SITUATION BASED TEACHING AND LITERACY EVENTS

Transcription

1 PARIS IAMTE 2013 SITUATION BASED TEACHING AND LITERACY EVENTS PHD FELLOW, UNIVERSITY OF AARHUS, DENMARK Contact: Slides:i simon-skov-fougt.dk/main/foredrag A CASE STUDY WITH AN INTERVENTION SITUATION BASED TEACHING PARIS IAMTE 2013

2 RESEARCH QUESTION AND OUTLINE What happens to the ways in which teachers think and act when introduced to Situation Based Teaching and the principles of situated learning practices Definitions: Situation Based Teaching, Literacy events Method Challenges Means and ressources Two cases Findings 2

3 SITUATION BASED TEACHING Commonly accepted learning theory: The best way to learn is by dealing with a meaningful problem in a meaningful and social so-called authentic situation (Bundsgaard, Misfeldt & Hetmar 2011) Situation Based Teaching (SBT): Planning, completion and evaluation of courses, where subject matters are contextualized in social, meaningful situations (Fougt in press) Contextualised and applied subject matters Situated learning (Lave & Wenger 1991) 3

4 LITERACY EVENTS Literacy events are activities where literacy has a role (Barton & Hamilton 2000) SBT is one way to recontextualize (Bernstein 1996) literacy events SBT is one way to deal with literacy events in a social, meaningful situation 4

5 METHOD 20 7th 9th grade teachers at 4 different schools Observed while teaching Danish (mother tongue) Interviewed on their view of teaching Intervention (SBT introduced at a workshop) Joint planning individually with each teacher (discussions, meetings, mails, observations) 20 projects of action research (Tiller 2004) continious adjustments of the course 5

6 CHALLENGES The main challenge is tradition School-only (Purcell-Gates et al 2007) IRF / Two-thirds-rule (Sinclair & Coulthardt 1975)/(Barton 2007) Focus on isolated parts of the subject - e.g. spelling (Bundsgaard & Kuhn 2007) Focus on activities - They plan with a focus on doing instead of learning (Eva 2012) To cope with the situation to recognize the subject matters = Scenario competence (Bundsgaard 2011) 6

7 MEANS AND RESOURCES SBT(Fougt in press, Bundsgaard, Misfeldt & Hetmar 2011) Directed authonomy: The pupils attention is directed to selected parts of the subject matters (Jensen 2007) Primary traits selected parts of the subject matters are evaluated (Berge 2005) Intervention/Action research with a continious adjustment of the course 7

8 PARIS IAMTE 2013 SITUATION BASED TEACHING AND LITERACY EVENTS PHD FELLOW, UNIVERSITY OF AARHUS, DENMARK CASES SITUATION BASED TEACHING PARIS IAMTE 2013

9 CASES Case 1: Writings of Martin Andersen Nexø and social injustice - Danish curriculum canon mandatory writers Case 2: Culture canon Reading, discussing and writing (literacy events) with and for a purpose 9

10 CASE 1 - STARTING POINT Writings of Martin Andersen Nexø and social injustice (canonized, mandatory writer) (8th grade) 10

11 CASE 1 - THE SITUATION Writings of Martin Andersen Nexø and social injustice (canonized, mandatory writer) (8th grade) Challenge: Language Situation? Present the social injustice in a multimodal photo story - comparing with their own narrative on social injustice today in another photo story Contextualize the literacy events 11

12 PAINTINGS Christian Krogh: Albertine in the Police Doctor's Waiting Room, 1887 Hans Andersen Brendekilde: Worn Out, 1889 Erik Henningsen: Evicted,

13 CASE 1 - LITERACY EVENTS Focus on social injustice - reading and listening to short stories/ Pelle the Conqueror Reading with and for a purpose Writing a draft letter from one of the characters Visualizing/telling about his/her social injustice in a photo story Discussing the photo stories DA/PT: Point of view, social injustice, narration, wordings Comparing with their own narrative on social injustice today in another photo story 13

14 CASE 1 LET S GO HOME Wealthy part of Denmark, north of Copenhagen BMW, Audi, Mercedes 14

15 CASE 2 STARTING POINT The Danish Culture Canon Architecture, art, design, movies, music, theater 15

16 CASE 2 - THE SITUATION The Danish Culture Canon Situation: The Ministry of Culture has decided to introduce a youth culture canon. A committee has asked pupils to present their proposals Pupils in groups each present their proposal to the committee a winner is elected Two parallel «courses» - the school-only and the fictious - workning with the «authentic» canon Working with the Youth Culture Canon 16

17 LITERACY EVENTS CASE 2 Researching What is youth culture? Which 6 items should be canonized? Reading and comparing quality Arguing Presenting DA/PT: The argumentation The visuals in the presentations Reading and discussing the «authentic» culture canon also as an argumentative text 17

