transformative lesson and unit planning 2011

Transformative Teaching Methods &

Lesson Plans Kurt Love, Ph.D.

Central Connecticut State University

Friday, October 7, 2011

What is a “Lesson”?



It depends on your conceptual frame...



It depends on your conceptual frame...What are the traditional, liberal/progressive, and transformative definitions of lessons?


Community Involvement Stage 1

Researching the Community


Interviews (family, friends, members of organizations, leaders, veterans, artists, scientists, lawyers)

Observations (the mall, school, sporting event, school dance, playground, on the internet via social network sites, environment)

Case Study (focus on one person, group, location, ecology)

Ethnography (cultural thick description)

Participatory Research (reporting on their experiences)

Demographic Research (census, state dept websites)

Literature Research (local newspapers, internet)

Field trips as sites for all of these


Researching the Community



Action in the Community


Art Exhibits (Art show, public art, instillations, eco-art, murals, street art, “guerrilla art”)

Poetry Slams

Critical Performances (Plays, musicals, choir pieces that rework and recontextualize texts or existing pieces)

Video Game(Social or Eco-themed)

Theatre of the Oppressed (Forum theater, rainbow of desire, image theater, legislative theater)

Reports & Publications (Writing to local newspaper, having a journalist present, BOE meetings, community groups, WWW)

Documentary Film (Local issues, local attitudes, local projects, film festival)

Habitat for Humanity House


Action in the Community


Transformative Unit Plans


Transformative Unit PlansUnit starts with connections to a contemporary, “real world” issues. Use art, articles, videos, life experiences, etc. (Lessons 1-2)



Those contemporary issues are threaded throughout the rest of the unit in as many lessons as makes sense.




Skills and concepts (Lessons 2-6)





Community Involvement #1 - Communicating with community members (Lessons 3-8)





Community Involvement #1 - Communicating with community members (Lessons 3-8)

Community Involvement #2 - Action in the community with the newly acquired knowledge (Lessons 8-10)


Unit Plan

Thought

Info

New ThoughtThought

New Thought

CommunitiesCritical

Questioning

New Relationship

New Relationship


Unit Plan

Thought

Info

New ThoughtThought

New Thought

CommunitiesCritical

Questioning

New Relationship

New Relationship

Lessons 1-2: Raise

questions about real

world


Unit Plan

Thought

Info

New ThoughtThought

New Thought

CommunitiesCritical

Questioning

New Relationship

New Relationship

Lessons 1-2: Raise


world

Lessons 2-6: Work with skills and concepts


Unit Plan

Thought

Info

New ThoughtThought

New Thought

CommunitiesCritical

Questioning

New Relationship

New Relationship

Lessons 1-2: Raise


world


Lessons 2-6: Critically

question skills and concepts


Unit Plan

Thought

Info

New ThoughtThought

New Thought

CommunitiesCritical

Questioning

New Relationship

New Relationship

Lessons 1-2: Raise


world




Lessons 2-6: Engage critical questions with

skills in the community


Unit Plan

Thought

Info

New ThoughtThought

New Thought

CommunitiesCritical

Questioning

New Relationship

New Relationship

Lessons 1-2: Raise


world






Lessons 3-8: Community 1


Unit Plan

Thought

Info

New ThoughtThought

New Thought

CommunitiesCritical

Questioning

New Relationship

New Relationship

Lessons 1-2: Raise


world









Essential Questions

Focused on generating “thick description” (i.e. relationships and tensions) and/or community involvementExplicitly connected with theory (i.e. critical, feminist, ecojustice, queer, indigenous, etc.)


Essential Questions

“To what extent...” allows for students to explore complex relationships and tensions rather than binariesThese are the target or anchor questions that you will teach towards during the lesson.


Hierarchy of Questions

Unit LevelLesson Level (questions that support the unit level)

Supporting Level (questions that support the lesson level)


Hierarchy of Essential Questions



Unit Level



Unit Level

Lesson LevelLesson Level Lesson Level



Unit Level

Lesson LevelLesson Level Lesson Level

Supporting

Supporting Supporting

Supporting Supporting Supporting

Supporting

Supporting Supporting


Unit level questions are the larger, more encompassing questions that are threaded throughout the whole unit.




These should focus on social, cultural, and/or ecological aspects that explicitly lead students towards “thick description” and community involvement.





