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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
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During the practicum
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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