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Transcript of Paideia 101 Bob Alexander Nash-Rocky Mount Schools National Paideia Faculty Or, Mortimer J. Adler...
Paideia Paideia 101 101
Bob AlexanderBob AlexanderNash-Rocky Mount SchoolsNash-Rocky Mount Schools
National Paideia FacultyNational Paideia Faculty
Or, Mortimer J. Adler Wrote the Common Core
Session Goals Session Goals • Gain background knowledge of the Paideia structure
and philosophy, including the 3 framing components: Didactic Instruction, Coaching, and the Socratic Seminar
• Receive training on of the use of the Paideia Seminar as a key literacy and cross curricular tool for planned discussion, group discourse, and questioning techniques.
• Analyze the components of the Paideia Seminar and the Seminar Cycle.
• Examine how the Paideia seminar supports Common Core standards.
• Investigate the use of Paideia with informational texts, including primary source documents.
NCETA Conference : October 12, 2013NCETA Conference : October 12, 2013
Paideia DefinedPaideia Defined
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Part IPart I
Mortimer J. Alder and the Paideia
Posse
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What Exactly is What Exactly is “Paideia”?“Paideia”?
• Paideia (py-dee-ah) from the Greek “pais, paidos”: the upbringing of the upbringing of child child (related to pedagogy and pediatrics).
• In an extended sense, the equivalent of the Latin “humanitas” from which “the humanitieshumanities” is derived.
• In short, the learning that should the learning that should be possession of be possession of all human beingsall human beings.
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The Paideia Group:The Paideia Group:
• In 1982, Paideia's original thinker, philosopher Mortimer Adler, joined with a diverse cadre of educators and intellectuals to form the Paideia Group.
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Mortimer J. AdlerMortimer J. Adler
•Chairman, Director, Institute for Philosophical Research
•Chairman, Board of Editors, Encyclopedia Britannica
•Founder, the National Paideia Center, UNCCH
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Members of the Paideia Members of the Paideia Group:Group:
• JACQUES BARZUN Former Provost, Columbia University Literary Adviser, Charles Scribner’s Sons
• OTTO BIRD Former Head, General Program of Liberal Studies, University of Notre Dame
• LEON BOTSTEIN President, Bard College President, Simon’s Rock of Bard College
• ERNEST L. BOYER President, The Carnegie Foundation for the Advancement of Teaching, Washington, D.C.
• NICHOLAS L. CAPUTI Principal, Skyline High School, Oakland, California
• DONALD COWAN Former President, University of Dallas Fellow, Dallas Institute of Humanities And Cultures
• ALONZO A. CRIM Superintendent, Atlanta Public Schools, Atlanta, Georgia
• CLIFTON FADIMAN Author and critic • DENNIS GRAY Deputy Director, Council For
Basic Education, Washington, D.C.
• RICHARD HUNT Senior Lecturer and Director of
the Andrew W. Mellon Faculty Fellowships Program, Harvard University
• DOUGLASS CATER Senior Fellow, Aspen Institute for Humanistic Studies
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The Paideia Proposal: The Paideia Proposal: An An
Educational ManifestoEducational Manifesto (1982)(1982)
• A systemic critique of American public education.
• Argued that unless we managed to offer all American children the same high quality education, our our democracy itself democracy itself was in danger. was in danger.
In order to maintain our democratic society we must:1.Simultaneously institute much higher academic standards2.Render academic rigor accessible to all students.
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The Paideia ProposalThe Paideia Proposal
Dedicated to three well-known educators:•Horace Mann•John Dewey•Robert Maynard Hutchins.
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Horace Horace MannMann
• 1796-1859• Early American educational
reformer• Articulated the connection
between effective “common” schools and democratic well-being.
• His 12 reports (1837-48) as the first Mass. Sec. of Ed. are among the most significant primary documents in American ed. history.
• ““the best education for the the best education for the best is the best education best is the best education for all…” for all…”
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Robert Maynard HutchinsRobert Maynard Hutchins• 1899-1977• Chancellor of the University of
Chicago.• Leader of the group who, post
WWII, created the Great Books program.
• Stressed the need for academic rigor
• Thinking behind the idea of academic standards
• ““Human community as a result Human community as a result of better communication…” of better communication…”
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John DeweyJohn Dewey
• 1859-1952• “Progressivism” provided
20th Century educators with a argument for classrooms that combined relevant curriculum with active student learning.
• Was the democratic “Yin” to Hutchins’ “Yang” in Adler’s thinking.
• His ideas led directly to the Paideia Coached Paideia Coached ProjectProject.