Students should be able to answer them by the end of the unit or major subsection of the unit.





Students should be able to answer them by the end of the unit or major subsection of the unit.

Lesson level questions are the target questions that drive the whole lesson. They should include aspects like history, place, and social groups. They should also link directly to “thick description” and/or community involvement. These are questions that the students should be able to answer by the end of lesson.



Lesson level questions are the target questions that drive the whole lesson.




They should include specific contexts like history, place, and social groups.





They should also link directly to “thick description” and/or community involvement.





They should also link directly to “thick description” and/or community involvement.

These are questions that the students should be able to answer by the end of lesson.



Supporting questions are the questions that you and the students ask during the lesson that scaffold and move us towards the complex lesson level essential questions.




Grounded in frames of reference and context. In other words, “who” matters because it is what builds the thick description.




Grounded in frames of reference and context. In other words, “who” matters because it is what builds the thick description.

All questions need to be directly or indirectly connected to at least one transformative theory (i.e. critical, feminist, ecojustice, queer, indigenous, aesthetic, peace, spiritual, etc.)



Let’s Try It...


Let’s Try It...“What effects did the Industrial Revolution have on nature in the U.S. during the early 20th century?”

What theory or theories is this question connecting with?

What relationships and/or tensions is the question connecting with?

What level do you think that this question is at (unit, lesson, or supporting)?

What are the other two levels of questions that connect with this question?


Let’s have another try...


Let’s have another try...“How have White women and women of diverse cultures resisted patriarchal laws and daily practices in the U.S., and how have they worked to overcome these forms of institutional patriarchy?”






One more time...


One more time...

“How does the media in the U.S. perpetuate stereotypes of people of color?”






Objectives


ObjectivesThese should mirror the essential questions.


ObjectivesThese should mirror the essential questions.Describe what the students will be able to do by the end of the lesson.


ObjectivesThese should mirror the essential questions.Describe what the students will be able to do by the end of the lesson. Not necessary to put a description of the activity here, although sometimes it is appropriate. Just stick to what the students will be able to do...


“Students will be able to...”


“Students will be able to...”Describe

Engage

Analyze

Relate

Produce

Reflect

Emote

Anticipate

Demonstrate

Interpret

Extrapolate

Design



Use qualitative data from their investigation to identify patterns of racial microaggressions from Disney films




Emote and interpret Picasso’s Guernica, Bansky’s Street Art, and the Soggy Boots Gang’s Field Art using feminist and critical lenses of analysis




Emote and interpret Picasso’s Guernica, Bansky’s Street Art, and the Soggy Boots Gang’s Field Art using feminist and critical lenses of analysis

Produce a documentary film investigating an issue from their community which is currently unresolved


Questions & ObjectivesLesson Level

Question

Objective

Shared Root


Questions & ObjectivesTo what extent does qualitative and quantitative data identify patterns of racial microaggressions from Disney films?

Lesson Level

Question

Objective

Shared Root


Questions & Objectives

Students will be able to analyze qualitative and quantitative data to identify patterns of racial microaggressions from Disney films

To what extent does qualitative and quantitative data identify patterns of racial microaggressions from Disney films?

Lesson Level

Question

Objective

Shared Root


Questions & Objectives



qualitative and quantitative data identify patterns of racial microaggressions from Disney films

Lesson Level

Question

Objective

Shared Root


Questions, Objectives & Assessment



Lesson Level

Question

Objective





Lesson Level

Question

Objective

Assessment





Students provide a critical discourse analysis (qualitative) and survey (quantitative) identifying patterns of racial microaggressions from Disney films

