Day 2 Critical Literacy for Edufest
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The document discusses how critical literacy can help develop self-directed learners by challenging texts and perspectives. It promotes using strategies like problem posing to question stereotypes, perspectives of missing voices, and intentions of authors in order to promote equity and alternative views. Specific strategies include thinking aloud, reading aloud, and discussing in groups how information could support equity.
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Day 2 Critical Literacy for Edufest
- 1. solve 3 problems? develop3 things? How can Critical Literacy help us:
- 3. Why for gifted students Critical Literacy?
- 5. The Mission of Prairie Green Elementary School is to develop self- directed, responsible, lifelong learners.
- 16. 1. Has a personal frame of reference 2. No existing or unique solution 3. Calling something a problem doesn’t necessarily make it a real problem for a given person or group. 4. The purpose of pursuing a real problem is to bring about form of change, and/or contribute something new to sciences, art, or humanities. A real problem . . . Renzulli
- 17. Problem Finding Power Privilege Injustice Equity & Equality
- 18. Overweight people lack willpower. Poor people are lazy. Black people are scary. What were the stereotypes held in my community?
- 20. STEREOTYPES AGEISM POVERTYBODY TYPE RACISM This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms
- 24. Did you know? Poverty is. . .
- 25. Using Problem Posing to Challengethe Text
- 28. STEREOTYPES AGEISM POVERTYBODY TYPE RACISM This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms
- 29. Explain what the critical literacy strategy is and how it works. Demonstrate the strategy, using a think-aloud, a read aloud, and an overhead projector or white board. Guide the students to work in small groups or with partners to create responses. Practice Reflect by having students work with partners or independently to apply the strategy. on how the strategy helps students read from a critical stance.
- 30. (McLaughlin & Allen, 2002a) Explain what the critical literacy strategy is and how it works.
- 31. ProblemPosing Who is in the text/picture/situation? Who is missing? Whose voices are represented? Whose voices are marginalized or discounted? What are the intentions of the author? What does the author want the reader to think? What would an alternative text/picture/situation say? How can the reader use this information to promote equity? McLaughlin & DeVoogd (2004)
- 32. (McLaughlin & Allen, 2002a) Demonstrate the strategy, using a think-aloud, a read aloud, and an overhead projector or white board.
- 33. Who is in the text/picture/ situation? Who is missing?
- 34. Whose voices are represented? Whose voices are marginalized or discounted?
- 35. (McLaughlin & Allen, 2002a) Guide the students to work in small groups or with partners to create responses.
- 36. What are the intentions of the author? What does the author want the reader to think?
- 37. (McLaughlin & Allen, 2002a) Practice by having students work with partners or independently to apply the critical literacy strategy.
- 38. What would an alternative text/picture/ situation say?
- 39. (McLaughlin & Allen, 2002a) Reflect on how the strategy helps students read from a critical stance.
- 40. How can the reader use this information to promote equity?
Editor's Notes
- Goal: Understanding what critical literacy is… We have an issue in gifted education in that we’re often more comfortable delivering pre-packaged curricula than curricula for which there are no “right” answers and which may yield more questions than tidy answers. So there’s two questions we need to ask ourselves today. The first is “Why should we be teaching critical literacy?” and the second question is “Why should we be teaching critical literacy to gifted students?” Why should we teach critical literacy? Students need to be critical consumers of text Students should question and challenge issues of social justice Avoid blindly accepting messages in front of them
- Goal: Understanding what critical literacy is…
- Terman’s 1925 studies showed gifted children to be high in trustworthiness and high in moral stability Gross’s 1993 Studies of kids with IQ over 160 found them above peers in fairness, justice, responsibility toward self, responsibility toward others On the defining issues test (based on Kohlberg’s work in moral reasoning), Janos and Robinson found radically accelerated college and highly gifted High School students were more advanced than undergraduate college students on moral reasoning and judgment
- Problem-finding process – refocus our time and energies to increase the focus on REAL problems. Of course, real problems are everywhere and all around us. Moving beyond the problems of school and into the problems of the world helps students receive feedback informing their responses. Characteristics of a Real Problem (Renzulli’s Parameters for a Real Problem): Has a personal frame of reference since it involves an emotional or affective commitment, as well as an intellectual or cognitive one. A real problem doesn’t have an existing or unique solution. Calling something a problem doesn’t necessarily make it a real problem for a given person or group. The purpose of pursuing a real problem is to bring about form of change, and/or contribute something new to sciences, art, or humanities. 4 P Approach: Prescribed Presented Predetermined Pathways Predetermined Products
- Characteristics of a Real Problem (Renzulli’s Parameters for a Real Problem): Has a personal frame of reference since it involves an emotional or affective commitment, as well as an intellectual or cognitive one. A real problem doesn’t have an existing or unique solution. Calling something a problem doesn’t necessarily make it a real problem for a given person or group. The purpose of pursuing a real problem is to bring about form of change, and/or contribute something new to sciences, art, or humanities.
