Imaginative Education Meets Children’s Literature

59
Imaginative Education Meets Children’s Literature [email protected]

description

Imaginative Education Meets Children’s Literature. [email protected]. Simplify the IERG. The goal of this presentation is to support the goal of the IERG, to make education engaging and meaningful, while suggesting a simpler process for implementation. - PowerPoint PPT Presentation

Transcript of Imaginative Education Meets Children’s Literature

Page 1: Imaginative Education Meets  Children’s Literature

Imaginative EducationMeets

Children’s Literature

[email protected]

Page 2: Imaginative Education Meets  Children’s Literature

Simplify the IERG

• The goal of this presentation is to support the goal of the IERG, to make education engaging and meaningful, while suggesting a simpler process for implementation.

• Webquests with well defined adversarial roles, and McKenzie’s Module Maker 2 from Questioning.org may also work well

Page 3: Imaginative Education Meets  Children’s Literature

The Imaginative Education Research Group introduces new theories, principles, and practical techniques for making education more effective. Because engaging students' imaginations in learning, and teachers' imaginations in teaching, is crucial to making knowledge in the curriculum vivid and meaningful, we call this new approach Imaginative Education (IE). The work of The Imaginative Education Research Group is dedicated to showing how this can be done routinely in everyday classrooms and at home. Unfortunately so much of the content of the curriculum is routinely taught as though its natural habitat is a textbook rather than the fears, hopes, and passions of real people that students too commonly find it dull and lifeless, and un-engaging. We believe the ideas, materials, and practices on this website can show how to bring the curriculum to life

Page 4: Imaginative Education Meets  Children’s Literature

IERG History

• Egan Published Teaching as Storytelling in 1988

• Established the IERG at Simon Fraser U in Vancouver

• Lots of awards

Page 5: Imaginative Education Meets  Children’s Literature

Egan Video

Page 6: Imaginative Education Meets  Children’s Literature

Objective: Students will pick a topic or story to develop into a topic using the Imaginative Education Research Group templates and Guides. They will then build a lesson plan based on one of the IERG guides. Planning Framework

Students will select some aspect of their elementary curriculum to develop using a story based on the Binary Opposites lesson plan. The plan should tell us what book is being used, how it relates to the lesson, and what the emotional hook/binary opposite is, ie what is the dynamic tension. Be sure to watch the binary opposites  video for review. Attached under files are two lesson plans from Spring that can let you see what the output from the assignment should look like. Please review the websites linked carefully, as they explain Kieran Egan's Teaching as Storytelling concepts in detail.Assessment: In addition to following the guides, the plan document gives the Story or Storybook being used, and the subject area being taught. Planning Frameworks Guides

Page 7: Imaginative Education Meets  Children’s Literature

THE STORY FORM MODELIDENTIFYING IMPORTANCE:

What is most important about this topic?Why should it matter to children?What is affectively engaging about it?

 FINDING BINARY OPPOSITES:

What powerful binary opposites best catch the importance of the topic? ORGANIZING CONTENT INTO STORY FORM:

What content most dramatically embodies the binary opposites, in order to provide access to the topic?What content best articulates the topic into a developing story form?

 CONCLUSION:

What is the best way of resolving the dramatic conflict inherent in the binary opposites? What degree of mediation of those opposites is it appropriate to seek?

  EVALUATION:

How can one know whether the topic has been understood, its importance grasped, and the content learned?

