This class covered narrative inquiry and assumptions in teaching and learning. It discussed Dewey's views on freedom and social control. Students presented oral chronicles and the class analyzed literacy narratives using the three Rs framework of narrative reveal, revelation, and reformation. The class also examined Dewey's ideas on curriculum organization and the progressive development of subject matter through experience. It addressed identifying biases and assumptions about students. The discussion looked ahead to the next class's readings on professional development and well-being.

1. Practice in
Schools and
Communities
Assumptions of Teaching and
Learning

2. Class Agenda
• Attendance/Concerns/Housekeeping
• Oral Chronicle Presentations: 04 Jessica
• 02- Shanel, Ellen, Sarah
• Break 
• Narrative Terms
• Looking at stories, assumptions, and misunderstandings
• Dewey’s discussion of “Freedom”
• Links to diversity, equity, and inclusion
• Looking ahead to next class February 28
• Exit Card

3. Housekeeping
• Related Literacy Feedback:
• Using the readings to discuss previous letters 
• Push your “So what?” further by explaining how
engaging in narrative inquiry is impacting your
philosophy of education
• Remember, we are still engaging in narrative inquiry
so you need to address the three commonplaces:
Temporality; Sociality; Place
• No class next week – Feb 21st

4. Oral chronicle presentations
• 04 Jessica
• 02­
Shanel, Ellen, Sarah

5. Take 10

6. Literacy Narratives for 21st
Century
Curriculum Making:
The 3Rs to Excavate Diverse Issues in Education

7. Starting Points For
Narrative Inquiry
• Relationship between the living (experience) and
the telling (story/narrative)
• Why do YOU think we’re writing letters to one
another and sharing our stories and experiences?
• Terms in describing narrative inquiry:
living, telling, retelling and reliving!
(Connelly & Clandinin 2006)

8. Relationship between Living and Telling:
• Living - you experience life through your
biases/assumptions/hardened stories.
• Telling - you begin to uncover those
assumptions/biases; because you experience life
through your lens, your telling will include those
biases.
• It is through the telling (and re-telling) that we
begin to uncover those biases.

9. How this could look in real life:
• Have you ever shared a story or a joke and found
it didn’t get the reaction you were anticipating?
• Did it make you re-think your story or joke, at all?
• Did the re-examination influence the re-telling of
that story or joke?
• Do you see how, with each retelling, your
understanding is being shaped?

10. The Relationship between living and telling:
• Living: the experience through your lens in the
moment
• Telling: sharing your story through your lens
• Retelling: telling the story over again to reveal to
new elements each time and uncover our
assumptions/biases
• Reliving: taking this learning and changing your
practices/how you interact/beliefs/etc.

11. NARRATIVE REVEAL, NARRATIVE
REFORMATION, NARRATIVE REVELATION
Narrative Reveal
(the living and retelling of our experiences)
Narrative Revelation
(the retelling with new understanding)
Narrative Reformation
(the reliving)

12. Theoretical Grounding
The 3Rs in Literacy Narratives
Narrative Reveal
(excavated assumptions that surface in stories)
Narrative Revelation
(interrogated storied experience that leads to awakened
perspective on hardened stories)
Narrative Reformation
(transformed teacher knowledge through the awakened new
story)

13. How does this framework serve us, as
educators?
• We use this framework to uncover our
biases/assumptions/hardened and frozen in our
stories
• Often, especially when we are a part of the
dominant group, we believe that our perspective is
the “truth”
• Middle class notions of success and learning are
often a default view (grades = smart = success) –
these default views become questioned when
dissonance arises from hearing other’s stories and
hearing our stories told and re-told

14. Let’s go back to these Three narratives
Kalvin – Marley – Shaylin
Think Pair Share
• Share what each R enabled you to understand!
• Reveal, Revelation, Reformation
• Think Connelly & Clandinin, too!
• Temporality, Sociality, Place
• Why might this understanding be important for you, as a
teacher?
• How might this assist you in being sensitive to diversity,
equity, and inclusion issues?
• How might assumptions create mis-educative
experiences?
• Would 3 R’s assist you in being proactive in this regard?