- EXPLAIN what the critical literacy strategy is and how it works. DEMONSTRATE the strategy, using a think-aloud, a read aloud, and an overhead projector or chalkboard. GUIDE the students to work in small groups or with partners to create responses. PRACTICE by having students work with partners or independently to apply the critical literacy strategy. REFLECT on how the strategy helps students read from a critical stance.
- EXPLAIN what the critical literacy strategy is and how it works. DEMONSTRATE the strategy, using a think-aloud, a read aloud, and an overhead projector or chalkboard. GUIDE the students to work in small groups or with partners to create responses. PRACTICE by having students work with partners or independently to apply the critical literacy strategy. REFLECT on how the strategy helps students read from a critical stance.
- Tell what Problem Posing Is – a critical literacy strategy that can be used with narrative and informational text, as well as hypertext, a variety of media and conversations. After reading or viewing, readers engage in critical literacy by using questions.
- EXPLAIN what the critical literacy strategy is and how it works. DEMONSTRATE the strategy, using a think-aloud, a read aloud, and an overhead projector or chalkboard. GUIDE the students to work in small groups or with partners to create responses. PRACTICE by having students work with partners or independently to apply the critical literacy strategy. REFLECT on how the strategy helps students read from a critical stance.
- https://www.youtube.com/watch?v=Ybcr1HL7sq0
- https://www.youtube.com/watch?v=Ybcr1HL7sq0
- EXPLAIN what the critical literacy strategy is and how it works. DEMONSTRATE the strategy, using a think-aloud, a read aloud, and an overhead projector or chalkboard. GUIDE the students to work in small groups or with partners to create responses. PRACTICE by having students work with partners or independently to apply the critical literacy strategy. REFLECT on how the strategy helps students read from a critical stance.
- https://www.youtube.com/watch?v=Ybcr1HL7sq0
- EXPLAIN what the critical literacy strategy is and how it works. DEMONSTRATE the strategy, using a think-aloud, a read aloud, and an overhead projector or chalkboard. GUIDE the students to work in small groups or with partners to create responses. PRACTICE by having students work with partners or independently to apply the critical literacy strategy. REFLECT on how the strategy helps students read from a critical stance.
- https://www.youtube.com/watch?v=Ybcr1HL7sq0
- EXPLAIN what the critical literacy strategy is and how it works. DEMONSTRATE the strategy, using a think-aloud, a read aloud, and an overhead projector or chalkboard. GUIDE the students to work in small groups or with partners to create responses. PRACTICE by having students work with partners or independently to apply the critical literacy strategy. REFLECT on how the strategy helps students read from a critical stance.
- https://www.youtube.com/watch?v=Ybcr1HL7sq0
- Story is from 2014. A new Banksy mural showing a group of pigeons holding anti-immigration banners has been destroyed following a complaint the work was "racist". The mural in Clacton-on-Sea - where a by-election is due to take place following the local MP's defection to UKIP - appeared this week. It showed four pigeons holding signs including "Go Back to Africa", while a more exotic-looking bird looked on. The local council, which removed it, said it did not know it was by Banksy. Tendring District Council said it received a complaint that the mural was "offensive" and "racist". The artist, who chooses to remain anonymous, posted pictures of the work on his website earlier. But by the time it had been announced, the mural had already been removed due to the complaint received on Tuesday. Nigel Brown, communications manager for the council, said: "The site was inspected by staff who agreed that it could be seen as offensive and it was removed this morning in line with our policy to remove this type of material within 48 hours. "We would obviously welcome an appropriate Banksy original on any of our seafronts and would be delighted if he returned in the future." A spokeswoman for Banksy said the artist would not be commenting further on the Clacton piece. Banksy's work often makes political statements, covering subjects including global warming, wars, surveillance and poor working conditions. In the past, his art has been cut from walls and sold for hundreds of thousands of pounds. Banksy is an anonymous England-based street artist, vandal, political activist, and film director, active since the 1990s.[1] His satirical street art and subversive epigrams combine dark humour with graffiti executed in a distinctive stenciling technique. His works of political and social commentary have been featured on streets, walls, and bridges of cities throughout the world