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Teaching Without Telling | Part I: Disruption
Transcript of Teaching Without Telling | Part I: Disruption
Teaching Without Telling
Disrupting Normative Models of Instruction Using Creative Communication to Maximize Student Learning, Engagement and Independence
Part I: Disruption
Ontario Native Literacy Coalition |
Changes, Challenges, Choices, Changes Conference
| Laubach Literacy Ontario
SHARING IS CARING
Now, take an audit of the different practices that are
for you to embed more principles of andragogy.
TEACHING AS A
AS A PRONOUN
Megan Pratt, OCT, M. Ed
Professor at Niagara College
Research Supervisor at Mohawk College
HLC Board of Directors
Time for a Proper
Name + Title + Organization
To teach is not to tell. In this two-part workshop, participants will identify and disrupt normative instructional models to master three creative communication strategies which triangulate to effortlessly enhance student learning, engagement and independence, whether one-on-one, in small groups, or in large classes.
+ one sentence (9.5 to 15.3 word average)
+ describes the reason an organization exists
+ guides decisions about priorities or actions
+ be clear, memorable and concise
+ provides foundation for practice
The Increase and Diffusion
To Inspire and Empower
People Affected by Cancer
The Humane Society
Personal mission statements are encapsulations of your individual work philosophies. They represent, at a high-level, the approach, values, and ideals that underpin your work. For administrators and practitioners alike, these statements define your
In your teams, please invite
two brave volunteers
to join me at the front.
What do your depictions of the words play, question, conversation and teach reveal about our definitions of education?
"a co-operative venture in non-authoritarian, informal learning the chief purpose of which is to discover the meaning of experience; a quest of the mind which digs down to the roots of the preconceptions which formulate our conduct; a technique of learning for adults which makes education coterminous with life" (Eduard Lindeman, 1925)
How is Eduard's definition of andragogy different than pedagogy?
What words inspire you from Eduard's quote?
Using your outline, make an inventory of the instructional practices done within your organization (lessons, training, activities, assessments, workshops).
has this workshop sparked within you as a literacy practitioner or administrator?
Has something in this workshop
the way you approach
do you have now as a literacy practitioner?
Have you been given the
to disrupt some normative teaching practices through this workshop? What will you do with that?