Teacher Advocacy Group at McNeese State University
Toward the Getting of Ideas
It is perhaps within teachers' work together we are best suited for idea-making and the power of our ideas become most potent when we coalesce around common goals and challenges. I believe TAG creates a space for this kind of idea-making.
Please make TAG part of your professional "posse" as you seek support for your work in becoming the teacher your students deserve. TAG gives us a space to collectively move toward and stake claim to the getting of powerful ideas. We will start meeting again each month on Wednesdays, 5:30-7:00ish in FH 216 so make it a part of your personal and professional commitment. Bring your dilemmas of practice, curriculum needs, and strong idea-making dispositions with you. I am looking forward to working and learning with you.
Crawford, P. (2004). I follow the blue...: A primary teacher and the impact of packaged curricula. Early Childhood Journal, 32(3), 205-210.
Ohanian, S. (2004). On stir-and-serve recipes for teaching. In Canestrari, A.S. & Marlowe B.A. (Eds.) Educational foundations: An anthology of critical readings (p. 112-119). Thousand Oaks, CA: Sage.
What do you see? What are details, symbols and signs that make it interesting?
What do you think about what you are noticing? What are connections, patterns and nuances?
What does it make your curious about? How does it connect to the larger world? What questions do you have?
100 Famous People and OPMS
Click on the quote to see the painting and a "Who's Who" key can be found here.
What Would We Talk About?
Imagine you were able to sit next to someone from the past? Someone who had a significant impact on history? Who would it be and what would you talk about? OPMS students were tasked with inserting themselves into a dinner party with 100 historical people. What would they ask their table mates? What would they want them to know about them? About the times we live in? About the impact of their historical decisions?
Who Would I Sit By?
Each student indicated their preference by placing a Post-It note next to historical figures. Their choices were diverse, interesting and telling. Where would you choose to sit and why?
Students See Themselves and Their Choices.
Here's a collective view of the choices all students made. This created a space for a lively discussion about choices and conversations. Like any good dinner party it had to come to an end but students still continued to talk about the experience long after the activity was over.