Tales from Places in Town -Urban settings as promoters of inclusive learning Danish team; UCL / Teachers College: Ole Juel Nielsen (MA (psych)) & Pia Kathrine Pedersen (MA (English)) Tales from Places in Town
Feb 24, 2016
Tales from Places in Town
Tales from Places in Town
- Urban settings as promoters of inclusive learning
Danish team; UCL / Teachers College: Ole Juel Nielsen (MA (psych)) &
Pia Kathrine Pedersen (MA (English))
Tales from Places in Town
Aim of Work-ShopTo consider and explore various urban settings as promoters of inclusive learning. And produce teaching material for school and teacher education; material that comply with different student conditions (language, culture, socio-economic background, gender, temperament, intelligences, physical and mental conditions).
Tales from Places in Town
ElementsProduct
EnvironmentMethod
Learning
Tales from Places in Town
(un)predictability
Tangibility
Element & Variables
Environment
Tales from Places in Town
Why?
In school you deal with something that isn´t there You deal with ’symbols’
Tales from Places in Town
Environment(Un)Predictability of classroom versus predictability urban environment
The individual in control
Tales from Places in Town
Cognitive Strategy
Learning StylesMI
Element & Variables
Product
Tales from Places in Town
Product- Text- Sound
http://www.freesound.org/samplesViewSingle.php?id=87414
- Image
Individual sub-products become 1 collective product
Tales from Places in Town
MI
Element & Variables
Tales from Places in Town
Multiple Intelligences (H. Gardner)
• Spatial• Linguistic• Logical-
mathematical• Bodily-
kinesthetic
• Musical• Interpersonal• Intrapersonal• Naturalistic• Existential
Tales from Places in Town
Cognitive Strategy
Element & Variables
Tales from Places in Town
Digital
Part/element
Sequence
Analog
Global
Situation
Hemisphere specialisation
Tales from Places in Town
Hemisphere specializationLeft Hemisphere Right Hemisphere
Spatial Perception PoorSuperior; Distance
3-D analysis
Thinking Symbolic, analysisHolistic,
imagination
FocusForeground,
SpecificBackground,
General
Aware of Detail Overall picture
Better at Structured tasks Open-ended tasks
LanguageDecoding, literalsurface meaning
Context, meaninghumor, metaphor
Tales from Places in Town
An Example of Cognitive StylePresmeg (1989) designs a task that exemplifies the hemisphere specialisation; children were asked to solve the following problem:
A dog pursues a fox which is 30 metres from the dog. The dog covers 2 metres in each step; the fox 1 metre. While the fox takes 3 steps, the dog takes 2. What distance does the dog need to cover in order to catch the fox?
Tales from Places in Town
Strategy 1Two children of the same nationality and culture:
-Investigator (I): Read the text to yourself again -Darren (D): (after a moment) Fox - covers 1 metre in each step; dog - 2 metres (D thinks aloud while drawing the following diagram)
-I: Do you want to tell me what you’re drawing? -D: (writes calculations on the sheet of paper) Right, for every 4 metres that the dog covers (points to the spot on the diagram while speaking), it wins 1 metre. So the dog wins the 30 metres in 120 metres
Fox
Dog
Tales from Places in Town
Strategy 2Another pupil (Ashwin) solved the problem as follows: -A: If the dog takes 2 steps it covers 2 * 2 metres = 4m; if the fox takes 3 steps it covers 3 * 1 metres = 3m; so the dog wins 4 - 3m = 1m. Therefore, the dog wins 30m in 4*30m = 120m.
Tales from Places in Town
Two Learning StylesAccording to the two strategies of solving problem, Darren is grouped with ’image makers’; Ashwin with the group of ’structured and organised thinkers’ (Presmeg, 1989). Another grouping would be: when solving mathematical problems, Darren applies a qualitative learning style (visual), and Ashwin makes use of a quantitative style (or sequential).
Tales from Places in Town
Learning Styles
Element & Variables
Tales from Places in Town
Learning styles (Dunn & Dunn)
Tales from Places in Town
Cognitive Taxonomy
CL
Element & Variables
Method
Tales from Places in Town
Method• Individual work
• Cooperative work
• Translation of impression to expression
• The group cooperates to realise one collective product
Tales from Places in Town
CL
Element & Variables
Tales from Places in Town
Cooperative LearningThe so-called ’structures’ in CL might inspire organisation of groupwork:• Heterogeneous groups• Defining steps in the problem solving
process• Defining roles and tasks for each member
in the group
Tales from Places in Town
Cognitive Taxonomy
Element & Variables
Tales from Places in Town
Designing Questions
Questions may answer themselves ...
• How to challenge all students?
• Consider the cognitive taxonomy (Bloom)
Tales from Places in Town
Bloom’s Taxonomy – original and revised
Tales from Places in Town
Goldilocks and the Three Bears
- an example
http://www.youtube.com/watch?v=mS3nN6PH96Y
Tales from Places in Town
Goldilocks and the Three Bears – and Bloom
1. KnowledgeWhat did Goldilocks do at in the Bears’ house? (list as many events as you remember)
2. ComprehensionWhy did Goldilocks prefer Baby bear’s chair?
3. ApplicationIf Goldilocks visited your house, what things would she like, do you think?What things would she have tried?
4. AnalysisTell the tale about Goldilocks and the three crocodiles
5. SynthesisHow would the tale have been different if Goldilocks had visited the three fish in stead of the three bears?
6. EvaluationDo you think that what Goldilocks did was right/wrong? Why? How would you have liked to be there?
Tales from Places in Town
Elements & VariablesProduct
EnvironmentMethod
Learning
Tales from Places in Town
Tales from Places in Town
- Urban settings as promoters of inclusive learning
Thank you for listening to our tales – from someplace
Danish team; UCL / Teachers College: Ole Juel Nielsen (MA (psych)) &
Pia Kathrine Pedersen (MA (English))