18 PARIS IAMTE 2013 SITUATION BASED TEACHING PHD FELLOW, UNIVERSITY OF AARHUS, DENMARK AND LITERACY EVENTS FINDINGS SITUATION BASED TEACHING PARIS IAMTE 2013

19 SBT AND LITERACY EVENTS What happens to the ways in which teachers think and act when introduced to SBT and the principles of situated learning practices? Scenario based teaching - vs. Situation based teaching It makes sense a good buzz word Literacy events with and for a purpose 19

20 SBT AND LITERACY EVENTS To cope with the situation to recognize the subject matters = Scenario competence (Bundsgaard 2011) is still difficult - uncertainty on the subject matters Situation - organization and structure Directed authonomy (Jensen 2007) Primary traits (Berge 2005) 20

21 AND THEN WHAT? SBT contextualized subject matters they are used Some parts of the subject matters are neglected (DA/PT) Holistic evaluations are needed from time to time YES! But... The understanding of subject matters is still a challenge (What shall they do vs. What shall they learn) (Eva 2012) Slides: Simon-skov-fougt.dk/main/foredrag Contact: [email protected] 21

22 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), Barton, D. (20007): Literacy. An Introduction to the Ecology of Written language. Oxford: Blackwell Publishing Barton, D., & Hamilton, M. (2000). Literacy practices. In D. Barton, M. Hamilton, & R. Ivanic (Eds.), Situated literacies: Reading and writing in context (pp. 7-15). New York: Routledge. Berge, K.L. (2005). Skrivning som grundleggende ferdighet og som nasjonal prøve ideologi og strategier. I Aasen, A.J. & Nome, S. (red.): Det nye norskfaget. Oslo: Fagbokforlaget/Landslaget for Norskundervisning Berstein, B. (1996): Pedagogy, Symbolic Control and Identity. Theory, Research, Critique. New York & Oxford: Roman & Littlefield Publishers Bundsgaard, J. (2005). Bidrag til danskfagets it-didaktik Med særligt henblik på kommunikative kompetencer og på metodiske forandringer af undervisningen. Ph.d.- afhandling. Odense: Forlaget Ark Bundsgaard. J. (2011). The missing link - prototypiske situationer som didaktisk kategori : en homage til Svein Østerud. I: Nordic Journal of Digital Literacy, Vol. 6, Nr. Special_issue, , s Bundsgaard, J. og Kühn, L. (2007): Danskfagets it-didaktik. København: Gyldendal Bundsgaard, J., Misfeldt, M. og Hetmar, V. (2011): Hvad skal der ske i skolen? Et bud på en prototypisk situationsorienteret curriculumlogik. I: It-didaktisk design. Cursiv nr. 8, 2011: København: Institut for Uddannelse og Pædagogik, Aarhus Universitet EVA (2012). Fælles Mål i folkeskolen. En undersøgelse af lærernes brug af Fælles Mål. DANMARKS EVALUERINGSINSTITUT Fougt, S.S: (in press): Skrivning, situationsdidaktik og storyline. In Friss, K. & Madsbjerg S (red.) Skrivelyst i fagene. Købehavn: Dansk Psykologisk Forlag Gee, J.P. (2000). The new literacy Studies: From socially situated to the work of the social. In D. Barton, M. Hamilton, & R. Ivanic (Eds.), Situated literacies: Reading and writing in context (pp ). New York: Routledge. Hiebert, J., Gallimore, R., Garnier, H., Bogard Givvin, K., Hollingsworth, H., Jacobs, J., Chui, A.M.Y., Wearne, D., Smith, M., Kersting, N., Manaster, A., Tseng, E., Etterbeek, W., Manaster, C., Gonzales, P. & Stigler, J. (2003). Highlights from the TIMSS 1999 Video Study of Eighth-Grade Mathematics Teaching. National Center for Educational Statistics. US Department of Education. Jensen, T.H. (2007). Udvikling af matematisk modelleringskompetence som matematikundervisningens omdrejningspunkt hvorfor ikke? IMFUFA-tekst, nr Ph.D.- afhandling. Roskilde: Roskilde Universitetscenter. Lave, J. & Wenger, E. (1991): Situated Learning. Legitimate Peripheral Participation. Cambridge: Cambridge University Press Mercer, N. (1995). The Guided Construction of Knowledge: Talk amongst Teachers and Learners. Clevedon: Multilingual Matters LTD. Purcell-Gates, V., Duke, N. & Martineau, J.A. (2007). Learning to Read and Write Genre-Specific Text: Roles of Authentic Experience and Explicit Teaching. Reading Research Quarterly, v42 n1 p8?45 Jan-Mar 2007 Sinclair, J. & Coulthard, M. (1975): Towards an analysis of discourse: The English used by teachers and pupils. London: Oxford University Press. Tiller, T. (red.) (2004). Aksjonsforskning. I skole og utdanning. Kristiansand: Høyskoleforlaget Wegerif, R. (2004). The role of educational software as a support for teaching and learning Conversations. I: Computers and Education, vol 43, p