May_PechaKutcha_transformative

Views:
 
Category: Entertainment
     
 

Presentation Description

No description available.

Comments

Presentation Transcript

PowerPoint Presentation:

Literacy & Critical Participation T he transformative effects of critically-informed learning

PowerPoint Presentation:

This paper will report on a 4-week long project, involving ESL practitioners in developing and implementing an innovative learning environment to support critical participation of their ESL students in their interactions in English. Discussed will be the considerations that were taken into account for the project to facilitate and further inform the design of environments which support the transformative effects of critically-informed learning . The project itself used the idea of a worldwide PechaKucha game in order to form an organic community where its participants engage in a sustained dialogue, using a presentation format. 20 images, 20 seconds each; timing, coherence and fluency are critical. Aware of diverse challenges, largely relating to the concept of empowerment in critical pedagogy, this project develops from the principles of Diversity, Inclusion and Learner-Centredness which, together, emphasise the sociohistorical context of dialogic learning and help focus the project on assisting this dialogue. One important implication of this focus is for teachers not to replace students’ criteria of this dialogic construction with their own. Instead, the challenge is to assist students in developing and engaging opportunities which allow them to evaluate their communicative engagements on their terms, i.e. in relation to their own dialogic histories. The dialogic approach that thus ensues is one where students and teachers engage in questioning and evaluating the criteria upon which they act, while also providing each other with occasions for reflection and, as a result, for expansion and subsequent reformulation of those terms.

PowerPoint Presentation:

Discussed will be the considerations that were taken into account for the project to facilitate and further inform the design of environments which support the transformative effects of critically-informed learning . Fluency as the initial teaching objective But how can we define it for it to inform our teaching? We need definitions that give us a process. So what would that be?

PowerPoint Presentation:

Discussed will be the considerations that were taken into account for the project to facilitate and further inform the design of environments which support the transformative effects of critically-informed learning . Fluency as the initial teaching objective But how can we define it for it to inform our teaching? We need definitions that give us a process. So what would that be? To enhance students’ capacity to effect an effective intervention in a discursive situation (Freadman, 1994) What do we know by now that can help us in this objective?

PowerPoint Presentation:

Discussed will be the considerations that were taken into account for the project to facilitate and further inform the design of environments which support the transformative effects of critically-informed learning . Fluency as the initial teaching objective But how can we define it for it to inform our teaching? We need definitions that give us a process. So what would that be? To enhance students’ capacity to effect an effective intervention in a discursive situation (Freadman, 1994) What do we know by now that can help us in this objective? Our objective is to develop tools that would allow students to make use of their own resources in order to make informed and considered choices Transformative effects then means: an expansion of schemes of appreciation perception and production – all this to assist increasingly informed participation

PowerPoint Presentation:

Notions of Critical Pedagogy empowerment for disenfranchised individuals and groups (Eddie Pollard, after Miller Lately, critical pedagogy allows takes a broader perspective on TESOL education, approaching education as tool of transformation and exploring issues such as relations of power, voice, critical engagement, dialogue, linguistic discrimination, race, ethnicity and gender in the learning context. Briefly, the aim of TESOL educators is not just to teach English, but to teach students English literacy skills that assist them in becoming critical participants in the contexts of their engagement. Miller (2008) suggests that students’ empowerment would be better served when teachers give power, rather exercise power in order to help others exercise their power. But what does this all mean?

PowerPoint Presentation:

Notions of Critical After Latour, we can say that a critically design project is one that is launched with a diversity of tools in order to “detect how many participants are gathered in a thing to make it exist” Latour , B. (2002). A prologue in form of a dialog between a student and his (somewhat) Socratic professor. Retrieved May, 2012 from URL http://www.bruno-latour.fr/articles/article/090.html A critically designed project is one is developed from principles which open room for a diversity of perspectives for presenting and explicating the problem. Ania Lian The critic is not the one who debunks, but the one who assembles. […] [It is one who constructs] a multifarious inquiry launched with the tools of anthropology, philosophy, metaphysics, history, sociology to detect how many participants are gathered in a thing to make it exist and to maintain its existence. (Latour, op. cit., Conclusion section, para. 12)

PowerPoint Presentation:

empowerment for disenfranchised individuals and groups (Eddie Pollard, after Miller Miller (2008) suggests that students’ empowerment would be better served when teachers give power, rather exercise power in order to help others exercise their power. Critical disposition to texts

PowerPoint Presentation:

empowerment for disenfranchised individuals and groups (Eddie Pollard, after Miller Miller (2008) suggests that students’ empowerment would be better served when teachers give power, rather exercise power in order to help others exercise their power. “effect active intervention in the situations which affect them” ( Freadman , 1994: 21).

PowerPoint Presentation:

Consequently, the methodology of the learning-centred model creates an environment where second language becomes truly foreign, i.e. owned by those who assert their authority over the students, thus preventing them from asserting their own control over the discursive situations which affect them . This is a view that removes from students the power to affect the course of communication, and puts them in a position where “ they are more likely to accept the situation as given, and to try to ‘communicate’ within it ” (Freadman, op. cit. : 21). While to Kumaravadivelu the cognitive approach facilitates conditions enabling students to acquire the necessary linguistic information, Candlin , on the other hand, warns against research methods which, in their preoccupation with students’ inabilities, may in fact generate a “ socially created identity of incompetence ” ( Candlin 1990: 466).

PowerPoint Presentation:

Structuralist research reifies the concepts that it studies, such as language or culture, from their “contexts of life” (Wittgenstein), and, in so doing, endows them with a meaning, or organising capacities, which it is affirming, rather than critiquing. (Calhoun 1995: 142) Having expelled culture from the notion of language with which we started, we had to reimport it, but we have done so as if we could subordinate it to the regime that the very project of descriptive linguistics imposes. (Freadman, 1994 . : 23) [...] we are left with the language, object and medium of itself. It's enough to cry with rage. (Freadman, 1994: 25) Are we still teaching language? We shoot ourselves in the foot, methinks, by adopting the premises of a theory that carefully separates out language from among the other facts of cultural practice, then wonders how to correlate it with its context of production. (Freadman, 1994: 23)

PowerPoint Presentation:

Kramsch – what is an activity ? Miller He gave a paper, He wiped out “difficult” staff and sought inspired critical discussion about the bad things in US so that the migrants could participate in the new country on an informed basis. Other than making their students potentially scared with all this , while in a new country, He pointed the problem – his problem and of TESOL His idea of generating a critical thinking activity resembled an additive model of learning where teachers add stuff Pecha Kucha is an explorative environment where the game is the focus and where at stake is contact and identity The question is how will we assist critical analysis

authorStream Live Help