Anne Pia<br />Learningvoices.uk<br />What we Know: Theory and Research<br />
What we Know: the theory<br />Learning settings - complex, volatile environments of dynamic change<br /> Potential for cha...
What we Know: the Theory<br />Enculturation in classrooms (Bourdieu,1977,1984; Lave and Wenger,1991)<br />Power relations ...
What we Know: the Theory<br />Power of dialogue – dialogue as embodiment of self, dialogue as voices of the mind (Mercer, ...
Conclusions from the Theory<br />Engaging classrooms:<br />give space for the self<br />provide flexibility for growth<br ...
Conclusions from the Theory<br />2. Engaging classrooms are ones where the learning strategy is based on: <br /><ul><li>co...
Learners at UWS<br />Their journey<br />Learning literature<br />Reflection on past experiences<br />Reflection on what mo...
Introducing the Presentations<br />Group 1: Aileen Ellis, Janice McVey, AbduljafarAhmadu, OkitikpiOghenerukevwe<br />Group...
Anne Pia<br />Learningvoices.uk<br />What we Know: Theory and Research<br />
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Conference Final Presentation

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What we Know about teaching that works

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Conference Final Presentation

  1. 1. Anne Pia<br />Learningvoices.uk<br />What we Know: Theory and Research<br />
  2. 2. What we Know: the theory<br />Learning settings - complex, volatile environments of dynamic change<br /> Potential for change is dependant on certain factors being present<br />Revisiting Vygotsky (1961, 1978) and the zone of proximal development, stressing dialogue and co-construction of knowledge<br />
  3. 3. What we Know: the Theory<br />Enculturation in classrooms (Bourdieu,1977,1984; Lave and Wenger,1991)<br />Power relations in classrooms (Foucault,1985; Aronowitz and Giroux,1985)<br />The prime importance of other as a dynamic for change (Wenger,1998; Marková, 2004))<br />The unsettling issue of identity and the impact on it by the social settings of classrooms (Gallacher, 2002,2006; Holland, 1998, 2001)<br />
  4. 4. What we Know: the Theory<br />Power of dialogue – dialogue as embodiment of self, dialogue as voices of the mind (Mercer, 2002; Alexander, 2004)<br />Importance of emotion, instinct, sensing and non-verbal communication (Heron, 1996; Heron &Reason, 1997).<br />
  5. 5. Conclusions from the Theory<br />Engaging classrooms:<br />give space for the self<br />provide flexibility for growth<br />promote collaborative learning and knowledge construction<br />
  6. 6. Conclusions from the Theory<br />2. Engaging classrooms are ones where the learning strategy is based on: <br /><ul><li>continual questioning</li></ul>challenge, enquiry<br />discussion and debate<br />3. Engaging classrooms are ones where learners’ voices are heard<br />
  7. 7. Learners at UWS<br />Their journey<br />Learning literature<br />Reflection on past experiences<br />Reflection on what motivated them to learn<br />Undertook action research looking at the impact of class groupings, dialogue, knowledge transmission and knowledge-making as learning strategies<br />Looked very closely at the impact learners can have on learning strategies and the learning setting <br />
  8. 8. Introducing the Presentations<br />Group 1: Aileen Ellis, Janice McVey, AbduljafarAhmadu, OkitikpiOghenerukevwe<br />Group 2: MariebethKosky, Lisa Milner-Smith, OlatubosunOdukomaiya, Chris Moore<br />Group 3: Geraldine Clark, John Canning, Claire Lumsden<br />
  9. 9. Anne Pia<br />Learningvoices.uk<br />What we Know: Theory and Research<br />
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