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Teaching, Learning, and                             Transformation                                     October 5, 2012The ...
Welcome to Class! Agenda:   Preparation   Organizing Framework   Fieldsof Understanding   Education Matrix   Discuss...
Goals for the Class Purpose and   meaning of education Types of knowing/ways of understanding Power, oppression, resist...
My Experiences Novice student Advanced  student College teacher Community leader/teacher
OrganizingFramework
Organizing Framework for this Class     Assumptions       Learning is an ongoing everyday experience       Most learnin...
Organizing Framework for this Class   Resources     My experience and imagination     The experience and research of ot...
Organizing Framework for this Class   Activities     Research –   curation, organization, integration     Reflection   ...
Organizing Framework for this Class   Impact     Increased   awareness of education     Expanded understanding of educa...
Organizing Framework for Education   Assumptions     Openness    and ongoing learning sustains      commitment (Kovan & ...
Organizing Framework for Education   Assumptions     Students  are engaged and learn when there is      trust, respect, ...
Organizing Framework for Education   Assumptions     Knowledge    is created by unique individuals      (Antonacopoulou,...
Organizing Framework for Education   Assumptions     Disconfirmation   leads to learning and change      (Schein, 1996) ...
Organizing Framework for Education   Impact     Critical thought (Friere, 1970; Newman, 2012)     New ways of understan...
Organizing Framework for Education   Impact     Adaptation   (Ackermann, 2002)     Increased competition and cooperatio...
Organizing Framework for Education   Impact     Integration into self (Ackermann, 2002)     Integration into practice (...
Organizing Framework for Education   Impact     Personal   transformation (Freire, 1970; Giroux,      1981)     Cultura...
Organizing Framework for Education   Resources     People     Relationships     Diverse perspectives (McCaslin & Scott...
Organizing Framework for Education   Activities     Dialogue (Freire, 1970)     Questioning assumptions (Cotter & Culle...
Organizing Framework for Education   Activities     Resistance  (Pacheco, 2012; Calderon, 2004;      Edwards, 2010; Nels...
Organizing Framework for Education   Activities     Self-expression  (Ackermann, 2002)     Connections to everyday life...
Organizing Framework for Education   External Factors    B  = f(P, E) (Lewin, 2008)     Social context (Shafto, Goodman...
Organizing Framework for Education   External Factors     Maintenance  (Miner & Torrez, 2012)     Forbidden knowledge (...
Organizing Framework for Education
Fields of UnderstandingA+B=A+B+C
Fields of Understanding
Fields of Understanding
Fields of Understanding
Fields of Understanding
Education Matrix
Education Matrix Internal – Bloom’s taxonomy (Anderson et  al., 2001)   Remembering   Understanding   Applying   Anal...
Education MatrixRememberingUnderstandingApplyingAnalyzingEvaluatingCreating
Education Matrix One source/few sources      Multiple interactive sources       Information                       Truth   ...
Education Matrix                          Control                    CreativityRemembering                Affirmation and ...
Education Matrix Ego Affirmation   Confirm   pre-exiting ideas   Communication   Banking   Commodification of knowled...
Education Matrix Meaningful   Sustainability   Create new meaning   Knowledge is living and fluid   Knowledge is exper...
Education Matrix Some examples Paradigms of  education (Humble &  Morgaine, 2002) Socratic dialogue vs. dialogue (Bogho...
Summary We can  be more intentional about integrating leadership and education to realize organizational, community, and ...
Education Matrix Making     a decision    Time/urgency    Depth  of relationship    Importance of issue    Self-effic...
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Teaching, Learning, and Transformation

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Presentation from the Fruition Academy of Social Imagination and Action, October 2012.

