2. Lesson Plan Session 3
• Attendance/Questions
• Chronicles: Sec 4 Breanne
• Sec 2 Adrian, Stephanie, Kaitlyn
• Dewey – Chapt 4 and 5
• Constructivism
• ThroughThe Cracks
• Theories of Connelly and
Clandinin
• Introduction Schwab
• Field Placement “Look Fors”
3. Dewey Chapters 4 and 5
• Share a passage from Dewey that you felt was unclear.
• In groups share the main points of Dewey Chapters 4 & 5
• Sec 4- https://goo.gl/8R4xT2
• Sec 2- https://goo.gl/cUShSD
4. Experience and Education
John Dewey
How is Dewey’sTheory of Education Relevant
In Education Today?
Consider the theories you have read so far while
listening to the storybook.
Think, Pair Share after listening to the story.
6. Dewey’s Criteria of Experience
• Continuity of experience
• Shaping the environment’s experiences that will lead to
growth
• Interaction
• Situation
• Continuity and interaction should intercept each other and
unite = learning!
7. Constructivism
• An approach to learning and teaching that
encourages learners to take an active role in
their learning
• The learner constructs new knowledge based
on prior knowledge to build an understanding
and to make sense of new information
• Students experience successful learning when
they are actively engaged
• Students need to construct knowledge for
themselves – self discovery
8. In a “constructivist classroom”
students should:
• Be given numerous opportunities to explore ideas
(phenomena) individually and most often in social contexts
(ie. with others)
• Employ problem-solving skills in order to revise their
original thinking
• Engage in exploration to gain new meaning and
understanding through considering views of others and set
against their own
9. Research tells us that we learn…
• 5-10%.....of what we hear
• 10-15% ……of what we see
• 15-20% ……of what we see and hear
• Up to 50% .of what we discuss with others
• Up to 60%..of what we do or experience/ practice in real
world application
• Up to 90%..of what we teach to someone else, or make
immediate use of
10. Quick recap of Connelly and
Clandinin
Their theory is that narrative inquiry has 3 commonplaces:
1. Temporality
2. Sociality
3. Place
11. TEMPORALITY
• To explain a narrative one needs to know the temporal
history (ie. what happened before – day, month, years)
• This factor is the dimension that distinguishes a telling
inquiry from a living inquiry
How was this factor relevant to Stella and Christopher?
12. SOCIALITY
• This aspect addresses worldviews which have been shaped
by conditions eg. administration, policy, community
• It may shape a teacher’s response, feelings and morality
Consider the teachers sociality at the beginning of the book!What
might have shaped their sociality?
13. PLACE
• This commonplace aligns very closely with Schwab’s milieu!
• It examines the context the environment has on the impact
of the learning and what happens
In the book how was the learning different when it occurred
outdoors versus the classroom? How were the indoor ‘places’
different and what resulted?
14. Your Own Narrative- Post Class
Reflection
Consider an experience that you can vividly recall as being
exciting, memorable and valuable!
Do a checklist:
- Were elements of Dewey present?
Eg. Did it prepare you for life,include constructivist approaches to
learning etc.
-How do Connelly and Clandinin’s theories impact your reflection
and evaluation of your narrative – time, place, sociality?
15. Consider Dewey/Connelly and
Clandinin Interface
Dewey Criteria Connelly &Clandinin
Of Experience Commonplaces
• Continuity * Temporality
• Shaping environment * Place
• Interaction * Sociality
• Situation * Place/Sociality
17. Schwab
The Four Commonplaces
The greatest influences in a teacher’s work are the
commonplaces:
1. TEACHER
2. LEARNER
3. SUBJECT MATTER
4. MILIEU (CLASSROOMS AND ENVIRONMENT)
AND ONE LAST PERSON AS THE CURRICULUM
SPECIALIST
18. Activity to understand schwab
• -get into groups of 5 (6 in 04) (1 group of 6 in 02)
• You will become an expert and together plan a lesson
• Each of you will receive a card with the information you
need a that expert.
• Take 5 minutes on your own to prepare
• You will have 15 minutes to create a lesson together
19. Doodling in Math: Spirals, Fibonacci, and Being a Plant
https://youtu.be/ahXIMUkSXX0
20. Your Field Placement
When reading or in your placement consider:
• Observing the 4 commonplaces
• Observing using a narrative lens by thinking of
temporality, sociality and place
• Don’t judge the teacher, students, place…make
observations using wonderings, questions, positive
language etc.
Ponder how might a teacher deliberately make decisions
regarding teaching by looking closely at the above!!
21. Objectives
• Continue to understand Dewey
• Build on the Connelly and Clandinin model of narrative
inquiry
• Connect Dewey, Schwab and Connelly and Clandinin
commonplaces and your classroom observation assignment
22. Readings for Next Week
• Standards of Practice. OCT
• Ciuffetelli Parker (2008)
Editor's Notes
Temporality, events are in temporal transition.
Persons, events, objects, are described with a past present and future, we need the background, the history a person may have a history which is associated with a particular present behaviour
Sociality Narrative inquiries are concerned with personal (feelings, hopes, desires, moral dispositions) and social conditions, (existential conditions- environment, surrounding factors, forces, people that form the individual’s context) also relationship between participant and inquirer (in living inquiry there will always be relationship to consider
Place or sequence of places - physical concrete boundaries
