Critical Pedagogy and its Application to Teacher CertificationJohn FritscheIllinois CollegeAugust 2007 Beginning
Type 9 ProgramBegan August 2007Collaboration between PACHS & ICParticipants 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 OutlineCritical PedagogyType 9 Course StructureTheoretical FoundationsPlanning & Assessment of Learning Instructional Delivery Models Context of Type 9 What participants brought to the programSkills and prior experiencesPhilosophy of teaching & learningMission of schoolsNeeds of students in schoolsWhat Program Curriculum Could AddSelection of course texts and assessments to support a critical pedagogy framework for teaching
Critical PedagogyI. TheoreticalFoundationMulticultural Issues In Education CourseTeacher Education as Cultural PoliticsGiroux assumes that the social, cultural, political, and economic dimensions are the primary categories for understanding schooling.The Primacy of Student ExperienceThe 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.GirouxTeachers 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 PedagogyII. Planning & Assessment of Learning Backwards Mapping (Learning by Design)Backwards MappingMission of Dr. Pedro Albizu Campos High SchoolPerformance Outcomes: PortfolioPresentation and AssessmentCourseCourseCourseCourseCourseCourseCourseCourseCourseBackwards MappingPerformance Assessments during Student Teaching (PACT & Pathwise)CourseCourseCourseCourseCourseCourseCourseCourseIPTSCritical PedagogyPerformance Assessment for California Teachers&Stanford UniversityTeaching Event Records of PracticeInstructional and Social Context3 to 5 DaysPlanningLesson PlansHandouts, overheads, student workLesson CommentaryInstructionVideo clip's)Teaching CommentaryAssessmentAnalysis of Whole Class Assessment Analysis of learning of 2 studentsReflectionDaily ReflectionsReflective CommentaryEvidence of Academic LanguageCONTEXTPurposeThe 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) ones ability to identify and summarize important factors related to students literacy learning and the school environment.
PACT PlanningAccess to curriculumHow does the instructional design make the curriculum accessible to the students in the class?
Student needs and characteristicsHow does the instructional design reflect and address student interests and needs?
PACT InstructionEngagementHow does the candidate actively engage students in their own understanding of relevant skills and strategies to comprehend and/or compose text?
Monitoring learningHow does the candidate monitor student learning and respond to student comments, questions, and needs?
PACT AssessmentWhole class learningHow does the candidates analysis of whole class learning reveal students understanding of literacy?
Individual learning progressHow does the candidate analyze the two students progress over time?
FeedbackWhat is the quality of oral and written feedback to the two students about literacy?
PACT ReflectionFocus of reflectionsTo what extent did the candidates reflections focus on student learning?
Teaching and learningWhat is the relationship between the candidates reflections on teaching and on learning?
Academic languageHow does the candidates planning, instruction, and assessment support academic language development?
PACTCritical PedagogyIII. Instructional Delivery ModelsModels of Teaching The information processing familyThe social familyThe personal familyThe behavioral systems familySocial ModelsWhen 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 ModelsThese 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 FamilyThese 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.SynecticsWas 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 FamilyHuman 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 InstructionMaterial 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 & FeedbackCapstone Teaching EventTeaching Event DemonstratesPlanningInstructionAssessingReflectingAcademic Language
ENDTeacher Education as Cultural PoliticsDoing 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 Collegehttp://www.ic.edu/vt/index_A.swf
Steering Committee Concerns Funding ACI GrantsIC ScholarshipsASN SupportPACHS Support Staffing IC Faculty Adjuncts from ChicagoContextual Course scheduleParticipant schedules & needs School calendars & staff development
Type 9 - Program Curriculum OutlineAs 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 t