Community As Intellectual Space

Critical Pedagogy and its Application to Teacher Certification

John FritscheIllinois College

August 2007 Beginning

Type 9 Program

• Began August 2007• Collaboration between PACHS & IC• Participants accepted from other ASN schools

PACHS – 5 teachersRudy Lozano – 2 teachersHoward Leadership Academy – 1 TeacherWest Town Academy – 1 TeacherLatino Youth – 1 TeacherEl Cuarto Ano – 1 Teacher Mirta Ramirez – 1 Teacher

Type 9 - Program Curriculum Outline

Critical Pedagogy

Type 9 Course StructureI. Theoretical FoundationsII. Planning & Assessment of

Learning III. Instructional Delivery Models

Context of Type 9

• What participants brought to the programSkills and prior experiencesPhilosophy of teaching & learningMission of schoolsNeeds of students in schools

• What Program Curriculum Could AddSelection of course texts and assessments to

support a critical pedagogy framework for teaching

Critical Pedagogy

I. TheoreticalFoundation

Multicultural Issues In Education Course

Teacher Education as Cultural Politics

Giroux assumes that the social, cultural, political, and economic dimensions are the primary categories for understanding schooling.

The Primacy of Student Experience

The type of critical pedagogy Giroux proposes is fundamentally concerned with student experience insofar as it takes the problems and needs of the students themselves as its starting point.

Giroux

• Teachers need to learn how to create an affirmative and critical continuity between how students view the world and those forms of analyses that provide the basis for both analyzing and enriching such perspectives. Throughout the book Giroux argues that at the heart of any critical pedagogy is the necessity for teachers to work with the knowledge that students actually have.

Critical Pedagogy

II. Planning & Assessment of Learning

Backwards Mapping (Learning by Design)

Backwards Mapping

Mission of Dr. Pedro Albizu

Campos High

School

Performance Outcomes:

PortfolioPresentation

and Assessment

Course Course

CourseCourse

CourseCourseCourse

Course

Course

Backwards Mapping

Performance Assessments

during Student Teaching (PACT &

Pathwise)

Course Course

CourseCourse

CourseCourseCourse

CourseIPTS

Critical Pedagogy

Performance Assessment for California Teachers

&Stanford University

Teaching Event Records of PracticeInstructional and Social Context

3 to 5 Days

Planning•Lesson Plans•Handouts, overheads, student work•Lesson Commentary

Instruction•Video clip's)•Teaching Commentary

Assessment•Analysis of Whole Class Assessment •Analysis of learning of 2 students

Reflection•Daily Reflections•Reflective Commentary

Evidence of Academic Language

CONTEXT

• Purpose• The Context for Learning task is a brief

overview of important features of classroom context that influences instructional decisions during the learning segment. It provides evidence of: 1) knowledge of students; and 2) one’s ability to identify and summarize important factors related to students’ literacy learning and the school environment.

PACT Planning

• Access to curriculum—How does the instructional design make the curriculum accessible to the students in the class?

• Student needs and characteristics—How does the instructional design reflect and address student interests and needs?

PACT Instruction

Engagement—How does the candidate actively engage students in their own understanding of relevant skills and strategies to comprehend and/or compose text?

Monitoring learning—How does the candidate monitor student learning and respond to student comments, questions, and needs?

PACT Assessment

Whole class learning—How does the candidate’s analysis of whole class learning reveal students’ understanding of literacy?

Individual learning progress—How does the candidate analyze the two students’ progress over time?

Feedback—What is the quality of oral and written feedback to the two students about literacy?

PACT Reflection

Focus of reflections—To what extent did the candidate’s reflections focus on student learning?

Teaching and learning—What is the relationship between the candidate’s reflections on teaching and on learning?

Academic language—How does the candidate’s planning, instruction, and assessment support academic language development?

PACT

Critical Pedagogy

III. Instructional Delivery Models

Models of Teaching

•The information processing family•The social family•The personal family•The behavioral systems family

Social Models

• When we work together we generate a collective energy that we call synergy. In order to take advantage of this phenomenon we build learning communities. The development of positive school cultures is a process of developing integrative and productive ways of interacting and norms that support vigorous learning activity.

