The ~Why?~ of This Critical Instruction Pedagogy Site

Mind grammar is a state of mind. It can be called on at any time. When you want to share your thoughts critically with colleagues or students, you  can verbalize them using mind grammar patterns of thought. Or, you can display them visually. As shown below, one such approach is to use a subject matter display.
One crucial test of a program that aims to engage subject matter critically, or to promote critical literacy, is the reasoning processes that form the mental foundation for classroom instruction and the writing of instructional materials. If no such reasoning process can be identified, or if one exists but cannot be used to examine its own structure critically and provide the mental foundation to formally think, read, and write critically, then the program does not represent a true critical instruction model/ learning/ literacy program.

 

Title: A Four-Stage MG2 Subject Matter Display of

Mind Grammar for Critical Instruction

(1) Subject Matter Objective [A subject matter objective addresses the “Why?” of a topic. In this case, the topic is mind grammar-based critical instruction.]      

o Mind Grammar-based critical instruction is important because, for the first time, it provides teacher educators, school and college faculty, textbook authors, and all students with the means to engage in the formal, explicit, and critical explanation of how to connect and integrate the facts and ideas within any subject matter topic (i.e., comprehend), in ways that simultaneously develop in all students the ability to think, read, listen, write, speak, observe, and compute critically.

 

(2) The Process (Activities) for Achieving Mind Grammar-based Critical Instruction In Schools and Colleges
Use Critical Instruction Pedagogy in teacher education, classroom practice, professional development, research, studies, and educational materials authorship as follows: 

As An Individual Educator
As an Individual Teacher Educator; School or College Faculty Member, Administrative Leader; Textbook Author; Academic Writer; Researcher; and School, College, or Graduate Student

– Learn and use the fundamentals of Dr. Maiorana’s mind grammar for subject matter engagement to speak critically for subject matter. The theory, principles, and instructional procedures of mind grammar are based on the natural science of how the human mind thinks and learns.
– Use mind grammar to formally and explicitly think, read, listen, write, speak, observe, and compute to gain understanding and comprehension when engaging new and revisited subject matter. Then, share and teach the same to all your students.

 

As a Profession
As Profession Whose Practice at All Levels and in All Disciplines is Still Defined by Self-Defeating Roteism Instruction

– Use Dr. Maiorana’s Core Body of Knowledge for Critical Instruction to transform the teacher education curriculum, school and college programs, reform programs, government regulations, and public and private grant-funding programs.

 

(3) Consequences of Mind Grammar-based Critical Instruction

     For Students – Regardless of background and state of preparation: o A powerful alternative to rote learning o The innate ability of all students to engage the world and its subject matter critically is nurtured and developed. o Significant improvement in student achievement in comprehension of content and development of critical literacy      For School and College Faculty – Regardless of discipline: o The  ability to minimize roteism instruction o A powerful critical alternative to roteism classroom practice o Ability to practice critical literacy in all classrooms o Significant improvement in faculty effectiveness      For Authors of School and College Textbooks and All Other Forms of Educational MaterialsRegardless of discipline: o A powerful alternative to roteism practice o Ability to practice writing in a critical, formal, and explicit manner o Significant improvement in engaging readers with the true nature of subject matter [For a a more extensive treatment of consequences, click here; or see page 132 in Fixing Instruction – Resolving Major Issues with a Core Body of Knowledge for Critical Instruction (2015)]
(4) Resources [Persons, Places, Things, Ideas]      o Core Body of Knowledge for Critical Instruction (Includes: language of instruction; theory, principles, and practice of mind grammar and subject matter universals; and critical literacy standards for faculty and students)      o School and college students, teacher educators, teacher candidates, school and college faculty, instructional coaches, professional developers, researchers, textbook authors, assistant principals, principals, superintendents, education school deans, college deans, federal, state, and local education department heads, publishers, policymakers, and lawmakers. o Real and virtual public, charter, private, and home classrooms