3. AGENDA
• Housekeeping
• Sharing Circle
• Theory and Practice
• Review the application and validity of using narrative to form
teaching philosophy or determine teacher behaviour
• Review of Assumptions
• Chronicle presentations
• Triad work time
6. STARTING POINTS FOR
NARRATIVE INQUIRY
• Relationship between the living (experience) and the telling (story/narrative)
• Why do YOU think we are writing letters to one another and sharing our stories
and experiences?
• Imagine how much more expansively we could grow, as educators, if we had
more than just our own experiences to learn from!
• Terms used in describing narrative inquiry:
living, telling, retelling and reliving
(Connelly & Clandinin 2006)
7. THEORY AND PRACTICE
• How does theory help teachers be more effective?
• Can you think of a classroom situation when articulating
theory might be important or needed?
• Did observing theory in practice during your placement
help you answer these questions and see the
connections/validity of learning theory? Why or why not?
8. LISTEN CLOSELY TO COMMENT ON WHAT THEORY
WAS LACKING IN THIS TEACHER’S BEHAVIOUR?
•Anika’s Story
9. 3 R’S AND CONNELLY AND CLANDININ
• Reveal: assumptions we have about stories
• Revelation: awakened perspective
• Reformation: transformed, new knowledge
• Or
Living, telling of a narrative: (reveal)
• Retelling: (revelation) Reliving: (reformation)
10. IN 3 GROUPS:
LET’S CONSIDER THE STORY FROM MRS. GREY’S PERSPECTIVE IN TERMS OF:
• TEMPORALITY - CONSIDER HER TEACHING, OVER TIME; HAS SHE GROWN? WHAT OTHER
CONTEXT CAN YOU BUILD ON, BASED ON MRS. GREY’S PAST, PRESENT & FUTURE?
• SOCIALITY – CONSIDER HER STANDING WITHIN THE SCHOOL STAFF; WHAT MIGHT HER
PERSONAL LIFE LOOK LIKE; DO YOU THINK MRS. GREY’S A HAPPY PERSON?
• PLACE – WHAT DOES THE CLASSROOM LOOK AND FEEL LIKE? HOW DOES MRS. GREY’S
CLASSROOM FIT IN WITH THE REST OF THE SCHOOL? HOW COULD THESE CONSIDERATIONS
INFLUENCE THE TEACHER’S NARRATIVE?
3 Commonplaces of Narrative Inquiry (Connelly & Clandinin)
11. PREMISES
Anika: a good kid! A good daughter! Has loving, supportive
parents! A conscientious student (teacher pleaser)!
Anika’s Mother: new Canadian, did not finish school, acquiring
English, circle of friends in the main is in her cultural
community
Anika’s Teacher: teacher training did not include ESL or varied
teaching strategies, teachers were sage on stage, has not
embraced changes in teacher behaviour as her ways give
apparent positive results ie. test scores
12. ANIKA’S STORY - PRESENT
• In your groups, discuss the story from your assigned
perspective :
• Anika – how might she tell this story to her Mother?
• Anika’s Mother – what might she tell her friends about her
daughter’s school?
• Anika’s Teacher – what does she share in the staffroom
about Anika?
13. ANIKA’S STORY - FUTURE
• Anika: how might she tell this story as an adult and as a
teacher that she now is?
• Anika’s Mother: how might she share this incident to her
daughter when giving advice about how she as a parent
should deal with a school problem her grandchild
experienced?
• Anika’s Teacher: at her retirement , how might she reflect on
her career and what she wished she could redo?
15. As you listen to the story, think
about how the theories from
Ciuffetelli Parker, Dewey
Connelly and Clandinin, Schwab
and OCT Standards of Practice
relate to what you’re hearing
and jot down notes on the chart
so you can share your ideas,
afterwards.
16. DISCUSSION USING THEORETICAL GROUNDING
PICTURE BOOK: MR. LINCOLN’S WAY
• With your table groups, share your thoughts on how the theories we’ve
been discussing relate to the story you’ve heard.
• Consider:
• Ciuffetelli Parker
• Dewey
• Connelly and Clandinin
• Schwab
• Standards of Practice (OCT)
Relationship between Living and Telling: living you experience 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.
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.
1. Read the story of Anika and Mrs. Grey from Darlene's article - Teaching Learning and Schooling: Using Narrative in Teacher Education (I have attached it in case you do not have a copy) 2. Placed the tc's into 3 groups - identifying the groups as Anika/Anika's Mom/Mrs. Grey (her teacher) 3. Presented the premises each group should bear in mind (slide) in prep work 4. Had them dramatize conversations or whatever to show sociality, inquiry and place for their character in the present. (slide) 5. Then had them plan and repeat the same character in the future (slide) to give the sense of temporality and how it relates to narrative, sociality and place! 6. I gave them a short time for prep so it did not get too competitive - and let them decide how many actually 'acted' :)
