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Paideia 101

Paideia 101. Or, Mortimer J. Adler Wrote the Common Core. Bob Alexander Nash-Rocky Mount Schools National Paideia Faculty. Session Goals.

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Paideia 101

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  1. Paideia 101 Or, Mortimer J. Adler Wrote the Common Core Bob Alexander Nash-Rocky Mount Schools National Paideia Faculty

  2. Session Goals • Gain background knowledge of the Paideia structure and philosophy, including the 3 framing components: Didactic Instruction, Coaching, and the Socratic Seminar • Receive training on of the use of the Paideia Seminar as a key literacy and cross curricular tool for planned discussion, group discourse, and questioning techniques.  • Analyze the components of the Paideia Seminar and the Seminar Cycle. •  Examine how the Paideia seminar supports Common Core standards. • Investigate the use of Paideia with informational texts, including primary source documents.  NCETA Conference : October 12, 2013

  3. Paideia Defined NCETA Conference : October 12, 2013

  4. Part I Mortimer J. Alder and the Paideia Posse NCETA Conference : October 12, 2013

  5. What Exactly is “Paideia”? • Paideia (py-dee-ah) from the Greek “pais, paidos”: the upbringing of child (related to pedagogy and pediatrics). • In an extended sense, the equivalent of the Latin “humanitas” from which “the humanities” is derived. • In short, the learning that should be possession of all human beings. NCETA Conference : October 12, 2013

  6. In 1982, Paideia's original thinker, philosopher Mortimer Adler, joined with a diverse cadre of educators and intellectuals to form the Paideia Group. The Paideia Group: NCETA Conference : October 12, 2013

  7. Mortimer J. Adler • Chairman, Director, Institute for Philosophical Research • Chairman, Board of Editors, Encyclopedia Britannica • Founder, the National Paideia Center, UNCCH NCETA Conference : October 12, 2013

  8. JACQUES BARZUNFormer Provost, Columbia University Literary Adviser, Charles Scribner’s Sons OTTO BIRDFormer Head, General Program of Liberal Studies, University of Notre Dame LEON BOTSTEINPresident, Bard College President, Simon’s Rock of Bard College ERNEST L. BOYER President, The Carnegie Foundation for the Advancement of Teaching, Washington, D.C. NICHOLAS L. CAPUTIPrincipal, Skyline High School, Oakland, California DONALD COWANFormer President, University of Dallas Fellow, Dallas Institute of Humanities And Cultures ALONZO A. CRIMSuperintendent, Atlanta Public Schools, Atlanta, Georgia CLIFTON FADIMAN Author and critic DENNIS GRAY Deputy Director, Council For Basic Education, Washington, D.C. RICHARD HUNT Senior Lecturer and Director of the Andrew W. Mellon Faculty Fellowships Program, Harvard University DOUGLASS CATER Senior Fellow, Aspen Institute for Humanistic Studies Members of the Paideia Group: NCETA Conference : October 12, 2013

  9. The Paideia Proposal: An Educational Manifesto(1982) • A systemic critique of American public education. • Argued that unless we managed to offer all American children the same high quality education, our democracy itself was in danger. In order to maintain our democratic society we must: • Simultaneously institute much higher academic standards • Render academic rigor accessible to all students. NCETA Conference : October 12, 2013

  10. The Paideia Proposal Dedicated to three well-known educators: • Horace Mann • John Dewey • Robert Maynard Hutchins. NCETA Conference : October 12, 2013

  11. Horace Mann • 1796-1859 • Early American educational reformer • Articulated the connection between effective “common” schools and democratic well-being. • His 12 reports (1837-48) as the first Mass. Sec. of Ed. are among the most significant primary documents in American ed. history. • “the best education for the best is the best education for all…” NCETA Conference : October 12, 2013

  12. Robert Maynard Hutchins • 1899-1977 • Chancellor of the University of Chicago. • Leader of the group who, post WWII, created the Great Books program. • Stressed the need for academic rigor • Thinking behind the idea of academic standards • “Human community as a result of better communication…” NCETA Conference : October 12, 2013

  13. John Dewey • 1859-1952 • “Progressivism” provided 20th Century educators with a argument for classrooms that combined relevant curriculum with active student learning. • Was the democratic “Yin” to Hutchins’ “Yang” in Adler’s thinking. • His ideas led directly to the Paideia Coached Project. NCETA Conference : October 12, 2013

  14. What Exactly is Paideia? The influences on Paideia include: • Socrates and other Greek philosophers • John Amos Comenius • Thomas Jefferson As well as other great humanists, essentialists, and classical thinkers. NCETA Conference : October 12, 2013

