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Pecha Kucha as Dialogue: Examining Perspective

Pecha Kucha as Dialogue: Examining Perspective. Katie Dredger, Ph.D. Associate Professor, JMU Beth Lehman, Ph.D. Assistant Professor, Bridgewater College Presented at the VDOE SOL ELA Institute, Fall 2018. Disclaimer.

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Pecha Kucha as Dialogue: Examining Perspective

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  1. Pecha Kucha as Dialogue: Examining Perspective Katie Dredger, Ph.D. Associate Professor, JMU Beth Lehman, Ph.D. Assistant Professor, Bridgewater College Presented at the VDOE SOL ELA Institute, Fall 2018

  2. Disclaimer Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.

  3. How is a dialogue different than an argument? Write~pair~share

  4. Session Overview • Our purpose today is to engage in productive dialogue and for you to leave with a specific framework for fostering dialogic assignments in your classroom in contrast to persuasive assignments. The format that we are sharing with you to do this is Pecha Kucha.

  5. Session Agenda • Introduction • Pecha Kucha Demonstration • Lesson Demo • Work Time and Sharing

  6. PechaKucha.org

  7. What is a pechakucha? It is a slide lecture that is exactly SIX MINUTES, 40 seconds long. It includes 20 images . . . that automatically advance every 20 seconds!

  8. Variations • Lightning Talks • Record in Slides or PPT • Reading as an option • Stock Images • Pairs, Dialogue (Our Demonstration Today)

  9. Language of the Cs: • critical thinking, • creative thinking, • collaboration, • communication • citizenship

  10. from NCTE “In the dialogical classroom, students use writing to explore who they are becoming and how they relate to the larger culture around them. Dialogical writing  • Combines academic and personal writing; • Allows writers to bring multiple voices to the work; • Involves thought, reflection, and engagement across time and space; and • Creates opportunities for substantive and ongoing meaning making.” -Bob Fecho, Ph.D., Columbia Teachers College

  11. Freire, P. (1970). Pedagogy of the oppressed. New York: Bloomsbury. "Dialogue cannot exist…in the absence of a profound love for the world and for people. … Because love is an act of courage, not of fear, love is commitment to others. … And this commitment, because it is loving, is dialogical. … Only by abolishing the situation of oppression is it possible to restore the love which that situation made possible. If I do not love the world—if I do not love life—if I do not love other people—I cannot enter into dialogue." (p.88)

  12. The Assignment • Dialogue as Critical Thinking •  How can we discuss and think about issues with another in a transparent way? • How can we use images in the composition process to examine our beliefs? • The product that shows the answer to this question will be presented to the class in the form of a pechakucha.  Be sure to check out www.pecha-kucha.org (Links to an external site.) for more information on your presentation. All images used in your presentation need to be either your original photography or creation or need to be cited.

  13. We Try! • Our dialogue: What makes a good reader?

  14. When have you had a productive dialogue? What made it productive? Turn and Talk

  15. The LESSON Students will • Engage in critical thinking through dialogue and writing • Work with a partner to examine possible answers to a question from multiple perspectives beyond personal experience • Analyze audio recording of their dialogue and use related notes as the starting place for a well-designed dialogic presentation • Combine image and language to design and share creative and complex dialogic Pecha Kucha presentations

  16. Opening/Inquiry: The Functions of Dialogue • A. Arrange students into group of 3 or 4, and provide (based on grade level and topical interests) one published mentor text per group. Invite groups to examine the text and to notice and discuss its features. After a short analysis of one text, have groups pass the texts and examine a new book. Pass enough times so that each group examines at least three varied texts. • Ask groups to determine what these texts have in common. • Invite groups to share with the class. If needed nudge toward the observation that each text includes one voice (or more) purposefully speaking/writing to another.

  17. Modeling the Dialogic Process with Compelling Questions • What is a good friend? • How can you foster justice in your community? • What is freedom? • What makes a compelling protagonist?

  18. You Try! • Recording is optional.

  19. What did you notice about this exercise?

  20. The Composition Process Recording dialogue first and then . . . Writing? Images? More talk?

  21. Engaging Dialogue Partners with Visuals • Dialogue Analysis Sheet

  22. Planning a Pecha Kucha

  23. CreativeCommons.org

  24. Layout of printing slides

  25. Print Screen

  26. The Assignment (Repeated) • Dialogue as Critical Thinking •  How can we discuss and think about issues with another in a transparent way? • How can we use images in the composition process to examine our beliefs? • The product that shows the answer to this question will be presented to the class in the form of a pechakucha.  Be sure to check out www.pecha-kucha.org (Links to an external site.) for more information on your presentation. All images used in your presentation need to be either your original photography or creation or need to be cited.

