Trey Smith -
Hi, Kelly! I am so pleased to read about your interest in supporting students in developing and strengthening 21st century literacies...by helping teachers to understand what these literacies are. It seems that you are interested in tackling a very complex topic that has a lot of implications for both teacher and student learning. I, too, have an interest in expanding conceptions of literacy in schools.
As you articulate your practical problem definition, I'm wondering about the two knowledge conflicts you identify (1. teachers understanding what 21st century literacies are and 2. how teachers might support students in developing these literacies through instructional decisions) in relation to the goal (preparing students to be proficient in 21st century literacies). Was it your intention to highlight two different knowledge problems/conflicts with the goal? And, if so, is it possible that you might be able to focus on one or the other to make the problem more manageable? Indeed, as I struggle to define my own practical problem, I find myself stuck trying to do too many things, which include helping teachers understand something AND helping them operationalize that understanding through instructional decision-making. It may be, however, that the gap between teacher knowledge and teacher actions is somewhat wide and mediated by other considerations like school resources and context. Would it be fruitful to stick with one knowledge problem?
With that said, I wonder if it might further be advantageous to zoom in on one particular 21st century literacy that teachers might understand and then support. Or are they too intertwined to untangle here? Just curious about how that might change things for you. (And, I admit, the advice I'm offering may well be advice I need to take for my own problem!)
I think that if you had a clearer idea of who your teachers were, it would be clearer what your practical solution is (what the Method X will be). Since you come from an English background, why not say in an English classroom where the teacher's goals could be: promoting discussion, making sure students do the reading, giving timely feedback on essays, fostering deeper understanding of themes, etc. Then, when you are giving your practical solution, you could frame it like, "When students are doing Y, Method X is most appropriate to hold students accountable for cognitive and affective goals." #lookout
In your practical problem definition, have you thought about changing the tension? Is it as black and white as some policies aren't working completely but teachers have no idea how to fix it, or is it more like there are conflicting goals in the classroom that teachers are trying to address by their late work/behavior policies? Maybe if you turn it into a conflicting goals situation, your solution would address the question of "In what situations should teachers employ certain behavior/late work policies to get certain outcomes from their students?" Maybe the type of late work/behavior policy you would use in a Maker Space-ish classroom would be different than what I would use for a research paper unit.
3 years ago
Allena Berry -
Ok, as I am reading on, I see that in the body of this document, you do put things in terms of a goal/goal conflict. #nice.
But I am not sure that the probabilities that you come up with are accurate (assumes that affective and cognitive tasks work independently of each other and are random, whereas I think that it depends on the context/task at hand). #lookout