paideia 101

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Paideia 101 Paideia 101 Bob Alexander Bob Alexander Nash-Rocky Mount Schools Nash-Rocky Mount Schools National Paideia Faculty National Paideia Faculty Or, Mortimer J. Adler Wrote the Common Core

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Paideia 101. Or, Mortimer J. Adler Wrote the Common Core. Bob Alexander Nash-Rocky Mount Schools National Paideia Faculty. Session Goals. - PowerPoint PPT Presentation

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Page 1: Paideia 101

Paideia Paideia 101 101

Bob AlexanderBob AlexanderNash-Rocky Mount SchoolsNash-Rocky Mount Schools

National Paideia FacultyNational Paideia Faculty

Or, Mortimer J. Adler Wrote the Common Core

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Session Goals Session Goals • Gain background knowledge of the Paideia structure

and philosophy, including the 3 framing components: Didactic Instruction, Coaching, and the Socratic Seminar

• Receive training on of the use of the Paideia Seminar as a key literacy and cross curricular tool for planned discussion, group discourse, and questioning techniques. 

• Analyze the components of the Paideia Seminar and the Seminar Cycle.

•  Examine how the Paideia seminar supports Common Core standards.

• Investigate the use of Paideia with informational texts, including primary source documents. 

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Paideia DefinedPaideia Defined

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Part IPart I

Mortimer J. Alder and the Paideia

Posse

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What Exactly is What Exactly is “Paideia”?“Paideia”?

• Paideia (py-dee-ah) from the Greek “pais, paidos”: the upbringing of the upbringing of child child (related to pedagogy and pediatrics).

• In an extended sense, the equivalent of the Latin “humanitas” from which “the humanitieshumanities” is derived.

• In short, the learning that should the learning that should be possession of be possession of all human beingsall human beings.

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The Paideia Group:The Paideia Group:

• In 1982, Paideia's original thinker, philosopher Mortimer Adler, joined with a diverse cadre of educators and intellectuals to form the Paideia Group.

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Mortimer J. AdlerMortimer J. Adler

•Chairman, Director, Institute for Philosophical Research

•Chairman, Board of Editors, Encyclopedia Britannica

•Founder, the National Paideia Center, UNCCH

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Members of the Paideia Members of the Paideia Group:Group:

• JACQUES BARZUN Former Provost, Columbia University Literary Adviser, Charles Scribner’s Sons

• OTTO BIRD Former Head, General Program of Liberal Studies, University of Notre Dame

• LEON BOTSTEIN President, Bard College President, Simon’s Rock of Bard College

• ERNEST L. BOYER President, The Carnegie Foundation for the Advancement of Teaching, Washington, D.C.

• NICHOLAS L. CAPUTI Principal, Skyline High School, Oakland, California

• DONALD COWAN Former President, University of Dallas Fellow, Dallas Institute of Humanities And Cultures

• ALONZO A. CRIM Superintendent, Atlanta Public Schools, Atlanta, Georgia

• CLIFTON FADIMAN Author and critic • DENNIS GRAY Deputy Director, Council For

Basic Education, Washington, D.C.

• RICHARD HUNT Senior Lecturer and Director of

the Andrew W. Mellon Faculty Fellowships Program, Harvard University

• DOUGLASS CATER Senior Fellow, Aspen Institute for Humanistic Studies

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The Paideia Proposal: The Paideia Proposal: An An

Educational ManifestoEducational Manifesto (1982)(1982)

• A systemic critique of American public education.

• Argued that unless we managed to offer all American children the same high quality education, our our democracy itself democracy itself was in danger. was in danger.

In order to maintain our democratic society we must:1.Simultaneously institute much higher academic standards2.Render academic rigor accessible to all students.

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The Paideia ProposalThe Paideia Proposal

Dedicated to three well-known educators:•Horace Mann•John Dewey•Robert Maynard Hutchins.

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Horace Horace MannMann

• 1796-1859• Early American educational

reformer• Articulated the connection

between effective “common” schools and democratic well-being.

• His 12 reports (1837-48) as the first Mass. Sec. of Ed. are among the most significant primary documents in American ed. history.

• ““the best education for the the best education for the best is the best education best is the best education for all…” for all…”

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Robert Maynard HutchinsRobert Maynard Hutchins• 1899-1977• Chancellor of the University of

Chicago.• Leader of the group who, post

WWII, created the Great Books program.

• Stressed the need for academic rigor

• Thinking behind the idea of academic standards

• ““Human community as a result Human community as a result of better communication…” of better communication…”

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John DeweyJohn Dewey

• 1859-1952• “Progressivism” provided

20th Century educators with a argument for classrooms that combined relevant curriculum with active student learning.