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Teaching, Learning, and Transformation

  1. 1. Teaching, Learning, and Transformation October 5, 2012The Fruition Academy of Social Imagination and Action
  2. 2. Welcome to Class! Agenda:  Preparation  Organizing Framework  Fieldsof Understanding  Education Matrix  Discussion/questions at le Salon Utopique
  3. 3. Goals for the Class Purpose and meaning of education Types of knowing/ways of understanding Power, oppression, resistance Implicit and explicit education Intentionality and effectiveness Strengthening relationships, leadership, advocacy, fundraising, teaching, etc. Your personal/organizational goals
  4. 4. My Experiences Novice student Advanced student College teacher Community leader/teacher
  5. 5. OrganizingFramework
  6. 6. Organizing Framework for this Class  Assumptions  Learning is an ongoing everyday experience  Most learning takes place outside the classroom  People working for social change may have limited exposure to educational research  Education is imperative for social change  We all have intellectual baggage  Understanding education can help us be more intentional  Convergence of ideas leads to emergence of the self
  7. 7. Organizing Framework for this Class  Resources  My experience and imagination  The experience and research of others  Time  Technology
  8. 8. Organizing Framework for this Class  Activities  Research – curation, organization, integration  Reflection  Lecture  Workbook  Salon  Integration, expansion, and application
  9. 9. Organizing Framework for this Class  Impact  Increased awareness of education  Expanded understanding of education  Connections made between education and social change  Ability to intentionally integrate educational processes into everyday experiences  Improved relationships and social change outcomes
  10. 10. Organizing Framework for Education  Assumptions  Openness and ongoing learning sustains commitment (Kovan & Dirkx, 2003)  The position we are in is often more influential than what we actually do (English & Peters, 2012)  We learn through both positive and negative experiences (English & Peters, 2012)
  11. 11. Organizing Framework for Education  Assumptions  Students are engaged and learn when there is trust, respect, fun, order, emotional intelligence, and compassion (Busher, 2012; Smollan & Parry, 2011)  We all have unique views about knowledge and learning (Nielsen, 2012)  We all learn in different ways (Gardner, 1993; Neville & Cha-Jua, 1998; MIndTools, 2012)
  12. 12. Organizing Framework for Education  Assumptions  Knowledge is created by unique individuals (Antonacopoulou, 2004)  Learning organizations are positively influenced by participatory decision making and openness (Flores et al., 2012)  Education may focus on the need of the individual, the collective, or both (Chongde & Tsingan, 2003)
  13. 13. Organizing Framework for Education  Assumptions  Disconfirmation leads to learning and change (Schein, 1996)  Making sense of problems is an important function of leadership (Dunoon, 2011)  Education is also about creating openings  Teaching is not just intellectual (Palmer, 1998)
  14. 14. Organizing Framework for Education  Impact  Critical thought (Friere, 1970; Newman, 2012)  New ways of understanding and behaving (Gazel, 2007)  Better outcomes for participants (Su & Osisek, 2011)  Social integration and reform (Cho, 2008; Hamalainen, 2003)
  15. 15. Organizing Framework for Education  Impact  Adaptation (Ackermann, 2002)  Increased competition and cooperation (Ostrom, Martin, & Zacharakas, 2008)  Shift in values and identity (Hamalainen, 2003; Harman, 2012)  Production of new knowledge (Kempner, Merz, & Bosk, 2011)
  16. 16. Organizing Framework for Education  Impact  Integration into self (Ackermann, 2002)  Integration into practice (Yang, 2011)  Self-understanding (English & Peters)  Understanding and compassion for others (Gazel, 2007)  Collective knowledge and meaning (Nelson, 2010; Peters, Liu, & Ondercin, 2011)
