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Rediscovering thematic learning

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

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Rediscovering thematic learning

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

  2. Frodo develops his leadership skills Sam tests every little creature in every land BUT they don’t have a clue where they’re going.

  3. A world in crisis ‘The world is breaking apart, and even the sky is cracking.’ (Galeano: Upside Down)

  4. 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 ?

  5. Watching the news We’re told about everything, but we don’t find out a thing. (Galeano, quoting journalist Fernandez-Moores)

  6. Mass communications Never have so many been held incommunicado by so few. (Galeano)

  7. The passive tradition Teachers talk, children listen (… or maybe they don’t?) Teachers ask all the questions There is no real discussion Memorising, not thinking Becoming more efficient might mean reinforcing this! Real improvement involves rethinking learning and redesigning teaching.

  8. Are our schools up to the job? A deeply authoritarian tradition Systematically deny voice and agency

  9. The norms of traditional schooling: alienated forms of learning like 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)

  10. 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)

  11. 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)

  12. More open architectures of learning Projects Storyline Challenges 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.

  13. Projects a) 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]

  14. Storyline a) 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

  15. 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

  16. 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.

  17. Advantages: • engage learners through a meaningful theme / situation • provide common framework but room for creativity • sense of product and audience

  18. encourage co-operation, negotiation, planning • key skills (language, literacy, maths, ICT, • research, visual presentation) • but in meaningful context • cross-curricular • situated learning

  19. a ‘community of common concern’ • combines ethical and emotional with cognitive. • encourage learners to think of alternative futures

  20. Rethinking learning • (from Vygotsky, to activity theory, situated cognition etc.) • Learning starts with external activity • and is then internalised • (interpersonal then intrapersonal) • tools • language • working with others

  21. From real experience to abstract signs - a spectrum Real experience Simulated Virtual reality model virtual model Narrative Academic Arithmetic Algebra

  22. 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)

  23. Flexibility ? abstract theory is flexible can use it in different situations

  24. Flexibility ? abstract theory is flexible can use it critically in different situations but microworlds also enable us to play with alternatives

  25. OIL • Project: • 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.

  26. OIL Project: 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)

  27. OIL Project: embedded in real life concerns Cognitive complexity. Problem-driven. Enquiry. Storyline: strongly embedded - place, time, people emotional; unfolding; ethical decisions • Design challenge: • pulled along by challenge (end task) • contains an embedded problem • requires contextualised solutions • strong teamwork

  28. OIL Project: embedded in real life concerns Cognitive complexity. Problem-driven. Enquiry. Storyline: strongly embedded - place, time, people emotional; unfolding; ethical decisions Design challenge: pulled by end task embedded problem; contextualised solutions; team Hybridisation: e.g. Storyline - stand back OR Project - start with simulation OR Challenge - in role

  29. OIL Project: embedded in real life concerns Cognitive complexity. Problem-driven. Enquiry. Storyline: strongly embedded - place, time, people emotional; unfolding; ethical decisions Design challenge: pulled by end task embedded problem; contextualised solutions; team Hybridisation: e.g. Storyline - stand back OR Project - start with simulation OR Challenge - in role All: can lead to real outcome

  30. In place of passive listening and alienated learning voice + agency engaged situated collaborative future-oriented coherent holistic meaningful cognitive /skills /affective / ethical LET’S GO

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