternoon in Learning Centre 1: </li></ul><ul><li>Delicious </li></ul><ul><li>Lesson Plan Extension </li></ul>
  3. 3. A Blessing <ul><li>May your gift of teaching </li></ul><ul><li>Awaken minds to new ideas </li></ul><ul><li>And expand hearts beyond boundaries. </li></ul><ul><li>May your desire to educate </li></ul><ul><li>Evoke the unique gifts of each student </li></ul><ul><li>And the deep desires of each heart. </li></ul><ul><li>May your love of learning </li></ul><ul><li>Lead students to awe and wonder </li></ul><ul><li>At their participation In our sacred universe. </li></ul><ul><li>May your story-telling inspire </li></ul><ul><li>Imagination and Creativity </li></ul><ul><li>And your example lead those you teach </li></ul><ul><li>To be generous and noble. </li></ul><ul><li>And, as you bless your students on their way, </li></ul><ul><li>May you delight at the gift your life offers to the future . </li></ul>
  4. 4. <ul><li>Inquiry-based teaching and learning </li></ul><ul><li>Deep and meaningful questioning </li></ul>The BIG Ideas
  5. 5. Inquiry Based Lessons
  6. 6. Powerful Questioning <ul><li>If I had an hour to solve a problem and my life depended on the solution, I would spend the first 55 minutes determining the proper question to ask, for once I knew the proper question, I could solve the problem in less than 5 minutes. </li></ul><ul><li>Albert Einstein </li></ul>
  7. 7. <ul><li>The Q-Chart </li></ul>2 . Readers Comprehend at Different Levels Increasing the Depth of Questioning Is Did Can Would Will Might Who What Where Why When How
  8. 10. Careers Civics Business Geography History P M I
  9. 11. Critical Literacy is <ul><li>It focuses on literacy and learning in conjunction with interacting social, political, cultural and cognitive contexts. </li></ul><ul><li>It is most effective when it is the lens/view through a course is taught; it permeates all aspects of the classroom, from the organization and administration of the course to the work itself. </li></ul><ul><li>It reflects a new mindset and a paradigm shift in education… </li></ul>
  10. 12. <ul><li>What Critical Literacy is: </li></ul><ul><li>-refers to a stance one takes toward texts </li></ul><ul><li>-engages students in asking questions that problematize or grapple with the complexities of text – oral, print, electronic; includes video games, brochures, websites, news magazines, textbooks </li></ul>A Snapshot
  11. 13. <ul><li>-can be traced back to the work of Paulo Freire, who taught people to “read the word” in order to “read the world” </li></ul><ul><li>-seeking alternative explanations </li></ul><ul><li>-examining attitudes, dispositions, values and beliefs that readers bring to a text that shape the way they read and perceive it </li></ul><ul><li>-examining the way that text influences the reader – the assumptions and beliefs that underlie a text and the perspectives and voices that are missing or silenced </li></ul><ul><li>-social action  fairness, equity and social justice </li></ul>Learners are not only code breakers, meaning makers and text users, but they are also text analysts and critics who second-guess the meaning of texts and look beneath texts to sources and purposes of production. (Luke and Freebody 1990)
  12. 14. <ul><li>What Critical Literacy is not : </li></ul><ul><li>-teaching a universal set of literacy skills </li></ul><ul><li>-approaching literacy as a neutral activity </li></ul><ul><li>-a method or program </li></ul><ul><li>*can’t buy a box set or kit… </li></ul><ul><li>“ There is no magical method.” (Luke) </li></ul><ul><li>-about traditional comprehension questions (e.g. what is the main idea?) </li></ul><ul><li>-synonymous with critical thinking skills </li></ul>
  13. 15. <ul><li>The Benefits: </li></ul><ul><li>-application across all curricular areas , modes of expression, texts and new technologies </li></ul><ul><li>-encourages students to be active readers and questioners </li></ul><ul><li>- applies critical thinking skills, deepens comprehension and fosters integrative thinking </li></ul><ul><li>-readers interact with the text </li></ul><ul><li>-encourages students to research language </li></ul><ul><li>-respects the literacy practices of minority cultures </li></ul><ul><li>-develops a sense of agency, control over text, voice and identity </li></ul><ul><li>-compels learners to social action </li></ul><ul><li>-empowering </li></ul>
  14. 16. Critical Literacy is closely connected with Social Constructivism : 1. Learning cannot be separated from the context. 2. The learner’s goals are central to what is learned. 3. Knowledge and meaning are socially constructed through negotiation, evaluation and transformation. Professor Brian Cambourne, 2000.
  15. 17. A critical literacy mantra: “ There is no such thing as neutral text…”
  16. 18. Why is critical literacy so important?
  17. 19. ACCESS Critical Literacy
  18. 20. Why was this text produced? Most text are organized to gain profit and/or power. Purpose What lifestyles, values and points of view are represented in, or omitted from, this text? Texts have embedded values and points of view. Content How might different people understand this text differently? Different people experience the same text differently. Audience How do I relate to this text? All text are constructed using creative language with its own rules. Format Who created this text? All texts are “constructed” Authorship Key Question Core Concept Keywords
  19. 21. A Framework for Analyzing Media Texts What media form or text type is this? What techniques are used to attract my attention? What is the purpose of the message and who is the audience? How might other people understand this message? Who created this message and why? Who benefits from this message? Who may be disadvantaged? Meaning
  20. 22. What do you notice? What are you “reading” ?
  21. 23. What kinds of questions could you ask?
  22. 24. Empowerment Spiral ACTION EXPERIENCE AWARENESS ANALYSIS REFLECTION
  23. 25. The Practical Side of Critical Literacy… <ul><li>Front matter of all revised curriculum </li></ul><ul><ul><li>Implications for the kinds of resources we use and how we approach the courses we teach </li></ul></ul><ul><li>OSSLT </li></ul><ul><ul><li>Reading for implicit meaning </li></ul></ul><ul><ul><li>Making connections </li></ul></ul><ul><li>21 st Century Skills </li></ul><ul><ul><li>Engaging with existing texts in a different way to make new meaning that is relevant and authentic </li></ul></ul><ul><li>Engagement </li></ul><ul><ul><li>Compels social action </li></ul></ul>
  24. 26. Your Challenge! How will you take some of what you have learned in Parts One and Two and incorporate into your existing planning? What evidence can you bring to show that you have attempted to meet the needs of the 21 st Century Learner?

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