Jurisprudential Inquiry

• This model is designed for secondary students in the social studies and uses the case study method, reminiscent of legal education. Students study cases involving social problems in areas where public policy is to be made (justice and equality, poverty and power etc.) They are led to identify the public policy issues as well as options available for dealing with them and the values underlying those options. This model can be used in any area where there are public policy issues for instance ethics in science, business and sports etc.

Personal Models• These models are based on the notion that we develop

unique personalities and see the world from perspectives that are the products of our experiences and positions. The personal models of learning begin from the perspective of the selfhood of the individual. They attempt to shape education so that we come to understand ourselves better, take responsibility for our education, and learn to reach beyond our current development to become stronger, more sensitive and more creative in our search for high quality lives. These models accentuate the individual perspective and seek to encourage productive independence, so that people become increasingly self-aware and responsible for their own destinies.

Nondirective Teaching• This model was developed from counseling theory

and emphasizes a partnership between student and teacher. The teacher endeavors to help the students understand how to play major roles in directing their own educations. The teacher provides information about how much progress is being made and helps the students solve problems. The nondirective teacher has to actively build the partnerships required and provide the help needed as the students try to work out their problems.

Information Processing Family

• These models emphasize ways of enhancing the human being's innate drive to make sense of the world by acquiring and organizing data, sensing problems and generating solutions to them, and developing concepts and language for conveying them. Some models provide the learner with information and concepts, some emphasize concept formation and hypothesis testing, and others generate creative thinking or enhance general intellectual ability.

Synectics• Was developed for use with "creative groups"

in industrial settings. Synectics is designed to help people "break set" in problem-solving and writing activities and to gain new perspectives on topics of a wide range of fields. Although designed as a direct stimulus to creative thought, synetics has the side effect of promoting collaborative work and study skills and a feeling of camaraderie among the students.

Behavioral Systems Family• Human beings are self-correcting communication

systems that modify behavior in response to information about how successfully tasks are navigated. These models concentrate on observable behavior and clearly defined tasks and methods for communicating progress to the student and has a firm research foundation. Behavioral models include programs that are used for reducing phobias, learning to read and compute, developing social and athletic skills, replacing anxiety with relaxation and learning complex intellectual, social and physical skills.

Mastery Learning & Programmed Instruction

• Material to be learned is divided into units ranging from the simple to the complex. The material is presented to the students, generally working systematically as individuals, through appropriate media. They are tested and if they haven't mastered any given unit they can repeat it until they have mastered the material. Instructional systems based on this model have been used to provide instruction to students of all ages in areas ranging from the basic skills to highly complex material.

PACT ASSESSMENT SYSTEM

Observation /Supervisory Evaluation and FeedbackObservations/Supervisory Evaluation & Feedback

CAPSTONE TEACHING EVENT

TEACHING EVENT DEMONSTRATES

PLANNINGINSTRUCTIONASSESSINGREFLECTINGACADEMIC

LANGUAGE

END

Teacher Education as Cultural Politics

Doing a teacher education curriculum based on cultural politics consists of linking critical social theory to a set of stipulated practices through which teacher candidates are able to dismantle and critically examine preferred educational and cultural traditions, many of which have fallen prey to an instrumental rationality that either limits or ignores democratic ideals and principles.

Illinois College

• http://www.ic.edu/vt/index_A.swf

Steering Committee Concerns

1. Funding – ACI Grants– IC Scholarships– ASN Support– PACHS Support

2. Staffing – – IC Faculty – Adjuncts from Chicago

3. Contextual – Course schedule– Participant schedules & needs – School – calendars & staff development

Type 9 - Program Curriculum Outline

• As a part of a pedagogy of possibility, student experience provides the basis for analyzing the social forms that reconstruct the subjective character of the stories, memories, and meanings that are in place when students come to schools. A critical pedagogy in this instance encourages a critique of dominant forms of knowledge and social practices that semantically and emotionally organize meanings and experiences that give students a sense of voice and identity

PACT PlanningAccess to curriculum—How does the instructional design make the curriculum accessible to the students in the class?

Coherent instructional design—How does the instructional design reflect a coherent approach to the curriculum?

Balanced instructional design—How does the instructional design reflect a balanced approach to the curriculum?

Student needs and characteristics—How does the instructional design reflect and address student interests and needs?

Assessment alignment—How well are the learning goals, instruction, and assessments aligned?