  15. Mortimer J. Adler Mortimer, you’re a smart guy… How to read a book… NCETA Conference : October 12, 2013

  16. Part II The Paideia Principles NCETA Conference : October 12, 2013

  17. Paideia Principles: We, the members of the Paideia Group, hold these truths to be the principles of the Paideia Program: NCETA Conference : October 12, 2013

  18. Paideia Principles: • that all children can learn; • that all children deserve the same quality of schooling, not just the same quantity; • that the quality of schooling to which children are entitled is what the wisest parents would wish for their own children, the best education for the best being the best education for all; • that schooling at its best is preparation for becoming generally educated in the course of a whole lifetime, and that schools should be judged on how well they provide such preparation; NCETA Conference : October 12, 2013

  19. Paideia Principles: • that the three callings for which schooling should prepare all Americans are: (a) to earn a decent livelihood, (b) to be a good citizen of the nation and the world, and (c) to make a good life for one’s self. NCETA Conference : October 12, 2013

  20. Paideia Principles: • that the results of these three types of teaching should be • (a) the acquisition of organized knowledge, • (b) the formation of habits of skill in the use of language and mathematics, and • (c) the growth of the mind’s understanding of basic ideas and issues; NCETA Conference : October 12, 2013

  21. Paideia Principles: • that the primary cause of genuine learning is the activity of the learner’s own mind, sometimes with the help of a teacher functioning as a secondary and cooperative cause; • that the three types of teaching that should occur in our schools are didactic teachingof subject matter, coaching that produces the skills of learning, and Socratic questioningin seminar discussion; NCETA Conference : October 12, 2013

  22. Paideia Principles: • that each student’s achievement of these results would be evaluated in terms if that student’s competencies and not solely related to the achievements of other students; • that the principal of the school should never be a mere administrator, but always a leading teacher who should be cooperatively engaged with the school’s teaching staff in planning, reforming, and reorganizing the school as an educational community; • that the principal and faculty of a school should themselves be actively engaged in learning; NCETA Conference : October 12, 2013

  23. Paideia Principles: • that the desire to continue their own learning should be the prime motivation of those who dedicate their lives to the profession of teaching. The Paideia Group NCETA Conference : October 12, 2013

  24. Part III The Paideia Modes of Instruction NCETA Conference : October 12, 2013

  25. Paideia Modes of Instruction COACHING Development of Intellectual Skills 60-70% Seminar DIDACTIC Increased Understanding of Ideas and Values 15-20% The Acquisition of Knowledge 10-15% NCETA Conference : October 12, 2013

  26. An oral presentation that teaches through “telling.” To elicit active listening, the presentation must attract and sustain attention. A crafted presentation. Paideia Modes of Instruction DIDACTIC The Acquisition of Knowledge 10-15% NCETA Conference : October 12, 2013

  27. Didactic Instruction • The delivery of factual information. • Lecture, demonstration, videos, and reading are common forms of Didactic Instruction. • The goal of is for students to acquire the basic “must know information” about a subject. • Because Didactic Instruction typically puts students in a passive role, the National Paideia Center advocates limiting Didactic Instruction to 10-15% of instructional time. • Assessment and evaluation of Didactic Instruction and factual learning is effectively conducted through traditional short answer and multiple choice tests. NCETA Conference : October 12, 2013

  28. The development of intellectual skills. Skills learned by reading, writing, speaking, listening, calculating, etc. Formative assessment and feedback. Paideia Modes of Instruction COACHING Development of Intellectual Skills 60-70% NCETA Conference : October 12, 2013

  29. Intellectual Coaching • is guidance through modeling and questioning. • Intellectual Coaching may begin with a teacher modeling writing a sentence, reading a paragraph, solving a problem, or hypothesizing about a reaction. • Intellectual Coaching often happens by questioning as well as both positive or corrective feedback. • The goal of Intellectual Coaching is for students to acquire expertise in skills of learning, such as reading, writing, calculating, and observing. NCETA Conference : October 12, 2013

  30. Intellectual Coaching • Developing skills in a relevant context occurs in a Paideia Classroom through teacher’s development and use of units called Coached Projects. • Intellectual Coaching ideally occurs 60-70% of instructional time. • Assessment and evaluation of Intellectual Coaching is conducted through formative assessment, performance tasks, project work often with the use of checklists and rubrics. NCETA Conference : October 12, 2013

  31. The Paideia Coached Project • The Paideia coach project is a unit of study that leads to a student product or performance of real value to an audience outside the classroom. • The project can be connected to classwork or provide the students to engage in self-directed learning activities to pursue personal goals in conjunction with curricular objectives. NCETA Conference : October 12, 2013

