Navigating the intersections
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Navigating the Intersections. Navigating the Intersections My Personal Inquiry. So, how are you travelling with this new learning/inquiry?. How is the weather pattern? How are you feeling with where you/we are at? How is your work responding to the research that we are undertaking together?.

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Navigating the Intersections

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Navigating the intersections

Navigating the Intersections


Navigating the intersections my personal inquiry

Navigating the IntersectionsMy Personal Inquiry


So how are you travelling with this new learning inquiry

So, how are you travelling with this new learning/inquiry?

How is the weather pattern?

How are you feeling with where you/we are at?

How is your work responding to the research that we are undertaking together?


Victoria scale ways of approaching learning and teaching in a pluralising cultural context

Victoria ScaleWays of approaching learning and teaching in a pluralising cultural context

preferential school identity option on theological grounds

‘island’

‘oasis’

‘meeting room’

‘action centre’


Navigating the intersections

An illustration of student opinion about engagement with dialogue based on 2013 Victorian dataHow might a Catholic pedagogy engage students in dialogue?


Intentions for the the day

Intentions for the the Day

  • Deepening our Inquiry

  • Exploring our thinking around curriculum designs

  • Workshops

    • Processes for Designing Questions as anchors for Curriculum Designs

    • Processes for Designing Curriculum – planning with staff

    • Entering into Critical Dialogue with the Catholic Tradition

  • Next Steps in the learning – Planning for Day 4


Deepening our inquiry

Deepening our Inquiry

To stimulate discussion about your question of inquiry through exploring an artefact of learning and to reflect on this in light of the learning hermeneutically indicators.


Navigating the intersections

This is what I am learning?

This is how I know this about these learners?

This is what I learning about our team’s question of inquiry?


Connecting to the research

Connecting to the Research


Insights into the way of working and learning

Insights into the way of working and learning…..


Identifying different paradigms

Identifying different paradigms…..


Uncovering stance and assumptions

Uncovering stance and assumptions

Paul to add his content/ processes


How is your work responding to the research that we are undertaking and to the data

How is your work responding to the research that we are undertaking and to the data?


Where does this take your thinking

Where does this take your thinking?

“Nurturing children’s spirituality is aimed at empowering children and thus at stimulating the ‘power within’”

Dillen. A,. Empowering children in religious education: rethinking power dynamics


Where does this take your thinking1

Where does this take your thinking?

“Teaching religion thus firmly starts from the places where pupils stand. Its goal is to challenge them to reflect upon their own identity and the formation of that identity”

Boeve. L,. Beyond correlation strategies


Where does this take your thinking2

Where does this take your thinking?

“The purpose of the Christian tradition is not to simply repeat the truth, but to go in search of it.”

Boeve. L,.


Where does this take your thinking3

Where does this take your thinking?

The Christian tradition is neither starting point nor end point of such an approach (HCM). Instead, one begins by taking seriously the initial situation of the students, not just the individual biography of the student but the society and class as well. This does not mean joining in hypes or being carried away by the currents of the day, Rather, it involves being continually bent on a sort of in-depth reading of reality, being attentive to the surrounding reality wherein religious or ideological questions, challenges and perceptions present themselves and are found.


Where does this take your thinking4

Where does this take your thinking?

Once students are made religiously or ideologically aware of the questions and different interpretations that evoke their initial situation, an openness is created to illuminate and interpret these experiences of reality from different religious or idealogical frameworks. …this means that every time the temptation occurs to correlate ‘experience’ and ‘tradition’, the teacher consciously chooses not to succumb to it. S/he will then allow new questions to arise from experience and/or tradition that once again challenge the (nearly) given correlative answer, this from the belief in a truth that is always greater than the human answer we try to construe.


If we start with questions or issues

If we start with questions or issues….

  • What’s the learning like……

  • What does the learning design enable for students?

  • What else is possible here?


Workshops

Workshops

  • Processes for Designing Questions as anchors for Curriculum Designs

  • Processes for Designing Curriculum – planning with staff

  • Entering into Critical Dialogue with the Catholic Tradition


Designing for learning issues and questions as drivers

Designing for Learning – issues and questions as drivers….

What kind of issues?

….that reveal tensions…

…open to different interpretations….(from within the class and beyond)

….thay are pertinent to our students, our community, our contemporary contexts

What kind questions?

‘..questions that burst through the boundaries of topics…’

‘….the demand more than a smorgasbord of activities….’

‘…they are the door way through to which to explore key ideas/concepts/understand issues…’

‘…the pose dilemmas, subvert the obvious, bring different perspectives to our attention…’


Navigating the intersections

Levels of government

Voting system

Elections

Features of a democracy

Representation

Federation

Fairness in politics; What does that look like?

How do leaders determine what is right?

What brings about political change?

Voting : Should we have a choice?

Does everyone have a voice in a democracy?

How do you lead for the common good?


How is your work responding to the research that we are undertaking and to the data1

How is your work responding to the research that we are undertaking and to the data?


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