Using Problem-Posing Dialogue in Adult Literacy Education. Teacher to Teacher.

Autor/in	Nixon-Ponder, Sarah
Institution	Kent State Univ., OH. Ohio Literacy Resource Center.
Titel	Using Problem-Posing Dialogue in Adult Literacy Education. Teacher to Teacher.
Quelle	(1995), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Adult Basic Education; Adult Literacy; Critical Thinking; Curriculum Development; Dialogs (Language); High School Equivalency Programs; Literacy Education; Participative Decision Making; Problem Solving; Skill Development + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adult; Adults; Education; Adult education; Erwachsenenbildung; Kritisches Denken; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Dialog; Dialogs; Dialogue; Dialogues; Problemlösen; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Problem posing is a tool for developing and strengthening critical thinking skills. Freire expanded on the idea of active, participatory education through problem-posing dialogue, a method that transforms the students into critical coinvestigators in dialogue with the teacher. Problem posing begins by listening for students' issues. Teachers select and bring familiar situations back to the students in a codified form. Teachers begin by asking a series of inductive questions, which moves the discussion of the situation from the concrete to the analytical. The five steps of the problem-posing process directs students to do the following: (1) describe the content; (2) define the problem; (3) personalize the problem; (4) discuss the problem; and discuss alternatives to the problem. Two examples of problem posing in action are from actual literacy programs. In the first case, the adult basic education instructor introduced the issue of child care in "codes" for problem solving. In the second case, the instructor practiced problem posing in General Educational Development classes so that students were involved in building the curriculum of their own class. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC