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Imagine 2.0
- 1. IMAGINE The possibilities of teaching. The possibilities of learning! Reflections on Teaching Ben Roberts
- 2. “Children’s Minds, Talking Rabbits & Clockwork Oranges”, Essays on Education by Kieran Egan
- 3. Is there another way? • LEARNERS DO NOT move from concrete to abstract thinking!
- 4. Is there another way? • THINKING IS POWERFULLY AFFECTIVE.
- 5. Is there another way? • LEARNERS UNDERSTAND CONTENT ORGANIZED INTO STORY FORM.
- 6. Is there another way? • LEARNERS READILY ENGAGE BY FORMING IMAGES FROM WORDS.
- 7. Is there another way? • LEARNERS PRODUCE AND CONSUMER METAPHORS.
- 8. Is there another way? • LEARNING IS STIMULATED BY RHYME AND RHYTHM.
- 9. Is there another way? • LEARNING PROCEEDS BY FORMING BINARY OPPOSITIONS AND MEDIATING THEM.
- 10. Is there another way? • LEARNING HAPPENS WHEN WE START WITH THE UNFAMILIAR.
- 11. “School philosophy?” • How are we going to achieve our mission? • What is learning? • Knowledge is power. (IpsaScientiaPotestasEst) • Sir Francis Bacon, MeditationesSacræ. De Hæresibus. (1597)
- 12. How I started? Goals for Students engaged in Students constructing Students student critical thinking. meaning. developing the learning: skills, attitudes and values of inquiry Role of What do we How best will we How will we students and want to learn? learn? know what we teachers is have learned? to engage in 1) Alberta Program 1) Story 1) Broad based answering of Studies 2) Provocation assessment.... these 2) Inquiry Skills 3) Fertile questions: 3) Literacy Skills 4) Questions 4) Transdisciplinary 5) Literacy Programs skills 6) Schlechty Quality Student Work 7) Guided Instruction 8) Scaffolding 9) Guided Inquiry 10) School Culture 11) Web 2.0 12) Student created resources
- 13. • “And any man who knows a thing knows He knows not a damn, damn thing at all” K’NAAN “Take a Minute” • Copied from MetroLyrics.com
- 14. Mission • “Our mission is to empower students to become caring, respectful, responsible and successful members of our community and to foster a sense of achievement, belonging and life-long learning.”
- 15. Our Vision To provide an educational experience: - academicallyrigorous - story, provocation, and fertile questions used to engages learners - inquirymodel - critical thinking & creativity
- 16. Our Vision L E A Inquiry N Provocatio E n R S Fertile Questions
- 17. Our Philosophy & Beliefs Wisdom is the imaginative use of knowledge.
- 18. Our Philosophy & Beliefs Inquiry actively develop skills to locate, gather, analyse, critique and apply information in a wide range of contexts as understanding is developed.
- 19. Our Philosophy & Beliefs • INQUIRY LEARNING – Not always project work – Not here is a question go find the answer – Learners need to work to develop the skills – Not a recipe or step by step process
- 20. Our Philosophy & Beliefs • Progressive Inquiry • learning events start with setting up the context, through story, provocation and a fertile question.
- 21. Our Philosophy & Beliefs Learners are Intrigued by the Inspiration of Story - Story engages learners in the quest for knowledge and understanding.
- 22. Our Philosophy & Beliefs Qualities of Learners Inquires Communicators Risk-Takers Well-Balanced Knowledgeable Caring Principled Open-Minded Reflective Thinkers
- 23. Our Philosophy & Beliefs Imagination: - engages learners
- 24. Our Philosophy & Beliefs The Power of Imagination “Information with high emotional colouring within is remembered by humans more than is a random list.” Kieran Egan
- 25. Our Philosophy & Beliefs Community of Learners - We work together to learn and to help learners.
- 26. Our Philosophy & Beliefs Motivation - Biological Drives – hunger – thirst - Reward and Punishment Drive - “stick and carrot” - Intrinsic motivation – the joy of the task itself
- 27. Our Philosophy & Beliefs Stimulating Learners with the Unfamiliar - classic fair tales – taking rabbits drinking tea in Peter Rabbit – Little Red Riding Hood – wolf takes place of the grandmother – Sesame Street – talking stuffed toys that live along side the people
- 28. Our Philosophy & Beliefs Dialogue
- 29. Our Philosophy & Beliefs Great Cultural Conversations Michael Oakeshott(1962) “ We are the inheritors, neither of a inquiry about ourselves and the world, nor of an accumulating body of information, but of a conversation, began in the primeval forests and extended and made more articulate in the course of centuries. It is a conversation which goes on both in public and within each of ourselves….Education, properly speaking, is an initiation into the skill and partnership of this conversation. Culture can provide us with “words” of the conversation, but our individual interpretation and use of them is crucial. How do we individuals learn to determine what is of value? (Is it an individual choice or mandated by society?) Learners become aware of how to question and judge the appropriateness of the values, norms, beliefs and practises of society.