Lesson Level

Question

Objective

Assessment


Assessment

Truth

Thought


Assessment

Truth

Thought

Traditional


Assessment

Truth

Thought

Traditional

Informal: Check

knowledge

Formal: Exam, Performance


Assessment

Thought

TruthNew

Thought

Thought scaffold

scaffold


AssessmentLiberal/Progressive

Thought

TruthNew

Thought

Thought scaffold

scaffold



Thought

TruthNew

Thought

Thought scaffold

scaffold

Informal: Check prior knowledge



Thought

TruthNew

Thought

Thought scaffold

scaffold


Informal: Check

knowledge



Thought

TruthNew

Thought

Thought scaffold

scaffold


Informal: Check

knowledge

Formal: Exam, Performance


Assessment

Thought

Info

New ThoughtThought

New Thought

CommunitiesCritical

Questioning

New Relationship

New Relationship


Assessment

Thought

Info

New ThoughtThought

New Thought

CommunitiesCritical

Questioning

New Relationship

New Relationship

Transformative


Assessment

Thought

Info

New ThoughtThought

New Thought

CommunitiesCritical

Questioning

New Relationship

New Relationship


Transformative


Assessment

Thought

Info

New ThoughtThought

New Thought

CommunitiesCritical

Questioning

New Relationship

New Relationship


Informal: Connections to personal experiences

Transformative


Assessment

Thought

Info

New ThoughtThought

New Thought

CommunitiesCritical

Questioning

New Relationship

New Relationship



Formal: Exam, performance

Transformative


Assessment

Thought

Info

New ThoughtThought

New Thought

CommunitiesCritical

Questioning

New Relationship

New Relationship




Informal: Connections to the real

world

Transformative


Assessment

Thought

Info

New ThoughtThought

New Thought

CommunitiesCritical

Questioning

New Relationship

New Relationship





world

Formal: Performance,

written

Transformative


Assessment

Thought

Info

New ThoughtThought

New Thought

CommunitiesCritical

Questioning

New Relationship

New Relationship





world


written

Formal: Prepare for

Community 1

Transformative


Assessment

Thought

Info

New ThoughtThought

New Thought

CommunitiesCritical

Questioning

New Relationship

New Relationship





world


written

Formal: Prepare for

Community 1

Formal: Community 2

Transformative


Assessment

Thought

Info

New ThoughtThought

New Thought

CommunitiesCritical

Questioning

New Relationship

New Relationship





world


written

Formal: Prepare for

Community 1

Formal: Community 2

Formal: “Thick

Description”

Transformative


Rubric Format #1

Requirement Level 1 Level 2 Level 3

Spelling Many spelling errors

Some spelling errors

Accurate spelling

Argument Bad argument Okay argument Perfect argument


Rubric Format #1


SpellingMany

spelling errors


Accurate spelling

ArgumentBad

argumentOkay

argumentPerfect

argument

PerfectionSatisfactoryUnsatisfactory


Rubric Format #1


SpellingMany

spelling errors


Accurate spelling

ArgumentBad

argumentOkay

argumentPerfect

argument


Satisfactory?Friday, October 7, 2011

Rubric Format #1


SpellingMany

spelling errors


Accurate spelling

ArgumentBad

argumentOkay

argumentPerfect

argument


Quite a distance between Level 2 & Level 3


Rubric Format #1


SpellingMany

spelling errors


Accurate spelling

ArgumentBad

argumentOkay

argumentPerfect

argument



Rubric Format #1


SpellingMany

spelling errors


No spelling errors

ArgumentBad

argumentOkay

argumentPerfect

argument


Rubric Format #1


SpellingMany

spelling errors


No spelling errors

ArgumentBad

argumentOkay

argumentPerfect

argument

Point Values?Grades?


Rubric Format #1


SpellingMany

spelling errors


No spelling errors

ArgumentBad

argumentOkay

argumentPerfect

argument


Can I give 0 points?


Rubric Format #1


SpellingMany

spelling errors


No spelling errors

ArgumentBad

argumentOkay

argumentPerfect

argument


Can I give 0 points?

2 points for both

some spelling errors

AND okay argument?


Rubric Format #2Category Requirement

Point Value

Points Earned Comments

SpellingAccurate spelling

5 5

Argument

•Logical development of points

•Well supported reasoning

20 16

Total Total 25 21



Point Value



5 5

Argument



20 16

Total Total 25 21

One misspelled word



Point Value



5 5

Argument



20 16

Total Total 25 21

Two areas need more support to strengthen your argument. See comments in text.

