1. celebrate learning
2. Reflective Practice Metaphorical 'Hourglass'
3. 4 Charts of Philosophical Underpinnings
4. If transformation means we are going into new territories, many kinds of frameworks, charts and maps will be necessary for the trip (Vaines, 1988, p.30).
5. What is the potential of TRANSFORMATIVE learning experiences in the lives of students and teachers?
5.1. How do we Transform
5.1.1. relationships
5.1.1.1. transformative actor
5.1.1.2. positionality
5.1.2. building authentic relationships
5.1.2.1. teacher as facilitator
5.1.2.2. co-learner
5.1.3. RELATIONSHIP BUILDER LIST
5.1.4. IRP
5.1.5. Education as a reciprocal act, but at the end of the say teachers have the final say on how curriculum is delivered. Our flexibility is what allows the process of TRANSFORMATIVE pedagogy to occur
6. In what ways does instruction become TRANSFORMATIVE?
6.1. What are obstacles and barriers to TRANSFORMATIVE pedagogy?
6.1.1. Boys and Girls Group School based initiative
6.1.2. TIME "there is not much room for anything else when you combine teaching full time and grad school, there are however many opportunities to share the load and work together collaboratively."
6.2. How should a curriculum based on TRANSFORMATIVE pedagogy be written?
6.2.1. Reflective practice Vaines (1997) reflective practice is "grounded in the metaphor the world is our home."
6.2.2. TRANSFORMATION occurs in the most unlikely of situations *Cranton~ we can teach "as though the possibility always exists that a student will have a transformative experience" (Cranton, 2002, p.71)
6.2.3. Questions and doubts still remain my companions especially regarding our FN students
6.2.4. Role of the teacher/practitioner/co-learner is the listen, facilitate and then learn together those we seek to help
6.2.5. Know yourself and know your students. Learn together. Acknowledge students as experts and that often the best learning comes from the biggest mistakes.
6.2.6. Treat students as equals and give them the power to decide topics (deZwart, personal communication, 2013)
6.2.7. Comparison of Transmissive vs. Transformative Approaches Chart developed by M.Gale Smith
7. What are examples of TRANSFORMATIVE experiences?
7.1. AHA moment
7.1.1. disorientating dilema
7.1.1.1. ETEC
7.2. Self-study You're a White Middle Class Teacher Gayle Abbott-Mackie
7.3. Action research
7.4. How should we frame our reflections?
8. References
9. Facebook in the Home Economics Classroom
10. Transformative 'Inquiry" Timeline
11. Transformative
11.1. Emancipatory
11.2. Teacher as co-learner
11.3. Individual
11.3.1. Curriculum
11.3.1.1. Action
12. What is teaching and learning?
12.1. What is TRANSFORMATIVE Practice/Pedagogy
12.1.1. Who are the stakeholders
12.1.1.1. Teacher
12.1.1.2. Students
12.2. Definition
12.3. Process
12.3.1. Learn
12.3.1.1. intended instruction engagement with content content (IRP) pre-requisite knowledge/skills
12.3.2. Create
12.3.2.1. learning as activity/inquiry critical thinking individual or collaborative
12.3.3. Share
12.3.3.1. discourse
12.3.3.2. communicating ideas
12.3.3.2.1. 3 forms of action transmission/transaction/transformative
12.4. Principles
12.4.1. Ubiquity
12.4.1.1. lifelong learning
12.4.1.2. learning anywhere/anytime
12.4.2. Personalized
12.4.2.1. learner choice based on interests
12.4.2.2. adaptive/differentiated/cumulative/21st century
12.4.2.3. inquiry
12.4.3. Collaborative
12.4.3.1. social knowledge construction
12.4.3.2. sustainability
12.4.3.3. agri-litereacy
12.4.3.4. ecological worldview
12.4.3.5. synergism/working to strenghts
12.4.3.6. connectiveness
13. Who most influenced my career?
13.1. father/Principal
13.2. teachers
13.3. colleagues
13.4. background/heritage
13.5. Smith & deZart
14. What are further ideas about TRANSFORMATIVE pedagogy/practice?
14.1. Future Considerations
14.1.1. THESA
14.1.2. practice
15. Where I was?
16. Where I am?
16.1. EDCP 537
16.1.1. Reflective Writing
16.1.1.1. 1.Home Economics a Historical Perspective 2. Self Study 3. Curriculum and Pedagogy <585e
16.1.2. Agriculture in the Curriculum
17. Where I am going?
18. Highlighted Stopping Points
19. Critical Reflection Point
20. Critical Reflection Point
21. The Journey Starts
22. Instrumental
22.1. Technical
22.1.1. Teacher as Expert