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Pupil Centred learning – Enquiry learning and constructivism

Pupil Centred learning – Enquiry learning and constructivism. Q10, 14. First up – objectives. By the end of this afternoon : I will have a clearer idea how to use constructivist approaches in RE I will know what makes a good enquiry question. We will: 1) Recap on pedagogies

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Pupil Centred learning – Enquiry learning and constructivism

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  1. Pupil Centred learning – Enquiry learning and constructivism Q10, 14

  2. First up – objectives By the end of this afternoon: I will have a clearer idea how to use constructivist approaches in RE I will know what makes a good enquiry question. We will: 1) Recap on pedagogies 2) Consider how we learn and the impact that this has on teaching methods. 2) Discover the Living Difference RE enquiry framework 3) Evaluate what makes a good question 4) Learn and apply the Fertile Questioning strategy 5) Create our own RE enquires/questions using the above An ambitious afternoon …

  3. What do you know about RE pedagogy? -Work in twos. -Write down a definition of each pedagogy (if you can) -Write down ( brief) examples of where you used that pedagogy. Assess your understanding of RE pedagogy

  4. Clarifying pedagogy in practice • Take your envelope and tip out contents. Place pedagogies at the top. • Underneath place correct pedagogy explanation • Underneath explanation place relevant lesson plan which utilises that pedagogy.

  5. Learning theories

  6. First up, a bit of theory How do we learn? Constructivism is a theory of learning that asserts that people construct their own understanding and knowledge of the world, through experience and reflection.

  7. Personal Knowledge We are have our own individual understanding of the world around us based on our personalities, our emotions and our experiences. This is our personal schema of knowledge. This schema is made up of categories and sub divisions. We encounter a four legged fluffy animal is a pet and goes woof. However, each person’s schema is individual

  8. I hate dogs! I was attacked by one when I was nine. I love dogs! My Rottwieler is so cute! . Each student will inevitably be influenced by their existing schema (their experiences and emotional responses) as part of their learning. I met a dog once.

  9. A common problem with traditional instruction Wot I lernt in school STUDENT’SSCHEMA History: Scheme of work:Sikhism Lesson 1: The 5 Ks Experiences Personality How I understand the world Emotions

  10. Wot I lernt in school STUDENT’SSCHEMA Battle of Hastings Trigonometry Experiences 1066 Emotions Kesh The offside rule Je voudrais un baguette How I understand the world Alas, poor Yorick Kara Personality

  11. SO WHAT IS ENQUIRY Comparing Enquiry learning with traditional learning. Inquiry requires that we dig beneath the surface to explore a topic, dwell in it, wonder about it, and find out information. This deeper understanding is forged with long-term memory - Harvey Enquiry is the process of formulating questions, organising ideas, exploring and evaluating information, analysing and synthesizing data, and communicating findings and conclusions. Adapted from Yoram Harpaz (Mandel Institute)

  12. Don’t let enquiry learning fall flat! It is not ‘project-work’ It does not give students free rein to do whatever they like. It does not mean that students copy chunks from the internet. It does not give teachers free time! It must have scaffolds to support learning. It does rely on students developing a skills base and understanding when to use them. HAVEN’T WE ALWAYS ‘DONE’ INQUIRY?

  13. Enquiry based learning • How can we increase space for the Philosophy department? (Year 8/9 …It took a year) • Are we (as consumers) responsible for the working conditions of producers in developing countries? (Year 9) • How is Japan similar and different to New Zealand? (Reception) • What tomb should be built for the Queen with No Name? (Year 5) • How should we alter the physical environment of After School Care to become more user-friendly and homely? (Year 7) • What is it like to be a Muslim in NZ today? (Year 4) • What makes X different from other schools? (Year 5) • How am I unique? (Year 1) • Do religious cultures conflict with western culture? (Year 6) God on Trial: Should God be blamed for evil and suffering (Year 9)

  14. Meaning is like an electric spark that occurs only when two different terminals are hooked together - Volisinov. STUDENT’SSCHEMA How I understand the world Experiences To what extent does religion determine identity? Emotions appreciating the links between experienced and studied knowledge. Personality

  15. Living Difference • What is the main thrust of Erricker’s argument? • Do you agree with his approach to RE? PMI • How might faith groups respond ? • http://www.natre.org.uk/bigpicture/pages/kq1_pedagogy_video_cerricker.php

  16. What makes a good question?

  17. Fertile questions

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