One misspelled word



Point Value



5 5

Argument



20 16

Total Total 25 21


One misspelled word

Resubmit



Point Value



5 5

Argument



20 16

Total Total 25 21


One misspelled word

Resubmit

One more benefit: Students can generate this rubric


Response To

Intervention


Data Analysis

Standards/GLEs BenchmarksUnit Planning

Lesson Planning

Effective Teaching Strategies

Common Formative Assessments

Response To

Intervention


Data Analysis


Lesson Planning


Common Formative Assessments

Tier 180%

Response To

Intervention


Data Analysis


Lesson Planning


Common Formative AssessmentsRe-Teaching Enrichment

Tier 180%

Re-Assessing

Response To

Intervention


Data Analysis


Lesson Planning


Common Formative AssessmentsRe-Teaching EnrichmentTier 2

15%

Tier 180%

Re-Assessing

Response To

Intervention


Data Analysis


Lesson Planning



15%

Tier 180%

Re-Teaching

Re-Assessing

Re-Assessing

Response To

Intervention


Data Analysis


Lesson Planning



15%

Tier 180%

Re-TeachingTier 35%

Re-Assessing

Re-Assessing

Response To

Intervention


Data Analysis


Lesson Planning



Data Analysis

Re-Assessing

Tier 215%

Tier 180%

Re-TeachingTier 35%

Re-Assessing

Re-Assessing

Response To

Intervention


Data Analysis


Lesson Planning



Data Analysis

Re-Assessing

Data Analysis

Common Summative Analysis

Tier 215%

Tier 180%

Re-TeachingTier 35%

Re-Assessing

Re-Assessing

Response To

Intervention


Data Analysis


Lesson Planning



Data Analysis

Re-Assessing

Data Analysis


Data Analysis

CMTs/CAPTs

Tier 215%

Tier 180%

Re-TeachingTier 35%

Re-Assessing

Re-Assessing

Response To

Intervention


Data Analysis


Lesson Planning



Data Analysis

Re-Assessing

Data Analysis


Data Analysis

Peer Unit Review

CMTs/CAPTs

Tier 215%

Tier 180%

Re-TeachingTier 35%

Re-Assessing

Re-Assessing

Response To

Intervention


Backwards Design

Stage 1 = Desired Results

• Standards

• Understandings (Larger concepts)

• Essential Questions (Larger concepts)

• Knowledge (Students will know)

• Skills (Students will be able to)


Backwards Design

Stage 2 = Assessment Evidence

• Performance Tasks(Daily, weekly, often)

• Formative Assessments (Daily, weekly, often)

• Summative Assessments (End of unit)


Backwards DesignStage 3 = Learning Plan and Resources

Lesson Learning Objectives Formative Performance

1

2


That’s a little backwards...



Step 1: Think about what you want the students to be able to do (i.e. Central/Essential Questions & Objectives)




Step 2: Think about how you will assess their ability to do what you want them to be able to do (i.e. Assessment)





Step 3: Think about how you would like them to learn to be able to do what you want them to do (i.e. Activity).





Step 3: Think about how you would like them to learn to be able to do what you want them to do (i.e. Activity).

In other words, think about assessment before you think about the activity.


ActivityDoes the activity clearly make the bridge from the lesson level question/objective to the assessment?

Lesson Level Question & Objective

ActivityAssessment


Activity




Lesson Level Question

Objective

Assessment

Activity


Activity




Lesson Level Question

Objective

Assessment

Students watch excerpts of Disney films to identify patterns of racial microaggressions.

Record observations, record frequency of racial microaggressions, think-pair-share, journal writing, roleplaying, satirical exploration, surveying of friends/family

Activity


Activity


Activity

Engaging in thick description


Activity

Engaging in thick description

Being rooted in some kind of community involvement


Standards


Standards

Make the standards work for you, not the other way around.

In other words, do the lesson/unit the way that you want to...there’s always connections to the standards.

We can use standards as leverage to create the kind of education that we want.


StandardsTheme:

Global Warming


Standards

CT Science Standard 6.1.a: Mixtures are made of combinations of elements and/or compounds, and they can be separated by using a variety of physical means.

Theme: Global Warming


Standards

CT Science Standard 6.1.a: Mixtures are made of combinations of elements and/or compounds, and they can be separated by using a variety of physical means.

Theme: Global Warming

What is a fossil fuel? Why is the gasoline molecule so unique? What is a GHG, CO2? What community-based efforts exist to bring awareness to issues with fossil fuels and GHGs? What are ways to reduce our dependency on fossil fuels, especially gasoline?


Common Core ELA/Literacy

• Balance of literature and literary non-fiction (K-5)

• Literacy as part of science and social studies/history; informational text as part of ELA (6-12)

• Appropriately complex text

• Questions regarding text are text-dependent

• Writing to inform or argue using evidence

• Academic vocabulary


Differentiation


DifferentiationCognitive connections: Connecting with students’ diverse ways of learning.



