585 A Transformative Journey: Gayle Abbott-Mackie Dr. ML deZwart December 2013

Get Started. It's Free
or sign up with your email address
585 A Transformative Journey: Gayle Abbott-Mackie Dr. ML deZwart December 2013 by Mind Map: 585 A Transformative Journey: Gayle Abbott-Mackie Dr. ML deZwart December 2013

1. celebrate learning

2. Transformative

2.1. Emancipatory

2.2. Teacher as co-learner

2.3. Individual

2.3.1. Curriculum Action

3. Reflective Practice Metaphorical 'Hourglass'

4. 4 Charts of Philosophical Underpinnings

5. If transformation means we are going into new territories, many kinds of frameworks, charts and maps will be necessary for the trip (Vaines, 1988, p.30).

6. What is teaching and learning?

6.1. What is TRANSFORMATIVE Practice/Pedagogy

6.1.1. Who are the stakeholders Teacher Students

6.2. Definition

6.3. Process

6.3.1. Learn intended instruction engagement with content content (IRP) pre-requisite knowledge/skills

6.3.2. Create learning as activity/inquiry critical thinking individual or collaborative

6.3.3. Share discourse communicating ideas 3 forms of action transmission/transaction/transformative

6.4. Principles

6.4.1. Ubiquity lifelong learning learning anywhere/anytime

6.4.2. Personalized learner choice based on interests adaptive/differentiated/cumulative/21st century inquiry

6.4.3. Collaborative social knowledge construction sustainability agri-litereacy ecological worldview synergism/working to strenghts connectiveness

7. Who most influenced my career?

7.1. father/Principal

7.2. teachers

7.3. colleagues

7.4. background/heritage

7.5. Smith & deZart

8. What is the potential of TRANSFORMATIVE learning experiences in the lives of students and teachers?

8.1. How do we Transform

8.1.1. relationships transformative actor positionality

8.1.2. building authentic relationships teacher as facilitator co-learner


8.1.4. IRP

8.1.5. Education as a reciprocal act, but at the end of the say teachers have the final say on how curriculum is delivered. Our flexibility is what allows the process of TRANSFORMATIVE pedagogy to occur

9. In what ways does instruction become TRANSFORMATIVE?

9.1. What are obstacles and barriers to TRANSFORMATIVE pedagogy?

9.1.1. Boys and Girls Group School based initiative

9.1.2. TIME "there is not much room for anything else when you combine teaching full time and grad school, there are however many opportunities to share the load and work together collaboratively."

9.2. How should a curriculum based on TRANSFORMATIVE pedagogy be written?

9.2.1. Reflective practice Vaines (1997) reflective practice is "grounded in the metaphor the world is our home."

9.2.2. TRANSFORMATION occurs in the most unlikely of situations *Cranton~ we can teach "as though the possibility always exists that a student will have a transformative experience" (Cranton, 2002, p.71)

9.2.3. Questions and doubts still remain my companions especially regarding our FN students

9.2.4. Role of the teacher/practitioner/co-learner is the listen, facilitate and then learn together those we seek to help

9.2.5. Know yourself and know your students. Learn together. Acknowledge students as experts and that often the best learning comes from the biggest mistakes.

9.2.6. Treat students as equals and give them the power to decide topics (deZwart, personal communication, 2013)

9.2.7. Comparison of Transmissive vs. Transformative Approaches Chart developed by M.Gale Smith

10. What are examples of TRANSFORMATIVE experiences?

10.1. AHA moment

10.1.1. disorientating dilema ETEC

10.2. Self-study You're a White Middle Class Teacher Gayle Abbott-Mackie

10.3. Action research

10.4. How should we frame our reflections?

11. What are further ideas about TRANSFORMATIVE pedagogy/practice?

11.1. Future Considerations

11.1.1. THESA

11.1.2. practice

12. References

13. Facebook in the Home Economics Classroom

14. Where I was?

15. Where I am?

15.1. EDCP 537

15.1.1. Reflective Writing 1.Home Economics a Historical Perspective 2. Self Study 3. Curriculum and Pedagogy <585e

15.1.2. Agriculture in the Curriculum

16. Where I am going?

17. Transformative 'Inquiry" Timeline

18. Highlighted Stopping Points

19. Critical Reflection Point

20. Critical Reflection Point

21. The Journey Starts

22. Instrumental

22.1. Technical

22.1.1. Teacher as Expert

23. Communicative

23.1. Teacher as Facilitator/Inquiry Leader