Need to get away from assessing the mind/understanding and not work.
Topics: Levels, Dimensions.
Skill is not enough! In addition, you need the inclination to use your skills, and the altertness to learn when your skills will be valuable. We want to be teaching dispositions.
Levels:
Naive/Pre-Engagement
In this performance, I don't see evidence of a sophisticated mind
Low levels of skill inclination and alertness. Love levels of skill and alertness. Trouble-shoot - work with inclination! Engage them individually.
Novice/Rote+Ritual (absolutes): This is where most students are at - completion-based, A grades.
Both skill and inclination can be high/medium - but this skill and inclination are extrinsic (A, do you like me). You are only alert to responses of others. You are giving up your own interest and desire to inquire. Trouble-shoot: Lower the stakes of the final performance, and increase the stakes of the steps leading to the final performance (Relevant). "I think grades are like street drugs." Talk to kids explicitly about grades and giving their power away.
Apprentice/Thinking with Support (wondering questions)
Variety of skill levels - high intrinsic motivation. Whatever level of altertness they have, your goal is to increase this.
Master/Autonomous,Critical and Creative Thinking
Friday, July 31, 2009
Thursday, July 30, 2009
The reflective toss
The teacher's first instructional goal is to "catch" the meaning of what a student is saying.
The teacher then "tosses" or "throws" responsibility for thinking back to the student.
The student "catches" by responding with an evaluative statement.
This is just like Gabriel Byrne in In Treatment
who is genuinely interested in his client's learning and listens intently.
Moves: Question, probe, give feedback, affirm, redirect,contextualize,connect... But also the mental moves required:Who is doing the intellectual work?
Motives: To test, to monitor, to evaluate, to control... Or to understand,to make thinking visible,to promote agency& efficacy
Messages: What is school really about? What does it mean to learn? Where does knowledge come from? How is disciplinary knowledge created, tested, affirmed?
The teacher then "tosses" or "throws" responsibility for thinking back to the student.
The student "catches" by responding with an evaluative statement.
This is just like Gabriel Byrne in In Treatment
who is genuinely interested in his client's learning and listens intently.
Moves: Question, probe, give feedback, affirm, redirect,contextualize,connect... But also the mental moves required:Who is doing the intellectual work?
Motives: To test, to monitor, to evaluate, to control... Or to understand,to make thinking visible,to promote agency& efficacy
Messages: What is school really about? What does it mean to learn? Where does knowledge come from? How is disciplinary knowledge created, tested, affirmed?
From PZC: Thinking Discourse
Great idea: Start a class off with a painting or piece from an art student. Have Art Student visit the class at the end of the class and discuss the ideas generated by students. OR: take a picture of the piece of art and students can communicate about it on the Wonder/Map ning.
Wednesday, July 15, 2009
Lamar Should Have Won!
The Gwendolyn Brooks Poetry Slam was amazing!
This young poet made me cry. Twice. He should have won. This isn't the best footage of him and certainly doesn't capture his live performance of this poem, titled "Generation X"; he ended the poem last night by connected "us daily" to Mayor Daley, and he addressed Chicago's Mayor, stating that facing the problems of the African-American communities who keep being displaced/quarantined and generally moved to the margins of the city to be made invisible and to ignore, is more important than vying for the opportunity to host the 2016 Olympics in Chicago.
I love the section in the middle of the poem where Lamar "The Truth" claims that "this is not a poem" and then he begins to unpack what a poem is, and what he is doing.
He is very young, but I loved watching his adjustment in the final round of the slam.
Link to video: http://www.youtube.com/watch?v=Yu9C46swSA8&feature=related
This young poet made me cry. Twice. He should have won. This isn't the best footage of him and certainly doesn't capture his live performance of this poem, titled "Generation X"; he ended the poem last night by connected "us daily" to Mayor Daley, and he addressed Chicago's Mayor, stating that facing the problems of the African-American communities who keep being displaced/quarantined and generally moved to the margins of the city to be made invisible and to ignore, is more important than vying for the opportunity to host the 2016 Olympics in Chicago.
I love the section in the middle of the poem where Lamar "The Truth" claims that "this is not a poem" and then he begins to unpack what a poem is, and what he is doing.
He is very young, but I loved watching his adjustment in the final round of the slam.
Link to video: http://www.youtube.com/watch?v=Yu9C46swSA8&feature=related
Tuesday, July 14, 2009
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