Re-introductions (shared learning – recent, any area):
Jenni (leaving teaching to go to seminary next year). Now seeing teaching differently as of this year, more as facilitator with learners having more control (more balanced, anyway). Many students want to be told, initially, but when deliberation does not “tell,” they want to do it again!
Kelcy Pondering her move from 9th to HS and literature circles working less well; has become interested in reciprocal teaching as a way of placing more responsibility on learners. Finds it “not hard to let go if you don’t care too much what the outcome is,” but challenging when you do.
Angie Given additions to her load, she is adapting to a broader array of grade levels. This could mean moving certain practices (like deliberation) to lower grades, but is it the practice or the ways of thinking we need to cultivate, and not always in the same way?
Cathy Has found ample room for civic literacy as they have had to code their program in relation to the Iowa/Common Core. (Good chance to discuss the workshop with Superintendent.)
Jim In higher education, is seeing an inverse relationship between a pedagogy of telling and any openness to deliberative practices.
Vicki – recently experienced the need to not “tell” a student teacher, but to engage in dialogue at the end of the day about how to do things differently, then adapted that stance and strategy to her student writers.
Gina – enjoying the reading/writing connection with 11th graders. If they enjoy the literature, they like to write about it and can do so quite well.
Mark – not serving as speech coach this year, so better able to see “telling” behavior in new coach. Is becoming more facilitative – taking longer, covering less, for better quality.
Serena – getting some mileage from goal sheet on Monday, with work checked daily. Tough building situation this year – discouraged principal, re-evaluating the role/job.
Dave – struggles between teacher & learner roles – what circumstances are conducive to learning? Kids are learning machines, just not devoted to what we want them to learn. Hard to describe/explicate what we do as teachers.
Gerry – learning from grandchildren that it is easier to answer what we did today than what we learned. Interested in need for teachers to have learning experiences which parallel those they expect their students to have.
Recent work with deliberation:
Gina – Nothing official since last session; plans to yet this year, in part to counter the “debate” norm. Has discussed it among friends.
Vicki – Interesting legislative town hall experiences with challenging legislator. Found farmers to be allies once they understood the situation. Misunderstanding of teacher economics.
Angie – Did a better job with another forum. Wants to do more with framing, and with younger students. Genuine interest when kids get to stay with an issue. Thinks exploratory investigation could lead to framing instead of persuasion/debate. Possible use of the “deconstruction” sheet?
Next year – team thinking about career fair applications, of more w/ framing, of integrating questioning elements into elementary.
Kathy has felt “scared away” from framing by experts. Deliberation is helping her learn to get out of the way more effectively – takes thought and preparation time.
Kelcy - has used an education frame – kids had background knowledge and could grasp the issue; want to pursue the argument against argument, overcoming the limits of debate. Next year wants to refine work in Eng. 10 – more of a student role, and start the year with a forum in 11th.
Mark – interested in political season possibilities next year; school challenges/issues and a new superintendent.
Serena – using a fishbowl approach to argument – role play variation. Thinking about novel/ short story applications. Role of extra-curriculars could be a frame for faculty deliberation.
Everyone challenged to consider:
Levels & degrees of implementation –
- What practices can be used at what levels without the students finding it redundant? How do we achieve variety in pursuit of a common goal? What should be similar, what different at grades 7, 9, 11 for example?
- What is evidence of learner progress? Of movement toward considering multiple perspectives? Ability to apply ideas and approaches to a new issue? Students asking about the omissions? About who is not at the table? Students “seeing” issues? Tending to “frame”? Students aware of the world acting on them? Is openness to learning enough?
- What do the possibilities for common ground mean in classrooms? A basis for action? Is it enough for students to see issues to be addressed (complex) rather than problems to be solved (simple, if not simplistic)? Is there a responsibility for some coming together?
Possible results:
- Understanding the complexity of (an) issue(s) – that issues are complex, public, and not subject to expert solution alone;
- Appreciation of others’ perspectives;
- Recognition of potential (for) action(s).
IPL and IWP invest in this work because literacy, writing, and civic life are capacities (not skills) dependent on dispositions and passions. Complex alignment with multiple disciplines and with common core concerns.
Invitations: (To those present and absent)
Please provide feedback, especially to help us refine a second workshop in July;
Through IPL/IWP consider this group, future participants and others to be an audience for your work, your documentation of and especially your reflections on that work;
Consider IPL/IWP a source of consultation as you move forward with your efforts;
Participate in follow-up sessions next year with the new group from this summer.
Thank you for all your work on this shared commitment to improved civic life!
The cla