- 30. Our Philosophy & Beliefs Interdisciplinary Study Fertile questions require examination through different disciplines. P.E. Complementary Science Health L.A. Math S.S. Fertile Questions
- 31. Our Philosophy & Beliefs We evaluate the activities we use to engage learners: Rich Recursive Learning Activities Relevant Rigorous Transnational Curriculum Inquiry 1 (1) 2004 http://nitinat.library.ubc.ca/ojs/index.php/tci
- 32. Our Philosophy & Beliefs Assessment Assignments, tests, and other paper and pencil based activities are only one part of a balanced, broad based program of student assessment.
- 33. Our Philosophy & Beliefs Role of the TEACHER Learner Fertile Questions-Provocation-Story-Inquiry Converge and Diverge Sage on the stage Guide on the side Intellectuality Ambitious Instruction
- 34. Our Philosophy & Beliefs Fertile Questions 1) Significant 2) Relevant 3) Engaging 4) Challenging 5) Generative
- 35. Our Philosophy & Beliefs Story Humanizing Knowledge Story engages cognitive and affective, word and image, storyteller and listener, context-setting and meaning-making
- 36. Our Philosophy & Beliefs Provocation Challenge the learner’s beliefs Challenge the learner’s understanding Create cognitive dissonance
- 37. Our Philosophy & Beliefs Knowledge Learners explore knowledge which is of genuine importance in understanding the human condition
- 38. What do we want to learn? Learners Constructing How will we Meaning know what How best we have will we learned? learn?
- 39. Why Story?
- 40. What do we want to LEARN?
- 41. “If any of thee lack wisdom, let Wisdom thou ask of Wisdom is the ultimate level of Google” understanding. We achieve this level when we see enough patterns and meta-patterns in our knowledge base that we are able to synthesize and then use them in novel ways. (Wurman, 2001)
- 42. What do we want to learn? Wisdom Inquiry Skills Knowledge Alberta Education Transdisciplinary Literacy Outcomes Skills
- 45. Concepts of knowledge Knowledge is often found hidden in the shadows between truth and our beliefs.
- 46. Concepts of Knowledge Communities of Practice share and create a body of knowledge.
- 47. Concepts of Knowledge • Kieran Egan “Knowledge is not an object it is a process, it is not a noun it is a verb. It is not something that one discovers and ships to the four corners of the earth. Knowledge is something that leads a life of change in the context of the human mind.”
- 48. Concepts of Knowledge Kieran Egan…. • What we know we can forget, what we have learned we can change, what we come to understand we can share….”
- 49. Concepts of Knowledge KNOWLEDGE is a product of doubt. When we have asked ourselves seriously whether we really know anything at all, we are naturally led into an examination of knowing, in the hope of being able to distinguish trustworthy beliefs from such as are untrustworthy. Bertrand Russell (1926)
- 50. Knowledge is not fixed Dewey always talked about the fact that knowledge isn’t simply experience, it is reflection on experience that enables individuals to understand. (Ayers and Miller)
- 51. Dewey: Knowledge Is Not Fixed
- 52. VISION All students are inspired to achieve success and fulfillment as engaged thinkers and ethical citizens with an entrepreneurial spirit.
- 53. Transdisciplinary Skills Social Communication Skills Skills Thinking Skills Self- Research Management Skills Skills In order to conduct purposeful inquiry and to be well prepared for lifelong learning, learners need to master a whole range of skills. (Making the PYP Happen: A curriculum framework for international primary education © 2007, 2009)
- 54. Self Management Skills Spatial awareness Fine motor skills Gross motor skills Organization Time management Safety Healthy lifestyle Codes of behaviour Informed choices
- 55. Communication Skills Listening Writing Non-verbal communication Speaking Viewing Reading Presenting
- 56. Social Skills Accepting responsibility Cooperating Respecting others Group decision-making Resolving conflict Adopting a variety of group roles
- 57. Thinking Skills Comprehension Acquisition of Synthesis knowledge Application Evaluation Dialectical Analysis thought Metacognition
- 58. Research Skills Formulating questions Collecting data Interpreting data Planning Recording data Presenting research findings Observing Organizing data
- 59. THE ROLE OF SOCIAL STUDIES Social studies develops the key values and attitudes, knowledge and understanding, and skills and processes necessary for students to become active and responsible citizens, engaged in the democratic process and aware of their capacity to effect change in their communities, society and world.