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What Exactly is Paideia?What Exactly is Paideia?
The influences on Paideia include:• Socrates and other Greek
philosophers• John Amos Comenius• Thomas Jefferson
As well as other great humanists, essentialists, and classical thinkers.
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Mortimer J. AdlerMortimer J. Adler
Mortimer, you’re a smart guy…
How to read a book…NCETA Conference : October 12, 2013NCETA Conference : October 12, 2013
Part II Part II
The Paideia The Paideia Principles Principles
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Paideia Principles:Paideia Principles:We, the members of the Paideia
Group, hold these truths to be the principles of the Paideia Program:
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Paideia Principles:Paideia Principles:• that all children can learn; • that all children deserve the same quality of
schooling, not just the same quantity; • that the quality of schooling to which children
are entitled is what the wisest parents would wish for their own children, the best education for the best being the best education for all;
• that schooling at its best is preparation for becoming generally educated in the course of a whole lifetime, and that schools should be judged on how well they provide such preparation;
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Paideia Principles:Paideia Principles:• that the three callings for which
schooling should prepare all Americans are:
(a) to earn a decent livelihood, (b) to be a good citizen of the nation
and the world, and (c) to make a good life for one’s self.
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Paideia Principles:Paideia Principles: that the results of these three types
of teaching should be (a) the acquisition of organized organized
knowledge, knowledge, (b) the formation of habits of skillhabits of skill
in the use of language and mathematics, and
(c) the growth of the mind’s growth of the mind’s understandingunderstanding of basic ideas and issues; NCETA Conference : October 12, 2013NCETA Conference : October 12, 2013
Paideia Principles:Paideia Principles:• that the primary cause of genuine learning
is the activity of the learner’s own the activity of the learner’s own mindmind, sometimes with the help of a teacher functioning as a secondary and cooperative cause;
• that the three types of teaching that should occur in our schools are didactic didactic teachingteaching of subject matter, coachingcoaching that produces the skills of learning, and Socratic questioningSocratic questioning in seminarseminar discussion;
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Paideia Principles:Paideia Principles:• that each student’s achievement of these
results would be evaluated in terms if that student’s competencies and not solely related to the achievements of other students;
• that the principal principal of the school should should never be a mere administratornever be a mere administrator, but always a leading teacher who should be cooperatively engaged with the school’s teaching staff in planning, reforming, and reorganizing the school as an educational community;
• that the principal and faculty of a principal and faculty of a schoolschool should themselves be actively be actively engaged in learning; engaged in learning;
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Paideia Principles:Paideia Principles: that the desire to continue
their own learning should be the prime motivation of those who dedicate their lives to the profession of
teaching.The Paideia Group
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Part IIIPart III
The Paideia The Paideia Modes of Modes of
InstructionInstruction
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Paideia Modes of Paideia Modes of InstructionInstruction
DIDACTIC
COACHING
Development of Intellectual Skills
60-70%60-70%
Seminar
Increased Understanding of Ideas and Values
15-20%The Acquisition of Knowledge
10-15%10-15%
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Paideia Modes of Paideia Modes of InstructionInstruction
• An oral presentation that teaches through “telling.”
• To elicit active listening, the presentation must attract and sustain attention.
• A crafted presentation.
DIDACTIC
The Acquisition of KnowledgeThe Acquisition of Knowledge
10-15%10-15%
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Didactic InstructionDidactic Instruction• The delivery of factual information. • Lecture, demonstration, videos, and reading are
common forms of Didactic Instruction. • The goal of is for students to acquire the basic
“must know information” about a subject.• Because Didactic Instruction typically puts students
in a passive role, the National Paideia Center advocates limiting Didactic Instruction to 10-limiting Didactic Instruction to 10-15%15% of instructional time.
• Assessment and evaluation of Didactic Instruction and factual learning is effectively conducted through traditional short answer and multiple choice tests.
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Paideia Modes of Paideia Modes of InstructionInstruction
• The development of intellectual skills.
• Skills learned by reading, writing, speaking, listening, calculating, etc.
• Formative assessment and feedback.
COACHING
Development of Intellectual Skills
60-70%60-70%
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Intellectual CoachingIntellectual Coaching• is guidance through modeling and modeling and
questioningquestioning.• Intellectual Coaching may begin with a teacher
modeling writing a sentence, reading a paragraph, solving a problem, or hypothesizing about a reaction.
• Intellectual Coaching often happens by questioning as well as both positive or corrective feedback.
• The goal of Intellectual Coaching is for students to acquire expertise in skills of learning, such as reading, writing, calculating, and observing.
