January 27, 2017 - 20:54
[NOTE TO SELVES: bring poster paper & markers]
I. (2:00-2:05, Jody): coursekeeping
* names?
* checking in about two-hour class period: will we take a break?
* for Liv's office hours: please fill out her doodle poll
* for Thursday, read Kenneth Goodman and Yetta Goodman,
“Learning to Read: A Comprehensive Model,” 19-46
(in our protected reading file); please focus on p. 29 to end,
thinking about it in terms of your own reading practices:
do you recognize these descriptions of what we do when we read?
mark those that you recognize, and those that you don't.
II. (2:05-2:15) Returning to the writing we were doing @ the very end of y'day's class
refresh on what you wrote/share a bit about complicity/resistance ?
III. (2:15-2:45, Anne) Meet in your praxis groups
Branch calls attention to the role of teachers, compicit in larger structures;
end of class y'day we asked you to write about your role in ed'l structures;
today: invite to think about your role in the structures that are your placement sites
* process orientation (bring in classmates who weren't there);
Nell w/ YASP, Jody w/ BTB, Anne with prison group:
review plans for Friday/get someone to be in charge of materials;
check-in typing up writing from inside, and responding]
* then take it up a level:
describe/analyze the institutional structure of your organization--
what is the leadership structure?
who are the players (leaders/followers)?
how are decisions made?
what might your role be here?
create a visual of these dynamics
to share w/ the class, and post on the wall
Then frame a question you'd like us to help you think about;
and add that to your visual.
[ALSO TAKE PICTURES OF VISUALS!]
III. (2:45-3:10, Jody): get up, view all visuals
Return to large group: what did you see?
what are our questions?
IV. (3:10-3:50, Anne): focus now on the practice of reflective writing:
rather than trad'l field notes, we are offering you the challenge and
opportunity to discover/invent ways of writing about our sites.
* beginning with your own writing process;
re-read what you posted Sunday night
write about the process of writing it,
and about the process of re-reading it now:
what do you see?
what have you learned from this "loopy"
process of writing-reading-writing-reading?
* discuss this in large group
[some prompts if needed]
Lesnick: question the qualities of singularity, stillness, and
coherence underlying the metaphor of "reflection"--
invite the construction of new metaphors, such as
catching sight of one's reflection in the window...
in a home movie or in the shadow play of figures....
Such metaphors..highlight movement
Harvey: pause in your demonstration to reflect on it,
to raise or answer a question about it
(counter-arguemnt, define terms/assumptions;
handle new concern; draw out implication;
consider possible explanation; offer qualification/limitation)
Smith, quoting Dewey: "active, persistent, and careful consideration
of any belief or supposed form of knowledge
in the light of the grounds that support it
and the further conclusions to which it tends"
5 stages "give a feel of a process":
suggestions/intellectualization of difficulty/perplexity;
using suggestions as hypotheses to guide observation;
mental elaboration of an idea, supposition;
testing hypotheses by overt or imaginative action
inference: "arriving at an idea of what is absent,
on the basis of what is @ hand"
problems: could be linear, mechanistic approach, plan for action
("stage, phase"--sense of sequence, set method);
phrases may telescope, be passed over; no set rules;
no grasp of reflection as an interactive/dialogical process
(mitigated by stress on active experimentation; but
ut lack of attention to ways in which frames of reference
are formed in dilogue with others
also lack of attention to place of emotions
Boud, Keogh and Walker address emotions,
reworking Dewey 5 aspects into 3:
return to experience
attend to/connect with feelings
evaluate experience
however! they focus on reflection-on-action,
acting against an appreciation of reflection as a way of life
Schön on reflection in/on action:
allow self to experience surprise, puzzlement, confusion
carry out experiment to generate new understandings and change the sitaution
means/ends are interactive; thinking/doing not separate
but! a problem around time
V. (3:50, to close, Jody): re-read your writing via Morrell,
thinking about how this sort of writing is useful to YOU,
before you think about the "Language of Wider Communication"
1) Morrell says that critical literacy can be about repositioning oneself with oneself (167),
a process in excavating my own thoughts; often i do not know what I...have been thinking
until I see the words on page...writing becomes staring at mental activity (169).
2) "The writer...is..committed to...being lucidly conscious of involvement in the world...
also under a moral imperative to disclose to the reader a reality in which...
a historically situated being...is committted to a quest for authrentic freedom" (176).
It is through this writing for others...that we come to know and love ourselves...
committed writing becomes the care for the self in that it is a process that
allows the writers of committed texts to know and become thesmselves (176).
We'll pick up on this tomorrow, along w/ the Goodman--bring it back once more!