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ED/EDFE 2100 Inquiries Into Learning 3.0A
Transcript of ED/EDFE 2100 Inquiries Into Learning 3.0A
ED/EDFE 2100 Inquiries into Learning with Professor Warren Crichlow
2. Were Grearson and Germaine 'supposed to talk'? (p.118)
3. What about Grearson appears "bonkers" to Germaine? (p.122) ... questioning Grearson's "sanity" (p.120)
4. What effect does Grearson have on Germaine? "But in my head, I tell him all the things I never said in his office, that I wish I had." (p.133)
Example of 4 QUESTIONS - The Discussion Leader Provides:
"In the days that followed, there were a number of signs -- both subtle and obvious -- that their newfound thoughtfulness had led to collective change."
(Alexis, 2015, p. 22)
Enjoy some aspect
of whatever you read for this course.
Engage with the text
and your cohort.
1. Interpretive discussion - a conversation between people who together seek to understand the meaning of a text. Both students and teachers focus upon what they do not understand and address points of doubt (p. 2-3) (lecture 2)
2. Discussable text - a suitable common text about which leaders can raise questions, recognizing the centrality of the readers questions in textual interpretation (p. 5)
3. Meaning of the text - through interpretive doubt, seekers attempt to understand when something in the text draws their attention, identifying assumptions that are present in hopes of formulating a DPD (p. 4)
4. Deepest point of doubt (DPD) - interpretive question about the text that the leader or discussants find they most want to resolve (lecture 2)
Group Generated Review:
20 Terms/Concepts from H-G Text
From the Novel:
How to Reference:
Example - Referencing books:
Author, A. A. (Year of publication). Title of work: Capital letter also for subtitle. Location: Publisher.
Alexis, A. (2015). Fifteen dogs. Toronto: Coach House Books.
1. Choose APA or MLA and stick with it.
2. Find a style guide: https://owl.english.purdue.edu/owl/resource/560/02/
3. Learn to use references regularly!
Small Group Leaders
The Academic Adviser
by Sharon English
I query the role of silence in the text. The silent moments between Grearson and Germaine may be considered "bonkers" (p. 122) and Germaine questions Grearson's "sanity" (p. 120). However, there seems to be openings in acceptance for Germaine through these silences. After Grearson is gone, Germain imagines telling Grearson things (p. 133). Perhaps the silence in their meetings opened up some possibilities and awareness for Germaine.
1. What role does silence play in the text? "I wasn't sure what this quiet time was about" (English, 2002, p. 119).
Basic Question - BQ
Follow-up Cluster Questions - CQ:
4-5 Sentence Intro:
H-G's Types of Questions:
Interpretive - the fun stuff!
Example: Who are Harry Potter's parents?
Example: Is Professor Snape a 'bad guy'?
How does Snape influence HP? Where in the text is this influence seen? (Interesting stuff!)
Interpretive questions give us deeper reading into the text
Finding the interesting, doubtful bits...
DPD - Deep Points of Doubt (Haroutunian-Gordon, 2009, p. 6)
In tutorial, please put your phone on airplane mode and mute your laptop or tablet. This helps us all 'stay in the room' and not wander off. :)
Let's be seekers of what Haroutunian-Gordon refers to as Deep Points of Doubt - DPD. (2009, p. 6).
Let's attend to the readings each week.
Access the reading through points IN THE TEXT = 'take us to the text' by pointing to the page numbers
Welcome to Tutorial (Section 3)
Note: It serves as a good guide for you and others to add page references - Where in the text did your questions come from?
Remember to bring your questions - Discussants will give a hard copy to their group leaders on Jan 22 and 29, Feb 26, Mar 4, and Apr 1.
5. Basic Question (BQ) set (Appendixes B & C) - the main interpretive question based on the deepest point of doubt. Meaning it identifies what is the most puzzling aspect of the text (p. 8)
6. Cluster questions (CQ) - follow-up type questions that add or direct inquiry into the DPD; it seeks out facts or evidence within the text that might help to resolve that doubt (p. 8)
7. Tolerance - setting aside readily aroused and powerfully negative feelings of immigrants, minority groups long enough to get the facts straight and engage the Other in a serious moral dialogue (p. 15)
8. Textual Evidence - within an interpretive discussion, deliberation and modification are dependent upon evidence in the text. Relative strength of members contributions and resolving interpretive question is judged on the basis of textual evidence. (p. 9)
9. Resolving the identified deepest point of doubt - important to note there will not always be a resolution; the key is in the journey of the discussion (p. 6, lecture Feb 5)
10. Claims and arguments - statement based on the interpretation of the text; uses textual evidence to provide proof in support of the claim
11. Evaluative question - invokes a personal opinion or judgement on the text; good/bad, right/wrong (p. 6)
12. Factual question - evidence that can be found in the text; has a concrete answer (p. 6)
13. Interpretive question - directs discussants back to the text in order to resolve a point of ambiguity about its meaning. focus on a deep point of doubt (p. 30)
14. Seeking and Seekers - seeking involves the discovery of both what is not in doubt and what is. (p. 3) Seekers are a group of people who don't know something who recognize that they do not know it and want to find out (p. 2) Searching to understand the meaning of a text.
15. Equity/opportunity - Equity - the opportunities for all students to develop the ability to question, interpret, and reflect on both what they know and what they want to find out. The equity that DuBois was seeking has not yet been achieved - His claim that cultivating questions and pursuing their resolution develops the patience and the will to study. He questions whether education should not offer all students the opportunities they need to develop discipline and self-understanding and thus become free and productive members of society. (p.179-180)
16. Participation - (p.13,14,170)
participants feel the difference between interpretation and evaluation and that over time their focus became more strongly oriented towards interpretation
the more you participant the more you follow the patterns of the leader
one begins to learn to lead while participating as a group member
gain a deeper understanding of the shared point of doubt
without full participation a full collective resolution cannot be achieved
used for defining goals, next steps and long term actions
17. Listening - we are never
listening (lecture 3) - listening is active
18. Learning community - formed as people work together to cultivate a shared question and an 'object' or idea about its resolution (p. 151)
19. Turning the Soul - learning to lead interpretive discussions; teaching is an act of turning the students' attention to the 'proper' point; no fixed protocol or method for doing so (p. 10-11)
20. Planning for discussion - Preparing a cluster of questions (p. 23 table 2.2)
These 20 definitions are generated by your colleagues. Be sure to check them and reword them for yourselves as part of your study process. Keep questioning - Are these definitions sufficient and succinct?
You can pick up your assignments, from the Jan 22 or 29 discussions on
Friday, FEBRUARY 12
Haven't Got Your Assignment Back Yet?