Laura Pinto
Dr. Laura Elizabeth Pinto (@DrLauraPinto) is an Assistant Professor at the University of Ontario Institute of Technology (UOIT) and an Associate Member of the Graduate Faculty, University of Toronto (Toronto, ON). She received the prestigious Canadian Governor General’s Gold Medal in 2009 for her research, as well as the Odyssey Award, among other honors. Dr. Pinto has co-authored 11 books (published by Irwin, Nelson, Prentice-Hall, University of Toronto Press, Corwin, a SAGE Company), and dozens of articles in academic and professional journals. Her book Curriculum Reform in Ontario (University of Toronto Press, 2012) was shortlisted for a 2013 Speaker's Book Award (ONLA). She has co-written provincial curriculum policy, and continues to provide advice to governments on matters of education policy.
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Books by Laura Pinto
•Align with the Common Core State Standards
•Develop 21st century skills
•Engage students
•Enhance content learning
The book’s evidence-based Present-Apply-Review (PAR) model is highly effective for addressing shortfalls in student learning. Included are diagrams, examples, clear instructions for connecting lessons to CCSS anchors, and a guide to sharing the strategies in a professional learning setting. Why teach tomorrow’s adults with yesterday’s lessons? Amplify your arsenal with storyboarding, Socratic role-play, Wikis, peer huddles, and more—and watch learning soar!
Based on interviews with key policy actors, including ministry bureaucrats, curriculum policy writers, stakeholder consultation participants, and political staffers, Curriculum Reform in Ontario provides a critique of conventional policy formulation processes. Pinto also suggests possibilities for more participatory approaches to policy formulation that can better support the critical role played by schools in creating democratic societies.
Papers by Laura Pinto
•Align with the Common Core State Standards
•Develop 21st century skills
•Engage students
•Enhance content learning
The book’s evidence-based Present-Apply-Review (PAR) model is highly effective for addressing shortfalls in student learning. Included are diagrams, examples, clear instructions for connecting lessons to CCSS anchors, and a guide to sharing the strategies in a professional learning setting. Why teach tomorrow’s adults with yesterday’s lessons? Amplify your arsenal with storyboarding, Socratic role-play, Wikis, peer huddles, and more—and watch learning soar!
Based on interviews with key policy actors, including ministry bureaucrats, curriculum policy writers, stakeholder consultation participants, and political staffers, Curriculum Reform in Ontario provides a critique of conventional policy formulation processes. Pinto also suggests possibilities for more participatory approaches to policy formulation that can better support the critical role played by schools in creating democratic societies.
This paper attempts to interrogate the popular maker movement’s “state of the actual” in education with respect to its criticality. I will begin by conceptually clarifying the movement with respect to its semantic disarray. Next, I will situate maker and production pedagogies philosophically, and discuss how their thrust and emphasis create both hidden and overt curricula that can either cultivate or silence criticality. Finally, I will problematize the effects of uncritical exuberance for educational making against philosophical thought on the aims and practices of transformative education by contrasting the state-of-the-art against the state-of-the-actual. In that discussion, I will call attention to the departure from making’s original, critical roots as well as its effects on identities of those who embrace and resist the maker-moniker.