As a part of my lecture this week, I encountered the notion of a learning-centred classroom. This differs from current educational language which talks about shifting from a teacher -centred classroom to a student/learner-centred classroom. Well what about changing the language to a learning centred classroom?
It is a subtle shift in language, yet quite powerful.
A learning-centred classroom seems like a ‘well, isn’t that what the point of education is?’ kind of thought. Yet in a time of cramped curricula, ‘good’ educational opportunities and high accountability, it is all too easy for learning to take a back bench to curricula coverage, getting through the list, achieving results and ‘teaching’.
Well as we all know, teaching does not necessarily equal learning (nor does it necessarily preclude it). Results can be achieved, but that doesn’t necessarily mean learning has occurred. Students can look engaged but again, this doesn’t mean learning has happened.
So what prompted this thinking? I know you have been dying to ask. As usual, this does not come from me. I have included below an extract from a useful website which addresses this topic. The site can be accessed via this link: Link Alert!
“Many of the ways we have of talking about learning and education are based on the assumption that learning is something that individuals do. Furthermore, we often assume that learning ‘has a beginning and an end; that it is best separated from the rest of our activities; and that it is the result of teaching’ (Wenger 1998: 3). But how would things look if we took a different track? Supposing learning is social and comes largely from of our experience of participating in daily life? It was this thought that formed the basis of a significant rethinking of learning theory in the late 1980s and early 1990s by two researchers from very different disciplines – Jean Lave and Etienne Wenger. Their model of situated learning proposed that learning involved a process of engagement in a ‘community of practice’.”
As I look back I can see myself as a practitioner who has had both a teacher-centred and then learner-centred classroom. I have certainly tried to promote learning (achieving both success and failure). But, can I definitively say I have had a ‘learning’ centred classroom? Can you?
I’m signing off now to do some more reading. Enjoy!
Over the years I have repeated met the ‘I’ve got nothing to write about’ kid, the ‘stare at your page for the whole writing session’ and the ‘start crying because my page is still blank and it’s nearly playtime’ kid. It has been with some frustration that I have carefully scaffolded the child’s writing, provided a variety of prompts, guided the child through a plan and conversation only to leave their side and come back to find a page that has nothing more on it than when I left. I have also tried taking away part of their playtime where I thought it was mucking about (often with the same result) and even once having a student record their ideas using an iPad then transcribing it.
The children in this scenario are not necessarily mucking about, developmentally delayed in an way shape or form and sometimes are fluent writers of dictated text. They have ranged in age from five to 14 years of age. So I am seeking to understand why this is happening.
I am still working my way through a variety of articles for my assignment on this topic, and will provide more detail at a later point in time. So far I have found four common themes in my reading which impact on these; Continue reading
This week semester one at university began. I am doing a paper based around engaging with families. One reading I had to do was the BES (best evidence synthesis) on the complex nature of influences on achievement from community and families. It was a long read, but worthwhile. If you don’t have the time to read the whole thing (I just skim read most of it) it is worth looking at the summaries of influences right at the beginning (a couple of pages long) and the table 8.1: ‘Synopsis of conclusions from evidence about what major influences and their degree of impact on children’s achievement.’
The paper highlighted the challenges of separating out what factors caused what, Continue reading
And with the last day of the block course today, the time has come for me to address assignments. Don’t panic (as I’m sure you were – great empathy…perhaps a little over the top – unless you are yourself facing assignments in which case still don’t panic, but not at all over the top).
To be honest I won’t tag this with anything because it is just a ramble I am writing on the plane as I travel home. I got a tad homesick but it was good for me. I love being home. It is awesome. My house is there. My bed is there and my dog is there. Home is a bit like a giant, expensive child’s security blanket. Things just aren’t quite the same without it.
In saying that I am rather glad I chose to do things this way. It has been great for reestablishing my confidence, and a great opportunity to meet new people. I was way out of my comfort zone, but I think I am more confident for it. I have at least one potential option for housing later this year when I head back up. Bonus. That is a bit of an aside, but the experience reaffirmed to me that a world indeed exists outside of my comfort zone, and that it is a world I can move into.
