The document outlines the agenda and topics covered in a class about narrative inquiry. The class discussed John Dewey's views on experience and education. It also covered Connelly and Clandinin's three commonplaces of narrative inquiry - temporality, sociality, and place. The class involved activities applying these concepts to classroom experiences and discussed the importance of continuity of experience. Students were assigned to keep a timeline of experiences and give an oral presentation the following week.

1. Creating Insight through
Narrative Inquiry
EDBE 8P15
Week 2

2. Agenda
 Welcome & Attendance
 Housekeeping
 Q & A
 Video clip from last week
• Review of reading - DCP
 Towards a Worldview of
Teaching
 Consider Dewey’s experience
 Narrative Inquiry in Teacher
Education
 Connelly and Clandinin
 3 Commonplaces of
Narrative Inquiry
 Looking ahead to next week &
Oral Chronicle explained
 Reflection
• Break
 Related Literacy Narrative
Working Groups
 Letter writing

3. Questions? Concerns? Clarifications?
Monday's class

4. Housekeeping
• Welcome and Attendance
• - one word check in quick oral share –How you doing??
• Follow up from Jamboards
• What I Need to Succeed
●

5. FIVE ESSENTIAL QUESTIONS IN LIFE:WAIT,
WHAT WHAT
 FIVE ESSENTIAL QUESTIONS IN LIFE:WAIT, WHAT WHAT, is actually a very
effective way of asking for clarification which is crucial to understanding.
 It's a question you should ask before drawing conclusions or before making
a decision.
 It’s important to understand an idea, in other words, before you advocate
for or against.
 It is the WAIT which precedes the WHAT, which is also a good reminder that
it pays to slow down to make sure you truly understand.

6. Reading Review - Writing & Becoming [a Teacher] - DCP
- Similar to journal writing but, with other practitioners, writing becomes “a space of
change and growth for teachers where diversity can find expression.” (Elbaz,
2002, p.3)
- Narratives of Experience (our stories) help to “reconcile and bridge the theory-
practice divide.” (DCP, 2010, p.1250)
- A sense of ‘belonging’ is important for students and Teacher Candidates - feeling
left out or unwelcomed at any age inhibits growth and well-being. (Citizenship
Canada (2000, retrieved September 2006)
- “Belonging is indisputably a key indicator for success in our human condition.”
(DCP, 2010, p.1253)

7. Reading Review - Writing & Becoming [a Teacher] - DCP
● Your group discussIons are going to be ‘critical dialogues’ that
“allows for thought to ‘play freely’, for deeper meaning and
communication, with no hierarchy at play, no elusive right answer.”
(DCP, 2010, p. 1250)
● These critical dialogues are explored through peer writing and
reflection of concepts made relevant by each participant’s
exploration of teacher knowledge and development.

8. Reading Review - Writing & Becoming [a Teacher] - DCP p.1254
● Relational Knowing (Hollingworth, et al., 1993) - understanding the relationship
between home events and school performance - teacher knowledge is transformed
from content and curriculum and academics to the importance of relationship,
influencing ideas for future classrooms.
● Relational Growth - fear of failure gave way to an understanding that fear is a part of
the process of becoming a teacher; there is safety in the groups and Teacher
Candidates can be vulnerable; by sharing their fears, they empathized and eased
them in a supportive network.
● With each letter, you can review and rethink your own thoughts with fresh eyes,
and have the added benefit of viewing those experiences from your colleagues’
perspectives, as well

9. Reading Review - Writing & Becoming [a Teacher] - DCP - (p 1256)
● Gratitude - for the literacy narratives - not just a reflective journal
• form relationships, without which life is meaningless and empty
• therapeutic - an outlet; true friends; healing
• teacher candidates can explain their experiences and views without
interruption - listening, reflecting critically, then responding
• Relationships were brought to a deeper level and teacher candidates
were connected through the power of language and critical thought
• deeper knowledge re: significance of teachers with respect to
learners
• letters helped teacher candidates come to see themselves better
as humans and as developing teachers in relationship to others

10. Towards a Worldview of Teaching
What do we mean by our schema or worldview?
https://en.oxforddictionaries.com/definition/schema - a representation of a concept or theory - an
understanding
Our view of the world, shaped by our experiences, colours our perceptions and influences what we
deem as being important in terms of our knowledge and understanding about who learners are, and
the student/teacher relationship
It is the LENS through which we view the world…it is influenced throughout our lived experiences and
impacted by the learnings we have along the way and the agents of socialization that impact our lives.
Also keep in mind that the stage of development you are at
(Erik Erikson…one of my fav theories of psychosocial development)

11. What’s Important?
• Read Aloud Activity: The Important Book, by Margaret Wise
Brown
• The Important Book
• How do we determine our personal schemata?
• Two women looked out from behind prison bars; one saw
desert, the other, stars
• What’s ‘The Important Thing’ about teachers, in the eyes of
students?
• How could your worldview, as an educator, influence your
students’ educational experiences?

