ABSTRACT
This chapter explores our conceptions of ‘normal’ and how they shape, and limit, the possibilities for learning in the classroom. It begins with a vignette that illustrates how simply changing a text of study is not enough. The chapter then provides instructional approaches designed to disrupt normal classroom practices. It introduces an approach to reading and listening instruction that disrupts binary thinking by focusing on building consensus rather than engaging in debate. Next, the chapter prompts teachers to engage in writing as exploration by using Engeström’s Activity System to identify areas in their classrooms that need disruption. The chapter ends with a vignette to encourage discussion around students’ resistance to disrupting expected practices, questions to consider when planning for disrupting normal, and resources from outside traditional ELA sources that provide new ways of thinking. It also offers tips on disconnecting grades from assignments, and on technologies that support flipped learning.