• Was the democratic “Yin” to Hutchins’ “Yang” in Adler’s thinking.

• His ideas led directly to the Paideia Coached Paideia Coached ProjectProject.

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What Exactly is Paideia?What Exactly is Paideia?

The influences on Paideia include:• Socrates and other Greek

philosophers• John Amos Comenius• Thomas Jefferson

As well as other great humanists, essentialists, and classical thinkers.

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Mortimer J. AdlerMortimer J. Adler

Mortimer, you’re a smart guy…

How to read a book…NCETA Conference : October 12, 2013NCETA Conference : October 12, 2013

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Part II Part II

The Paideia The Paideia Principles Principles

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Paideia Principles:Paideia Principles:We, the members of the Paideia

Group, hold these truths to be the principles of the Paideia Program:

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Paideia Principles:Paideia Principles:• that all children can learn; • that all children deserve the same quality of

schooling, not just the same quantity; • that the quality of schooling to which children

are entitled is what the wisest parents would wish for their own children, the best education for the best being the best education for all;

• that schooling at its best is preparation for becoming generally educated in the course of a whole lifetime, and that schools should be judged on how well they provide such preparation;

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Paideia Principles:Paideia Principles:• that the three callings for which

schooling should prepare all Americans are:

(a) to earn a decent livelihood, (b) to be a good citizen of the nation

and the world, and (c) to make a good life for one’s self.

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Paideia Principles:Paideia Principles: that the results of these three types

of teaching should be (a) the acquisition of organized organized

knowledge, knowledge, (b) the formation of habits of skillhabits of skill

in the use of language and mathematics, and

(c) the growth of the mind’s growth of the mind’s understandingunderstanding of basic ideas and issues; NCETA Conference : October 12, 2013NCETA Conference : October 12, 2013

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Paideia Principles:Paideia Principles:• that the primary cause of genuine learning

is the activity of the learner’s own the activity of the learner’s own mindmind, sometimes with the help of a teacher functioning as a secondary and cooperative cause;

• that the three types of teaching that should occur in our schools are didactic didactic teachingteaching of subject matter, coachingcoaching that produces the skills of learning, and Socratic questioningSocratic questioning in seminarseminar discussion;

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Paideia Principles:Paideia Principles:• that each student’s achievement of these

results would be evaluated in terms if that student’s competencies and not solely related to the achievements of other students;

• that the principal principal of the school should should never be a mere administratornever be a mere administrator, but always a leading teacher who should be cooperatively engaged with the school’s teaching staff in planning, reforming, and reorganizing the school as an educational community;

• that the principal and faculty of a principal and faculty of a schoolschool should themselves be actively be actively engaged in learning; engaged in learning;

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Paideia Principles:Paideia Principles: that the desire to continue

their own learning should be the prime motivation of those who dedicate their lives to the profession of

teaching.The Paideia Group

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Part IIIPart III

The Paideia The Paideia Modes of Modes of

InstructionInstruction

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Paideia Modes of Paideia Modes of InstructionInstruction

DIDACTIC

COACHING

Development of Intellectual Skills

60-70%60-70%

Seminar

Increased Understanding of Ideas and Values

15-20%The Acquisition of Knowledge

10-15%10-15%

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Paideia Modes of Paideia Modes of InstructionInstruction

• An oral presentation that teaches through “telling.”

• To elicit active listening, the presentation must attract and sustain attention.

• A crafted presentation.

DIDACTIC

The Acquisition of KnowledgeThe Acquisition of Knowledge

10-15%10-15%

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Didactic InstructionDidactic Instruction• The delivery of factual information. • Lecture, demonstration, videos, and reading are

common forms of Didactic Instruction. • The goal of is for students to acquire the basic

“must know information” about a subject.• Because Didactic Instruction typically puts students

in a passive role, the National Paideia Center advocates limiting Didactic Instruction to 10-limiting Didactic Instruction to 10-15%15% of instructional time.

• Assessment and evaluation of Didactic Instruction and factual learning is effectively conducted through traditional short answer and multiple choice tests.

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Paideia Modes of Paideia Modes of InstructionInstruction

• The development of intellectual skills.

• Skills learned by reading, writing, speaking, listening, calculating, etc.

• Formative assessment and feedback.

COACHING

Development of Intellectual Skills

60-70%60-70%

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Intellectual CoachingIntellectual Coaching• is guidance through modeling and modeling and

questioningquestioning.• Intellectual Coaching may begin with a teacher

modeling writing a sentence, reading a paragraph, solving a problem, or hypothesizing about a reaction.

