PhD 21017 Deliberating with Teachers A Case Study of the Democratic Teacher Education Classroom Education for democracy preparing students to participate in democracy Education ID: 574044
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Slide1
Kiel Harell, PhD2/10/17
Deliberating with Teachers:
A Case Study of the Democratic Teacher Education ClassroomSlide2
Education for democracy –
preparing students to participate in democracy
Education through democracy – democratizing teaching and learning Why deliberative democracy? Foxfire Teacher Courses – A Case of Democratic Teacher Education
Democratic EducationSlide3
Original Foxfire Class
Started in a single classroom in 1966
Magazine project with high school studentsInflux of money and interestSlide4
Foxfire Teacher Networks
Twenty-two networks around the country
Moving beyond magazinesDeveloped the Foxfire Approach to Teaching and LearningSlide5
Foxfire Approach to Teaching and Learning
Learner Choice
Academic Rigor
Community Connection
Facilitation
Active Learning
Imagination & Creativity
Collaborative Group Work
Expanded Audience
Assessment & Evaluation
ReflectionSlide6
Foxfire Approach to Teaching and Learning
Learner Choice
Academic Rigor
Community Connection
Facilitation
Active Learning
Imagination & Creativity
Collaborative Group Work
Expanded Audience
Assessment & Evaluation
ReflectionSlide7
Foxfire Teacher Courses
One week at the Foxfire Museum and Heritage CenterSlide8
Foxfire Teacher Courses
One week at the Foxfire Museum and Heritage Center
Partnership with Piedmont CollegeThe “givens” in service of engaging with the Foxfire Approach
Foxfire Course Book
Experience & Education
– John Dewey
Action PlanSlide9
Sun
Mon
Tue
Wed
Thur
Fri
Sat
Arrival at the Foxfire Museum and Heritage Center
Presentation of “the givens”
Deliberative structuring of the week beginsSlide10
Sun
Mon
Tue
Wed
Thur
Fri
Sat
Presentation of action plansSlide11
Sun
Mon
Tue
Wed
Thur
Fri
Sat
Space to engage with the
Foxfire Approach
Time to develop individual action plansSlide12
Research Questions
How is democratic teacher education practiced during the Foxfire Courses for Teachers?
How is this supported by facilitation and course structure?
How does this experience impact participants’ understandings of their teaching and professional lives?Slide13
Sun
Mon
Tue
Wed
Thur
Fri
Sat
What would you do?
What do you think your students would do?
How is democratic education practiced during the Foxfire Courses?Slide14
Case 1
Case 2
Case 3
Delib-eration
Dewey
Core PracticesSlide15
Case 1
Case 2
Case 3
Delib-eration
Single
event
Hands-off facilitation
Narrow participation
Confusion, frustration
Dewey
Core PracticesSlide16
“That first day was brutal because we had no idea what we were going to be accomplishing the whole week. We had nothing. We knew nothing. And we were expected to create a schedule for the whole week. I'm like, ‘I just paid you a thousand dollars so that you could tell us what we're doing. You teach us. How about that?’”
--
Daniel, high school social studies teacherCase 1 deliberationSlide17
Case 1
Case 2
Case 3
Delib-eration
Single
event
Hands-off facilitation
Narrow participation
Confusion, frustration
Dewey
Core PracticesSlide18
Case 1
Case 2
Case 3
Delib-eration
Single
event
Hands-off facilitation
Narrow participation
Confusion, frustration
Dewey
Core Practices
Discussion
Spontaneous facilitation
Facilitator examplesSlide19
Case 1
Case 2
Case 3
Delib-eration
Single
event
Hands-off facilitation
Narrow participation
Confusion, frustration
Dewey
Core Practices
Discussion
Spontaneous facilitation
Facilitator examplesSlide20
Case 1
Case 2
Case 3
Delib-eration
Single
event
Hands-off facilitation
Narrow participation
Confusion, frustration
Dewey
Small groups design
Rebelled against whole group design
Evolving activities
Core Practices
Discussion
Spontaneous facilitation
Facilitator examplesSlide21
Case 1
Case 2
Case 3
Delib-eration
Dewey
Core PracticesSlide22
Case 1
Case 2
Case 3
Delib-eration
Single event
Facilitator
support, intervention
Mundane
Dewey
Core PracticesSlide23
“I am used to that process. We've done that process before in our graduate classes. Where we've broken up something -- you present on this, you present on that. Umm, and I've done that within my classes, so it wasn't anything that I wasn't used to doing or being exposed to.”