- 60. Qualities that we wish to develop at D.T.S. Inquires - Engaging the learners natural curiosity - helped to acquire skills necessary to conduct purposeful research Thinkers - Learners who use initiative in applying critical thinking skills to creatively solve problems and make decisions Communicators - Learners express their ideas confidently in different media. Risk-Takers - Learners develop the confidence to approach unfamiliar situations with confidence and independence to explore new roles, ideas and strategies. Knowledgeable - Learners having spent time at school will develop a critical mass of significant knowledge. Principled - Learners will develop a sound grasp of the principles of integrity, honesty and a sense of fairness and justice. Caring - Learners will show sensitivity towards the needs and feelings of others. Open-Minded - Learners will respect the views, values and traditions of other individuals and cultures as they consider a range of points of view. Well-Balanced - Learners will understand the importance of physical and mental balance and personal well-being. Reflective - Learners will learn to consider their own learning and analyze their personal strengths and weaknesses.
- 61. How Do We Intrigue Learners? Using story, provocation, and fertile questions we release the learner’s imagination and get them to explore, discover and create knowledge.
- 62. Why Do We Intrigue Learners? We want our learners to gain the ability to think, understand, analyze, critique and make decisions that will change the world they live in for the better.
- 63. Concepts of Knowledge • Dewey said it best when he “talked about thinking as the idea that knowledge involves participation in which the individual goes beyond, breaking through structures, trying to build new structures.” (Ayers and Miller).
- 64. ALBERTA EDUCATION MISSION Collaborate to inspire every student to engage in high quality, inclusive learning opportunities needed to develop competencies required to contribute to an enriched society and a sustainable economy.
- 65. Student Learning Outcomes Students are expected to develop within a global context (p) know how to work the knowledge, skills and attitudes (h) respect the cultural diversity independently and as part of a that will prepare them for life after and common values of Canada team high school. A basic education will (i)demonstrate desirable personal (q) manage time and other allow students to: characteristics, such as respect, resources needed to complete a (a) read for information, responsibility, fairness, honesty, task understanding and enjoyment caring, loyalty and commitment to (r) demonstrate initiative, (b) write and speak clearly, democratic ideals leadership, flexibility and accurately and (j) recognize the importance of persistence appropriately for the context personal well-being and appreciate (s) evaluate their own endeavours (c) use mathematics to solve how family and others contribute and continually strive to improve problems in business, science and to that well-being (t) have the desire and realize the daily-life situations (k) know the basic requirements of need for lifelong learning. (d) understand the physical world, an active, healthful lifestyle ecology and the diversity of life (e) understand the scientific (l) understand and appreciate literature, the arts and the creative No small task for method, the nature of science and process mere humans to technology, and their application (m) research an issue thoroughly to daily life and evaluate the credibility and accomplish. But (f) know the history and geography reliability of information sources, of Canada and have a general demonstrate critical and creative most humans understanding of world history and thinking skills in problem solving achieve this in 12 geography and decision making (g) understand Canada’s political, (o) demonstrate competence in years! social and economic systems using information technologies
- 66. Patterns of Wisdom Goal— represent objectives Communication — describe communicative interactions Information— conceptualize knowledge obtained from knowledge analysis activities Task— define which information patterns are associated with particular steps in a process Meta-patterns — are conceptual in nature and used for interpreting, validating, linking, and assessing the quality of other patterns
Notes de l'éditeur
- Welcome Back, when you are on holidays it is easy to imagine possibilities.Today we, Tony, Terry, and my self want to review the philosophy that guides our practices at David Thompson.How do we become engaged in our work, our students and our own personal lives.Forget about, dealing with parents, and misbehaving students, Forget about the grumpy, the demanding, the swearing, the talking, ….Think about what is possible…. What would you like to learn an how would you like to learn about it?What would an ideal classroom be like … no you can not get rid of the kids.Employee EngagementThe 'X' model of employee engagement - BlessingWhite © 2012 you tube video
- Sometimes it is hard to remember what this job is about. We are not always able to see the purpose of what we are doing or reflect upon how we are doing it.Things are not always as we see them. Sometimes we have to look for our own presuppositions about how we believe learners learn.What are we doing? Why are we doing it?What are some ways that we believe about learners?
- We believe that we have to start with what the learner knows and move out from there. WE do not need to work with the expanding horizons.
- My story?
- The more you know the more you realize how little you do know (compared to what there is to know)
- Taken from the DTS web Pagemission statement definition is a written declaration of purpose affirming the highest priorities of an organizationThis is not an easy job, nor a simple job. There is no recipe book to follow nor teaching for dummies. How do we fulfill this mission is the first fertile question we as learners are confronted with.Calgary Board of Education our mission"Educating Tomorrow's Citizens Today"our visionThe Calgary Board of Education is the dynamic learning community of choice.We provide quality learning opportunities and options. Our learners take ownership by discovering and developing their potential, passions and gifts. They take their place as lifelong learners and make a significant contribution within a complex, changing world.our valuesStudents come first.We believe that everyone can learn. Each student is unique and worthwhile. We acknowledge, recognize and celebrate the diversity of our learners. Success for each and every student is the goal of our work.Learning is our central purpose.We believe that learning empowers students to achieve their potential. Attention to continuous improvement, high expectations, innovation and relationships will enable all students to reach their potential. Student learning is at the heart of everyone's work at the Calgary Board of Education.Public education serves the common good.Public education is essential for a vibrant democracy. The principles of democracy drive our accountability to the public and the public's participation in our work. Our school system is owned by and accountable to Calgarians and therefore, the Calgary Board of Education is accountable to Calgary taxpayers for using resources wisely to meet students' learning needs.