  17. 17. Organizing Framework for Education  Impact  Personal transformation (Freire, 1970; Giroux, 1981)  Cultural change (Coghlan & Jacobs, 2005)  Social and political change (Castree et al., 2008; Freire, 1970; Perriton & Reynolds, 2004)  Freedom, authenticity, and responsibility (Freire, 1970)
  18. 18. Organizing Framework for Education  Resources  People  Relationships  Diverse perspectives (McCaslin & Scott, 2012)  Content  Process  Time – reflection (English & Peters, 2012) and sequencing (Bingham & Davis; Heyes, 2012)  Prior knowledge (Shafto, Goodman, & Frank, 2012)
  19. 19. Organizing Framework for Education  Activities  Dialogue (Freire, 1970)  Questioning assumptions (Cotter & Cullen, 2012; Freire, 1870; Perriton & Reynolds, 2004)  Dealing with challenge (Kovan & Dirkx, 2003)  Role modeling (English & Peters, 2012)  Storytelling (English & Peters, 2012)  Listening (Dunoon, 2011)
  20. 20. Organizing Framework for Education  Activities  Resistance (Pacheco, 2012; Calderon, 2004; Edwards, 2010; Nelson, 2011)  Individual and group reflection (Cotter & Cullen, 2012; Keith, 2010)  Thinking (Chongde & Tsingan, 2008)  Practice (Bergman, 2004)  Creating a safe environment (Freire, 1970; Noddings, 2020; Schein, 1996)
  21. 21. Organizing Framework for Education  Activities  Self-expression (Ackermann, 2002)  Connections to everyday life (Busher, 2012)  Immersion (Love, 2012)  Praxis (Freire, 1970)
  22. 22. Organizing Framework for Education  External Factors B = f(P, E) (Lewin, 2008)  Social context (Shafto, Goodman, & Frank, 2012)  Learning environment (Neville & Cha-Jua, 1998)  Power (Castree, et al., 2008; Cho, 2010; Foucalt, 2010a)
  23. 23. Organizing Framework for Education  External Factors  Maintenance (Miner & Torrez, 2012)  Forbidden knowledge (Kempner, Merz, & Bosk, 2011)  Culture (Hughey, 2007)  Oppression (Freire, 1970)
  24. 24. Organizing Framework for Education
  25. 25. Fields of UnderstandingA+B=A+B+C
  26. 26. Fields of Understanding
  27. 27. Fields of Understanding
  28. 28. Fields of Understanding
  29. 29. Fields of Understanding
  30. 30. Education Matrix
  31. 31. Education Matrix Internal – Bloom’s taxonomy (Anderson et al., 2001)  Remembering  Understanding  Applying  Analyzing  Evaluating  Creating
  32. 32. Education MatrixRememberingUnderstandingApplyingAnalyzingEvaluatingCreating
  33. 33. Education Matrix One source/few sources Multiple interactive sources Information Truth Knowledge Wisdom Individual Power Collective Power“Epistemological bulimia”1 Creativity Predetermined plan Transformation/freedom Oppression/repression Trust, vulnerability, risk Conformity Possibility Control 1. Hughey, 2007
  34. 34. Education Matrix Control CreativityRemembering Affirmation and MaintenanceUnderstandingApplyingAnalyzing Meaningful sustainabilityEvaluatingCreating
  35. 35. Education Matrix Ego Affirmation  Confirm pre-exiting ideas  Communication  Banking  Commodification of knowledge  Initiation
  36. 36. Education Matrix Meaningful Sustainability  Create new meaning  Knowledge is living and fluid  Knowledge is experience
  37. 37. Education Matrix Some examples Paradigms of education (Humble & Morgaine, 2002) Socratic dialogue vs. dialogue (Boghossian, 2006; Freire, 1970) Agency and communication (Schechtman & Horowitz, 2006)
  38. 38. Summary We can be more intentional about integrating leadership and education to realize organizational, community, and social change goals by:  Articulatingassumptions, resources, activities, impact, and external factors for various roles and contexts  Expanding fields of understanding  Matching educational strategies to the situation
  39. 39. Education Matrix Making a decision  Time/urgency  Depth of relationship  Importance of issue  Self-efficacy Flexibility and integration Opening up and filling up
  40. 40. Invitations

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