  32. Conversations, conducted in an orderly manner by the teacher who acts as the leader or moderator of the discussion. The conversations revolve around a “text” of some sort. Paideia Modes of Instruction Seminar Increased Understanding of Ideas and Values 15-20% NCETA Conference : October 12, 2013

  33. Paideia Seminar • is a collaborative, intellectual dialogue facilitated by open-ended questions about a text. • The goal of Paideia Seminar is for students to expand their understanding of ideas, concepts, and values about the curriculum. • The Paideia Seminar nurtures both intellectual and social skills. • Paideia Seminars occur 20-25% of instructional time. • Assessment and evaluation of Paideia Seminars occurs through pre and post seminar tools and processes including self identified goals, discussion, and writing. NCETA Conference : October 12, 2013

  34. Research Areas of Paideia results include: • Student Motivation • Teacher Development • Student Achievement • School Culture NCETA Conference : October 12, 2013

  35. Part IV Paideia and the Common Core NCETA Conference : October 12, 2013

  36. Mortimer J. Adler Wrote the Common Core NCETA Conference : October 12, 2013

  37. NCETA Conference : October 12, 2013

  38. CC K-12 ELA Instructional Shifts Destination Innovation Paideia/Seminar Training, 2013 NCETA Conference : October 12, 2013

  39. Building Knowledge through Content-Rich Nonfiction and Informational Text • Students read a balance of informational and literary texts. • Students access the world through texts. • Teachers embed literacy experiences in content area instruction. NCETA Conference : October 12, 2013

  40. Reading and Writing Grounded in Evidence from Texts • Students have rigorous conversations that are dependent on a common text. • Classroom experiences stay deeply connected to the text. • Students use evidence to support arguments during discussion. • Writing emphasizes use of evidence to inform or make an argument. NCETA Conference : October 12, 2013

  41. Regular Practice with Complex Texts and Its Academic Vocabulary • To be college and career ready, students make a “step” of growth on the “staircase” of complexity. • Students read grade appropriate texts around which instruction is centered. • Teachers create more time and space for close and careful reading. • Teachers constantly build students’ vocabulary so that they are able to access grade level complex texts. NCETA Conference : October 12, 2013

  42. The Revised Bloom’s (RBT) Taxonomy Table THE COGNITIVE PROCESS DIMENSION T H E K N O W L E D G E D I M E N S I O N KNOW UNDERSTAND DO NCETA Conference : October 12, 2013

  43. Paideia and the Common Core • R 1. Inferences/evidence • R 2. Central ideas/themes/summary • R 3. Individuals/events/ideas • R 4. Vocabulary/word choice • R 5. Text structure/organization • R 6. Point of view/purpose • R 7. Content in diverse media • R 8. Arguments/evidence • R 9. Comparison of texts/authors • R 10. Complex text NCETA Conference : October 12, 2013

  44. Paideia and the Common Core • W 1. Write arguments • W 2. Write to inform/explain • W 3. Write narratives • W 4. Clear/coherent writing • W 5. Plan/revise/edit • W 6. Use technology • W 7. Conduct research • W 8. Gather/synthesize information • W 9. Write to sources (draw evidence) • W 10. Write routinely NCETA Conference : October 12, 2013

  45. Paideia and the Common Core • S&L 1. Academic discourse/collaboration • S&L 2. Content in diverse media • S&L 3. Point of view • S&L 4. Present findings • S&L 5. Use media • S&L 6. Adapt speech/command of formal English • L 1. Standard English grammar • L 2. Standard English mechanics • L 3. Style/effective language choices • L 4. Vocabulary strategies • L 5. Figurative language/word relationships • L 6. Academic/domain-specific vocabulary NCETA Conference : October 12, 2013 Destination Innovation Paideia/Seminar Training, 2013

  46. General Considerations • Human beings want and need the connection of conversation. • This concept covers a continuum from ancient to contemporary times. • This feeds our cognitive and social needs. • Literacy feeds our mind, heart, spirit, and body. NCETA Conference : October 12, 2013

  47. On Literacy Remember: Thinking is a sophisticated application NCETA Conference : October 12, 2013

  48. On Literacy • Engaging and sustaining students in real dialogue and discussion is hard work. • Dialogue = listening, responding, exchanging, connecting, agreeing, disagreeing, reflecting… • Thinking is the core that holds this all together, and it IS possible to teach thinking. • Thinking takes time and deliberate practice. • Writing defines and clarifies thinking. NCETA Conference : October 12, 2013

  49. On Literacy READING WRITING LISTENING SPEAKING THINKING RWSL & Thinking are Synergistic NCETA Conference : October 12, 2013

  50. On Literacy • Don’t “referee” ideas. • Help “give birth” to ideas. • Create rigorous opportunities for literacy experiences. NCETA Conference : October 12, 2013

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