--Elise, kindergarten teacher
Case 2 - DeliberationSlide24
Case 1
Case 2
Case 3
Delib-eration
Single event
Facilitator
support, intervention
Mundane
Dewey
Core PracticesSlide25
Case 1
Case 2
Case 3
Delib-eration
Single event
Facilitator
support, intervention
Mundane
Dewey
Partner
s design
Experiential activities
Emulated
facilitator approach
Core PracticesSlide26
Case 1
Case 2
Case 3
Delib-eration
Single event
Facilitator
support, intervention
Mundane
Dewey
Partner
s design
Experiential activities
Emulated
facilitator approach
Core Practices
Facilitators design
RushedSlide27
Case 2 – Core Practices
“In order to save time, we feel like we know you well enough at this point, so we’ve decided which core practice for you to be assigned with…So that there isn’t a whole lot of time spent doing the ‘whose going to do what discussion. It’s important to get to the nuts and bolts of this stuff instead of deciding who is going to do what”
-- Cathy, course facilitator “I feel like the Core Practices kind of lost some of their significance by being at the end of the week. It was Dewey, Dewey, Dewey...we all put so much thought and so much effort and time into reading that book and then thinking about our action plans. We just didn't spend much time on that. Not as much as I thought.”
-- Christine, middle school science teacherSlide28
Case 1
Case 2
Case 3
Delib-eration
Dewey
Core PracticesSlide29
Case 1
Case 2
Case 3
Delib-eration
Ongoing
Facilitator support
Growing participation
Inquiry
Tension
& resolution
Dewey
Core PracticesSlide30
“One thing I’ve learned about working with kids is that people need to practice saying things and thinking things in a safe space before they can do it in a whole group. So that’s essentially what we were doing last night. So I think that that being able to confide in each other and see how they react. And if they think that I’m being reasonable, then maybe they’ll think about my perspective. But, you know, as I talked, people were like, ‘yeah, yeah, I think that too.’ So then probably it’s not just the three of us. Probably it’s more people.”
-- Carly, high school English teacher
Case 3 - DeliberationSlide31
Case 1
Case 2
Case 3
Delib-eration
Ongoing
Facilitator support
Growing participation
Inquiry
Tension
& resolution
Dewey
Core PracticesSlide32
Case 1
Case 2
Case 3
Delib-eration
Ongoing
Facilitator support
Growing participation
Inquiry
Tension
& resolution
Dewey
Cycle of inquiry
Small
group experiences informed whole group revisions
Core PracticesSlide33
Case 1
Case 2
Case 3
Delib-eration
Ongoing
Facilitator support
Growing participation
Inquiry
Tension
& resolution
Dewey
Cycle of inquiry
Small
group experiences informed whole group revisions
Core Practices
Facilitator
prompted
Partner-led activitiesSlide34
“That day after lunch that they made the decision to wait until they read those core practices to decide how long they needed, that drove me crazy. But I didn't jump in and say ‘Okay, we have ten to do and we have this much time, here is our free space…’”
-- Stacy, course facilitator
Case 3 – Core PracticesSlide35
Case 1
Case 2
Case 3
Delib-eration
Single
event
Hands-off facilitation
Narrow participation
Confusion, frustration
Single event
Facilitator
support, intervention
Mundane
Ongoing
Facilitator support
Growing participation
Inquiry
Tension
& resolution
Dewey
Small groups design
Rebelled against whole group design
Evolving activities
Partner
s design
Experiential activities
Emulated
facilitator approach
Cycle of inquiry
Small
group experiences informed whole group revisions
Core Practices
Discussion
Spontaneous facilitation
Facilitator examples
Facilitators design
Rushed
Facilitator
prompted
Partner-led activitiesSlide36
How is democratic education supported by facilitation?
Facilitators need to preserve spaces for student choice
-however-
Facilitators play an active role
“Pointing out ambiguities”
Creating spaces for group reflection
Clarifying information about “the givens”
Sharing experiences Slide37
Sun
Mon
Tue
Wed
Thur
Fri
Sat
The structure of the course provides space for deliberation but it doesn’t guarantee it
How is democratic education supported by course structure?Slide38
How does this experience impact participants’ understandings of their teaching and professional lives?
“I think that whole process that we went through with the group was what Dewey says is going to happen in the real classroom. That rigorous, bumpy; it’s not going to be smooth.
It’s going to be more work when you do it this way
. If it takes people who are supposed educators that much effort to democratically proceed……if that is a model of what we’re going to do in the classroom in terms of consensus building and democracy. In the process, what happens is,
it gets better
. And I think that’s what happens in the classroom. It’s going to get better.”
--Cynthia, pre-service English teacherSlide39
Comments and/or QuestionsSlide40
Kiel Harell, PhD – University of Minnesota, Morris
kharell@morris.umn.edu
Thank you