12. Think, and then share on the
Jamboard link
How would the following statements influence a teacher’s relationship with
students if she/he thinks this way about life and teaching?
“It’s either my way or the highway.”
“Those kinds of kids will never learn how to read and write anyway, what’s the
use?”
“You gotta take chances in life.”
“Every experience I live is a gift of life.”
Think of your favourite teacher; how could you describe their worldview, as
you saw it?
 My Favourite Teacher's Worldview (as I saw it)

13. Activity
What kinds of quotes or phrases
reflect your schemata or worldview
of life?
Visit this Jam Board and post a
quote, phrase or image that
resonates with you.
How I See the World
Whole class sharing.

14. Dewey - Traditional vs. Progressive
Education
Dewey believed that school should be a microcosm of the community or the society – of
the real world.
Reflective thinking and experiential methods in school and society mark him as one of the
greatest educational philosophers in the world.
By age 19, he expressed his worldview as: “If you lose faith in yourself, you lose faith in
humankind.” He believed that the purpose of philosophy was that of addressing and
solving the problems and conflicts of human life.
Dewey emphasized a student-centered, activity-oriented curriculum with the focal
point being the promotion of reflective thinking. He also believed that the teacher
should provide problems or situations that would not only be interesting and
challenging, but also would be worthwhile in promoting social growth.

15. Continuity of Experience
• The principle of Continuity of Experience means “that every experience
both takes up something from those [experiences] which have gone
before and modifies in some way the quality of those [experiences]
which come after.” (p.13)
• Can you think of any examples?
• Growth means growing or developing intellectually, physically and/or
morally.
• Growth as education and education as growth.

17. The Educator’s Responsibility
Continuity becomes a criterion to determine whether experiences
are educative or miseducative.
Every experience is a moving force…the mature educator has the
responsibility to evaluate each experience of the young in a way in
which the one having the less mature experience cannot do…the
educator’s business is to see in what direction the experience is
heading…failure to take the moving force of an experience into
account so as to judge and direct it …means the educator is being
disloyal to the principle of experience itself.

18. The Educator’s Responsibility (con’t)
• A primary responsibility of educators is that they not only be aware of
the general principle of the shaping of the actual experience by
envisioning conditions, but that they also recognize surroundings that
are conducive to having experiences that lead to growth. Above all, they
should know how to utilize the surroundings, physical and social, that
exist so as to extract from them.
• Adult influence is more than just exercising external control over
experiences, it requires a sympathetic understanding, or empathy for
what individual students may be experiencing.

19. Interactions
The principle of Continuity of
Experience is used as a criterion for
determining the value of an
experience.
The second chief principle for
determining the educational function
and force of an experience is
Interaction
Interaction assigns equal rights to
both factors in experience: objective
and internal conditions.
• Objective and internal conditions,
combined, form a Situation, which
becomes the basis for the experience.
• Life is a series of situations through
which we are all interacting with others
in our environment.
• The Environment is whatever
conditions interact with us to create
the experiences we have.

20. The Principles of Continuity and
Interaction are not mutually exclusive
Continuity
Interaction
+
= Experience

21. Educators must adapt to their students
• If educators are going to be selecting and constructing objective conditions, they
must do so for the specific students they are teaching; teachers must know and
understand their students’ needs and capacities.
• Failing to adapt materials to students’ needs and capacities may cause an
experience to be non-educative.
• Continuity, with respect to education, means that the future has to be considered
at every stage of the process.
• For learning and knowledge to be relevant and useful, the subject matter can’t be
learned in isolation; students must be able to generalize what they’ve learned.

22. What’s Most Important, according to
Dewey?
• Fostering a positive attitude toward learning is critical
• The most important attitude that can be formed is that of a desire to go
on learning
• The present affects the future, so maximize your moments and try to be
present in all of them
• Maturity brings understanding and perspective; those who have reached
maturity are responsible for creating favourable conditions for present
experiences that will positively affect future experiences

23. Constructivism
An approach to learning and teaching that encourages learners to take an active
role in their learning
The learner constructs new knowledge on prior knowledge, building
understanding and making sense of new information
Students experience successful learning when they are actively engaged in:
constructing knowledge for themselves;
reflecting on their views and the views of others;
Arriving at new understandings that expand their worldview
This course endeavors to embody Constructivist principles of learning through
your group discussions and letter writing

24. Narrative Inquiry in
Teacher Education
Readings so far:
How can narrative inquiry be
useful in teaching?
(Ciuffetelli Parker, 2010, 2011)
Why is story important?
(Connelly & Clandinin, 2006)
Why is experience
important? (Dewey, 1938)

25. Dewey
to
Connelly & Clandinin

26. Connelly & Clandinin (2006)
Narrative Inquiry is a way
of
understanding
experiences
as lived,
and as told through
stories.

