pedagogyofplenty


 * The Pedagogy of Poverty vs Plenty **

http://academicexperts.org/conf/site/2014/papers/41344/



Bridging theory and practice in global education through action research: Implementing the Pedagogy of Plenty across disciplines through teachers’ reflections
 * Title of the study:**

Pre-survey- @http://ku.co1.qualtrics.com/SE/?SID=SV_6M8ELSyTw103UwZ

Consent Form-

Pre-Survey Qualtrics Survey [|__http://ku.co1.qualtrics.com/SE/?SID=SV_6M8ELSyTw103UwZ__] and explain Participatory Action Research (PAR) study. fill out Consent Forms KWL/ Name Tag-

Bingo-


 * Agenda-**

This proposal is designed as a flipped presentation to address issues of diversity, nutrition, health and global education. The format of the session will be an interactive gallery walk showcasing the study and resources, selected multimedia projects, and group discussion and exercises. The research paper and results of the study will be provided. The presentation slides will be shared online.

2-3 min short Introduction to presenters as curators of the Gallery Walk museum on Global Kitchen Modules 5-7min. FLIP bingo as an ice-breaker- attached in the link below 5 min Intro to Gallery Walk on how to use the Mobile devices and apps. 20-25 min. Gallery Walk activity includes 20 different learning stations, books with QR codes, quotes, poems, music, timeline, video clips, bar codes of various food items. We have developed a gallery walk for our Global Kitchen Project where we created a museum like setting for conference participants to engage in Nutrition Education stations using mobile devices. They will be able to walk around the room with their mobile device and interact with the prepared nutrition related materials, books and pictures that we curated using various apps such as QR codes, augmented reality software.

Ways to interact with the Gallery Walk. 1) leave your “footprint” in each station to share your impressions, connections, reflections of what you experienced 2) go on the QR code scavenger hunt and receive recognition of completion 3) earn badges by demonstrating mastery and completion of certain tasks in each module/ station

15 min. Reflect on pedagogy/ mlearning/ differentiated instruction/ UDL, global competency matrix/ Multilingual augmented reality options.

2-3 min. Poll the audience reactions to Gallery Walk

Other Gallery Walk Activities- @http://myildiz.weebly.com/gallerywalk.html


 * Framework- The Pedagogy of Poverty vs Plenty **

It is adopted by
 * M. Haberman. “The Pedagogy of Poverty vs. Good Teaching” __Phi Delta Kappan__ 1991. 290-294.
 * Helen Hodges. “Overcoming a Pedagogy of Poverty” R. Cole, Ed. More Strategies for Educating Everybody’s Children, ASCD, 2001, p.1-9
 * Global Competence Matrix- [|www.edsteps.org/ccsso/SampleWorks/matrix.pdf]
 * NJ Core Curriculum Content Standards- []

(e.g. manipulatives, mobile devices, co-created textbooks by students) ||  || Connecting school with home, culture and community ||  || Punishing noncompliance || Varied social configuration Rules made by students and teachers together ||  || Individualized as well as peer, group and whole classroom instruction ||  || Giving low level tasks Monitoring seatwork || Engagement in substantive dialogue, discussion, debate about the substance of content Meaning-driven curriculum Literacy-rich environment Quality resources ||  || Assessed by state and national administrators || Assessed by self and peer as well as teachers, state and national administrators ||  || Going over tests Giving tests Grading papers Giving grades || Making meaning Authentic tasks Rubrics used for assessment Problem-focused learning Challenge based projects ||  || Assigning homework || Self and peer assessment ||  ||
 * || The Pedagogy of Poverty: Adopted by M. Haberman. “The Pedagogy of Poverty vs. Good Teaching” __Phi Delta Kappan__ 1991. 290-294. || The Pedagogy of Plenty: adopted by Helen Hodges. “Overcoming a Pedagogy of Poverty” R. Cole, Ed. __More Strategies for Educating Everybody’s Children,__ ASCD, 2001, p.1-9 ||  ||
 * || Curriculum || Projects ||  ||
 * || Learning for school || Learning for life ||  ||
 * || Competitive || Collaborative ||  ||
 * || Time-Slotted || On demand ||  ||
 * || One size fits all || Personalized ||  ||
 * Classroom Materials || Textbook based || Innovative instructional materials beyond textbook
 * || Classroom || Global Community
 * || Settling disputes
 * Instruction || Teacher centered || Student Center approach ||  ||
 * || Whole classroom approach, limited opportunity for collaboration || Differentiated Instruction
 * || Taking notes while instructor provides instruction || Collaborative work on issues of deep concern to the students ||  ||
 * || Giving directions
 * || Asking right answer questions || Cognitive and metacognition in the context of purposeful activities ||  ||
 * Assessment || Assessment for learning- focusing on summative || Assessment of learning- formative and summative assessment ||  ||
 * || Teacher assessment
 * || Reviewing
 * Homework || Busy work || Creativity ||  ||
 * || Going over homework
 * Students || English Language Learners (ELL) students are seen problematic || ELL students are seen an **asset** not deficit ||  ||
 * || Giving information- Banking Model || Students translate their ideas and findings into appropriate **actions** to improve conditions ||  ||
 * || Consumers of knowledge || Producers of knowledge ||  ||

This checklist will be used for analyzing the curriculum projects (lesson plans), classroom videos as well as participants’ journals and online dialogues.