How To Teach A School To Be Authentic

Transcription

1 DESIGNS FOR LEARNING 2014 AUTHENTICITY OR SCHOOL-ONLY? PHD FELLOW, UNIVERSITY OF AARHUS METROPOLITAN TEACHERS COLLEGE DENMARK MEANINGFUL LEARNING INSIDE SCHOOLS LEARNING INSIDE AND OUTSIDE SCHOOLS Slides: PHD PROJECT Development of teacher compentencies and ICT Intervention study (Ravn, 2007; Oscarsson, 2008) TEACHERS LEARNING OF TECHNOLOGY Each teacher plans, completes and evaluates a project-oriented course with SUBJECT REFLECTED INTEGRATION OF ICT Situation-Based Teaching (Fougt, 2013) 17 TEACHERS in the first iteration ( ) 74 TEACHERS in the second iteration ( ) 2 THE PROBLEM The concept AUTHENTICITY troubles me 3 Designs For Learning, Stockholm

2 MAIN OBJECTIVE To CHALLENGE the apparent DISTINCTION between SCHOOL and SOCIETY Deeper UNDERSTANDING more than FINAL ANSWERS 4 THE DISTINCTION To what extend are activities in schools to SIMULATE authentic or real-world situations? How do we distinct between a WRITTEN ASSIGNMENT in school (school-only), a MASTER S DISSERTATION (?) and a PHD DISSERTATION (authentic)? 5 RESEARCH QUESTION When AUTHENTICITY as opposed to SCHOOL- ONLY is not the answer, what might be an alternative response to the question of what constitutes the experience of MEANINGFULNES in teaching and learning inside school? 6 Designs For Learning, Stockholm

3 AN APPARENT DISTINCTION INSIDE vs. OUTSIDE school (Hetmar, 2004, 2009) SCHOOL-ONLY (Purcell-Gates et al., 2007) AS-IF (Bundsgaard, 2005; Fasting et al., 2009) (Dysthe, 1997; Bundsgaard 2005) THE AUTHENTIC (Shaffer, 1999) REAL-WORLD 7 THE REAL WORLD What is THE REAL WORLD? What parts of THE REAL WORLD do we accept as AUTHENTIC? 8 THE PROBLEM Is this AUTHENTIC? Is this REAL WORLD? 9 Designs For Learning, Stockholm

4 THE PROBLEM Is this AUTHENTIC? Is this REAL WORLD? 10 THE PROBLEM Is this AUTHENTIC? Is this REAL WORLD? 11 THE PROBLEM Is this AUTHENTIC? Is this REAL WORLD? 12 Designs For Learning, Stockholm

5 AUTHENTICITY What is the difference between learning to FLY? 13 AUTHENTICITY And learning to READ? 14 AUTHENTICITY What is AUTHENTICITY? 15 Designs For Learning, Stockholm

6 SCHOOL Fake it till you MAKE IT (Kvithyld, 2014) 16 THE PURPOSE OF SCHOOLS? To PREPARE children for the future? To EDUCATE or to STORE children BUILDING or BILDUNG? Learning TO LEARN? 17 THE BEST WAY TO LEARN To ADRESS a MEANINGFUL PROBLEM and to APPLY the SUBJECT MATTERS in a MEANINGFULL and SOCIAL PROJECT-ORIENTED SITUATION with a real PRODUCTION TARGET (e.g. Bundsgaard, Misfeldt & Hetmar, 2011, 2012; Blumenfeld, Kempler, Krajcik & Blumenfeld, 2006; Shaffer, 2006; Bundsgaard, 2005; Dewey, 1906). 18 Designs For Learning, Stockholm

7 CURRICULUM LOGIC Prototypical situation oriented curriculum logic (Bundsgaard,2006; jf. Bundsgaard et al., 2011) The coherent system of arguments behind THE SELECTION OF SUBJECT LEARNING in schools (Bundsgaard, 2011b, p. 296) With a view on the pupils PRESENT and FUTURE 19 FIVE IDENTITIES PERSON, CITIZEN, WORKER, AESTHETE and CONSUMER (Bundsgaard, 2006). All associated with THE AUTHENTIC (Bundsgaard, 2005) REAL-WORLD (Shaffer, 1999) OUTSIDE SCHOOLS (Hetmar, 2009) 20 THE SIXTH IDENTITY LEARNER (Fougt, 2013) Formal education, in-service training LEARNING to LEARN LEARNING is a fundamental part of human being 21 Designs For Learning, Stockholm

8 SCHOOL Schools are PART of society LIFELONG LEARNING (Comenius, Grundtvig) 22 MEANINGFUL OR AUTHENTIC? Book reviews by QR Codes AUTHENTIC? But/and MEANINGFUL 23 SCHOOL-ONLY-CASES Photo stories on teenage life SCHOOL-ONLY but yet still MEANINGFUL 24 Designs For Learning, Stockholm

9 SCHOOL-ONLY-CASES Photo stories of the social injustice in the writings of Danish writer Martin Andersen Nexø SCHOOL-ONLY but yet still MEANINGFUL 25 MEANINGFULNESS They are doing it to LEARN And the KNOW (Stigler & Hiebert, 1999) Is learning AUTHENTIC? Learning is MEANINGFUL 26 MEANINGFULNESS Schools are per se AS-IF but REAL PROBLEM: The time spent on acquiring isolated skills through repeated practice (Stigler & Hiebert, 1999:11) 27 Designs For Learning, Stockholm

10 MEANINGFULNESS How do we define MEANINGFULNESS when authenticity is not the answer? From the CURRICULUM? From the LEARNER? From the TEACHER? From the SOCIETY? From the SITUATION? 28 MEANINGFULNESS Martin Andersen Nexø is meaningful to the CURRICULUM Learning to write seems meaningful to SOME LEARNERS Rap lyrics might be meaningful to the TEACHER National tests are apparently meaningful to SOCIETY? Meaningfulness is a SUBJECTIVE matter 29 GOOD TEACHING Common PRACTICE Meaningful COMMUNICATION Meaningful PRODUCTION TARGET USING or APPLYING subject matters Challenges are always met in SITUATIONS (Bundsgaard, Misfeldt and Hetmar 2011, p. 128) Whether SCHOOL-ONLY or AUTHENTIC 30 Designs For Learning, Stockholm

11 CONCLUSION MEANINGFULNES derives from pupils accepting their identity as LEARNER in the SITUATION NOT from AUTHENTICITY And that is a PROBLEM as quite a lot of the CURRICULUM is NOT meaningful to pupils Thank you Questions or comments? Slides: simon-skov-fougt.dk/main/foredrag simon-skov-fougt.dk [email protected] 31 REFERENCES Barron, B. (et al.) (1998). Doing with Understanding: Lessons from Research on Problem- and Project-Based Learning. I: The Journal of the Learning Sciences, 7(3/4), Blumenfeld, P.C., Kempler, T.M., Krajcik, J.S. & Blumenfeld, P. (2006). Motivation and Cognitive Engagement in Learning Environments. I: Sawyer, R. K. (Ed.): The Cambridge handbook of the learning sciences. New York: Cambridge. Bundsgaard, J. (2008). PracSIP at bygge praksisfællesskaber i skolen. Bundsgaard. J. (2011b). The missing link - prototypiske situationer som didaktisk kategori : en homage til Svein Østerud. I: Nordic Journal of Digital Literacy, Vol. 6, Nr. 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