teaching dialogues 2006 pt 2

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  • 1. Paulo Freire
  • 2. There Is No Teaching Without Learning
    • Critical reflection on practice is a requirement of the relationship between theory and practice. Otherwise theory becomes simply blah, blah, blah, and practice, pure activism.
    • -Pedagogy of Freedom
  • 3. Teaching Dialogues
    • Thank you for being here!
    • Why are we here?
    • Why Johns Hopkins University?
  • 4. Goals
    • To create an environment and an opportunity for faculty to discuss with each other the art & craft of the practice of teaching and to engage in ongoing reflection to improve and enhance the educational experiences offered in SPSBE.
  • 5. What Can We Learn From Careful Examination Of The Artistry Of Teaching In Our Professional School?
    • Engagement in reflection in-action and knowing-in-action
    • Examine and fully develop ones own philosophy of teaching and learning
    • Creation of a community of practice and reflection
  • 6. Write down your philosophy of teaching and learning. Then place in a envelope.
  • 7.
  • 8. Stephen D. Brookfield Distinguished Professor at the University of St. Thomas St. Paul, Minnesota
  • 9. Reflective Inventory
    • What am I proudest of in my work as a teacher?
    • What would I like my students to say about me when Im out of the room?
    • What do I most need to learn about in my teaching?
    • What do I worry most about in my work as a teacher?
    • When do I know Ive done good work?
    • Whats the mistake Ive made that Ive learned the most from?
  • 10. Personal Assumptions Inventory
    • I know Ive done good work when...
    • I know Ive done bad work when
    • I feel best about my work when
    • The last time I saw really good teaching was when
    • The best learning experience Ive ever seen students involved in was when
  • 11. Stephen Brookfield
    • It is important to realize the implications for our students of our own critical reflection. Students put great store by our actions and they learn a great deal from observing how we model intellectual inquiry and democratic process. Given that this is so, a critically reflective teacher activates her classroom by providing a model of passionate skepticism.
  • 12. Stephen Brookfield
    • As Osterman (1990) comments, "critically reflective teachers teachers who make their own thinking public, and therefore subject to discussion - are more likely to have classes that are challenging, interesting, and stimulating for students.
  • 13. Schedule: 5 Weeks
    • Dates for Posted Questions
    • Blackboard:
    • Chapter 1 posted on March 31st
    • Chapters 2 &3 on April 7th
    • Chapter 4 on April 17th (the 13th is Passover and the 14th is Good Friday)
    • Chapter 5 on April 24th
    • Chapter 6 & 7 on April 28th
    • Epilogue, May 5th
  • 14. Each Week
    • One or two individuals will volunteer today to post a question from a chapter
    • If there are two question one can do both or just one; which applies to your interest?
  • 15. If You Want To Pair Up of Participants
    • What do you teach?
    • Where do you teach?
    • Where do you live?
    • What is the best means of communication; online, telephone, face-to-face, etc.?
    • How often to have discussions and meeting face-to-face?
    • Classroom visitations
    • Use of Ken Bains book to stimulate conversation
    • Using the online journal
  • 16. Second Choice Individual Exchange of Ideas on Blackboard
  • 17. Ground Rules For Critical Conversation
    • Communication, communication, and did I say communication.
    • It can be a 1-5 lines or write as much as you wish.
    • Even if you skip a week or so..please still come back and answer the other questions
  • 18. Continued
    • The strength of this session is all of us commenting to each other
    • One can be critical of Ken Bain.
    • Before I forget, Blackboard will not alert you when someone has answered a chapters question, you must logon.
  • 19. What the Best College Teachers Do Ken Bain
    • The book has won the 2004 Virginia and Warren Stone Prize for an outstanding book on education and society. He has won four major teaching awards, including a teacher-of-the-year award, faculty nomination for the Minnie Piper Foundation Award for outstanding college teacher in Texas in 1980 and 1981, and Honors Professor of the Year Awards in 1985 and 1986. A 1990 national publication named him one of the best teachers in the United States.
  • 20. Epilogue: What Can We Learn From Them?
    • When John Sexton took the oath of office as the fifteenth president of New York University in 2002, he called for a new kind of professor in the twenty-first century. We must recast our notion of what it means to accept the title of professor, he argued.
  • 21. Continued
    • The concept of the tenured professor as an ultimate independent contractor must give way to the view that faculty members in the university embrace community responsibilities for the entire enterprise of learning, scholarship and teaching.