I am not the same as I was the last time I went to uni and I am glad I worked in between. The normal where I went was different to the normal where I live, yet still had many similarities (not the least of which that I was in the same country and English was still the primary language used).
As I approach my assignments I face myself questioning where I am headed with this. I had planned to do self directed study, but find myself wondering if this should not be altered, with some changed papers so I could do a thesis. I feel like I have a grasp on research, and that all the things I had considered so terrifying about original research just really aren’t as bad as I thought they were. At the same time I find myself questioning why I am actually wanting to make the change. Is it simply a matter of pride creeping in, or is it more pragmatic? Would I really want to do a second research masters to enter the PHD world as my current course seems to shut that notion down or is it better to suck it up now? One of the reasons for my original plan was that I was not intending to go further in a formal academic sense. Another was I have a broad interest in topics and didn’t want to spend too long on any one topic.
I have no fast answers. I have prayed for guidance and think I know the direction I should go in. Further prayer and thought is required outside of the influence of that sphere.
My flight is descending now so I shall sign off…not so much because of the descent, but more because I think this post is long enough and I have run out of things to say.
As promised (or perhaps forewarned), today’s focus was on quantitative analysis and taken by Dr Mira Peter. She faced teaching in a. Computer suite that had high ceilings and bare walls – it reminded me of my teaching space! Regardless of the environmental challenges, I learned a great deal that I had found challenging when I read it. I won’t type up all seven pages of notes (just wanted to throw that out there), but here are the key ideas I took away.
- There are four common quantitative data gathering methods – observer action, interviews, questionnaires and databases.
- A sample (which should be representative of the wider population in order for generalisation to occur) which is not representative is called BIASED
Some aspects were a throwback to high school statistics (thank goodness I had that foundation), and other aspects were new. Key terms included
- Variable (something that changes)
- Statistic (collected from the data
- Parameter (statistics when talked about in terms of the population as a whole – inferred population)
There are two main types of variables: Independent (which is manipulated by the researcher) and dependent variable (DV) which is the OBSERVED OUTCOME (data of the independent variable being manipulated. Extraneous variables are also important, consisting of those variables which may affect the outcome e.g. Age of participants, experiment, the researcher or environmental factors. Extraneous variables need to be controlled for as much as is possible.
There are three kinds of data (at least – these were the three that were discussed in terms of today’s session): Nominal (yes/no type answers), ordinal (choose from one to five on a scale type answers) and continuous/scale data (think timing an athlete, measuring height etc).
We also learned how to work out a standard deviation (and then how to do it on excel), and about confidence intervals. Effect sizes were also discussed and how to work these out. And the different numbers – what they mean.
Alright… a better sentence about that….
There’s this thing called Cohen’s standard which is used by statisticians and data analysers. If (after various calculations are made the effect size is…
- 0.2 to 0.4 the effect size is small – real but hard to detect.
- 0.5 to 0.7 the effect size is medium – it can be seen and noticed
- 0.8 or above the effect size is large and very very obvious.
If the effect size is one, in education, this means that more than one year’s growth has been achieved.
I am really really surprised but I think this is beginning to make sense….hold fire. For those who don’t know I am studying a research methodologies paper. I have had several challenges on the way through, including finding my way around campus. But the exciting thing is I think I’m getting it…that I am beginning to see how the different elements of research pull together. I am beginning to understand how qualitative data can be interpreted without turning it all to numbers. I am beginning to make links to teacher inquiry and ways I could better do that.
I have started this too late in the day…again. But my summary from today’s learning is below
- An instrument in research is what you use to gather the data e.g. Survey
- I now have a list of articles useful for designing questionnaires and interviews
- Document analysis (gathering data from secondary sources and analysing it) can be used as research. In the context of grounded theory it can be used for a research project.