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Intellectual CoachingIntellectual Coaching• Developing skills in a relevant context occurs
in a Paideia Classroom through teacher’s development and use of units called Coached ProjectsCoached Projects.
• Intellectual Coaching ideally occurs 60-70% of instructional time.
• Assessment and evaluation of Intellectual Coaching is conducted through formative assessment, performance tasks, project work often with the use of checklists and rubrics.
NCETA Conference : October 12, 2013NCETA Conference : October 12, 2013
The Paideia Coached The Paideia Coached ProjectProject
• The Paideia coach project is a unit of study that leads to a student product or performance of real value to an audience outside the classroom.
• The project can be connected to classwork or provide the students to engage in self-directed learning activities to pursue personal goals in conjunction with curricular objectives.
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• Conversations, conducted in an orderly manner by the teacher who acts as the leader or moderator of the discussion.
• The conversations revolve around a “text” of some sort.
SeminarSeminar
Increased Increased Understanding of Understanding of Ideas and ValuesIdeas and Values
15-20%15-20%
Paideia Modes of Paideia Modes of InstructionInstruction
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Paideia SeminarPaideia Seminar• is a collaborative, intellectual dialogue facilitated
by open-ended questions about a text. • The goal of Paideia Seminar is for students to
expand their understanding of ideas, concepts, and values about the curriculum.
• The Paideia Seminar nurtures both intellectual and social skills.
• Paideia Seminars occur 20-25% of instructional time.
• Assessment and evaluation of Paideia Seminars occurs through pre and post seminar tools and processes including self identified goals, discussion, and writing.
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ResearchResearch
Areas of Paideia results include:
• Student Motivation• Teacher Development• Student Achievement• School Culture
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Part IVPart IV
Paideia and the Paideia and the Common CoreCommon Core
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Mortimer J. Adler Wrote the Mortimer J. Adler Wrote the Common CoreCommon Core
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CC K-12 ELA Instructional CC K-12 ELA Instructional ShiftsShifts
NCETA NCETA Conference : Conference :
October 12, 2013October 12, 2013
Destination Innovation Paideia/Seminar Training, 2013Destination Innovation Paideia/Seminar Training, 2013
Building Knowledge through Content-Rich Building Knowledge through Content-Rich Nonfiction and Informational TextNonfiction and Informational Text
• Students read a balance of informational and literary texts.
• Students access the world through texts.
• Teachers embed literacy experiences in content area instruction.
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Reading and Writing Grounded in Reading and Writing Grounded in Evidence from TextsEvidence from Texts
• Students have rigorous conversations that are dependent on a common text.
• Classroom experiences stay deeply connected to the text.
• Students use evidence to support arguments during discussion.
• Writing emphasizes use of evidence to inform or make an argument.
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Regular Practice with Complex Texts and Regular Practice with Complex Texts and Its Academic VocabularyIts Academic Vocabulary
• To be college and career ready, students make a “step” of growth on the “staircase” of complexity.
• Students read grade appropriate texts around which instruction is centered.
• Teachers create more time and space for close and careful reading.
• Teachers constantly build students’ vocabulary so that they are able to access grade level complex texts.
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The Revised Bloom’s (RBT) Taxonomy TableThe Revised Bloom’s (RBT) Taxonomy Table
1.1.
REMEMBERREMEMBER2.2.
UNDERSTANUNDERSTANDD
3.3.
APPLYAPPLY4.4.
ANALYZEANALYZE5.5.
EVALUATEEVALUATE6.6.
CREATECREATE
A.A.
FACTUALFACTUAL
KnowledgeKnowledge
B.B.
CON-CON-
CEPTUALCEPTUAL
KnowledgeKnowledge
C.C.
PROCE-PROCE-
DURALDURAL
KnowledgeKnowledge
D.D.