• Intellectual Coaching often happens by questioning as well as both positive or corrective feedback.

• The goal of Intellectual Coaching is for students to acquire expertise in skills of learning, such as reading, writing, calculating, and observing.

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Intellectual CoachingIntellectual Coaching• Developing skills in a relevant context occurs

in a Paideia Classroom through teacher’s development and use of units called Coached ProjectsCoached Projects.

• Intellectual Coaching ideally occurs 60-70% of instructional time.

• Assessment and evaluation of Intellectual Coaching is conducted through formative assessment, performance tasks, project work often with the use of checklists and rubrics.

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The Paideia Coached The Paideia Coached ProjectProject

• The Paideia coach project is a unit of study that leads to a student product or performance of real value to an audience outside the classroom.

• The project can be connected to classwork or provide the students to engage in self-directed learning activities to pursue personal goals in conjunction with curricular objectives.

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• Conversations, conducted in an orderly manner by the teacher who acts as the leader or moderator of the discussion.

• The conversations revolve around a “text” of some sort.

SeminarSeminar

Increased Increased Understanding of Understanding of Ideas and ValuesIdeas and Values

15-20%15-20%

Paideia Modes of Paideia Modes of InstructionInstruction

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Paideia SeminarPaideia Seminar• is a collaborative, intellectual dialogue facilitated

by open-ended questions about a text. • The goal of Paideia Seminar is for students to

expand their understanding of ideas, concepts, and values about the curriculum.

• The Paideia Seminar nurtures both intellectual and social skills.

• Paideia Seminars occur 20-25% of instructional time.

• Assessment and evaluation of Paideia Seminars occurs through pre and post seminar tools and processes including self identified goals, discussion, and writing.

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ResearchResearch

Areas of Paideia results include:

• Student Motivation• Teacher Development• Student Achievement• School Culture

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Part IVPart IV

Paideia and the Paideia and the Common CoreCommon Core

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Mortimer J. Adler Wrote the Mortimer J. Adler Wrote the Common CoreCommon Core

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CC K-12 ELA Instructional CC K-12 ELA Instructional ShiftsShifts

NCETA NCETA Conference : Conference :

October 12, 2013October 12, 2013

Destination Innovation Paideia/Seminar Training, 2013Destination Innovation Paideia/Seminar Training, 2013

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Building Knowledge through Content-Rich Building Knowledge through Content-Rich Nonfiction and Informational TextNonfiction and Informational Text

• Students read a balance of informational and literary texts.

• Students access the world through texts.

• Teachers embed literacy experiences in content area instruction.

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Reading and Writing Grounded in Reading and Writing Grounded in Evidence from TextsEvidence from Texts

• Students have rigorous conversations that are dependent on a common text.

• Classroom experiences stay deeply connected to the text.

• Students use evidence to support arguments during discussion.

• Writing emphasizes use of evidence to inform or make an argument.

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Regular Practice with Complex Texts and Regular Practice with Complex Texts and Its Academic VocabularyIts Academic Vocabulary

• To be college and career ready, students make a “step” of growth on the “staircase” of complexity.

• Students read grade appropriate texts around which instruction is centered.

• Teachers create more time and space for close and careful reading.

• Teachers constantly build students’ vocabulary so that they are able to access grade level complex texts.

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The Revised Bloom’s (RBT) Taxonomy TableThe Revised Bloom’s (RBT) Taxonomy Table

1.1.

REMEMBERREMEMBER2.2.

UNDERSTANUNDERSTANDD

3.3.

APPLYAPPLY4.4.

ANALYZEANALYZE5.5.

EVALUATEEVALUATE6.6.

CREATECREATE

A.A.

FACTUALFACTUAL

KnowledgeKnowledge

B.B.

CON-CON-

CEPTUALCEPTUAL

KnowledgeKnowledge

C.C.

PROCE-PROCE-

DURALDURAL

KnowledgeKnowledge

D.D.

