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Microteaching ilene dawn 2
The document discusses the importance of pedagogy over traditional lecture methods, emphasizing the need for active, collaborative, and agentic learners. It highlights various learning outcomes and the role of teachers as facilitators in creating a supportive learning environment. The text advocates for a shift towards a more engaged and interactive approach to education, fostering creativity and interdependence among students.
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Microteaching ilene dawn 2
- 1. Common Question Why NotLecture? Our Question Why Not Pedagogy?
- 3. Passive STUDENTS capable oflearning capable of learning with others capable of learning via multiple (re)sources capable of resilient creativity Agentic LEARNERS
- 4. To Learn To Unlearn To Relearn • Existing Frames •Cognitive • Emotional • Disrupting • New Frames • Social • Intellectual • Disorienting • Re-Framing • Collaborative • Cultural • Reorienting
- 5. Situational Context ATMOSPHERE 1st Level- Learning and Learners 2nd Level - Institutions, Disciplines, Cultures, Communities, Classrooms AIMS - Intended Learning & Development Outcomes ACTIVITIES - Teaching & Learning ASSESSMENT - Feedback, Tasks &Tests
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- 10. Assidēre sit near –sit by – sit in council – sit beside watch over – assist as counsellor be present in court as supporter
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- 14. Pedagogy Considers Roles Focalpoint Source of knowledge "things- to-be- covered” en route to test INSTRUCTOR CONTENT Facilitator Things to uncover & discover while developing skills
- 15. Pedagogy Considers Actions Passive Collector Collectionof Individuals LEARNER COMMUNITY Active Discoverer Interdependent with Peers Co-creators
Editor's Notes
- #3 Image from http://www.soul-cycle.com/blog.cfm?id=158Pedagogy (/ˈpɛdəɡɒdʒi/ or /ˈpɛdəɡoʊdʒi/)[1] is the science and art of education. Its aims range from the full development of the human being to skills acquisition. For example, Paulo Freire referred to his method of teaching people as "critical pedagogy". In correlation with those instructive strategies the instructor's own philosophical beliefs of instruction are harbored and governed by the pupil's background knowledge and experience, situation, and environment, as well as learninggoals set by the student and teacher. One example would be the Socratic schools of thought. (https://en.wikipedia.org/wiki/Pedagogy).21st century mash-up pedagogyis not in this definition: Activity of instructing or educating, and the methods used to instruct. (youtube – six figure vocabulary)Mash Up – two or more things combined/remixed and overlaid with new material with to create something new – transformation of original content
- #4 Graphic distinguishing between Students and Learner that sparked this slide lives at http://davidwarlick.com/2cents/?p=2762, blog entry originally posted 8 October 2010.Relationship with other Students - Students are competitors / Learners are collaboratorsRelationship with Educators - Students are employees, required to obediently follow instructions. / Learners are citizens with a vested interest in the learning society.Why – Compelled / Curious Coffield, Frank. Just Suppose Learning & Teaching Became the First Priority.London, England: Learning and Skills Network, 2008: 7.Learning refers only to significant changes in capability, understanding, knowledge, practices, attitudes or values by individuals, groups, organisations or society. Two qualifications: It excludes the acquisition of factual information when it does not contribute to such changes. It also excludes immoral learning as when prisoners learn from other inmates in custody how to extend their repertoire of criminal activities.
- #5 Existing, New and Re- Frames – link to transformative and adult learning, Mezirow and BrookfieldCognitive Social Collaborative – constructivism, processes/processing and modes of interaction; Biggs& Tang and Warlick (2 cents)Emotional Intellectual Cultural – affective/psychological/cultural dimensions of learning and necessary bridging; Jackson & Hardiman, and FriedDisrupting Disorienting Reorienting – overall developmental processes; Perry, Belenky and Baxter-Magolda
- #6 Outcome statement -how we would recognize if or how well students have learned what is intended they should learn, not a prompt list of topics for a teacher to ‘cover’Learning and teaching activities - done in such a way as to increase the likelihood of most students achieving those outcomes. Talking about the topic, as in traditional teaching, is probably not the best way of doing that. We need to engage the students in learning activities that directly link to achieving the intended outcomes. Assessment - how well the outcomes have been achieved. Usually this means using an assessment task that requires the student to perform the intended outcome itself.
- #8 http://etc.usf.edu/clipart/42500/42567/pyramid_42567.htmPatti Lather – Why pedagogy? from David Lusted (1986). “Lusted defines pedagogy as addressing ‘the transformation of consciousness that takes place in the intersection of three agencies – the teacher, the learner and the knowledge they together produce….’ According to Lusted’s definition, pedagogy refuses to instrumentalize these relations, diminish their interactivity or value one over another. It, furthermore, denies the teacher as neutral transmitter, the student as passive, and knowledge as immutable material to impart. Instead, the concept of pedagogy focuses attention on the conditions and means through which knowledge is produced” (15).
- #9 Water drop splashing into water; the impact of the drop “reveals the colors resting underneath the surface” and sends up a dark indentation filled with rainbow of colors and sends up a wall of water surrounding the impact and a splash of smaller droplets. Photo by spettacolopuro at http://www.flickr.com/photos/spettacolopuro/3813556085/in/photostream/.
- #12 Barriers (to leap)? Benefits (to carry forward)?Suasion and Transfer. Set of rules and structures for circumstances.Medieval lecturer from a painting by Laurentius de Voltolina, second half of the 14th century. Robert would have taught much like this."Henricus de Alemannia Lecturing his Students" (1350s)ChimeIn here – https://chimein.cla.umn.edu/course/edit/541What is a lecture? Why is a lecture?tell me what you see in photos at your table and on screenWhat has a lecture been? Why have lectures been?What can a lecture be? Why have lectures be in class?----- Meeting Notes (2/27/13 11:06) -----They have books - they are mixed race, mixed age
- #13 Educational Psychology and Classroom Research meet Neuroscience – 2000 and onwardJames Zull - http://neurons.wordpress.com/2008/06/01/Move from primary emphasis on Gather Data and Test to incorporation of creating and reflecting integral to the process.Dualism (All things are right/wrong, black/white.)Multiplicity(Everyone is right…no one is wrong.)Relativism(Well, everyone has his/her own opinion and could be equally right.)Commitment to Relativism(Some ideas are more right that others. One has to look carefully at the claim, supporting evidence, and other factors.)