  27. Work Time

  28. Sharing

  29. Reflection

  30. References (1 of 3) Alvermann, D. (2008). Why bother theorizing adolescents’ online literacies for classroom practice and research? Journal of Adolescent & Adult Literacy, 52(1), 8-19. Beach, R. & O’Brien (2015). Using apps and learning with literacy across thecurriculum. New York: Taylor & Francis. Beyer, A.M. (2011). Improving student presentations: Pecha Kucha and just plainpowerpoint. Teaching of Psychology, 38(2), 122-126. Chafe, W. & Danielwicz, J. (1987). Properties of spoken and written language. In R. Horowitz & S.J. Samuels (Eds.), Comprehending oral and written language (pp. 83-113). San Diego, CA: Academic Press, Inc. Coiro, J. & Kajder, S. (2011). Conversation currents: Digital footprints. Published Interview and Podcast. Language Arts, 39(2), 148-153. Creative Commons. (2015). Creative commons. Retrieved from http://creativecommons.org/ Christianson, M. & Payne, S. (2011). “Helping students develop skills for better presentations: using the 20 x 20 format for presentation training.” Language Research Bulletin, (26). Dredger, K. & Beach, C. (2016). Pecha kucha as multimodal composition. Writing & Pedagogy. DOI: 10.1558/wap.21630. Retrieved from https://journals.equinoxpub.com/index.php/WAP/article/view/21630 Dredger, K. & Conaway, S. (2013). “Presentations.” In Carter-Tod (Ed.) Writing at Virginia Tech. Boston, MA: Pearson. Dredger, K., Kajder, S., & Beach, C. (2013)  The Pecha Kucha 20X20 as Assessment: Creation, Selection, Explanation, Synthesis and Delivery.  Paper presented at the 5th Annual Conference on Higher Education Pedagogy, Blacksburg, VA. Dredger, K., Woods, D., Beach, C., & Sagstetter, V. (Oct. 2010) Engage me: Using new literacies to create third space classrooms that engage today’s student writers. Journal of Media Literacy Education. Duarte, N. (2008). Slide:ology: The art and science of creating great presentations. Cambridge: O’Reilly. Elbow, P. (1998). Writing without teachers. New York, NY: Oxford University Press. Evans, G. (2008). iPhoneography. Retrieved from http://www.iphoneography.com/ Fisher, D., Brozo, W.G., Frey, N., & Ivey, G. (2011). 50 instructional routines to develop content literacy. Upper Saddle River: Pearson. Gainer, J. (2013). 21st-Century mentor texts: Developing critical literacies for the information age. Journal of Adolescent and Adult Literacy, 57(1), 16-19. doi:10.1002/JAAL.210

  31. References (2 of 3) Goody, J. (1988). The interface between the written and the oral. New York: Cambridge University Press. Gries, L.E., and Brooke, C.G. (2010). An inconvenient tool: Rethinking the role of slideware in the writing classroom. Composition Studies, (38)1, 11-28. Hacker, D. J., & Graesser, A. C. (2007). The role of dialogue in reciprocal teaching and naturalistic tutoring. Talking Texts: How speech and writing interact in school learning, 253-270. Halliday, M.A.K. (1987). Spoken and written modes of meaning. In R. Horowitz and S. J. Samuels (Eds.), Comprehending oral and written language (pp. 55-82). San Diego: Academic Press. Inc. Hardin, E.E. (2007). Presentation software in the college classroom: Don’t forget the instructor. Teaching of Psychology, 34(1), 53-7. doi: 10.1177/009862830703400112 Horowitz, R. (Ed.). (2007). Talking texts: How speech and writing interact in school learning. New York, NY: Routledge/Taylor & Francis Group. Horowitz, R. (April, 1994). A themed issue on classroom talk about text: What teenagers and teachers come to know about the world through talk about text. Journal of Reading(37)7, pp. 532-538. Howe, C. & Manzoorul, A. (2013). Classroom dialogue: A systematic review across four decades of research. Cambridge Journal of Education, 43(3), 325-356. Hughes, R. (2010). Teaching and researching speaking. New York: Routledge. Jana, R. (2007, December 10). Trend: Pecha Kucha night. Business Week, No. 4049, p. 3. Retrieved from http://images.businessweek.com/ss/07/08/0830_in_short/source/7.htm Jones, R. H. (2009). Technology and sites of display. In Jewitt, C. (Ed.) The RoutledgeHandbook of Multimodal Analysis (pp. 114-125). London: Routledge. Katayama, A.D., & Robinson, D.H. (2000). Getting students “partially” involved innote-taking using graphic organizers. Journal of Experimental Education, 68(2), 119-133. Kist, W. (2013). New literacies and the common core. Educational Leadership, 70(6), 38-43.

  32. References (3 of 3) Klein Dytham Architecture. (2015). Pecha Kucha 20x20. Retrieved from http://www.pechakucha.org/ Klentzin, J.C., Paladino, E.B., Johnston, B., & Devine, C. (2010). Pecha Kucha: Using “lightning talk” in university instruction. Reference Services Review, 38(1), 158-167. Knobel, M. & Lankshear, C. (Eds.). (2007). A New Literacies sampler. New York, NY: Peter Lang. Kress, G. (2003). Literacy in the new media age. New York, NY: Routledge. Kulhavy, R.W., Lee, B.J., & Caterno, L.C. (1985). Conjoint retention of maps and related discourse. Contemporary Educational Psychology, 10, 28-37. Lessig, L. (2009). Remix: Making art and commerce thrive in the hybrid economy. New York: Penguin. Marzano, R.J., Pickering, D.J., Pollock, J.E. (2004). Classroom instruction that works. Upper Saddle River, NJ: Pearson. Moghe, S. [sumeetmmoghe] (March 12, 2012). A pechakucha about pechakucha. [Video file]. Retrieved from https://www.youtube.com/watch?v=jJ2yepIaAtE#t=15 Palincsar, A., & Brown, A. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117-175. Pecha Kucha Global Organization. (2015). Facebook. Retrieved from https://www.facebook.com/PechaKuchaGlobal/info?ref=page_internal Pink, D. 2005. A whole new mind: Why right-brainers will rule the future. New York, NY: Riverhead. Robinson, D.H., Robinson, S.L., & Katayama, A.D. (1999). When words are represented in memory like picture: evidence for spatial encoding of study materials. Contemporary Educational Psychology, 24, 38-54. Seglam, R., Witte, S., & Beemer, J. (2012). 21st century literacies in the classroom: Creating windows of interest and webs of learning. Journal of Language and Literacy Education, 8(2), 47-65.

  33. Thank you! • Contact us: • dredgemk@jmu.edu • blehman@bridgewater.edu

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