for week 3

1. Experience &
Education-
Curricular
Commonplaces

2. Lesson Plan Session 3
• Attendance/Questions
• Chronicles: Sec 4 Breanne
• Sec 2 Adrian, Stephanie, Kaitlyn
• Dewey – Chapt 4 and 5
• Constructivism
• ThroughThe Cracks
• Theories of Connelly and
Clandinin
• Introduction Schwab
• Field Placement “Look Fors”

3. Housekeeping
• Good content
• Reminder that the length is 2-3 pages double spaced minimum – I will read all
you have to say!
• Keep the focus on sharing of experiences – your narrative – your stories!
• Final copy is to be double spaced!
• Each letter should begin by stating who the writer is/who you are responding to
and the specific reading/s you are discussing as a writer! (you do not need to
identify the ones you are responding to as that writer should have done this!)
• Each letter will begin with a response to the last writer and then you move into
your own discussion and sharing of experiences

4. Oral Chronicle presentations
• Sec 4 Breanne
• Sec 2 Adrian, Stephanie, Kaitlyn

6. Dewey Chapters 4 and 5
• Share a passage from Dewey that you felt was unclear.
• In groups share the main points of Dewey Chapters 4 & 5
• Sec 4- https://goo.gl/8R4xT2
• Sec 2- https://goo.gl/cUShSD

7. Individual Freedom
vs Social Control
• Social controls exist and don’t typically restrict personal
freedoms
Example: Rules in games provide structure and order conduct
Controlling Features:
1. Rules are a part of the game
2. People object to the rules being broken
3. Rules (and conduct of the game) are fairly standardized
Rules have the sanction of tradition and precedent; they are
conventional and so they are perceived as being strong

8. Dewey’s Conclusion p.22
• “Control of end actions is effected by the whole situation in
which individuals are involved, in which they share and of which
they are co-operative or interacting parts.”This illustrates the
general principle of social control of individuals without the
violation of freedom.
• Games are competitive; families and classrooms are cooperative.
• In these cases,“it is not the will or desire of any one person
which establishes order but the moving spirit of the whole group.
The control is social, but individuals are part of a community, not
outside of it.”

9. Authority
• Authority and control are not exercised as a matter of
personal will
• In a classroom, a good teacher will exercise authority as an
agent of the group, representing its interests, as a whole.
• Ideally, firm but fair.
• Control is exercised through activities and situations
(classroom management)

10. Traditional
vs Progressive - control
• Traditional schools weren’t groups or communities held
together by participating in common activities, so the
teacher kept order (external controls)
• In Progressive schools control is in the nature of the work
done as a social enterprise in which all individuals have an
opportunity to contribute and to which all feel a
responsibility (internal controls)
• Community life doesn’t organize itself in an enduring way
purely spontaneously. It requires thought and planning
ahead. Know your students. Know your material.

11. Classroom management p.24
• Fewer issues arise if everyone is contributing and the activities
facilitate control
• There will always be exceptions to the rule – look for
underlying reasons and avoid negative reinforcement
• Care enough to prepare – planning is flexible but purposeful
• “Teachers can arrange conditions that are conducive to
community activity and to organization which exercises control
over individual impulses by the mere fact that all are engaged in
communal projects.”

12. Classroom management
• Education is based on experience and educative experience
is social – teacher is not boss, but facilitator
• Good manners grease the wheels and reduce friction
between people
• Keep routines and rituals appropriate to the group or
situation, so they don’t become empty or hollow

13. The nature of freedom p.26
• Freedom of Intelligence = “freedom of observation and of judgement
exercised in behalf of purposes that are intrinsically worthwhile.”
• External/Physical side of activity = arrangement of room and materials
• Internal side = thought, desire, and purpose
• Traditional schools were rigid and put significant restrictions on intellectual and
moral freedoms
• With an increase of outward freedom, we can get to know our students better,,
so we’re able to teach and connect with them more effectively.
• Forced conformity leads to subverted individual tendencies

14. Advantages of increased outward
freedom p.27
• “There should be brief intervals of time for quiet reflection
provided for even the young. But they are periods of
genuine reflection only when they follow after times of
more overt action and are used to organize what has been
gained in periods of activity in which the hands and other
parts of the body beside the brain are used.”
• Freedom does not mean students are free to not
participate
• Intellectual growth requires some reconstruction, some
remaking of impulses and desires.

15. What is our goal?
• “The alternative to externally imposed inhibition is
inhibition through an individual’s own reflection and
judgement.”
• ‘Stop and think’ is sound psychology and represents
impulse control
• The ideal aim of education is creation of power of self-
control.

16. Our goal for our course:
• So in this course, we are trying to emphasize the importance of
your story and examining the stories of others! Sharing of
experiences helps us understand, interpret, analyze and create
worldviews!
• NARRATIVE INQUIRY IS AWAY OF UNDERSTANDING
EXPERIENCES AS LIVED AND ASTOLDTHROUGH STORIES.
• We are trying to create continuity of experience and active learning, and
by doing so, to model Dewey!