27. 3 Commonplaces of Narrative Inquiry -
Connelly & Clandinin
TEMPORALITY
context of past, present, future
SOCIALITY
the influence of relationships and norms on a situation
PLACE
the influence of physical location on a situation

28. Temporality gives context…
Events under study are in temporal transition, so we
describe them in terms of past, present and future
We paint a temporal picture of how we see things
transitioning
“To give a narrative explanation, one needs to know
the temporal history.” (p.5)
Temporality is the main dimension that distinguishes
a telling inquiry from a living inquiry
When you’re living your story, you’re in the moment;
when you’re telling your story, you can set the stage.

29. ACTIVITY
1) Think of a classroom happening
2) Describe what happened
3) Thinking narratively, ask yourself what else you
need to know to give a temporal feeling to that
story

30. Sociality – Conditions that influence
experiences
Social conditions and personal conditions that
form the individual’s context
Social conditions = existential conditions;
environment, factors and forces that influence
experiences
Personal conditions = feelings, hopes, desires…
1. Imagine the same classroom happening, but this
time:
2. Only focus on the teacher (feelings, morality,
responses to happening, etc).
3. Now only focus on the teacher’s social
conditions (i.e. the context including
administration, policy, community, etc) that
shape the happening and the teacher’s part in it.

31. Activity - Making the Connections
Imagine the same classroom happening, but this
time:
1) Only focus on the teacher (feelings,
morality, responses to happening, etc).
1) Now only focus on the teacher’s social
conditions (i.e. the context including
administration, policy, community, etc) that
shape the happening and the teacher’s part
in it.

32. Place
Physical place, or sequence of places, where
experiences occur
For Narrative Inquiry, the specificity of place is
crucial; every place has an impact/influence.
Think back to the classroom happening
1) Describe what happened in abstract form, in
general terms
2) Now describe the classroom (the place) in its
context and full detail, thinking through the
impact of this particular place on the happening
You are
here

33. 3 Commonplaces* of Narrative Inquiry
(Connelly & Clandinin)
Temporality
Sociality
Place
* The study of one, or a combination, of these
might find its place in other forms of qualitative
research, but what makes a narrative inquiry, is
the simultaneous exploration of all 3.

34. Looking Ahead to Next Class…
● Topic: Experience and Education, School and Community
○ Schwab’s 4 Curricular Commonplaces:
● Teacher, Learner, Subject Matter, Milieu
● Reading: Ciuffetelli-Parker (2011)
Forum post on Recovery of Meaning due by 5 pm the day before class
● Oral Chronicle Presenters: Please remain in the main call to discuss your
upcoming presentations for next week.
○ Monday – Adrian Costa
○ - Allyson Hemingway
○ - Ashley Kovacs
○ - Hannah Martin
○
Adriana Costa
X
X
Hemingway, Allyson
Ashley Kovacs
Hannah Martin
X

35. 35
Take a minute to start drafting your chronical map:
Informal experiences (outside of school)
________________________________
Formal experiences (inside school)
How will the study of personal
experiences in education benefit you?

36. Keeping a Timelineg a Timeline
The timeline you're asked to keep, in its easiest form,
is just a horizontal line that represents your life from
childhood to now.
Along the line, note the important experiences or
influences, both formal (in school) and informal
(outside of school) that have been instrumental in
shaping you into the person, and the educator,
you're becoming.
You're encouraged to start it now and add to it as
we go along, reflecting on how what we're learning
in class connects with what you've learned
throughout your life.

37. Related Literacy Narratives – Group work session
For the next 40-60 minutes, discuss this week’s readings with your
group members to uncover deeper meanings, and make connections
between what you’ve read and what you’ve experienced. Sometimes it
is helpful to jot down notes during discussion. Reflect on you own
narrative and look back at the others’ letters to craft your response.
I will remain in our meeting until 1 pm, available to answer questions
and clarify any concerns that may come up.
Following our lecture, you’ll meet with your group members to discuss
the readings and then break off to write your letter..

38. Letter Writing
Following your group meeting, you’ll take some time to reflect on your discussion
and draft a letter to your group-mates that demonstrates:
• Growth in understanding of the reading
• Connections/new insights that have evolved from the discussion
• References to the readings
• You’ll only write one letter to your whole group and it should be 2-3 paragraphs
long, or a page.

39. Importance Relevance Significance
What was
important about
today’s learning
experience?
How is it relevant
to you, as a future
educator, in terms
of your course,
yourself, or your
community?
Why is this
significant?
Reflect on the information from today
I’m enjoying getting to know you all and I’ll look forward to
seeing you again, next week! Stay safe!