Page 8: Imaginative Education Meets  Children’s Literature

Three Basic Frameworks

• Mythic

• Romantic

• Philosophic

Page 9: Imaginative Education Meets  Children’s Literature

Hook

Page 10: Imaginative Education Meets  Children’s Literature

Topic: Ancient Civilizations (The Roman Empire)

Subject Area: Social Studies

Cognitive Tool: Narrative StructuringWhat’s the story on the small Roman state that, at one point, dominated vast areas of the world? A narrative on the rise and fall of the Roman Empire can be one focused largely on human ambition. Deceit and murder were no strangers to the drama of Roman leadership. One part of the narrative, then, would focus on the nature of the ambition demonstrated by emperors of Rome. One might also look at the army. The Roman army was also a major contributor to the building of the empire. How is military might an example of ambition? Of course, ambition can have positive and negative effects. It is generally noted, for example, that Rome suffered from an entire list of problems. These included: a series of emperors whose military leaders sought to overthrow them (some emperors had military leaders killed thereby weakening leadership in their armies), endless infighting, weakening Roman unity (by the end Rome had two capitals, Rome and Constantinople, each with its own emperor), economic problems (Rome was spending far more than it could afford and by the end didn’t have enough gold or silver to make its own coins), mass migration, and plagues (illness decimated the Roman population). By addressing the reasons behind the rise and fall of Rome in terms of ambition our students will encounter the extremes of ambition, its pros and cons, and the human source of this great empire. At what point did the desire for power of Rome as a whole, not to mention individual Romans, lead to its demise? Such questions can be resolved in vivid narratives.

Page 11: Imaginative Education Meets  Children’s Literature

Best Books for ChildrenReview“A reference catalog particularly for librarians featuring summaries of over 25,000 in-print titles suitable for children in grades K-6. Each entry lists the title, author, publication date, price, ISBN, page count, and a one-sentence summary. Review citations for the listed books draw upon six respected publications: Booklist, Bulletin of the Center for Children's Books, Horn Book, Horn Book Guide, Library Media Connection, and School Library Journal; these citations direct the librarian toward a more detailed discussion and evaluation of the title in question.

An easy-to-use reference, sorted by book category and featuring a comprehensive index, ^IBest Books for Children Preschool Through Grade 6^R is a helpful and enthusiastically recommended tool for children's librarians everywhere."–Reviewer's Bookwatch

"Along with their siblings, Best Books for Middle School and Junior High Readers, Grades 6-9 (2004) and Best Books for High School Readers, Grades 9-12 (2004), these titles are essential resources for school and public libraries.

Page 12: Imaginative Education Meets  Children’s Literature
Page 13: Imaginative Education Meets  Children’s Literature
Page 14: Imaginative Education Meets  Children’s Literature
Page 15: Imaginative Education Meets  Children’s Literature
Page 16: Imaginative Education Meets  Children’s Literature
Page 17: Imaginative Education Meets  Children’s Literature
Page 18: Imaginative Education Meets  Children’s Literature
Page 19: Imaginative Education Meets  Children’s Literature
Page 20: Imaginative Education Meets  Children’s Literature
Page 21: Imaginative Education Meets  Children’s Literature
Page 22: Imaginative Education Meets  Children’s Literature
Page 23: Imaginative Education Meets  Children’s Literature
Page 24: Imaginative Education Meets  Children’s Literature
Page 25: Imaginative Education Meets  Children’s Literature
Page 26: Imaginative Education Meets  Children’s Literature
Page 27: Imaginative Education Meets  Children’s Literature
Page 28: Imaginative Education Meets  Children’s Literature
Page 29: Imaginative Education Meets  Children’s Literature
Page 30: Imaginative Education Meets  Children’s Literature
Page 31: Imaginative Education Meets  Children’s Literature
Page 32: Imaginative Education Meets  Children’s Literature
Page 33: Imaginative Education Meets  Children’s Literature
Page 34: Imaginative Education Meets  Children’s Literature
Page 35: Imaginative Education Meets  Children’s Literature
Page 36: Imaginative Education Meets  Children’s Literature
Page 37: Imaginative Education Meets  Children’s Literature
Page 38: Imaginative Education Meets  Children’s Literature
Page 39: Imaginative Education Meets  Children’s Literature
Page 40: Imaginative Education Meets  Children’s Literature
Page 41: Imaginative Education Meets  Children’s Literature
Page 42: Imaginative Education Meets  Children’s Literature
Page 43: Imaginative Education Meets  Children’s Literature
Page 44: Imaginative Education Meets  Children’s Literature
Page 45: Imaginative Education Meets  Children’s Literature
Page 46: Imaginative Education Meets  Children’s Literature

46

How?

