The 21The 21stst Century Learner Century Learner

The Inquiry-Based Learning Model

December 3, 2009.

Today’s ObjectivesToday’s Objectives

This morning:This morning:Explore the Inquiry-Based Learning ModelExplore the Inquiry-Based Learning ModelPMI Lesson AnalysisPMI Lesson AnalysisWhere Critical Literacy Fits In…Where Critical Literacy Fits In…

This afternoon in Learning Centre 1:This afternoon in Learning Centre 1:DeliciousDeliciousLesson Plan ExtensionLesson Plan Extension

A BlessingA Blessing

May your gift of teachingMay your gift of teachingAwaken minds to new ideasAwaken minds to new ideas

And expand hearts beyond boundaries.And expand hearts beyond boundaries.

May your desire to educateMay your desire to educateEvoke the unique gifts of each studentEvoke the unique gifts of each student

And the deep desires of each heart.And the deep desires of each heart.

May your love of learningMay your love of learningLead students to awe and wonderLead students to awe and wonder

At their participation In our sacred universe.At their participation In our sacred universe.

May your story-telling inspire May your story-telling inspire Imagination and CreativityImagination and Creativity

And your example lead those you teachAnd your example lead those you teachTo be generous and noble.To be generous and noble.

And, as you bless your students on their way,And, as you bless your students on their way,May you delight at the gift your life offers to the futureMay you delight at the gift your life offers to the future..

Inquiry-based teaching and learningInquiry-based teaching and learningDeep and meaningful questioningDeep and meaningful questioning

Inquiry Based LessonsInquiry Based Lessons

Powerful QuestioningPowerful Questioning

If I had an hour to solve a problem and my If I had an hour to solve a problem and my life depended on the solution, I would life depended on the solution, I would

spend the first 55 minutes determining the spend the first 55 minutes determining the proper question to ask, for once I knew the proper question to ask, for once I knew the proper question, I could solve the problem proper question, I could solve the problem

in less than 5 minutes.in less than 5 minutes.

Albert EinsteinAlbert Einstein

1.1. The Q-Chart The Q-Chart

IsIs DidDid CanCan WouldWould WillWill MightMight

WhoWho

WhatWhat

WhereWhere

WhyWhy

WhenWhen

HowHow

2. Readers Comprehend at Different Levels

Increasing the Depth of Questioning

P M I

Critical Literacy is Critical Literacy is

It focuses on literacy and learning It focuses on literacy and learning in in conjunction withconjunction with interacting social, interacting social, political, cultural and cognitive contexts.political, cultural and cognitive contexts.

It is most effective when it is the lens/view It is most effective when it is the lens/view through a course is taught; it permeates all through a course is taught; it permeates all aspects of the classroom, from the aspects of the classroom, from the organization and administration of the organization and administration of the course to the work itself.course to the work itself.

It reflects a new mindset and a paradigm It reflects a new mindset and a paradigm shift in education…shift in education…

What Critical Literacy is:What Critical Literacy is:

-refers to a stance one takes toward -refers to a stance one takes toward textstexts

-engages students in asking questions -engages students in asking questions that problematize or grapple with the that problematize or grapple with the complexities of text – oral, print, complexities of text – oral, print, electronic; includes video games, electronic; includes video games, brochures, websites, news brochures, websites, news magazines, textbooks magazines, textbooks

A SnapshotA Snapshot

-can be traced back to the work of Paulo Freire, -can be traced back to the work of Paulo Freire, who taught people to “read the word” in order who taught people to “read the word” in order to “read the world”to “read the world”

-seeking alternative explanations-seeking alternative explanations-examining attitudes, dispositions, values and -examining attitudes, dispositions, values and

beliefs that readers bring to a text that shape beliefs that readers bring to a text that shape the way they read and perceive itthe way they read and perceive it

-examining the way that text influences the -examining the way that text influences the reader – the assumptions and beliefs that reader – the assumptions and beliefs that underlie a text and the perspectives and underlie a text and the perspectives and voices that are missing or silencedvoices that are missing or silenced