- WHAT MAKES OUR VISION UNIQUE?Rigorous – no F & D – learners are engaged in purposeful activities – activities that are in service of higher learning Not the crayola curriculum Story ….imagination Provocation … challenge the learners world view, their understanding of reality, of their beliefs Fertile Questions that challenge the learner to think and examine what the thought they knew.The inquiry model, we need to see it as a range, from having learners guided in the attempts to answer fertile questions to learners generating their own fertile questionsCritical thinking and creativity – constructing meaning – making sense of the world and being able to challenge their own world view.How do we all this working together in a learning environment, the classroom?
- Story gets the learner involved – it connects the learner to humanityProvocation – causes cognitive dissonance– conflict between what I thinking I know and another possible truth, (when one of our beliefs conflicts with another previously held belief? The term cognitive dissonance is used to describe the feeling of discomfort that results from holding two conflicting beliefs. When there is a discrepancy between beliefs and behaviors, something must change in order to eliminate or reduce the dissonance.0Fertile Questions – guides inquiryInquiry – searching to create new meaningEach of these concepts are interconnected with each other, challenging the learner to move towards constructing knowledgeA provocation can lead to a story or an enquiry…
- Where do we want the learner to find themselves after 12 years of school? Knowledge is not the goal, it is the use of knowledge that we want the learner to achieve. The learner is engaged in using knowledge to create wisdom, to generate new understandings and insights into humanity, reality.
- At least that is how I currently understand and define the concept. I have found that trying to define inquiry learning is like trying to grab a bar of soap in the bath. Every time you think you have grasped its essence it slides away as another piece of literature or concept challenges your carefully built understanding.MAKING THNIKING VISIBLE… inquiry classrooms can be that basic – not always projectsNOT just projects – includes simple things like using clues to develop the understanding of a word… it is the idea that the learner is asking questions and looking for answersStudents are at some stage of progression along a continuum that starts at teacher directed units, includes negotiated units through to student driven learning.Students are actively supported and scaffolded by teachers in the acquisition of relevant skills.Students are engaged in learning.Students deepen or gain understanding of core concepts relevant to the context.Students work collaboratively in small groups. Students use and apply the information then share their solutions, decisions, thinking and outcomes in a celebration of understanding. They are not involved in a process of shifting and sharing information.Students will access a range of information sources.Students predicate their work on prior knowledge. “Inquiry learning is not about memorizing facts - it is about formulation questions and finding appropriate resolutions to questions and issues. Inquiry can be a complex undertaking and it therefore requires dedicated instructional design and support to facilitate that students experience the excitement of solving a task or problem on their own. Carefully designed inquiry learning environments can assist students in the process of transforming information and data into useful knowledge”
- Living in a world with ever present “media” we recognize that we mustoffer something that will get the learners attention. The idea of quest is important because we are can not giving the learners “knowledge”. We can give others facts but that is not the same as knowledge.
- This is our Vision of knowledge, skills and attitudes that we want to develop in learners. We want to be purposeful in our planning to achieve these goals.We recognize that learners at DTS do not always come to us with these skills, values and attitudes but these are what we are striving for.
- We believe in intriguing the imagination to engage learners. Teachers are also learners! What would you image as the perfect learning for you? What would you imagine as the perfect classroom for you to teach in Imagine a classroom of self motivated students engaged in inquiry…..
- In oral culture throughout the world, the survival of social groups and the perpetuation of their identities over generations has relied on the human memory. If one cannot write what is in one's mind, one must remember it. If the lore of a social group is to survive a single lifetime, it must be transmitted in a stable form from generation to generation. All oral cultures place a very high value on techniques that aid faithful memorization. They rely on such techniques for their very survival; therefore, those features that can help make messages memorable have social importance. Inventions such as the use of rhyme, rhythm, metre, neat formulas, and so on were highly prized.1 They were used prominently in those ceremonies in which important lore was passed on, particularly in initiation ceremonies.