Cultural connections: Connecting with the diverse cultures of your students. Breaking out of the Eurocentric mindsets present in the curriculum.



Cultural connections: Connecting with the diverse cultures of your students. Breaking out of the Eurocentric mindsets present in the curriculum.

Levels of resistance: Connecting with students who are creatively maladjusting because they see schooling as hurting them.


DifferentiationKnow your students!!

Goal: Students know as much as they can without a process getting in the way.

Cooperative grouping

Using art

Make accommodations

Make modifications

Engaging learning styles

Assess in various ways


“Methods”


“Methods”

Teaching methods, or practices, are also defined depending on the conceptual frame that the teacher employs or emphasizes.


“Methods”

Teaching methods, or practices, are also defined depending on the conceptual frame that the teacher employs or emphasizes. What are the traditional, liberal/progressive, and transformative approaches towards methods?


Divergent Thinking


“Methods”


“Methods”Traditional - Methods as tools to plug in or “deposit” information and reach predetermined destinations; teacher-centered “banking method”; convergent thinking



Lib/Prog - Methods as tools to explore various pathways to reach predetermined destination; student-centered “banking method”; convergent thinking



Lib/Prog - Methods as tools to explore various pathways to reach predetermined destination; student-centered “banking method”; convergent thinking

Transformative - Methods that support divergent thinking ; create “thick descriptions” of community (understandings of intersections in a social, cultural, and ecological contexts)


Methods for Divergent Thinking

1. Cooperative Grouping

2. Inquiry

3. Socratic Method

4. Direct Instruction

5. Small-Group Discussion

6. Whole-Group Discussion

7. Use of Media

Work in small groupsCount off up to 7

•Thick Description•Community Involvement


Activity

Thought

Info

New ThoughtThought

New Thought

CommunitiesCritical

Questioning

New Relationship

New Relationship

•Thick Description•Community Involvement

Where would your activity appropriately fit in?


“Solutionaries”


Transformative Cooperative Groups



Traditional and Lib/Prog cooperative grouping has each member with a different task all aiming for the “right answer”



Traditional and Lib/Prog cooperative grouping has each member with a different task all aiming for the “right answer”Transformative cooperative grouping is about connecting to each student’s strength with some aspect of the community-based issue that is at hand.



Traditional and Lib/Prog cooperative grouping has each member with a different task all aiming for the “right answer”Transformative cooperative grouping is about connecting to each student’s strength with some aspect of the community-based issue that is at hand.

Feminist pedagogy


Transformative Inquiry



Focused on authentic, community-based (social, cultural, and ecological), real-world issues as the context and purpose for learning




Uses investigation and exploration as the learning experience




Uses investigation and exploration as the learning experience

Feminist pedagogy, topic dictates pedagogy


Transformative Inquiry1. Teacher/students determine a

transformative context



transformative context2. “Mess about” & develop testable questions



transformative context2. “Mess about” & develop testable questions3. Investigation



transformative context2. “Mess about” & develop testable questions3. Investigation4. Report findings & discussion about

connections to curriculum; “vocabulary” emerges from findings and teacher’s guidance


Transformative Socratic Method



Using authentic questions exclusively to explore social, cultural, and ecological relationships embedded in the curriculum




Authentic questions are grounded in asking who we are, what are our relationships, and what our are actions and decisions that support them?





Authentic questions are NOT focused on getting students to generate the “right” answers.


Transformative Direct Instruction



Can be helpful when the teacher wants to help students construct lenses of analyses.




Can be helpful when the level of disequilibrium is more than the students might be able to handle effectively on their own.





Use it sparingly! It can be done very well, but it can be overdone pretty quickly.





Use it sparingly! It can be done very well, but it can be overdone pretty quickly.

Topic dictates pedagogy


Transformative Small-Group Discussion



Students working in small groups to explore transformative concepts and develop analyses.




Each small group reports out to the rest of the class.





Teacher might ask for groups to report based on commonalities/differences rather than having each group do its whole presentation.





Teacher might ask for groups to report based on commonalities/differences rather than having each group do its whole presentation.

Feminist pedagogy


Transformative Whole-Class Discussion



Teacher/students driving discussion through transformative analyses and questions.




Good for when everyone needs to be on the same page, but not as engaging as small group discussions.


Transformative Use of Media



Viewing = consuming



Viewing = consuming

What is transformative “viewing/consuming?”