15. 3R Framework
• The 3R framework allows us to see a story
from various perspectives – while we might
connect more with one perspective over
another, it allows us to uncover our own
biases and see perspectives that differ from
our own.

16. What Literacy Narratives Offer
“The process of narrative…is not just relating to
personal experience, but developing these
situations into a richer truth.” (Kalvin)
Literacy narratives offer a richer truth behind the
veil and mask of our hardened stories, in order to
make connections between education and our
everyday lives.

17. Field placement observations
• How can we help one another?

18. Let’s brainstorm ideas, checklists, ”cheat Sheets”
& ways to organize your observations
What readings do we need to rely on for our observation?
How can we remind ourselves during the observation to use
our readings?
What would go on a “cheat sheet” to help keep ideas
organized?
Form two circles or two lines facing each other- share an idea
with your partner, after a minute, we’ll switch partners and
continue
Using the link under week 6 on Sakai, log onto Padlet and
share some of the best ideas you had, or heard, from your
sharing.

19. Dewey’s Pedagogic Creed
The subject matter of education:
• Social life of children is the basis of concentration
• Correlation of subjects is through the child’s own
experiences
• Belief in constructive and expressive activities
• Language should be a social instrument – a device for
communication
• Subject matter should be the development of new attitudes
towards, and new interests in, experience…as a continuing
reconstruction of experience

20. Dewey’s Social Control

21. Summerhill School
http://www.summerhillschool.co.uk/about.php
“Summerhill school is a democratic, self-governing
school in which the adults and children have equal
status. The daily life of the school is governed by
the school Meetings, usually held twice a week in
which everybody has an equal vote...adults and
children have equal status in the school but, of
course, have different roles.”
-How do we see this approach connecting to
Dewey’s discussion of social control? Schwabb?

22. Dewey Chapter 6
• Impossible to get to know your students if they have
no freedoms
• The learner should be actively involved in the
formation of the purposes which direct his activities
in the learning process
• A purpose has an end-view; involves foresight of
consequences of actions; foresight involves the
operation of intelligence; demands observation of
objective conditions and circumstances

23. Dewey math
• Impulse + Obstruction = Desire
• Impulse + Desire = Consequences
• Our objective is to harness the power and energy that
drives impulses and direct it into constructively
working toward a purpose = self control

24. Stop – look - listen
• Transforming impulses into a purpose starts with
observations
• We must also understand the significance of what we
see, hear and touch.
• Significance = the consequences that will result when
what is seen is acted upon

25. The transformation of impulse into purpose
• 1. Observe surrounding conditions
• 2. knowledge of what has happened in the past
• Recollection, information, advice, warnings
• 3. Judgement puts together 1 + 2 = Significance
• Intellectual anticipation, or the idea of consequences,
blends with desire and impulse to acquire moving
force and direction.
• Desire gives ideas impetus and momentum
• An idea becomes a plan, then the plan is worked
toward the purpose

26. Advice from dewey
• Teachers need to be intelligently aware of the
capacities, needs and past experiences of students,
and invite the contributions of students to direct the
plan as a cooperative enterprise, not a dictation.
• Essential point: That the purpose grow and take
shape through the process of social intelligence.

27. Dewey chapter 7 – progressive organization of
subject matter
• When education is conceived in terms of experience,
anything and everything we study is derived from
materials found in everyday life.
• Educators are endeavouring to emulate nature by
creating the conditions that are conducive to
experiential learning.
• Continuity of educative experience = “orderly
development toward expansion and organization of
subject-matter through growth of experience”
• Hooking new knowledge onto existing knowledge –
connectedness, with room to grow and develop

28. Teachers must always be looking ahead…
• Teachers have an eye to the future, recognizing how
present experiences are going to contribute to those
in the future, ensuring they are relevant and
meaningful

29. … when they’re not reflecting!
• Our frame of reference for understanding our present
is only as wide as we’ve stretched it, so far
• Sound principle:
• Objectives of learning are in the future
• Materials are found in the present
• Impact is determined by how effectively we connect
with the past to extend the sphere of understanding