- We as teachers must continue to learn; both about the knowledge we wish to engage the students in, and about our own practice. We strive to have our students see us as learners, even engaged in learning with them.A community of learners is a group of people who support each other in their collective and invividual learning. They are cooperative and can work productively together. Individually, they are motivated and strive to do quality work. Since they know they are going to be encouraged to take risks and be supported if they do not succeed the first time they try something new, they challenge themselves, and they view mistakes as learning experiences which will make their later attempts successful
- http://www.youtube.com/watch?v=u6XAPnuFjJc - The Surprising Truth about motivationhttp://www.ted.com/talks/dan_pink_on_motivation.html Dan Pink On the surprising science of motivation – (Ted)http://www.washingtonpost.com/wp-dyn/content/article/2011/01/08/AR2011010800379.htmlThe Third DriveScientists have long known that two main drives power human behaviour – the biological drive including hunger, thirst and sex and the reward-punishment drive already discussed. However in 1949, Harry F. Harlow professor of Psychology at the University of Wisconsin, argued for a third drive – intrinsic motivation – the joy of the task itself.The old carrot-and-stick notion of motivation is failing - in large part because it works very well for a type of work that most Americans aren't doing anymore. It's very good for simple, algorithmic, routine, rule-based sorts of tasks: adding up columns of figures, turning the same screw the same way. But there's 50 years of science that says it's ineffective for creative, conceptual, complex work. And that's what most people in both the blue-collar and the white-collar workforce are doing today. We're not mice on treadmills with little carrots being dangled in front of us all the time. Sometimes we are. There's no question about that. But in the workplace, as people are doing more complicated things, the carrot-and-stick approach doesn't work. Mastery - We like to get better at stuff Autonomy - engagementAutonomy: the urge to direct our own lives Mastery: the desire to get better and better at something that mattersPurpose: yearning to do what we do in the service of something larger than ourselvesEdward Deci, a university psychology graduate student, went on the replicate these findings with humans in 1969, concluding that human beings have an “inherent tendency to seek out novelty and challenges, to extend and exercise their capabilities, to explore, and to learn.”
- Faulty assumption that seems reasonable but may not be true when you look at what language provides as a tool kit…Understanding binary opposites in conceptsAbstractions in storyMetaphorsThe human conditionWhy do we have to start with now and proceed to then from here to there From the known to the unknown?Humans have the ability to articulate and also visualize – The curriculium – knowledge gives us a mind altering device – learners can be challenged to see think about the world in ways they never though about – ie the concept of atoms, electrons and protons
- DIALOGUE HAS PURPOSE - Purpose in Learning1) Information Dialogue - Being Polite, repeating knowledge and rules, no taking over responsibility, tell me what to do2) Persuasion Dialogue - Being more authentic, revealing rules, acting in conflicts, no joint responsibility for outcomes3) Reflective Dialogue - Being self-reflective, reflecting on rules and knowledge, inquiring, asking questions, shared leadership, learning4) Generative Dialogue - Being aware of the common ground, generating knowledge, generating rules and organization to get things done, listening and responding to others, challenging with questions, exploring new ideas, cooperate to build new ideas, -Dialogue is not simply talk or the sharing of ideas. It is a structured, extended process leading to new insights and deep knowledge and understanding and, ultimately, better practice - advancing beyond participants' initial stages of knowledge and belief. Meaningful discussions.- mediates the cognitive and cultural spaces between what the child knows and understands and what he or she has yet to know and understand-dialogue manifests thinking but also structures it, and speech shapes the higher mental processes necessary for so much of the learning which takes place, - talk is an effective and sustained way to engage children cognitively and scaffold their understandingHow do we change? - Teachers rather than learners control what is said Teachers do most of the talking.- want learners to develop the narrative, explanatory and questioning powers necessary to demonstrate to what they know and understand, or don’t know - to - -helps teachers know what students understand or do not understand - Learners engage in decisions about how and what they should learn-The "dialogue intensive" model - much of the learning occurs with active instructor-student and student-student interaction. An initial fertile question is posed as a foundation, and as students respond and the instructor engages the discussion is extended through the sharing of professional experiences, personal insights, and other source materials-….. Real discussion – imagine talk in which ideas are explore rather than where answers to possible test questions -How to create discussions where the students talk, the students decide when to talk, respect each other, -How to support informal conversation rather than teacher controlled talk…. -Shift away from teacher nomination …have students address each other not direct their comments at teacher …-ALTERNATIVES to the teacher question -1) Declarative statements 2) Reflective restatements 3) Invitations to elaborate 4) Hardest of all -SILENCE
- Types of TALKTelling – monologue one person talksConversation – informal – no agenda – Discussion – exchange of views on a particular subject, there is an agenda , no set outcomeDialogue – two people engaged in a purposeful discussion, ther is a focus, it is about somethingDialogue is not simply talk or the sharing of ideas. It is a structured, extended process leading to new insights and deep knowledge and understanding and, ultimately, better practice. There is a strategic orientation implicit in dialogue aimed at advancing beyond participants' initial stages of knowledge and belief. As Bereiter and Scardamalia note:"In every kind of knowledge-based, progressive organization, new knowledge and new directions are forged through dialogue.…The dialogue in Knowledge Age organizations is not principally concerned with narrative, exposition, argument, and persuasion (the stand-bys of traditional rhetoric) but with solving problems and developing new ideas" (2005).8. Debate / animationDefinition: Learning takes place during social interactions between pairs or between trainees and trainers provided there are conflicts of views (called socio-cognitive conflicts), challenging discussions forcing the opponents to justify their position…or to modify it.The teacher’s or trainer’s role consists in “animating” the discussion, this expression covering a wide range of functions, from the less invasive (observation during the debate and debriefing after the debate) to the most invasive ones (such as selecting inputs, i.e. moderating, in a forum), passing by a series of intermediate roles (reframing, reorienting, regulating the debate, participating to it).
