A foundational article that reads like it could be written today

Cothran, T.
ET
Wiggins, G. (1989) The futility of trying to teach everything of importance. Educational leadership. 47(3), p. 44-59. Retrieved from http://www.ibmidatlantic.org/Wiggins.pdf

Summary: Sadly, this 1989 article reads like it could be written today. Whether in 1989 it was a reflection of changing thought on our educational system or a challenge to the status quo, I’m not sure. Wiggins argues eloquently for an inquiry driven process to learning, noting that students can’t possible learn everything there is they need to know by 12th grade. Rather, it should be our job to teach them to question, to check their own assumptions, and the skills to find the answers they need to solve a problem or provide a deeper understanding to something of interest/need.

Evaluation: I think this is an insightful article. I find it a bit distressing that we haven’t moved forward in this direction more in the 30 years since it was written. This was before we saw the explosion of access to information brought about by the internet and our personal handheld devices! In Wiggins arguments, there a couple of key take-aways for me. He talks about standards and how standards should reflect a process rather than content. This makes me think about how the AALS standards are written. I’ve often reflected in my lesson designs that if you are building a strong unit, learners will access those standards throughout their learning process depending on where they are in their learning journey. That’s not to say that some won’t need to be pushed to go deeper, but it’s an argument for meeting learners where they are and helping them become stronger.

He is clearly advocating for teachers as facilitators of learning. He even calls for teachers to be an “intellectual librarian.” This makes me consider how we, as librarians, model this kind of process in our spaces. What can we do (even with our fixed schedules etc.) to engage learners when they encounter our spaces (physical or virtual).

I particularly appreciated his parallel of learning as related to sports or the performing arts. As someone with a theater background, I can honestly say that my most connected learning has come about when developing theater pieces. Depending on a show, history comes alive and I can see it and it’s importance — it’s not just a bunch of names and dates on a page. Scientific arguments and mysteries may be revealed. I question the status quo and want to know more. It’s also a collaborative learning process. If you are an actor, you are deeply immersed in the why and how of your character. A designer is immersed in creating a visual or aural world. All of these pieces come together (aka all of these people collaborate) to create something that is larger than any one of them could on their own. It reminds me of Dr. L’s advocacy for a meaningful culminating activity.

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Critical Pedagogy in the Classroom

Martinez, Evelyn

A, M. (1970, January 01). Critical Pedagogy in the Classroom. Retrieved April 12, 2017, from http://maljewari.blogspot.com/2013/03/how-does-critical-pedagogy-look-like-in.html

This is an excellent website that offers information, tips, lesson plans and links to other resources to help teachers create a learning environment whereby students are encouraged to become critically conscious and active learners.

http://maljewari.blogspot.com/2013/03/how-does-critical-pedagogy-look-like-in.html

Critical Pedagogy: Teaching Multicultural Literature in High School

Martinez, Evelyn

The Expanding Canon: Teaching Multicultural Literature – Theory Overview. (n.d.). Retrieved April 12, 2017, from https://www.learner.org/workshops/hslit/session7/

The lesson and video contains lessons incorporating selected works by Octavia E. Butler and Ruthanne Lum McCunn that can be used for the teaching of multicultural literature in the high school setting.  The lesson is written using the educational philosophy of critical pedagogy. 



https://www.learner.org/workshops/hslit/session7/