30. Problems are the stimulus to thinking
• Growth depends on the presence of difficulty to be
overcome by the exercise of intelligence
• Educators must see, equally, two things:
• 1. the problem grows organically, out of current
conditions/experiences, and if it’s within the range
capacity of students
• 2. it arouses in the learner an active quest for
information & for production of new ideas, which
leads to new explorations.
• The process is a continuous spiral

31. Using science as our guide
• Science is s great way to grow the mind!
• Underlying ideal is the progressive organization of
knowledge
• You can’t dish out knowledge, you need to develop it
• The active process of organizing facts and ideas is as
ever-present educational process
• One of the most fundamental principles of the
scientific organization of knowledge is CAUSE &
EFFECT

32. Growth in judgement and understanding
• Growth in judgement and understanding is essentially
growth in ability to form purposes, and to select and
arrange means for their realization.
• Intelligent activity is purposeful
• As students mature, they learn to make more
connections between means and ends, and between
means and more means, therefore, the idea of cause
and effect becomes prominent and explicit.

33. the scientific method
• “Systematic utilization of scientific method as the
pattern and ideal of intelligent exploration and
exploitation of the potentialities inherent in
experience.” (p. 38)
• Experimental method of science values ideas as ideas
• Hypotheses are tested by the consequences they
produced when acted upon and, therefore, must be
carefully, and discriminatingly observed.

34. Educative experiences lead to…
• …Clarification and expansion of ideas.
• Experiential method manifests intelligence:
• Keeping track of ideas, activities and observed
consequences requires a reflective review and
summarizing – involving both discrimination and
recording of significant features of a developing
experience.

35. Reflection
• Looking back over what’s been done so as to extract
the net meanings
• These will become capital stock for dealing with
future experiences
• Reflection is at the heart of intellectual organization
of the disciplined mind
• Educative experiences, by nature, must lead out into
an expanding world of subject matter of
facts/info/ideas, therefore, teachers must always be
looking ahead, mindful of the evolution of learning.
• Reflection = union of observation and memory – what
you are asked to do in this course!

36. Scientific method
• Scientific method is an
authentic means of getting at
the significance of our
everyday experiences.

37. Dewey’s Discussion of Freedom
• Accidental Circumstances: impulses and desires that are not
ordered by intelligence; an illusion of freedom because there is no
control over the self (too much freedom results in a lack of impulse
control = being at the mercy of whims, governed by immediate
gratification)
• THIS CONNECTS TO SCHWABB’S IDEA OF TOO MUCH
FOCUS ON THE STUDENT COMMONPLACE BEING
NEGATIVE, TOO
• Removal of external control does not guarantee production of self-
control

38. Our objective:
• Thinking is postponement of immediate action
• Education as the creation of self-control

39. Dewey said...
“The single most important
source of happiness is for
students to go and find out what
they’re ‘fitted’ to do – which is
ultimately what will bring them
happiness”

40. How do we catch ourselves in our biases and
unconscious assumptions about students and
those we are in care of?

41. Dewey On Emotions
“What avail is it to win prescribed amounts of
information about geography and history, to win
the ability to read and write, if in the process the
individual loses his own soul; loses his
appreciation of things worthwhile, of the values to
which these things are relative; if he loses desire
to apply what he has learned and, above all, loses
the ability to extract meaning from his future
experiences as they occur.” 
Page 49

42. Understanding Curriculum
Begin by being:
• Conscientious
• Thoughtful
• Reflective in practice

43. Learning Goals
• To gain insight into the terms narrative reveal,
revelation and reformation
• To see how our narrative and the reliving can give
new insight into learners and our worldview, our
assumptions and our actions!
• To link theory with curriculum and teaching
practices!
QUESTIONS??

44. Looking ahead to our next class on the 26th
:
• Dewey, Experience and Education Chapter 8
• Ciuffetelli Parker (2017) The Impact of Professional
Development on Poverty, Schooling, and Literacy
Practices
• Promoting Well-being (Discussion Paper)

45. Exit Card
We covered a lot of material today. Upon reflection,
Please share:
3 ideas that have intrigued or surprised you from our
lesson
2 things you learned, or ideas that were clarified for you
1 thing you’re not quite understanding, yet