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CONGRESO PUERTORIQUEÑO DE INVESTIGACIÓN EN LA EDUCACIÓN
INVESTIGACIÓN Y POLÍTICA EDUCATIVA EN LA SOCIEDAD DEL CONOCIMIENTO
TALKING ABOUT SOCIAL ISSUES IN THE ENGLISH CLASSROOM
Dr. Maritza Sostre
Dr. Vilma Pizarro
Prof. Noemi Rosario
© 2009
THEORETICAL FRAMEWORK
Learning is the social process of construing and appropriating a new or revised interpretation of the meaning of one’s experience as a guide to action. Mezirow postulates that learners experience personal and intellectual growth when they
Transformative Learning Theory
Jack Mezirow (1994)
Grapple with disorienting dilemmas
Examine their assumptions
Seek out additional perspectives
Acquire new knowledge
Learning
SIGNIFICANCE OF USING SOCIAL ISSUES IN CLASSROOM DISCUSSIONS
Author Significance Bomer (2004) Teaches active participation in a democracy. Johannessen (2003) Promotes reflection and high levels of critical thinking. Clark (2000) Requires making sense of the complex world. Cummins (2000) Encourages the transformation of social realities. Harwood & Han (2000) Prepares for authentic dialogues. Angell & Avery (1992) Refines cognitive abilities to deal with complex issues. Hurlbert & Toten (1992) Explores the conditions affecting this time. Johnson, et al (1992) Deepens involvement and understanding of course content. Toten (1992) Assists in the development of citizenry that is knowledgeable.
CONTEXT UNIVERSITY OF PUERTO RICO AT BAYAMON
Outreach Professional Development Conference
INTRODUCTION
• Multifaceted
Workshops
• In the context of social issues
Classroom Discussion
• Communicative competence
• Perceptions of the activity
Reflect
PURPOSE
To explore the teachers’ learning experiences which
in turn, would provoke ideas to enhance classroom
educational practices.
QUALITATIVE ACTION RESEARCH
ESL Teachers Presenters
Participants
Observation journal
Evaluation forms
METHODOLOGY
Reflection Awareness
Action
DATA ANALYSIS
Paper & pencil
Tabulation sheet
Wolcot (1994)
Categories
What does it actually mean for
teachers to discuss social
issues in their
classrooms?
• Participants’
Presentations
• Journal
• Evaluation Forms
• Literature on adult
learning
PHASES OF TRANSFORMATIVE LEARNING
RESULTSGrapple with disorienting dilemma.
Mezirow (1994)
Deepened Perspectives
means
talking
involves
• Headline• Top-story
• Grading system
Forms
• Determine Importance• Assign presentations
WorkedCollaboratively
Discussed ways
Referred to
resources
Reached sudden
realization
• Become aware of issues.• Learn about the
consequences.• Engage in becoming part
of the solution.
learners
ideas
• Bounced off each other• Exchanged & compared.• Reviewed & valued.• Willingly shared.• Lined up on paper.
means something
more
• Know what students have to say
• Learn about students’ real-life problems .
• Discover feelings & fears. • Put together all ideas.• Do something different for
our students.
Examine their assumptions.Mezirow (1994)RESULTS
RESULTSSeek out additional perspectives.
Mezirow (1994)
reflect
discussing
retain
“Right topics”
Writing process
Develop Understanding
“Right moment”
RESULTSSeek out additional perspectives.
Mezirow (1994)
Procedure
Broadened Perspectives
Devised a new way
Transformative pedagogy
• Whole & small group discussions: feelings & fears.
• Analyze consequences.
• Think deep about a solution.
• Contribute to society.
• To practice speaking skills
• Emotionally involve students to express their feelings & fears.
• Guide them to see the consequences, critically think about a solution, & contribute to help solve the issue.
• Address issues students might be experiencing.
• Use these discussions as a pre-writing phase.
Lesson plan
Approach Technique Goal
RESULTSSeek out additional perspectives.
Mezirow (1994)
Broadened Perspectives:Needs
Devised a new way
• More training on how to address social issues.
• Materials & equipment.
• Discuss with others to agree on something.
• Solve problems without fighting.
• Become better human beings; a better person.
awareness
Ongoing supportBecome changed by
what they learned
• Change the way of seeing life.
• View life in a better way.
• Learn to confront real-life issues.
A Reflection on Transformative Learning in a Professional Development Context
Knowledge acquired
Previous knowledge
Become changed by what they
learned
PROFESSIONAL DEVELOPMENT CONFERENCE
TL
Dr. Maritza Sostre Dr. Vilma Pizarro Prof. Noemi Rosario ©2009
…. When English language teachers come together in a professional development
activity, the synergy created enhances their abilities to transform their teaching
practices.
A Reflection on Transformative Learning in a Professional Development Context