1 | faculteit gedrags- en maatschappijwetenschappen pedagogische wetenschappen en onderwijskunde Datum 11.02.2011 1 Learning as collaboratory Towards an education of self-organising learning Presentation to the Thinking- and Learning Skills Symposium ISED/RuG 10-11 February 2011 Ernst D. Thoutenhoofd & Marieke van Roy
Presentation by Ernst D. Thoutenhoofd & Marieke van Roy to the 'Thinking- and Learning Skills Symposium' (ISED/RUG) hosted at Groningen University, 10-11 February 2011.
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
1|
faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 11.02.20111
Learning as collaboratoryTowards an education of self-organising learning
Presentation to the Thinking- and Learning Skills SymposiumISED/RuG10-11 February 2011Ernst D. Thoutenhoofd & Marieke van Roy
2|
faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 11.02.2011
Contents and aims
1 A few hints about learning
2 What do we mean by collaborative learning?
3 Collaborative learning can become self-organising learning
4 Some starting points for a collaboratory of learning
5 Now it is your turn!
3|
faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 11.02.2011
We always need new skillsSee ‘Introducing the book’ or ‘Medieval helpdesk’ on Youtube.
4|
faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 11.02.2011
Are you comfortable with others’ learning styles?
5|
faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 11.02.2011
Activity 1Do you frequently step out of your comfort zone?
What conditions could help us help students to step out of their comfort zone?
5
6|
faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 11.02.2011
Learning & comfort zones
Remember: teaching and learning are not age-related activities!
7|
faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 11.02.2011
What do we mean by collaborative learning?
From building personal confidence and competence
to collective sharing, using, and evaluating learning
From intervening in pedagogy
to intervening in the curriculum
From individual teacher to collective (school) learning
8|
faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 11.02.2011
Activity 2
OPV (the other person’s view): How do you see
1 the perspective of fellow teachers/faculty
2 the perspective of the up-coming generation of learners
8
9|
faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 11.02.2011
A collaboratory of learning
learners teachers
researchers
nursery
primary
secondary
tertiary
10|
faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 11.02.2011
Activity 3
C & S: Consequences and Sequel
10
11|
faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 11.02.2011
Collaborative learning can become self-organising
Some examples from the UK interviews
12|
faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 11.02.2011
Some starting points for a collaboratory
Personal skills:
• An Open Mind
• 5 R’s
• Saying ‘no’
• Feedback and critique
• Interest in learning
12
Process skills:
• ‘Plan-Do-Review’ cycles
• Time management
• Judging information
• Sharing information
13|
faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 11.02.2011
Now it is your turn!1 Pick a paper slip from either the English- or the Dutch-language box
2 Fetch a hot or cold drink and go to the room noted on your slip
3 Each discussion group will have a Chair and a poster-writer
4 At 12:00 you will return to this room for the plenary session
13
14|
faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 11.02.201114
The endReferences on the next slide
15|
faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 11.02.2011
References
15
-Bandura, A et all (2008). Longitudinal analysis of the role of perceived self-efficacy for self-regulated learning in academic continuance and schievement. Journal of educational psychology, 2008, Vol. 100, No. 3, 525-3-534.
-Bransford, J., S. Derry, D. Berliner & K. Hammerness (2005). Theories of learning and their role in teaching. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world (pp. 40-87). San Francisco Ca: Jossey-Bass.
-Cochran-Smith, M. & S.L. Lytle (1999). Relationships of knowledge and practice: teacher learning in communities. In A. Iran-Nejad & P.D.Pearson (Eds.), Review of research in education (Vol. 24, pp. 249-305).Washington DC: AERA.
-Dam, G. ten & S. Blom (2006). Learning through participation. The potential of school-based teacher education for developing a professional identity. Teaching and Teacher Education, 22, 647-660.
-Hoekstra, A., Beijaard D., Brekelmans M., Korthagen, F. (2006) Experienced teachers’ informal learning in and from classroom teaching. Paper to be presented at the ORD 2006, Amsterdam.
-Ludlow et all (2008). From students to teachers: using serveys to build a culture of evidence and inquiry. European journal of teacher education, 2008, Vol. 31, No. 4, 319-337.
--Putnam, R.T. & H. Borko (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational
Researcher, 29, No. 1, 4-15.-Verloop, N. & J.W.M. Kessels (2006). Opleidingskunde: ontwikkelingen rond het opleiden en leren van professionals in onderwijs en bedrijfsleven.
Pedagogische Studiën, 83, 301-321.-Vermunt, J.D., Verloop, N. (1999) Congruence and friction between learning and teaching. Learning and Instruction, 9, (1999) 257-280