Pedagogy of hope2
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Slides from AASSH Conference, Bristol, 2012
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Pedagogy of hope2
- 1. Pedagogy of Hope Narratives of personalisation Ruth Deakin Crick
- 2. I think it’s a gift…..how to get a long life easier……it’s given me an experience of the future
- 6. Hope assumes a metanarrative, a story that serves as a promise or reason for expecting a better future. Rorty, R. (1999) Philosophy and Social Hope. London: Penguin Books.
- 10. Learning is a journey of authentic enquiry…. Identity Learning Real World Knowledge Story power Competence ……..from the personal to the public
- 11. 11 There are different ways in which we Public/External all know and learn Competence in the world Knowledge skills & Practical understanding Learning Logical power values attitudes & dispositions Visual Identity Narrative story, desire, motivation, relationships Personal/Internal
- 12. Learning Power Changing and Learning Meaning Making Critical Curiosity Creativity Strategic Awareness Learning Relationships Resilience
- 13. “I am a little bit rubbish”
- 15. “learning is like a road…..you can get tow trucks that can help you…”
- 18. Learning as a relational journey of authentic enquiry… Learning Identity Knowledge Competence power
- 22. Illustrations by Kerry-Anne at Black
- 23. Learning as a relational journey of authentic enquiry…. Learning Identity Knowledge Competence power
- 28. Learning as a relational journey of authentic enquiry…. Learning Identity Knowledge Competence power
- 31. But with this You get to be yourself, you're not restricted. you're allowed to think freely, It's different because you teach yourself and it's your own work. I used to just give up if it was difficult But now I've gone up effort wise I keep going, get more stuff done. You're like exploring and you think more and more and more than one lesson in a certain subject. With this you learn what you want to learn and that's really, really important. You value yourself more but now if you don't do what the teacher says that's fine cos you are teaching yourself – you are the teacher. It really does change you as a person….
- 34. THE SCHOOL AS A LEARNING COMMUNITY Leadership Learning Student Teacher Learning Learning
- 35. Develop democratic relationships Communicate learning Build a community of 8 in multiple modes learners 7 6 Apply and assess in 5 Negotiate learning authentic contexts 4 3 2 1 Connect learning to 0 Challenge and support lives and aspirations learners Build on learners Teach students how to understanding learn Promote dialogue as a Foster deep means of learning understanding Explore the construction of knowledge
- 36. Develop democratic relationships Facilitator/orchestrator 1 Build a community of learners Dynamic - creative design approach 0.8 Negotiate learning 0.6 Challenge support to achieve high Could think on feet 0.4 stnds. 0.2 Reflective_on_pedagogy 0 Teach students how to learn -0.2 -0.4 High personalization Promote dialogue as means of learning -0.6 Foster deep understanding skilful Absence of challenge action Control orientated Explore construction of knowledge Self-referenced Build on learners understandings Structure/explicit teaching Connect to lives and aspirations Communicate in multiple modes Apply/assess in authentic contexts
- 37. e1 e2 e3 e4 .40 .45 .51 .54 Q1 Q2 Q3 Q4 .63 .67 .71 e22 .74 .71 Inv .53 e15 Q29 .55 .84 Q7 e5 .73 .16 .74 e20 e21 .29 e14 Q32 .40 .67 .52 .72 .54 .73 .26 Int Affe Q8 e6 .49 .24 e13 Q31 .64 .58 -.15 .41 .33 .82 Q9 e7 e12 Q33_inv Dis .27 .50 .82 .35 .07 .12 .25 .66 Q25 Q26 Q27 Q28 e11 e10 e9 e8 .18 .15
- 38. 40-60%
- 40. THE SCHOOL AT THE HEART OF COMMUNITY LEARNING Three learning processes focused on student learning and achievement Community Leadership learning Leadership Learning Employee Learning Systems Thinking & Processes Parent Student Teacher Learning Learning learning Adult learning
- 41. Ngambara Fimityatit When we learn together, sharing and living the same language for learning, we will be empowered to create a new story for our future.
- 45. images
- 46. Dec 2011: Mini exhibition and presentation at the Christmas concert and BBQ
- 47. Long Barramundi Neck Turtle Critical Changing Green Ants Curiosity + Learning Golden Orb Spider Meaning Making Ngambara Learning relationships Fimityatit Strategic Creativity Awareness Resilience Brolga Termites Crocodile
- 51. Tony Lee, A Larrakia Traditional Owner (Darwin) Department Children and Families “The performance I seen was magic in that it’s bringing the culture back into the classroom, but meeting the criteria… for white people” “It’s bringing people back to culture, but within a system”
- 52. The context of learning: my own stories story and uncovered in identity the process of knowledge HOPE creation the meta narrative of my community & tradition
- 54. Pedagogy of Hope What is the unifying story that engages our young people?