- Understanding a rich topic in terms of multiple traditional disciplines…. Global Warming – economic, cultural, political, environmental impact The causes in terms of these different areasacademic program or process seeking to synthesize broad perspectives, knowledge, skills, interconnections, and epistemology in an educational setting. Interdisciplinary programs may be founded in order to facilitate the study of subjects which have some coherence, but which cannot be adequately understood from a single disciplinary perspective a process of answering a question, solving a problem, or addressing a topic that is too broad or complex to be dealt with adequately by a single discipline or profession and that draws on disciplinary perspectives and integrates their insights to produce an understanding that is practical, purposeful, meaningful, and comprehensive (Klein & Newell, 1997; BoixMansilla, 2005)
- We as teachers must continue to learn; both about the knowledge we wish to engage the students in, and about our own practice. Post modern Curriculumthat meet the criteria of the 4 R’s will be more engagingRichness (referring to curriculum's depth, multiple layers of meaning, and multiple possibilities of interpretation);Recursion (the reflective interaction with the environment, others, culture, and with one's own knowledge); Relations (the making of connections, and the understanding that our immediate perceptions integrate into a larger cultural, economic and cosmic matrix); Rigor (conceived as a dialectic between the complexity of indeterminacy and critical interpretation). Read more: http://wiki.answers.com/Q/What_are_William_Doll_4_R's#ixzz20VsIVG1iNarrowness Richness (depth, breadth)Linearity Recursion (spiral curriculum)Disconnection Relations (t-l, l-l, relevance)Uncritical Rigour (critical)
- When analyzed along with many other indicators of student learning provide information to base the student’s grade upon.
- 20 years and all I have seen is “school reform” THE CHANGING ROLE OF THE TEACHER _ Well there were never the good old daysviewpoints of variouseducational “experts” about teaching, learning,and classroom practice are often inconsistentor even contradictory. In coming to grips withinnovation and reform, teachers arechallenged to understand new theories oflearning, new approaches to teaching, newpolicies, and a changing social context thataffects students and communities. strive to “make sense” of both the inconsistencies and the new ideas when they make daily instructional decisions challenge classroom teachers to make sense of new policies, ideas, programs, and their own work.School improvement poses challenges for the teacher since it is the teacher who must make the new ideas and policies real in the classroom. That is, the teacher has to bring the components of the system—curriculum, instruction, assessment, external mandates, and community context—together intentionally with a focus on student learning to create a coherent practice that hangs together as a meaningful learning experiencefor students.1 The teacher as information provider 2 The teacher as role model3 The teacher as facilitator 4 The teacher as assessor5 The teacher as planner 6 The teacher as resource developer.The role of a teacher has many facets; to actively promote inclusion, equality and diversity; to create a safe learning environment for all students; to work within the legislative requirements and codes of practice, all in the terms of the Teaching Training Cycle: - Identify Needs - Plan and Design – Deliver - Assess – EvaluateInquiry Indicators: What is the Teacher Doing?In the inquiry classroom, the teacher's role becomes less involved with direct teaching and more involved with modeling, guiding, facilitating, and continually assessing student work. Teachers in inquiry classrooms must constantly adjust levels of instruction to the information gathered by that assessment.The teacher's role is more complex, including greater responsibility for creating and maintaining conditions in which children can build understanding. In this capacity, the teacher is responsible for developing student ideas and maintaining the learning environmentposes problemsasks questionsreveals discrepanciescauses disequilibrium or doubtidentifies problems to solve, decisions to beassess prior knowledge
- Significant – contributing an understanding of meaningful, important life experiences and therefore develop a greater understanding of humanityRelevant – linked to the learner’s prior knowledge and experience and therefore placing learning in a more meaningful context for the studentsEngaging – having the potential to interest the learner and actively engage them in their own learningChallenging – having the potential to extend the prior knowledge and experience of the learnerGenerative – engages the learner in inquiry and creating additional questions and ideas for inquiry
- Cognitive dissonance is a discomfort caused by holding conflicting cognitions (e.g., ideas, beliefs, values, emotional reactions) simultaneously. In a state of dissonance, people may feel surprise, dread, guilt, anger, or embarrassment.
