Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
AMBER T. KIRBY'S COMMON PLACE BOOK ENTRY FOR USC 513A
Transcript of AMBER T. KIRBY'S COMMON PLACE BOOK ENTRY FOR USC 513A
Knowledge is power.
All knowledge is constructed.
USC Rossier School of Education
November, 23rd, 2014
Professor Paula Carbone
"educators have a responsibility to develop reflective, problem solving and independent thinkers" -John Dewey
How will I empower my students to become the co-creators of their knowledge?
states that learners construct rather than absorb, knowledge from their experience (Ormrod, 2011, p. 27)
is a mental process by which students take many separate pieces of information and use them to build an overall understanding or interpretation(Ormrod, 2011, p.218).
We learn from prior knowledge, our knowledge is shaped by what we already know. Make prior knowledge explicit to be able to identify new knowledge. New knowledge is built by and challenges prior knowledge(Beach et al, 2012).
Student's prior knowledge will be engaged with a survey at the beginning of every year! This information will inform me of their funds of knowledge,including:
motivations (Moll, 2005).
Lessons will then be framed to address "themes where students most likely have expertise and can emerge as experts for their classmates" (Beach et al, 2012).
A small selection of the larger survey
According to Beach et al (2012) California Common Core State Standards require students to:
Therefore I will frame thematic units wherein each text will act as...
A BUILDING BLOCK...
for students to construct knowledge...
piece by piece into their scheme and...
create works which transcend.
Looking through the lens of Ira Shor’s,
Education Is Politics: An Agenda for Empowerment
, Shor (1992) explains that, “the institution of schooling itself is not a neutral enterprise in terms of its economic and cultural reproduction of class relations… Social and economic values are already embedded in the design of the institutions we work in” (p. 13).
If students are taught early on that they can be social critics and agents of change, they will become social critics and agents of change.
I will teach my students that, "as conscious human beings, we can discover how we are conditioned by the dominant ideology. We can gain distance from our moment of existence….We can struggle to become free precisely because we can know we are not free! That is why we can think of transformation" (Shor and Freire, 1987, p. 13).
My Students will
"not be empty vessels to fill but rather the
co-creators of knowledge"
Alvermann, D. (2002) Effective Instruction for Adolescents. Journal of Literacy Research, 34, (2), 189-208.
Anderson, L. W. and Krathwohl, D. R. (2001) A Taxonomy for teaching and assessing: A revision of bloom’s
taxonomy of educational objectives (abrig. Ed). New York: Longman
Beach, R., Thein, A. H., & Webb, A. (2012). Teaching to exceed the English language arts Common Core State
Standards: A literacy practices approach for 6–12 classrooms. New York, NY: Taylor & Francis.
Buel, D. (2009). Classroom strategies for interactive learning (4th. ed.). International Reading Association.
Ormrod, J. E. (2011). Educational psychology: Developing Learners (Seventh Edition). Boston: Pearson.
Paley, V. G. (2007). HER classic: On listening to what the children say. Harvard educational review; 77(2),
Research Library Core pg.152
Philippot, R., & Graves, M. F. (2009). Fostering comprehension in English classes. New York, NY: The Guilford
Rodgers, C. R. (2002). Voices inside schools: Seeing student learning: Teaching and the role of reflection.
Harvard educational review 72(2), 230-253.
Shor, I. (1992). Education is politics: An agenda for empowerment. Empowering education: Critical teaching
for social change. Chicago and London: The University of Chicago Press.
Wiggins, G., & McTighe, J. (2005). Understanding by design (expanded 2nd ed.). Alexandria, VA: Merrill
"Texts, in a language arts class, should foster imaginative journeys
that relate to each other
in the context of issues that matter"
I will Foster these new media skills: negotiation, judgement, performance, collective intelligence and play (Jenkins 2006).
I will use these resources: Google Chrome books, Smartphones, Google Classroom, Prezi, Google Slides, EdPuzzle, Strip Generator, CNN Student News and much more.
To Foster co-creation, all students must be able to understand and access what is happening in the classroom.
To Promote this Equability scaffolding must be provided for for Second Language Learners, Students with 504 Plans and Students with Learning Disabilities.
Engagement for prior knowledge
Feed-up (front loading)of vocabulary
Frequent checks for understanding
Literacy is assessed overtime, mediated in a sociocultural process by shared use of tools and happens along side learning in authentic communities (Beach et al, 2012 p.236).
In my classroom I will foster a cycle of feeding-up, feeding-back and feeding forward.
Meaning that I will give my students a context frame to build from, provide them with constructive feedback and teach them how to self-assess.
Formative assessments will work in a holistic manner acting to bridge the gaps and begin equilibration. Summative assessments will then be the final polished product of a work that has been studied from every angle.
Formulate affective arguments
Synthesize and connect texts
I will provide:
Now, more than ever, access means providing students with digital literacy
We will know no limit
(Beach et al, 2012, p. 138).