rediscovering thematic learning

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Rediscovering thematic learning Storyline and other ‘open architectures’ Terry Wrigley Visiting Professor, Leeds Metropolitan University ACTS, Stirling 2012

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Rediscovering thematic learning. Storyline and other ‘ open architectures ’ Terry Wrigley Visiting Professor, Leeds Metropolitan University ACTS, Stirling 2012. Frodo develops his leadership skills Sam tests every little creature in every land BUT - PowerPoint PPT Presentation

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Rediscovering

thematic learning

Storyline and other ‘open architectures’

Terry Wrigley

Visiting Professor,

Leeds Metropolitan University

ACTS, Stirling 2012

Frodo develops his leadership skills

Sam tests every little creature in every land

BUT

they don’t have a clue where they’re going.

A world in crisis

‘The world is breaking apart, and even the sky is cracking.’

(Galeano: Upside Down)

What really matters: new targets to meet? higher maths grades perhaps? or caring and creative learners, a future, a sense of justice, the welfare of the planet and its people?

What should the curriculum look like in 21st Century schools ?

Watching the news

We’re told about everything,but we don’t find out a thing.

(Galeano, quoting journalist Fernandez-Moores)

Mass communications

Never have so many been held incommunicado by so few.

(Galeano)

The passive tradition

Teachers talk, children listen (… or maybe they don’t?)Teachers ask all the questionsThere is no real discussionMemorising, not thinking

Becoming more efficient might mean reinforcing this!

Real improvement involves rethinking learning and redesigning teaching.

Are our schools up to the job?

A deeply authoritarian tradition

Systematically deny voice and agency

The norms of traditional schooling:

alienated forms of learninglike factory work - you are told what to do and write, you are told how long you have to sit there, you hand over your product not to an interested audience but to teacher-as-examiner, who gives you a token payment (mark, grade)

A citizenship challenge: creating ‘communities of concern’

In place of learning as inert knowledge, fragments of dead facts, Chomsky says we need to create real communities of concern in our schools:

‘not to be seen merely as an audience but as part of a community of common concern in which one hopes to participate constructively’ (Chomsky)

Authorship: It can be valuable to work out a plan for the year, but the plan should consist of broad and open possibilities which give room for adjustments and changes, and not least to encourage and accommodate students’ participation and co-responsibility. (Social Studies, Denmark)

More open architectures of learning

ProjectsStorylineChallenges

Structure + openness (voice, agency, initiative)

They give a greater role to learners - giving voice and agency.

They increase motivation, offering engaged learning to disadvantaged and disaffected learners.

Projectsa) theme suggested by teacher or students - whole class becomes engaged with area of enquiry

b) all discuss emerging issues, problems and ideas

c) group / individual research (choice of sub-theme)

d) present to class, engage them in debate

and often: e) real outcome - social action, wider audience etc.

e.g. Refugee Project. [based on Samfundsfag]

Storylinea) teacher presents situation to start a narrative

b) pupils become characters

c) teacher gives prompts for each stage, characters react(including role play, research, writing etc.)

d) various kinds of dilemmas (technical; ethical etc.)

Example: Rainbow Street

Design challenge(‘Education by Design’ / Critical Skills)

Learning in response to a ‘challenge’ (a task to be completed, e.g.

a) real or realistic situation

b) students discuss problematic features

c) group / individual research and production

d) presentations

Design challenge

A new S1 class see a video of the Galactic Emperor, who announces a proposal to destroy the earth in order to build a superhighway to a holiday centre at the opposite end of the Milky Way.

The class have two days to provide reasons for saving the earth.

The learning teams use books and ICT and prepare a Powerpoint presentation.

Advantages:

• engage learners through a meaningful theme / situation

• provide common framework but room for creativity

• sense of product and audience

• encourage co-operation, negotiation, planning

• key skills (language, literacy, maths, ICT, research, visual presentation)

but in meaningful context

• cross-curricular

• situated learning

• a ‘community of common concern’

• combines ethical and emotional with cognitive.

• encourage learners to think of alternative futures

Rethinking learning (from Vygotsky, to activity theory, situated cognition etc.) Learning starts with external activityand is then internalised

(interpersonal then intrapersonal)

• tools• language• working with others

From real experience to abstract signs - a spectrum

Real experienceSimulated Virtual reality

modelvirtual model

NarrativeAcademic

ArithmeticAlgebra

Microworlds

what if they provide a space

for movement up and down the scale

from concrete to abstract

AND

to play with alternative futures. (off-line)

Flexibility ?

abstract theory is flexiblecan use it in different situations

Flexibility ?

abstract theory is flexiblecan use it critically in different situations

but microworlds also enable us to play with alternatives

OILProject:

• embedded in real life concerns (e.g. a news report)

OR could start with a simulation, photo, etc.

• Cognitive complexity.

• Problem-driven.

• Strong emphasis on enquiry-learning.

OILProject: embedded in real life concerns Cognitive complexity. Problem-driven. Enquiry.

Storyline:

• strongly embedded - place, time, people

• emotional involvement (+ stand back)

• gradual unfolding of situations, challenges

• compels decision-making (ethical)

OILProject: embedded in real life concerns Cognitive complexity. Problem-driven. Enquiry.

Storyline: strongly embedded - place, time, peopleemotional; unfolding; ethical decisions

Design challenge:

• pulled along by challenge (end task)

• contains an embedded problem

• requires contextualised solutions

• strong teamwork

Hybridisation: e.g. Storyline - stand back

OR Project - start with simulation

OR Challenge - in role

OILProject: embedded in real life concerns Cognitive complexity. Problem-driven. Enquiry.

Storyline: strongly embedded - place, time, peopleemotional; unfolding; ethical decisions

Design challenge: pulled by end taskembedded problem; contextualised solutions; team

Hybridisation: e.g. Storyline - stand backOR Project - start with simulationOR Challenge - in roleAll: can lead to real outcome

OILProject: embedded in real life concerns Cognitive complexity. Problem-driven. Enquiry.

Storyline: strongly embedded - place, time, peopleemotional; unfolding; ethical decisions

Design challenge: pulled by end taskembedded problem; contextualised solutions; team

In place of passive listeningand alienated learning

voice + agencyengagedsituatedcollaborativefuture-orientedcoherentholisticmeaningfulcognitive / skills / affective / ethical

LET’S GO