Pecha Kucha as Dialogue: Examining Perspective Katie Dredger,
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
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. How is a dialogue different than an argument?
Write~pair~share 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. Session Agenda
Introduction Pecha Kucha Demonstration Lesson Demo Work Time and Sharing PechaKucha.org What is a pecha kucha? It is a slide lecture that is exactly
SIX MINUTES, 40 seconds long. It includes 20 images . . . that automatically advance every 20 seconds! Variations Lightning Talks Record in Slides or PPT Reading as an option Stock Images
Pairs, Dialogue (Our Demonstration Today) Language of the Cs: critical thinking,
creative thinking, collaboration, communication citizenship 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 Freire, P. (1970). Pedagogy of the
oppressed. New York: Bloomsbury. "Dialogue cannot existin 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 worldif I do
not love lifeif I do not love other peopleI cannot enter into dialogue." (p.88) 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 pecha kucha. 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. We Try! Our dialogue: What makes a
good reader? When have you had a productive dialogue? What made it productive? Turn and Talk 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
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. 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? You Try! Recording is optional. What did you notice about this exercise?
The Composition Process Recording dialogue first and then . .. Writing? Images? More talk? Engaging Dialogue Partners with Visuals Dialogue Analysis Sheet
Planning a Pecha Kucha CreativeCommons.org Layout of printing slides
Print Screen 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 pecha kucha. 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. Work Time
Sharing Reflection 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. & OBrien (2015). Using apps and learning with literacy across the curriculum. New York: Taylor & Francis. Beyer, A.M. (2011). Improving student presentations: Pecha Kucha and just plainpowerpoint. Teaching of Psychology, 38(2), 122-126.
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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 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
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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
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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 pecha kucha about pecha kucha. [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.
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