Tales from Places in Town

Tales from Places in Town


- Urban settings as promoters of inclusive learning

Danish team; UCL / Teachers College: Ole Juel Nielsen (MA (psych)) &

Pia Kathrine Pedersen (MA (English))


Aim of Work-ShopTo consider and explore various urban settings as promoters of inclusive learning. And produce teaching material for school and teacher education; material that comply with different student conditions (language, culture, socio-economic background, gender, temperament, intelligences, physical and mental conditions).


ElementsProduct

EnvironmentMethod

Learning


(un)predictability

Tangibility

Element & Variables

Environment


Why?

In school you deal with something that isn´t there You deal with ’symbols’


Environment(Un)Predictability of classroom versus predictability urban environment

The individual in control


Cognitive Strategy

Learning StylesMI

Element & Variables

Product


Product- Text- Sound

http://www.freesound.org/samplesViewSingle.php?id=87414

- Image

Individual sub-products become 1 collective product

http://www.freesound.org/samplesViewSingle.php?id=87414


MI

Element & Variables


Multiple Intelligences (H. Gardner)

• Spatial• Linguistic• Logical-

mathematical• Bodily-

kinesthetic

• Musical• Interpersonal• Intrapersonal• Naturalistic• Existential


Cognitive Strategy

Element & Variables


Digital

Part/element

Sequence

Analog

Global

Situation

Hemisphere specialisation


Hemisphere specializationLeft Hemisphere Right Hemisphere

Spatial Perception PoorSuperior; Distance

3-D analysis

Thinking Symbolic, analysisHolistic,

imagination

FocusForeground,

SpecificBackground,

General

Aware of Detail Overall picture

Better at Structured tasks Open-ended tasks

LanguageDecoding, literalsurface meaning

Context, meaninghumor, metaphor


An Example of Cognitive StylePresmeg (1989) designs a task that exemplifies the hemisphere specialisation; children were asked to solve the following problem:

A dog pursues a fox which is 30 metres from the dog. The dog covers 2 metres in each step; the fox 1 metre. While the fox takes 3 steps, the dog takes 2. What distance does the dog need to cover in order to catch the fox?


Strategy 1Two children of the same nationality and culture:

-Investigator (I): Read the text to yourself again -Darren (D): (after a moment) Fox - covers 1 metre in each step; dog - 2 metres (D thinks aloud while drawing the following diagram)

-I: Do you want to tell me what you’re drawing? -D: (writes calculations on the sheet of paper) Right, for every 4 metres that the dog covers (points to the spot on the diagram while speaking), it wins 1 metre. So the dog wins the 30 metres in 120 metres

Fox

Dog


Strategy 2Another pupil (Ashwin) solved the problem as follows: -A: If the dog takes 2 steps it covers 2 * 2 metres = 4m; if the fox takes 3 steps it covers 3 * 1 metres = 3m; so the dog wins 4 - 3m = 1m. Therefore, the dog wins 30m in 4*30m = 120m.


Two Learning StylesAccording to the two strategies of solving problem, Darren is grouped with ’image makers’; Ashwin with the group of ’structured and organised thinkers’ (Presmeg, 1989). Another grouping would be: when solving mathematical problems, Darren applies a qualitative learning style (visual), and Ashwin makes use of a quantitative style (or sequential).


Learning Styles

Element & Variables


Learning styles (Dunn & Dunn)


Cognitive Taxonomy

CL

Element & Variables

Method


Method• Individual work

• Cooperative work

• Translation of impression to expression

• The group cooperates to realise one collective product


CL

Element & Variables


Cooperative LearningThe so-called ’structures’ in CL might inspire organisation of groupwork:• Heterogeneous groups• Defining steps in the problem solving

process• Defining roles and tasks for each member

in the group


Cognitive Taxonomy

Element & Variables


Designing Questions

Questions may answer themselves ...

• How to challenge all students?

• Consider the cognitive taxonomy (Bloom)


Bloom’s Taxonomy – original and revised


Goldilocks and the Three Bears

- an example

http://www.youtube.com/watch?v=mS3nN6PH96Y


Goldilocks and the Three Bears – and Bloom

1. KnowledgeWhat did Goldilocks do at in the Bears’ house? (list as many events as you remember)

2. ComprehensionWhy did Goldilocks prefer Baby bear’s chair?

3. ApplicationIf Goldilocks visited your house, what things would she like, do you think?What things would she have tried?

4. AnalysisTell the tale about Goldilocks and the three crocodiles

5. SynthesisHow would the tale have been different if Goldilocks had visited the three fish in stead of the three bears?

6. EvaluationDo you think that what Goldilocks did was right/wrong? Why? How would you have liked to be there?


Elements & VariablesProduct

EnvironmentMethod

Learning



- Urban settings as promoters of inclusive learning

Thank you for listening to our tales – from someplace

Danish team; UCL / Teachers College: Ole Juel Nielsen (MA (psych)) &

Pia Kathrine Pedersen (MA (English))

Documents

Tales from Places in Town