-social action -social action fairness, equity and social fairness, equity and social justicejustice

Learners are not only code breakers, meaning makers and text users, but they are also text analysts and critics who second-guess the meaning of texts and look beneath texts to sources and purposes of production. (Luke and Freebody 1990)

What Critical Literacy is What Critical Literacy is notnot::

-teaching a universal set of literacy skills-teaching a universal set of literacy skills

-approaching literacy as a neutral activity-approaching literacy as a neutral activity

-a method or program-a method or program

*can’t buy a box set or kit…*can’t buy a box set or kit…

““There is no magical method.” (Luke)There is no magical method.” (Luke)

-about traditional comprehension questions -about traditional comprehension questions (e.g. what is the main idea?)(e.g. what is the main idea?)

-synonymous with critical thinking skills-synonymous with critical thinking skills

The Benefits:The Benefits:-application across -application across all curricular areasall curricular areas, modes of , modes of

expression, texts and new technologiesexpression, texts and new technologies-encourages students to be active readers and -encourages students to be active readers and

questionersquestioners--appliesapplies critical thinking skills, deepens comprehension critical thinking skills, deepens comprehension

and fosters integrative thinkingand fosters integrative thinking-readers interact with the text-readers interact with the text-encourages students to research language-encourages students to research language-respects the literacy practices of minority cultures-respects the literacy practices of minority cultures-develops a sense of agency, control over text, voice -develops a sense of agency, control over text, voice

and identityand identity-compels learners to social action-compels learners to social action-empowering-empowering

Critical Literacy is closely connected with Social

Constructivism:

1. Learning cannot be separated from the context.

2. The learner’s goals are central to what is learned.

3. Knowledge and meaning are socially constructed through negotiation, evaluation and transformation.

Professor Brian Cambourne, 2000.

A critical literacy mantra:A critical literacy mantra:

““There is no such thing as There is no such thing as neutral text…”neutral text…”

Why is critical literacy Why is critical literacy so important?so important?

Critical

Literacy

Keywords Core Concept Key Question

AuthorshipAuthorship All texts are “constructed”All texts are “constructed” Who created this text?Who created this text?

FormatFormat All text are constructed All text are constructed using creative language using creative language with its own rules.with its own rules.

How do I relate to this How do I relate to this text?text?

AudienceAudience Different people Different people experience the same text experience the same text differently.differently.

How might different How might different people understand this people understand this text differently?text differently?

ContentContent Texts have embedded Texts have embedded values and points of view.values and points of view.

What lifestyles, values What lifestyles, values and points of view are and points of view are represented in, or represented in, or omitted from, this text?omitted from, this text?

PurposePurpose Most text are organized to Most text are organized to gain profit and/or power.gain profit and/or power.

Why was this text Why was this text produced?produced?

A Framework for Analyzing A Framework for Analyzing Media TextsMedia Texts

What media form or text type is this?

What techniques are used to attract my attention?

What is the purpose of the message and who is the audience?

How might other people understand this message?

Who created this message and why?

Who benefits from this message?

Who may be disadvantaged?

What do you notice?

What are you “reading” ?

What kinds of questions could you ask?

Empowerment SpiralEmpowerment Spiral

ACTION

EXPERIENCE

AWARENESS

ANALYSISREFLECTION

The Practical Side of The Practical Side of Critical Literacy…Critical Literacy…

Front matter of all revised curriculum Implications for the kinds of resources we use and

how we approach the courses we teach OSSLT

Reading for implicit meaning Making connections

21st Century Skills Engaging with existing texts in a different way to

make new meaning that is relevant and authentic Engagement

Compels social action

Your Your Challenge!Challenge!

How will you take some of what you have learned in Parts One and Two and incorporate into your existing planning?

What evidence can you bring to show that you have attempted to meet the needs of the 21st Century Learner?