Curriculum as Narrative part 2

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    02-Dec-2014
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this is a training series for instructional designers. it doesn't need any major preliminary knowledge of theories. approximate duration - 3 hours. the training is meant to help IDs consider a different way of looking at and understanding curriculum and teaching.

Transcript of Curriculum as Narrative part 2

  • 1. Is he entertained? 1

2. Is she interested? 2 3. Does That Represent All That Stories Can Do? 3 4. Ever felt scared, horrified? 4 5. Never wept? Felt broken- hearted? 5 6. So Just Evoke a Range of Emotions? 6 7. Can You Establish Relevance in a Story? 7 8. Can You Make a Boring Job Sound Interesting? 8 9. Ever Felt This? I actually find that when I explain something to another person, I become clearer about the topic. 9 10. Storytelling A Form of Sense-Making 10 11. The Legend Around the Birth of the Merovingians Sea monster = A foreign conqueror Practice of marrying the widow to establish legitimacy of the invaders rule Merovech was conceived when Pharamond's wife encountered a Quinotaur, a sea monster which could change shapes while swimming. Though never stated, it is implied that she was impregnated by it. - Chronicles of Fredegar, Gregory of Tours circa 7th century AD 11 12. Stories as Acts of Meaning Functions of narrative: Solving problems Tension reduction Resolution of dilemmas Narratives allow us to deal with and explain mismatches between the exceptional and the ordinary. Narratives allow us to re-cast chaotic experiences into causal stories in order to make sense of them, and to render them safe. - Bruner, 1990 12 13. Stories are our way of coping, of creating shape out of mess. - Sarah Polley 13 14. But How Much Real-World Power Can a Story Have? Is it Too Hard to Buy? 14 15. 15 16. 16 17. 17 18. 18 19. Okay, Someone Would, But Not You? 19 20. The Official Narrative: Transforming Knowledge The education system replicates the real-word hierarchy. It creates blue and white collar workers. It legitimises society at large. We are taught that we compete equally - when we dont. Knowledge has been the prerogative of the dominant group to define. - Minnich 20 21. Mexico, 1968 Olympics Awards 200m Understanding Official Narratives 21 22. Instructions for Reading Note key points of information Note the impressions made on you: Emotionally Intellectually What perceptions do you have? Do they change as you read each article? 22 23. Article 1: Summary from Wikipedia The 1968 Olympics Black Power salute was an act of protest by the African-American athletes Tommie Smith and John Carlos during their medal ceremony at the 1968 Summer Olympics in the Olympic Stadium in Mexico City. As they turned to face their flags and hear the American national anthem (The Star-Spangled Banner), they each raised a black-gloved fist and kept them raised until the anthem had finished. Smith, Carlos and Australian silver medalist Peter Norman all wore human rights badges on their jackets. In his autobiography, Silent Gesture, Tommie Smith stated that the gesture was not a "Black Power" salute, but a "human rights salute". The event is regarded as one of the most overtly political statements in the history of the modern Olympic Games. 23 24. How Does This Matter Again? 1969, Morehouse College and Curricular Reforms In 1969, Jackson was among a small group of radical students who took several members of the school Board of Trustees hostage, demanding curriculum changes and other school management reforms. 24Source: http://www.nndb.com/people/563/000023494/ 25. A STRATEGIC ANALYSIS OF NARRATIVE Learning to Teach 25 26. Folk Tales Narratives of folk psychology (or common sense) summarise how things are and (often implicitly) how they should be. When we perceive that things are as they should be, the narratives of folk psychology are unnecessary. Narratives are a unique way of managing departures from the canonical. 26 27. Narratives That Make You Reflect, Introspect Experiential learning > transformation of information into knowledge Gibbs - structured debriefing 27 Event description Emotional response Experience evaluation Analysis Conclusion framing 28. Narratives to Promote Inquiry, Engagement Dan Meyer: narrative constructs to create the need to know, to encourage involvement 28 29. Types of Stories Fairy tales Mythology/ Legends Folk stories Histories Anything else? 29 30. Learning From Other Sense-Makers Cathy Come Home: This tells the bleak tale of Cathy, who loses her home, husband and eventually her child through the inflexibility of the British welfare system. A grim picture is painted of mid- sixties London. If Cathy Come Home had been released today, those callers to the BBC phone lines would have been directed to a website where they could have signed an online petition, donated money to a related good cause and found out the date of the next anti-government-cuts demo. When it first aired in 1966, it was watched by a quarter of the British population. The volume of phone calls it prompted crashed the BBC's switchboard. The homelessness charity Shelter was set up as a result. 30 31. Stories that Zoom In Introduce a depth of detail Build perspective Vertical and then horizontal span 31 32. Stories That Zoom Out Introduce a world as a theme Build pattern Horizontal and then vertical span 32 33. Maybe stories are just data with a soul. - Bren Brown 33 34. MAKING CONTENT A STORYLINE Step 1: Use What You Know 34 35. ANALYSIS DRIVING CREATIVITY Step 2: Getting Ideas 35 36. ANALYSIS DRIVING CREATIVITY Step 3: Integrating Teaching and Storytelling 36 37. My Pyramid 1. Data (the most basic kind of information) 2. Data + basic elaboration = Information 3. Information + dimensions and associations = content 4. Content + context and scope = knowledge 5. Knowledge + plugs from ideology, politics, value systems, beliefs, experiential inputs, common sense = wisdom 37 38. WAS THAT ENOUGH? Can You Recognise a Content Story Now? 38 39. A Quick Check I know the parts of a story. I am able to think of stories analytically and express my opinion about it part by part using the correct vocabulary Thinking of curriculum as a narrative is difficult because Thinking of curriculum as a narrative is easy because 39 40. For the Next Session 1. Form teams 2. Find a short documentary online 3. Prepare: 1. Analysis of the content in terms of story elements 2. Narrative plot of the documentary 3. Anything else interesting you observe story-wise, about the documentary 4. A 5-minute summary of your analysis that you can present 40