- Recognize that it is impossible and inappropriate to attempt to define any narrow, fixed body of knowledge as the essential content which every student should know - supported by the Program of Studies – skills, attitudes, citizenship, life long learners …Knowledge how ever is important – shared experience and body of knowledge to build and reflect and reflect - continuity
- The process of purposeful planning for learning, be prepared with the big picture and have all the learners engage in developing the ideas. however the bird that flies in the window
- We think in narrative structures. We connect events and emotions and transform them in a sequence that can be easily understood.
- What would you include on your list of skills needed to live in the 21 century ?http://www.youtube.com/watch?v=3NzQqPH3JRw (video of 55 year old 21 century learner)Critical Thinking and Problem Solving, Collaboration across Networks and Leading by Influence, Agility and Adaptability, Initiative and Entrepreneurialism, Effective Oral and Written Communication, Accessing and Analyzing Information, Curiosity and Imagination
- THE MAKING USE OF KNOWLEDGE!Athena is said to have sprung from the head of Zeus. She was portrayed as strong, fair, merciful, and chaste… one of her symbols was the owlWisdom is a deep understanding and realization of people, things, events or situations, resulting in the ability to apply perceptions, judgements and actions in keeping with this understanding. It often requires control of one's emotional reactions (the "passions") so that universal principles, reason and knowledge prevail to determine one's actions. Wisdom is also the comprehension of what is true coupled with optimum judgment as to action. Synonyms include: sagacity, discernment, or insight.
- What are these things?Do we share a common understanding of what these things are?
- Types of InquiryModified from The Science Teacher, February 2002 Vol. 69Open, Guided, Coupled and Structured Inquiry Background:Using different kinds of inquiry address specific needs in the science classroom. The continuum proposed by the National Science Education Standards ranges from teacher-centered to student-centered. Regardless of the kind of inquiry selected by the teacher, learning-centered is foremost when selecting the inquiry strategy. A thorough understanding of the different aspects of inquiry helps educators vary the learning experiences to better meet the needs of all science students. Open or “Full” InquiryBuild upon prior experiences and inquire about the overarching conceptsDisplay the tools, materials Begin with the student’s questionContinue with student(s) designing and conducting the investigation or experimentComplete the learning cycle by communicating the results Clarification:The students have a prior experience with a set variety of tools and materials. The teacher then displays these tools and materials and asks the students what questions they could devise using the materials provided. Students formulate testable questions, devise a plan using the materials, carry out their investigation, and record and analyze their data. Students use the data to make a generalization or conclusion or further question and share the process and outcomes with peers. Guided InquiryTeacher selects the over arching questionWhole Class or groups of students work to assist in developing the laboratory procedure and learn specific skills needed for future open-inquiries. Using the data gathered or provided, students generate explanationsFindings and claims are communicatedClarification:When the more complex concepts cannot be investigated directly in the classroom, teachers can provide applicable scientific data from a variety of sources to use in the guided inquiry. Coupled InquiryTeacher chooses the first question to investigate—specifically targeting a standard or set of benchmarksAfter the guided inquiry, students engage in an open or full inquiry. (see above) Clarification:Using this approach will ensure that the students questions will closely align with the standard or set of benchmarks. The teacher creates enthusiasm for an inquiry and initiates the guided inquiry. Students then initiate an open inquiry. Groups of students share their findings regarding their open inquiry. Students analyze professional literature (electronic, periodicals, texts…) for support of their inquiry findings. The teacher poses a problem that students solve by applying their student’s understanding of the standard or set of benchmarks. This serves as an assessment. Structured InquiryInquiry guided by the teacherStudents follow teacher directions to come up with a specific end point or productThe teacher asks the class to discuss the results when the inquiry is complete ClarificationLab setup, time considerations, concept development, place in the learning cycle, student aptitude are a few variables that may help the teacher determine the appropriate use of this inquiry strategy. Keep in mind that this approach lends itself to prescribed questions, protocols, and outcomes. “More student thinking takes place when the teacher allows students to make choices and decisions in classroom investigations (Clough and Clark, The Science Teacher 61: 34-37).”
- How can we describe a multifaceted view of what it means to know? Gathering facts will lead to the connection of parts, which leads to the need for more data or the formation of a whole then the joining of wholes, which can lead to the connection of more parts or the formation of wholes….Researching – Absorbing – doing - Interacting - reflecting
- How many times have you noticed how people make their belief systems their lived reality and shaped their own personal experience of the world to reflect that belief? How believers surround themselves with other believers and therefore everything in their environment reinforces their beliefs. If someone believes something with all of their heart and mind, does that make it knowledge? If I believe with all my heart and mind that the world is flat, does that make it true? If I believe with all my heart and mind that God lives in Heaven above and the Devil in Hell below does that make it true? If I believe with all my heart and mind that there is no God at all and that individual consciousness ends at death does that make it true? Are truth and belief equivalent? Are truth and knowledge equivalent?