META-META-
COGNITIVECOGNITIVE
KnowledgeKnowledge
THE COGNITIVE PROCESS DIMENSION
42
KNOW UNDERSTAND DOKNOW UNDERSTAND DO
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Paideia and the Common Paideia and the Common CoreCore
• R 1. Inferences/evidence• R 2. Central
ideas/themes/summary• R 3. Individuals/events/ideas• R 4. Vocabulary/word choice• R 5. Text structure/organization• R 6. Point of view/purpose• R 7. Content in diverse media• R 8. Arguments/evidence• R 9. Comparison of texts/authors• R 10. Complex text
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Paideia and the Common Paideia and the Common CoreCore
• W 1. Write arguments• W 2. Write to inform/explain• W 3. Write narratives• W 4. Clear/coherent writing• W 5. Plan/revise/edit• W 6. Use technology• W 7. Conduct research• W 8. Gather/synthesize information• W 9. Write to sources (draw evidence)• W 10. Write routinely
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Paideia and the Common Paideia and the Common CoreCore
• S&L 1. Academic discourse/collaboration
• S&L 2. Content in diverse media
• S&L 3. Point of view• S&L 4. Present findings• S&L 5. Use media• S&L 6. Adapt
speech/command of formal English
•L 1. Standard English grammar•L 2. Standard English mechanics•L 3. Style/effective language choices•L 4. Vocabulary strategies•L 5. Figurative language/word relationships•L 6. Academic/domain-specific vocabulary
Destination Innovation Paideia/Seminar Training, 2013Destination Innovation Paideia/Seminar Training, 2013NCETA Conference : October 12, 2013NCETA Conference : October 12, 2013
General ConsiderationsGeneral Considerations• Human beings want and want and
needneed the connection of conversation.
• This concept covers a continuum from ancient to contemporary times.
• This feeds our cognitive and social needs.
• Literacy feeds our mind, heart, spirit, and body.
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On LiteracyOn Literacy
Remember: Thinking is a sophisticated application
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On LiteracyOn Literacy• Engaging and sustaining students in real
dialogue and discussion is hard work.• Dialogue = listening, responding, exchanging,
connecting, agreeing, disagreeing, reflecting…• Thinking is the core that holds this all together,
and it IS possible to teach thinking. • Thinking takes time and deliberate practice.• Writing defines and clarifies thinking.
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On LiteracyOn LiteracyREADING
WRITING
SPEAKING
LISTENING
THINKING
RWSLRWSL && Thinking areThinking are SynergisticSynergistic
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On LiteracyOn Literacy
• Don’t “referee” ideas.
• Help “give birth” to ideas.
• Create rigorous opportunities for literacy experiences.
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ResearchResearch• Research documenting Paideia's
impact dates from the mid-1980's.• Early studies, based on schools in
Chicago, Cincinnati, and Chattanooga, suggest that Paideia reform has an effect on the climate of the classroom and school, increasing both student and teacher interest in academic study and democratic self-governance.
• More recent research efforts have corroborated these assertions, also adding new conclusions regarding the program's influence on academic achievement and social development.
NCETA Conference : October 12, 2013NCETA Conference : October 12, 2013
ResearchResearch• Speak Up and Listen: Speaking and
listening are vital skills for learning to think, but they are difficult and time consuming to teach
• Thinking is Literacy, Literacy Thinking: In Literacy cycles built around Paideia seminars, students practice thinking as a function of reading, speaking, listening, and writing.
• Planning, Practice and Assessment in the Seminar Classroom.
• Annotated Paideia References• References
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ResearchResearchwww.paideia.orgDocuments available for download:• Complete Paideia Reference List• Partial Annotated Paideia References• Paideia Stories: Successful Schools in Practice
(2002)• Planning, Practice, and Assessment in the Seminar
Classroom (2006)• The Paideia Seminar: Moving Reading
Comprehension from Transaction to Transformation (2006)
• Socrates in the Classroom: Rationales and Effects of Philosophizing with Children (2008) -Stockholm University Press Release
• Maieutic Frame Presence and Quantity and Quality of Argumentation in a Paideia Seminar (2008)
• Evaluation of Academic Achievement at Nine Paideia Schools (2008)
• Profiles of Success: Eight Colorado Schools that are Closing the Achievement Gap (2008)
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Paideia is not just an Paideia is not just an educational philosophy, educational philosophy,
it is a way of life.it is a way of life.
~ Terry ~ Terry
RobertsRoberts
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SourcesSources• Anderson, Lorin. Presentation 2 for PaTTAN Expository
Writing Institute. October 25, 2010.• ELA Common Core State Standards Self Study LiveBinder,
18 May, 2013. http://www.livebinders.com/edit?id=262077• ELA Resources LiveBinder, 18 May, 2013 http://www.livebinders.com/edit?id=297779• Intellectual Coaching and The Paideia Coached Project. 2nd
ed., 2008. The National Paideia Center. • The Paideia Seminar: Active Thinking Through Dialogue in
the Secondary Grades, 2nd ed., 2008. The National Paideia Center.
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Contact InfoContact Info
• Bob Alexander• Educational Specialist, 6-12 ELA• Nash-Rocky Mount Schools• [email protected]• 252-412-7015
• National Paideia Faculty, National Paideia Center, Asheville NC.
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