Presentation+Plans

What it looks like on the night. __Earlier Discussions:__ Themes: I thought if we could list a few common themes we may come up with a way to tie/link the three together in our presentation. ** || An interesting resource which could easily be used to base an activity around as part of our presentation. Maybe not all of the questions but some. I see something like what we did with the sticky notes during the first presentation - collating responses and group opinion on the board for all to see. [] Presentation Ideas: ** One idea that came to mind as I read the theories of the three was to present in the form of a protest. We could do signs and have a soap box to espouse our/thier views. (Margaret) __Cathy__ I like your idea of doing a survey. Maybe it could be a pre session survey. Could we incorporate the ideas from the theory of Maxine Greene on [|www.newfounations.com/GALLERY/Greene.html] ? __Similarities between Greene, Egan and Freire__ transcend their lived worlds. __Presentation idea__ Could we use the story of Cinderella as an example of someone transcending her situation, in our presentation ie.presenting her cruel world, the different philosophical views being expounded to her, her decision to go to the ball and the result of going to the ball?
 * __Presentation Plans:__**
 * **__Egan__** || * Kieran Egan discusses the role storytelling could play in education.
 * Believes that our entire curriculum has a story attached to it and we need to be more open and more imaginative in our delivery.
 * Storytelling brings out the emotional and imaginative importance which is far better than just keeping the focus on content and context.
 * Compares the power of using story to teach content c/f assembly line type of teaching.
 * We should teach for understanding and in so doing acknowledge the role of imagination
 * Disputes Piaget's theories as he believes they focus on what children can't do rather than what they can.
 * **__Freire__** || * all students start school highly motivated and excited
 * motivation is lost around grades 4, 5. 6 & 7
 * test scores go down and drop up rates go
 * Relates to Greenes theme of freedom. "Liberating process that enables and empowers each human being to achieve humankind's ontological vocation, that is, to be a Subject who acts upon and transforms his world.
 * 'Capability of a banking education to minimise or annul the students' creative power.
 * Engage in critica thinking.
 * Calls for a 'problem posing' approach to education.
 * Humanising and liberating praxis. ||
 * **__Green__** || * Discusses education for freedom.
 * Importance of the arts - a new regard for imagination
 * The individual poses the critical questions about the worlds we inhabit.
 * To undertake our own search, take initiative, refuse the status quo.
 * Unleash imagination.
 * What lies beyond the accustomed boundaries and often to what is not yet.
 * Talks about an anaesthetic edication. ||
 * Survey of Beliefs and Attitudes About Education **
 * We could be tradional thinkers wanting to put down their creative ideas and stay with the traditional forms of education
 * We could be creative thinkers wanting to put an end to the traditional ways and put forth alternatives
 * The philosophers we look at base their philosophy on their faith in humankind’s willingness and ability to build on and
 * They use story to help the reader connect and personalize their philosophies.

Jenny Cathy I love your idea of the Cinderella story line. It's seems quite do-able. We need to make time for reflection on how these theories impact on leadership in education. Envision schools who hold to these beliefs, what will they look like? What in todays educational world would be a barrier? Friere's problem posing as compared to banking education could be compared with a sample task. Have a scale on whether particular features fit Banking or problem posing and have people move along a continuum of where they think the feature fits after first dicussing the feature with a small group. eg Page 208. Greene - thoughts re page 153. What would the world be like if clocks had no hands, if classrooms weren't restricted to classrooms or traditional timetabling, to a newcomer? Discussion on how we as leaders currently encourage / enable the pursuit of freedom?

Mark When I read the 3 people and listened to the youtube videos it seems they all struggled wwith the traditional view of schooling - bankers or narrators filling containers - they thought the conscious self [cognitive side] needed to developed to fully participate in the freedoms and responsibilities associated with democracy through constructivist thinking and teaching.

So to engage the audience we need to understand their context with this struggle if we are to use a narrative to tell the story it might be about Cinderella's struggle against the traditional view of school or labour, her reflections and events [fairy godmother might be outside her cognitive or social self that lead to an actions [going to the ball]. I think the owrk builds on Dewey's theories about learning - democracy - freedom [release from oppression] - responsibility - taking actions. I also like the tought that people take away with them some actions that might challenge their belief systems [learning actions that break oppression, promote the use of narrative, acknowledge prior knowledge etc..] Lots of narratives - but for me to should be about breaking down the barriers, making explicit the stuggle and providn some tools to help teachers do this....

Cathy Thankyou for your comments. I like the idea of reporters and looking into classrooms to challenge the way we teach and then reflecting on what we see.