Over Arching Teaching Framework

Over Arching Teaching Framework

Goals:
• Equitable and democratically oriented framework for learning that elicits intrinsic motivation from students.
• Co-creation of educationally motivating experiences with students.
• Creating learning environment where students feel safe, connected, valued and respected.

Motivational factors for learning:
• Establishing inclusion
• Developing a learning attitude of self-determination and personal relevance for learning
• Enhancing meaning through genuine engagement and addressing personal challenges.
• Engendering competence through authentic experience and effective practices.

First Unit
• Introduction and Overview
o Introduce philosophical underpinnings, introduce ideas, define relevant terms
o Discuss any interaction or classroom protocols necessary.
o Construct over arcing personal and communal objectives and goals for the course (starting from syllabus)
o Meet students where they are at and access their needs.
Second Unit
Confirmation, Validation and Inclusion: Developing Personal and Collective Learning Processes
[Low risk taking, low risk self disclosure and increasing interaction]
Phase One: Developing Personal Processes
o Validate and confirm current understandings and individual identities
o Emphasize awareness and reflection on personal experiences of embodiment and facilitate students to draw from personal experiences to facilitate learning.
o Have students observe, reflect and articulate their current learning tendencies and preferences. Facilitate them in recognizing the strengths and weaknesses of their learning positions paradigms and to challenge/expand these to become more effective and less limiting.
Phase Two: Developing Collective Processes
o Create an inclusionary and interactive environment
o Create classroom experiences that foster trust, sense of community and feelings of acceptance.
o Establish formats for witnessing, responding, and giving and taking feedback.
o Discuss and establish teaching and learning roles (teacher as facilitator and students assume teaching roles and mentor/coach peers. Create experiences that push the boundaries of these roles.
o Have students reflect on community practices in the classroom and facilitate them in contributing to classroom practices and make suggestions for improved learning interactions in the classroom.
o Have the students re-visit or flesh out community goals and negotiate the learning terrain and aspects of the curriculum that would meet their personal and communal learning needs.
Phase Three: Pushing Boundaries of Thinking in Relationship to Classroom Experiences.
o Discuss and have students come to terms with the relationship of knowledge construction and agency in terms of their experiences.
o Challenge and expand students comfort zones in order to reach the edges of their current knowledge base
o Have students identify what is missing in their knowledge base and begin to construct more complex views of their learning
o Help students to recognize the relationship of their learning in class to other areas of their life and have them make connections between these two learning arenas.
o Have students establish more integrated, complex and integrated goals based on the current edges of their knowledge.
o Have students create goals that are meaningful and relate to and goals that are meaningful and relate to realms outside of the classroom.
o Help students to reflect on issues of power and control in relationship to their learning and issues such as personal bias and prejudices towards learning.

Unit Three
Differentiation and Resistance
[Risk taking and sharing at medium risk-level]
o Address in depth personal practices and pedagogical processes/relationships of peace. What does the theme of peace offer students in their learning?
o Invite and facilitate dialogue about student perspective on learning physically, somatically and critically.
o Engage students in processes of information seeking and giving and sharing responsibilities for learning.
o Facilitate students in identifying and dealing with personal, social and emotional contradictions in learning. Find ways to address them in multiple ways.
o Challenge student’s current understandings and have them identify and reflect on their paradigms for learning and learning assumptions related to dance.
o Create frameworks whereby students can recognize their own learning tendencies and patterns and help students to critically reflect on individual and group learning processes in dance.

DEVELOP IDEAS FURTHER……….
Unit Four
Redefinition, Internalization and Reintegration
Phase 1: Redefinition
o Facilitate students in the redefinition of previous understandings and to internalize new definitions and bodies of knowledge.
o Facilitate the group as a collective in redefining previous shared understandings and individual and group identities.
o Facilitate students to develop positive learning identities based on agency and responsibility as the teaching and learning roles in class continue to shift in new directions.
o Facilitate students in recognizing, understanding and acknowledging differences and to feel a sense of ownership for their experiences and knowledge.
Phase 2: Internalization
[Higher risk learning experiences]
o Help the students to incorporate their new understandings to redefine their learning practices.
o Facilitate higher risk learning experiences and move towards conceptualizing and theorizing about personal and group practices.
o Help students to develop personal theoretical positions towards issues that influence their learning.
o Encourage students to adopt a positive attitude towards change and identify areas for change.
o Help to motivate student action and initiatives for change.
o Help students to identify a wide variety of possible actions and ways in which to approach and support their new ideas.
o Facilitate students in testing their new ideas in the group and within a wider framework.
Phase 3: Reintegration
o Help students to apply the integration of new understandings into all aspects of their lives.
o Emphasize the embodied integration of new bodies of knowledge into multiple realms of experience inside and outside of the classroom.
o Help students to embrace their new perspective for life and to structure decisions from these perspectives and to transform personal and group practices.
o Facilitate students in the reintegration of new awareness and understandings into their lives and practices.
o Facilitate a culminating experience and closure for the groups learning experience. Have the group dialogue about the things they learned and to discussion their visions for the future.
o Help students to set goals for their future inspired by the fruits of this learning process.

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