Changing Classroom Relationships Through Negotiated Learning
•Transferir como KEY, PDF•
1 gostou•531 visualizações
Technology has changed our relationship with content. With reference to Sugata Mitra's hole in the wall project, and negotiated learning at Robin Hood Primary School, I argue that it is now the relationships between learners and teachers that needs to change.
Recomendados
Mais conteúdo relacionado
Destaque
Destaque (15)
Mais de Oliver Quinlan
Mais de Oliver Quinlan (10)
Último
Último (20)
Changing Classroom Relationships Through Negotiated Learning
- 1. @oliverquinlan Oliver Quinlan www.oliverquinlan.co.uk/blog Changing classroom relationships
- 6. @oliverquinlan Model One: Passion Projects
- 7. @oliverquinlan How to do football skills
- 8. @oliverquinlan Model Two: Scaffolded Projects
- 9. @oliverquinlan Planning Doing Sharing & Reflecting
- 10. @oliverquinlan
- 11. @oliverquinlan
- 12. @oliverquinlan
- 13. @oliverquinlan Model Three: Provocation Projects
- 14. @oliverquinlan
- 15. @oliverquinlan “Year 4 have been making cheese, they have made the soft kind. We were learning about the Great Fire of London and Samuel Pepys who was wealthy. so he did not live near the villagers and the poor. He buried his cheese and so we decided to make cheese.” http://class40q.wordpress.com
- 16. @oliverquinlan
- 18. @oliverquinlan @kvnmcl @ @theheadsoffice
- 19. @oliverquinlan
- 20. @oliverquinlan
- 21. @oliverquinlan References: Limits to self organized systems of learning - the Kalikuppam experiment, Sugata Mitra & Ritu Dangwal http://bit.ly/g0plev Sugata Mitra: The child driven education (on TED.com) http://bit.ly/aA4NX9 My blog posts on negotiated learning in the classroom: http://bit.ly/huW99h Neil Hopkin on negotiated learning: http://bit.ly/amaiA1
- 22. @oliverquinlan Oliver Quinlan www.oliverquinlan.co.uk/blog
Notas do Editor
- \n
- Changing relationship of learners to content.\n
- Hole in the wall. - 10 - 14 year olds, remote tamil speaking village.\n7% - 30% unsupervised 75 days\n-> 51% with mediator (non-specialist)\nWe know that realtionship between children and the content has changed.\n\nLots of tech dropped into classroom in last 10 years, and it in many cases hasn’t changed the learning.\n
- \n
- Ownership is most important thing. Real ownership, not deceptive or watered down.\nPersonalisation.\n
- \n
- Same thing over and over- no challenge.\nLimited interests.\n
- \n
- \n
- Based on John Davitt’s Random activity generator.\nGiving them access to the mechanics of that construct.\n
- \n
- Focus more on the planning and the project skills than the learning itself.\n
- \n
- \n
- \n
- Scaffolding and project plans. Play: Fear of play, lack of rigour, but not in early years.\nPlay that is appropriately challenging and engaging for this age group.\nThat is hard, because they have high expectations for engagement and challenge.\nIntervention at the point of learning.\n
- Self organising system. \nMediators with minimal intervention- just encouragement.\nWhat if this was expanded to possibilities thinking.\n\n
- \n
- \n
- Responsiveness.\nPossibilities thinking- spotting possibilities and making suggestions.\nExpert learner- seeing the possible learning and suggesting but not directing.\nDont treat children as customers- be genuinely responsive.\nDont be scared of play.\n\n\n
- \n
- \n