17. Experience and Education
John Dewey
How is Dewey’sTheory of Education Relevant
In Education Today?
Consider the theories you have read so far while
listening to the storybook.
Think, Pair Share after listening to the story.

18. by:
Carolyn Sollman

19. Making the connections
• Think-Pair-Share
• What connections can you make between the
theories you’ve read about, so far, and the
story you just heard?
• Can you make any personal connections to
this story and, by extension, the theories?
• Group Share

20. Dewey’s Criteria of Experience
• Continuity of experience
• Shaping the environment’s experiences that will lead to
growth
• Interaction
• Situation
• Continuity and interaction should intercept each other and
unite = learning!

21. Constructivism
• An approach to learning and teaching that
encourages learners to take an active role in
their learning
• The learner constructs new knowledge based
on prior knowledge to build an understanding
and to make sense of new information
• Students experience successful learning when
they are actively engaged
• Students need to construct knowledge for
themselves – self discovery

22. In a “constructivist classroom”
students should:
• Be given numerous opportunities to explore ideas
(phenomena) individually and most often in social contexts
(ie. with others)
• Employ problem-solving skills in order to revise their
original thinking
• Engage in exploration to gain new meaning and
understanding through considering views of others and set
against their own

23. Research tells us that we learn…
• 5-10%.....of what we hear
• 10-15% ……of what we see
• 15-20% ……of what we see and hear
• Up to 50% .of what we discuss with others
• Up to 60%..of what we do or experience/ practice in real
world application
• Up to 90%..of what we teach to someone else, or make
immediate use of

24. Quick recap of Connelly and
Clandinin
Their theory is that narrative inquiry has 3 commonplaces:
1. Temporality
2. Sociality
3. Place

25. TEMPORALITY
• To explain a narrative one needs to know the temporal
history (ie. what happened before – day, month, years)
• This factor is the dimension that distinguishes a telling
inquiry from a living inquiry
How was this factor relevant to Stella and Christopher?

26. SOCIALITY
• This aspect addresses worldviews which have been shaped
by conditions eg. administration, policy, community
• It may shape a teacher’s response, feelings and morality
Consider the teachers sociality at the beginning of the book!What
might have shaped their sociality?

27. PLACE
• This commonplace aligns very closely with Schwab’s milieu!

• It examines the context the environment has on the impact
of the learning and what happens
In the book how was the learning different when it occurred
outdoors versus the classroom? How were the indoor ‘places’
different and what resulted?

28. Your Own Narrative- Post Class
Reflection 
Consider an experience that you can vividly recall as being
exciting, memorable and valuable!
Do a checklist:
- Were elements of Dewey present?
Eg. Did it prepare you for life,include constructivist approaches to
learning etc.
-How do Connelly and Clandinin’s theories impact your reflection
and evaluation of your narrative – time, place, sociality?

29. Consider Dewey/Connelly and
Clandinin Interface
Dewey Criteria Connelly &Clandinin
Of Experience Commonplaces
• Continuity * Temporality
• Shaping environment * Place
• Interaction * Sociality
• Situation * Place/Sociality

30. SCHWAB
The Practical 3:
Translation into Curriculum

31. Schwab
The Four Commonplaces
The greatest influences in a teacher’s work are the
commonplaces:
1. TEACHER
2. LEARNER
3. SUBJECT MATTER
4. MILIEU (CLASSROOMS AND ENVIRONMENT)
AND ONE LAST PERSON AS THE CURRICULUM
SPECIALIST

32. Activity to understand schwab
• -get into groups of 5 (6 in 04) (1 group of 6 in 02)
• You will become an expert and together plan a lesson
• Each of you will receive a card with the information you
need a that expert.
• Take 5 minutes on your own to prepare
• You will have 15 minutes to create a lesson together

33. Doodling in Math: Spirals, Fibonacci, and Being a Plant
https://youtu.be/ahXIMUkSXX0

34. Your Field Placement
When reading or in your placement consider:
• Observing the 4 commonplaces
• Observing using a narrative lens by thinking of
temporality, sociality and place
• Don’t judge the teacher, students, place…make
observations using wonderings, questions, positive
language etc.
Ponder how might a teacher deliberately make decisions
regarding teaching by looking closely at the above!! 

35. Objectives
• Continue to understand Dewey
• Build on the Connelly and Clandinin model of narrative
inquiry
• Connect Dewey, Schwab and Connelly and Clandinin
commonplaces and your classroom observation assignment

36. Narrative inquiry in teacher education
• Readings So Far:
• • Why is experience important? (Dewey, 1938)
• • Why is story important? (Connelly & Clandinin, 2006)
• • How can narrative inquiry be useful in teaching?
(Ciuffetelli-Parker, 2010, 2011)

37. Looking ahead to Next Week
• What Does it Mean to be aTeacher?
• Standards of Teaching Practice
• Ethical Standards of Practice
• Relationship as Moral Agency:TRIC method
• Readings:
• Standards of Practice. OCT
• Ciuffetelli Parker (2008)