• Read aloud / guided reading• Partner reading• Inner voice (Tovani, 2000)• Coding the text

Page 47: Imaginative Education Meets  Children’s Literature

47

Read Aloud / Guided Reading

• Research shows:– Can generate interest in a topic– Give struggling readers access to information

in difficult texts used in classroom– Provide opportunity to model thinking process

to comprehend text

(Vacca & Vacca, 2005)

Page 48: Imaginative Education Meets  Children’s Literature

48

Read Aloud / Guided Reading

• Method:1st – Select books or text that:

• Hold interest• Stimulate discussion• Reflect many different cultures• Match social and emotional levels of listeners

Page 49: Imaginative Education Meets  Children’s Literature

49

Read Aloud / Guided Reading

• Method:– 2nd – Prepare by practicing

– Last no longer than 15 minutes – Use props (maps or pictures)

– 3rd – No need to read cover to cover– Reading excerpts from book, magazine, newspaper

article can be more effective

Page 50: Imaginative Education Meets  Children’s Literature

50

Partner Reading

• Research shows:– Partner reading supports less able readers

and can increase motivation

Rasinski, 2003

Page 51: Imaginative Education Meets  Children’s Literature

51

Partner Reading

• Method:– Partners help each other clarify confusing

parts– Partners retell main idea or events– Partners can also predict what might happen

next– Teacher circulates during partner reading to

assess comprehension

Page 52: Imaginative Education Meets  Children’s Literature

52

Inner Voice

• Tovani stated:– Good readers carry on a conversation with

the author – called a conversational voice– Good readers know when they are using their

recital voice (not paying attention to what is read) and begin to get distracted

Page 53: Imaginative Education Meets  Children’s Literature

53

Inner Voice

• Method– Mark text with stopping points– Have students record what they were thinking

about on a sheet of paper– Reveals where students get distracted– Many students are not aware that they are

distracted and no longer comprehending the text

Page 54: Imaginative Education Meets  Children’s Literature

54

Page 55: Imaginative Education Meets  Children’s Literature

55

Coding the text

• Research shows:– Confident readers connect what they already

know to what they are reading

Page 56: Imaginative Education Meets  Children’s Literature

56

Coding the text

• Method– Teach 3 symbols (check mark, ! and ?)– Check means I knew this (background

knowledge)– ! Means this is important to remember– ? Means I am confused or don’t understand

Page 57: Imaginative Education Meets  Children’s Literature

57

Coding the Text

• ? Are topics for discussion or further inquiry

Page 58: Imaginative Education Meets  Children’s Literature

Recommendations

• Ditch the textbook for experienced teachers• Pay them to develop their own materials• Look for the emotional engagement of the

new content• Refer them to the IERG website for

planning frameworks• Use Children’s Literature as a resource for

ALL subjects

Page 59: Imaginative Education Meets  Children’s Literature

59

ReferencesAppleby, J., Brinkley, A., & McPherson, J. M. (1998). The American Journey. New York:

Glencoe/McGraw-Hill.

FCAT Design Summary. (2005). Retrieved March 27, 2006 from http://www.firn.edu/doe/sas/fcat/pdf/fc05designsummary.pdf.

Rasinski, T. V. (2003). The fluent reader. New York: Scholastic Professional Books

Tovani, C. (2000). I read it, but I don’t get it: Comprehension strategies for adolescent readers. Portland, MA: Stenhouse.

Vacca, R.T., & Vacca, J.L. (2005). Content area reading: Literacy and learning across the curriculum. Boston: Allyn and Bacon.