Viewing = consuming


Creating = producing



Viewing = consuming



What is transformative “creating/producing?”



Viewing = consuming




Viewing/consuming transformative issues is coupled with creating/producing transformative awareness and action in one’s community.


Transformative Projects



Go beyond posters and tri-fold boards




Working in community-based projects





This is a rich form of assessment that is inherently differentiated, can be done in groups or individually, and can affect communities






Think beyond having students recite facts. Think about having students describe implications and provide analysis.


Embedded Questioning

Instead of having the questions at the end of the text, they are located to the side of the text. The questions ask students to immediately engage with a real world issue related to the reading.Feminist pedagogy, topic dictates pedagogy


“Initiation” or Framing the Discourse



Raise questions: Rev their engines with interesting, relevant, real-world connections



Raise questions: Rev their engines with interesting, relevant, real-world connectionsSet up the frame of thinking and analysis that will then be used for the rest of the lesson.



Great place to analyze ART & MUSIC



Great place to analyze ART & MUSICGreat place to analyze YouTube videos



Great place to analyze ART & MUSICGreat place to analyze YouTube videosGreat place to analyze Advertisements



Great place to analyze ART & MUSICGreat place to analyze YouTube videosGreat place to analyze AdvertisementsGreat place to analyze Documentary Film Excerpts



Great place to analyze ART & MUSICGreat place to analyze YouTube videosGreat place to analyze AdvertisementsGreat place to analyze Documentary Film ExcerptsGreat place to analyze Quotes


“Closure” orGoing Beyond Exit Slips



An important opportunity to check in with the students to see where their thinking is.




This is information that will help you plan, adjust, and modify for the next class meeting.




This is information that will help you plan, adjust, and modify for the next class meeting.

Researchers focus on implications rather than on rote memorization. Ask “What does this mean for us as a people?“ rather than “What does this mean?”


“Closure”Implications



Great place to analyze ART & MUSIC



Great place to analyze ART & MUSICGreat place to analyze YouTube videos



Great place to analyze ART & MUSICGreat place to analyze YouTube videosGreat place to analyze Advertisements



Great place to analyze ART & MUSICGreat place to analyze YouTube videosGreat place to analyze AdvertisementsGreat place to analyze Documentary Film Excerpts



Great place to analyze ART & MUSICGreat place to analyze YouTube videosGreat place to analyze AdvertisementsGreat place to analyze Documentary Film ExcerptsGreat place to analyze Quotes


Extending the Learning Experience



Homework is the traditional concept here, but this can be reconceptualized to an activity that extends thinking and analysis.




Ask one question that’s open-ended and requires analytical or relational thought.




Ask one question that’s open-ended and requires analytical or relational thought.

The “facts” or concepts that you want the students to know will be embedded.


Transformative Teaching Practices Continuum



Transformative Context

Co-centering traditional curriculum with transformative perspectives

Transformative perspectives as “add-ons”

No transformative perspectives included





Transformative perspectives as “add-ons”

No transformative perspectives included

No Transformative Perspectives

Transformative Perspectivesas “Add-Ons”

Co-Centering Transformative

Perspectives



Transformative Teaching Practices



Transformative Context A transformative topic(s) is centered and traditional content supports the understanding of the transformative topic(s). Vocabulary learned in order to understand the transformative topic more deeply. Traditional vocabulary is contextualized. Focus is on engaging students in community-based action.



Transformative Context A transformative topic(s) is centered and traditional content supports the understanding of the transformative topic(s). Vocabulary learned in order to understand the transformative topic more deeply. Traditional vocabulary is contextualized. Focus is on engaging students in community-based action.


Both the transformative topic(s) and traditional content are equally emphasized. Vocabulary may be generated from student research, but it is also at least partially driven by the established curriculum and/or textbooks. If students engage in social action, it may be a mixture of classroom- and community-centric actions.


Transformative perspectives as “add-ons” Traditional content is emphasized with transformative topics added as peripheral information. If students engage in action, it is primarily classroom-centric.



Transformative perspectives as “add-ons” Traditional content is emphasized with transformative topics added as peripheral information. If students engage in action, it is primarily classroom-centric.

No transformative perspectives included The focus is primarily on the established curriculum. A teacher may include a “relevant” topic not emphasized in traditional, established curriculum, but doing so does not automatically mean that it is transformative.



transformative lesson and unit planning 2011

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