META-META-

COGNITIVECOGNITIVE

KnowledgeKnowledge

THE COGNITIVE PROCESS DIMENSION

42

KNOW UNDERSTAND DOKNOW UNDERSTAND DO

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Paideia and the Common Paideia and the Common CoreCore

• R 1. Inferences/evidence• R 2. Central

ideas/themes/summary• R 3. Individuals/events/ideas• R 4. Vocabulary/word choice• R 5. Text structure/organization• R 6. Point of view/purpose• R 7. Content in diverse media• R 8. Arguments/evidence• R 9. Comparison of texts/authors• R 10. Complex text

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Paideia and the Common Paideia and the Common CoreCore

• W 1. Write arguments• W 2. Write to inform/explain• W 3. Write narratives• W 4. Clear/coherent writing• W 5. Plan/revise/edit• W 6. Use technology• W 7. Conduct research• W 8. Gather/synthesize information• W 9. Write to sources (draw evidence)• W 10. Write routinely

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Paideia and the Common Paideia and the Common CoreCore

• S&L 1. Academic discourse/collaboration

• S&L 2. Content in diverse media

• S&L 3. Point of view• S&L 4. Present findings• S&L 5. Use media• S&L 6. Adapt

speech/command of formal English

•L 1. Standard English grammar•L 2. Standard English mechanics•L 3. Style/effective language choices•L 4. Vocabulary strategies•L 5. Figurative language/word relationships•L 6. Academic/domain-specific vocabulary

Destination Innovation Paideia/Seminar Training, 2013Destination Innovation Paideia/Seminar Training, 2013NCETA Conference : October 12, 2013NCETA Conference : October 12, 2013

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General ConsiderationsGeneral Considerations• Human beings want and want and

needneed the connection of conversation.

• This concept covers a continuum from ancient to contemporary times.

• This feeds our cognitive and social needs.

• Literacy feeds our mind, heart, spirit, and body.

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On LiteracyOn Literacy

Remember: Thinking is a sophisticated application

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On LiteracyOn Literacy• Engaging and sustaining students in real

dialogue and discussion is hard work.• Dialogue = listening, responding, exchanging,

connecting, agreeing, disagreeing, reflecting…• Thinking is the core that holds this all together,

and it IS possible to teach thinking. • Thinking takes time and deliberate practice.• Writing defines and clarifies thinking.

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On LiteracyOn LiteracyREADING

WRITING

SPEAKING

LISTENING

THINKING

RWSLRWSL && Thinking areThinking are SynergisticSynergistic

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On LiteracyOn Literacy

• Don’t “referee” ideas.

• Help “give birth” to ideas.

• Create rigorous opportunities for literacy experiences.

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ResearchResearch• Research documenting Paideia's

impact dates from the mid-1980's.• Early studies, based on schools in

Chicago, Cincinnati, and Chattanooga, suggest that Paideia reform has an effect on the climate of the classroom and school, increasing both student and teacher interest in academic study and democratic self-governance.

• More recent research efforts have corroborated these assertions, also adding new conclusions regarding the program's influence on academic achievement and social development.

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ResearchResearch• Speak Up and Listen: Speaking and

listening are vital skills for learning to think, but they are difficult and time consuming to teach

• Thinking is Literacy, Literacy Thinking: In Literacy cycles built around Paideia seminars, students practice thinking as a function of reading, speaking, listening, and writing.

•  Planning, Practice and Assessment in the Seminar Classroom.

• Annotated Paideia References• References

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ResearchResearchwww.paideia.orgDocuments available for download:• Complete Paideia Reference List• Partial Annotated Paideia References• Paideia Stories: Successful Schools in Practice

(2002)• Planning, Practice, and Assessment in the Seminar

Classroom (2006)• The Paideia Seminar: Moving Reading

Comprehension from Transaction to Transformation (2006)

• Socrates in the Classroom: Rationales and Effects of Philosophizing with Children (2008) -Stockholm University Press Release

• Maieutic Frame Presence and Quantity and Quality of Argumentation in a Paideia Seminar (2008)

• Evaluation of Academic Achievement at Nine Paideia Schools (2008)

• Profiles of Success: Eight Colorado Schools that are Closing the Achievement Gap (2008)

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Paideia is not just an Paideia is not just an educational philosophy, educational philosophy,

it is a way of life.it is a way of life.

~ Terry ~ Terry

RobertsRoberts

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SourcesSources• Anderson, Lorin. Presentation 2 for PaTTAN Expository

Writing Institute. October 25, 2010.• ELA Common Core State Standards Self Study LiveBinder,

18 May, 2013. http://www.livebinders.com/edit?id=262077• ELA Resources LiveBinder, 18 May, 2013 http://www.livebinders.com/edit?id=297779• Intellectual Coaching and The Paideia Coached Project. 2nd

ed., 2008. The National Paideia Center. • The Paideia Seminar: Active Thinking Through Dialogue in

the Secondary Grades, 2nd ed., 2008. The National Paideia Center.

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Contact InfoContact Info

• Bob Alexander• Educational Specialist, 6-12 ELA• Nash-Rocky Mount Schools• [email protected]• 252-412-7015

• National Paideia Faculty, National Paideia Center, Asheville NC.

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