Notas do Editor
- These are the words of Daniel, a year seven boy in school in Rochdale in 2010. He was talking about his school’s authentic enquiry project ‘My World’ which took place over 8 hours each week….the focus was on ‘My story’ and handing over responsibility for learning and knowledge generation to the students, through engaging in authentic enquiry projects.
- Here is Danielbest thing, because it’s given me…strength to develop skills and get a long life easier
- This is the sort of background that Daniel comes from….
- the narratives of economic utility and progress through technology have broken down…… poverty is a great educator. Having no boundaries and refusing to be ignored, it mostly teaches hopelessness. Mike Bottery calls it the ‘Gross National Product’ code of education.IndividualismConsumerism
- Worst case scenario…this is the story of economic utility and progress ….from a child’s perspective….it’s contextless, sterile, a series of hurdles reaching into the future after which I get a job…and a good life…it really doesn’t work for generation x and y….
- The best teachers aim to ‘make it real’….but the road is still pre-determined…..learning to learn and engagement is still focused on performance…..within the dominant meta narrative
- Values attitudes and dispositions for leanringI CAN
- BEFORE: Learning is: “Paying attention, not getting distracted. Doing my duties, and just sticking to life in a good way.”AFTER: Like I never used to know like all this stuff, like strategic awareness, or critical curiosity, I never knew it existed, like changing learning resilience. And as soon as I got it all into my head, I’ve never ever gave up on stuff I need to reach my goal…..that’s the best thing, because it’s given me…strength to develop skills and get a long life easier
- a framework & a rich, research-validated language for a coaching conversation that moves between the person and identity of the learner and a negotiated learning outcome or performance framed by trust, affirmation and challenge
- I asked Daniel if I would see his learning journey in the map he drew of his Island. He described how he got stuck at the waterfall and god gave MrMoorhouse a helicopter to lift him up and put him down in the place where he was meant to be.
- The team from the KaWul Centre at Singleton, engaging in learning power and an authentic enquiry project, with their mentors
- Brent: self evaluation “ I noticed day by day, my critical curiosity has strengthened...yeah going through classes and that, its just changed…I think resilience has picked up a lot since we started….I think I’ve picked up a bit like with the…what was it, the go slow and get there in the end, tough, smart, tricky, yeah, sticking at things”
- Katy outcome for her authentic enquiry was a discussion of the different ways in which humans assign value to things : economic value, sentimental value, utilitarian value etc. Katy’s SELF EVALUATION “With talking to teachers and peers, I have discovered a link between the thought processes behind this project, everything I have struggled to come to terms with has been resolved in conversation through this topic. This is an example of how ‘learning relationships’ has helped and encouraged me during my learning. Also a great amount of resilience has been displayed by me in my own thought, feeling like giving up, I have powered through pages and pages of ideas to come to a final discussion, able to write it down for others to understand.”
- In the remainder of this section we present data based on observations of all 175 teachers collected using the TfEL measurement and demonstrate that the areas of weakest practice overall correspond with those aspects of teaching which were most strongly linked to the authentic learning stories in the UK evidence. This reinforces our argument that script based learning practices, which are associated with only superficial or low engagement, are deeply entrenched in our educational systems - they are the norm. Figure 2 shows the relative strengths and weaknesses of practice observed in the 20 schools included in the study at the time this data was extracted. The figure presented is of the median score for each element of the framework. The scale has been removed due to stakeholder sensitivity about the data. What is significant in this diagram is that those dimensions of practice which were weakest are those that were found in the UK Learning Futures work to support the development of authentic experience and deep engagement. These include: negotiate learning, explore the construction of knowledge, connect learning to students lives and aspirations, and apply and assess in authentic contexts. How do we explain these patterns in the observed behaviour? The overall distribution of scores for the observed sessions was such that it appeared multimodal. There were significant qualitative shifts in the patterns of relative strength and weakness in the scores across the spectrum of overall score. It is important to note that age, length of experience and educational qualification were eliminated as explanatory variables for these patterns. This suggested that there may be different groups of teachers who held different beliefs or assumptions about learning. This hypothesis was then examined using the rich narrative data available through the open and exploratory interviews which had been conducted with a sample of the teachers at the beginning of their involvement in the study.
- There has also been a growing recognition by educational leaders that improving educational outcomes is not simply achieved with a focus on numeracy and literacy, but that positive school engagement as well as social and emotional wellbeing are also fundamental building blocks to success.Fits with imagery, culture and creativity.
- Teachers, Assistant teachers, students and community members consulted on which metaphors to use for the seven dimensions of learning power..This dialogue about how we learn together was the engine for ownership, awareness and responsibility for our own learning and change.
- Exhibition and presentations about the shared language for learning.Community members and parents were all invited to vote.
- St Francis Xavier Catholic Community School agreed learning power metaphors. 6 months after the arrival of Dr Ruth and Julianne, we had 7 metapjors in place. We did a lot of work to get to this point.
- Civic Dialogue – how can we make the mural of the crocodile tell the story of resilience so our children can learn?The three pillars of our behaviour policy – connected to learning power.