- I might be able to do research in a formal academic setting after all!
These are just learning summaries from my course. I will add more at a later date, trying to pull all the ideas together.
Two rather large, complex issues…what do I break them down into?
A paradigm stitches together a worldview (ontology) and way of knowing (epistemology). There are three main paradigms – quantitative
These three have variations along the ways including things like critical theory etc. There are strong arguments for each and they each inform your methodologies (although your methodologies should inform your epistemology – a bit like the chicken and the egg paradox).
This is a much more challenging subject (now that I have created a rather imperfect box for paradigms to be framed in). Ethics in research are ultimately there to protect the participant. Although we exist in a world where those who recognise a universal right and wrong, good and bad are fewer and these concepts have been replaced by better and worse.
Somehow there are still right and wrong things to do in research, as well as good and bad and better and worse. Confusing? I think so. I ultimately view ethics as a moral assertion, a way to protect people involved in experiments and the integrity of systematic research. Whatever descriptive words are used, ethics are a set of standards in research (and most professions) which are expected to be adhered to.
Within sociological research, there are a few main ethical principles to abide by –
-protection from harm
-the right to withdraw
The issue of power is also inherent within these. Some ethical issues seem obvious – should I permantly injure somebody to see how they react because I am curious in one particular moment in time? No (at least I hope that would be your answer).
However many of these principles become very sticky very quickly. What is defined as harm? If someone knows they have the right. To withdraw, do they feel that they actually can or do they feel pressured to remain in a given situation? If this is the case, how can this be mitigated? Someone has been given the information and has signed it, giving consent – Does this mean they are actually informed and actually consenting of their own choice, or is it a case of pressures they feel to enter into something they don’t really. Understand? Deceit sounds nasty but are there times when it is necessary or justifiable? These issues and many more come up very quickly in research. In researching a situation one is involved in such as education, how many more issues immediately arise (particularly around the issue of power).
I will potentially blog more about this at a later date . Tomorrow brings promise of research methods and methodology so I will leave this post here until those questions are satisfied.
I am very excited because the week is drawing to an end (okay it is just beginning but it is the last week) and I can go home. This shouldn’t be so exciting, but it is. I’m not as homesick as I was last week though – maybe another couple of weeks here would actually see me right. The course content is challenging but interesting and I am finally beginning to feel more comfortable as my environment becomes more familiar. But I digress..At any rate…today’s topic is (or rather was) case studies.
A fantastic lady named Carol came and shared how she had used case studies to find out about the lives of older intellectually disabled people.
AA case study is an intensive study of a single group, incident or community. It has key factors, requiring an in depth examination of an incident or case and is a systematic way of looking at and dealing with information. It is all about having a story to tell.
We are told that much of our initial work will be based on case studies although I suspect that they will not be the same as the ones that Carol spoke about, or often, even the same kind of case study as she did. This makes sense to me. I still have some confusions about case studies and need to read more about them. In some ways they seem very straight forwards and in others they are absolutely not at all. I suspect part of my confusion comes from a lack of understanding about how qualitative data is analysed. We are covering that in the next couple of days and I look forward to it.
What is research?
- A line of inquiry involving exploring, explaining, challenging and proving
- Gathering data and analysing it
- Sharing results
- An attempt to answer a question which is published
Ultimately though, research is about growing knowledge through a systematic line of inquiry.
What are Research Paradigms?
These beautiful creations stitch together your ontology and epistemology and inform your research. A paradigm is a perspective about research held by a community of researchers. The three major players in Western research at present are underpinned by a positivist, critical theory and interpretivist paradigm. Kaupapa Maaori theory exists in this spectrum as well and is carving a niche amidst these dominant paradigms and epistemologies. I mention it separately not to other it, but to acknowledge it’s relevance and equal sitting in my mind.
Be aware of the paradigms. Let your research question drive your methodologies but be aware of your epistemology and paradigm.
Location of self within research remains important.