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Enlarging PerspectivesPrinciples of Teaching 2010

Session #5

+Enlarging Perspectives: Guiding Questions

Why and how might teachers, individually and collectively, enlarge their perspectives on a classroom issue or problem?

 

What are some of the key perspectives used in educational research? (Aoki reading)

+Perspective, Plurality and Ethical Judgments

An enlarged mentality…(Kant)

A visiting imagination…(Arendt)

In seeing more…feel more…do more in the world (Maxine Greene)

+UNDERSTANDING PERSPECTIVE and INTERPRETATION

Muse Project (Natalie Leblanc, POT Instructor)

Show a piece of art

Invite students to answer following questions: Placing yourself in the artwork, what do you

hear, what time of day is it, what is the temperature, what is the title of the art work?

Students share and discuss the range of interpretations and the consequences of this for what we understand to be ‘true’

+Understanding Perspectives

What is the perspective?

Who holds the perspective?

What are its interests?

Helping teacher candidates to understand that when we listen to one another in conversation or in lectures and when we read what others have written, we’re trying to identify and understand perspectives (values, interests) before we respond (agree, disagree, critique).

+Understanding My Own Perspective

To control (outcomes)

Am I interested in ‘what works’?

To understand (educational phenomena)?

Am I interested in different perspectives of those involved in the situation?

To empower/emancipate?

Am I interested in highlighting hidden conditions, assumptions or intentions?

+Understanding an Author’s Perspective

To control (outcomes)

Is the author interested in ‘what works’?

To understand (educational phenomena)?

Is the author interested in different perspectives of those involved in the situation?

To empower/emancipate?

Is the author interested in highlighting hidden conditions, assumptions or intentions?

+ TECHNICAL

What works?

INTER-PRETIVE

What are the perspectives of those involved?

CRITICAL

In whose interests?

PURPOSE (INTEREST)

Control(efficiency, effectiveness)

Understanding Emancipation

FORM OF KNOWING

Law-like(facts, generalizations)

Situational meaning

Highlight what has been hidden

APPROACH TO EVALUATING

Ends-means(goal-oriented)

Perspectives of those involved

Conditions, assumptions and intentions

+STUDENTS’ INDEPENDENT INQUIRIESSOME THOUGHTS ON THE FORTHCOMING ASSIGNMENT

+Timeline for independent inquiries Thinking about their

questions

__________________________

Refining their questions

Taking notice

Journal reflections

____________________________

Preparing and submitting proposal

Do the library research

Before practicum

__________________

During the practicum

____________________

After practicum

+Inquiry Proposal Template: Draft 2

What is your question and how did it arise for you?

Why is your question significant (to you and/or to others)?

What RESOURCES/PERSPECTIVES will you draw on to explore your question?

What do you expect to find out?

+Exploring Perspectives

My own (experience, journal…)

Students’—NO Ethical Approval! Teachers’—NO Ethical Approval! Parents’—NO Ethical Approval!

Perspectives found in documents Community members: letters to the editor Researchers: research literature School district mission and policy

statements Ministry of education: curriculum/policy

documents