- The knowledge of our community is not always equally shared or accepted. It includes every thing from the edicts of Alberta Learning to the discussions of student behaviour.
- How many times have you noticed how people make their belief systems their lived reality and shaped their own personal experience of the world to reflect that belief? How believers surround themselves with other believers and therefore everything in their environment reinforces their beliefs. If someone believes something with all of their heart and mind, does that make it knowledge? If I believe with all my heart and mind that the world is flat, does that make it true? If I believe with all my heart and mind that God lives in Heaven above and the Devil in Hell below does that make it true? If I believe with all my heart and mind that there is no God at all and that individual consciousness ends at death does that make it true? Are truth and belief equivalent? Are truth and knowledge equivalent?
- The knowledge of our community is not always equally shared or accepted. It includes every thing from the edicts of Alberta Learning to the discussions of student behaviour.
- In our students we use provocation to create this “Doubt” so that their curiosity will be engaged to seek knowledge.
- Knowledge is not fixed…. It changes with time, it is found in experience, comes to us through our bodiesKnowledge is part of who and what we are.Knowledge leads us to think in possibilities.
- What does this mean?What does it tell us we want to teach students? What do we want students to learn?
- No list of skills, attitudes or values is ever complete. These are just meant to highly some of the most important ones we are working towards. We could debate what this mean which ones should be or not be on the lists. However we are trying to sketch a rough map the main ideas of where we trying to go.
- Gross motor skills - skills in which groups of large muscles are usedFine motor skills- precision in delicate muscle systems is required. Spatial awareness- position of objects in relation to oneself or each other. Organization- planning and carrying out activities effectively. Time management- using time effectively and appropriately. Safety - avoids placing oneself or others in at risk. Healthy lifestyle - balance in nutrition, rest, relaxation and exercise; appropriate hygiene and self-care. Codes of behaviour - applying appropriate rules or operating procedures of groups of people. Informed choices - selecting an appropriate course of action or behaviour based on fact or opinion.
- Listening - Listening to directions, to others, to information. Speaking - Speaking clearly; expressing ideas clearly and logically; stating opinions. Reading - Reading a variety of sources; comprehension; making inferences and drawing conclusions. Writing - Recording information and observations; paraphrasing; summaries; reports; journals. Viewing - Interpreting and analysing visuals and multimedia; understanding the ways in which images and language interact to convey ideas, values and beliefs; Presenting - Constructing visuals and multimedia for a range of purposes and audiences; communicating through a variety of visual media; appropriate technology for effective presentationNon-verbal communication - Recognizing the meaning of visual and kinesthetic communication; recognizing and creating signs
- Accepting responsibility - Taking on and completing tasks in an appropriate mannerRespecting others - Listening sensitively to others; making decisions based on fairness and equality; recognizing that others’ beliefs, viewpointsCooperating - Working cooperatively in a group; being courteous to othersResolving conflict - Listening carefully to others; compromising; reacting reasonably to the situation; accepting responsibility appropriatelyGroup decision-making - Listening to others; discussing ideas; asking questions; working towards and obtaining consensus. Adopting a variety of group roles - Understanding what behaviour is appropriate in a given situation and acting accordingly
- Acquisition of knowledge - Gaining specific facts, ideas, vocabulary; remembering in a similar form. Comprehension - Grasping meaning from material learned; communicating and interpreting learning. Application - Making use of previously acquired knowledge in practical or new ways. Analysis - Taking knowledge or ideas apart; separating into component parts; seeing relationships; finding unique characteristics. Synthesis - Combining parts to create wholes; creating, designing, developing and innovating. Evaluation - Making judgments or decisions based on chosen criteria; standards and conditions. Dialectical thought - Thinking about two or more different points of view at the same time; understanding those points of view; being able to construct an argument for each point of view based on knowledge of the other(s); realizing that other people can also take one’s own point of view. Metacognition - Analysing one’s own and others’ thought processes; thinking about how one thinks and how one learns.
- Formulating questionsIdentifying something one wants or needs to know and asking compelling and relevant questions that can be researched. ObservingUsing all the senses to notice relevant details. PlanningDeveloping a course of action; writing an outline; devising ways of finding out necessary information. Collecting dataGathering information from a variety of first- and second-hand sources such as maps, surveys, direct observation, books, films, people, museums and ICT. Recording dataDescribing and recording observations by drawing, note taking, making charts, tallying, writing statements. Organizing dataSorting and categorizing information; arranging into understandable forms such as narrative descriptions, tables, timelines, graphs and diagrams. Interpreting dataDrawing conclusions from relationships and patterns that emerge from organized data. Presenting research findingsEffectively communicating what has been learned; choosing appropriate media.
- Notice the word student is not here, teachers, staff and parents are also learners…. We are all learners…Too many words take out the definitions? Make printed copies?
- How do we engage learners to learn these types of wisdom?