January+31st,+class+two

Please read chapter 2 from your //The Power of Questions// book for Tuesday, class 3



Two

Agenda for Class 2

1.) Reading Review: Trace

PROMPT:

•[]

•What connection can you make between this presentation and this week’s two readings?

RESPONSE:

- Standardized tests puts pressure on teachers. Form of surveillance -Teacher's identity reflect what kind of teacher you are. Identity based on scores. - New teachers feel additional pressure, little support, big accountability. -Tests put pressure on students, less inquiry and curiousity for the students. - Power - trickles down from the govt. down to teachers and students. Speaking on behalf of the higher power. - The way the test is spun determines (maybe) how the kids will perceive it. - Finding ways to make the test comfortable. -In the real world, there are no tests. Students need skills that will help them in life. - Pressure on teachers, there is a hierarchy of power. (Marxist read) - How does the money get divided up? -Gives students something meaningful to think about. It's fun! Encourages inquiry learning. Stance. Think critically. Persuasive writing. Power! Teaches students to ask questions. Control.

SUMMARY //(Power of questions//)


 * •Makes the case for:
 * • Teacher research and pursuing personally important questions to discover, create, realize, and form new questions.
 * •Systematic inquiry (research).
 * •TR reflects a shift in values and knowledge.
 * • Inquiry as a framework for teachers and students.
 * •Design ways to help people explore their world through a variety of lenses, adjust their thinking, experiment and invent new problems and ideas.

THE HEART OF THE READING //(Power of questions//)


 * •“This shift in perspective characterizes research as a process of inquiry that has the potential to yield powerful learning as well as challenges hierarchical conceptions that have traditionally determined who creates knowledge and what kinds of knowledge are privileged over others” (p.5).

THE HEART OF THE READING //(Panopticon//)


 * •“. . . schooling can be mapped as a panopticon in which teachers are in their cells, observed and monitored” (p.256).

QUESTIONS INSPIRED BY THE READINGS WRITE IN RESPONSE TO ONE


 * •1.) What are some research projects I might design for my students (present or future) to explore and develop theories, gather evidence, etc?


 * •2.) To what extent can TR really empower teachers?

3.) What are some technologies employed to monitor teachers? Have you witnessed this in any educational context you’ve been?

TRACK YOUR CONVERSATION (CODE)


 * •What do your responses have in common?
 * •How are they different?
 * •What issues or questions rose to the surface?

CONNECTING THE MINDS AROUND CONTROVERSIAL QUOTES:


 * •“A systematic study also provides a process for us to become aware of any assumptions and biases we carry with us that may affect how we view and resolve our questions” (p.3).


 * •“Teachers have become highly skilled at adapting and moving on but not at substantive resistance. The spectrum of the social context of teaching constructs and enables such adaptability and passivity” (p. 268).


 * •“Most of the resistance I heard was water-cooler discourse-teachers complaining about their lack of autonomy, decision making, and authority – that did not evolve to action” (p.266).

HOW ARE THINGS IN SCHOOLS? ACCORDING TO WHOM?

I think that the chapter illustrates that we are looking at research and teacher knowledge differently in schools, according to the authors and well-known researchers in the field.

INTERLUDE: HOW ARE THINGS FOR STUDENTS? ACCORDING TO WHOM?


 * •__[]__


 * •__[]__

WORKING WITH THE COURSE’S ESSENTIAL QUESTIONS:

“What perspectives and methods might we employ to understand and represent our understandings about classrooms and schools?


 * •systematic inquiry for us and our students. (//The power of questions//)

“What do teachers and others stakeholders do to sustain themselves while carving out //long lasting, significant// careers?”
 * •Pursue problems or questions we have from an inquiry stance. (//The power of questions//)

ANALYSIS OF THE PANOPTICON


 * •The article is written from what perspective? Who is the author? What does she care about? How is she working? How do you know?

BRINGING YOURSELF INTO THE RESEARCH


 * •Student work:
 * •Do you have a sense of the author? Why? What is it?
 * •Why did they engage in the research?
 * •What do those reasons have in common?
 * •What questions might they be answering?


 * •Read, annotate, code, and discuss.

TEACHING/LEARNING AUTOBIOGRAPHIES


 * •Powerful teaching/ learning experiences


 * •Strong interests/wonderings


 * •Remembering those who supported your teaching/learning (or hindered it)