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Modelling Learning Dynamics in an Authentic Pedagogy Setting
Transcript
The curriculum, the assessment, pedagogical relationships, and Educational atmosphere
Knowledge structuring processes
Learner agency
The Analogue to Pedagogy
The rule, the equipments,
the playing field, and
the atmosphere
The struggling
process
The control of
the ball
What is the goal in the case of
teaching and learning?
We need strategic awareness, not programme scripts, to navigate upon complexity and
enable human flourishing
What if......we can only see the ball but nothing else?
Can we coach the team if we CANNOT SEE THE PLAYERS?
OECD Framework of
Key Competences
- using language, symbols, and texts;
- managing self;
- relating to others;
- participating and contributing;
- thinking
Developing Competences
"...... the ability to meet complex demands, by drawing on and mobilising psychosocial resources in a particular context" (Rychen and Salganik 2001)
European Framework of
Key Competences
- communication in the mother tongue;
- communication in foreign languages;
- mathematical competence and basic competences in science and technology;
- digital competence;
- learning to learn;
- social and civic competences;
- sense of initiative and entrepreneurship;
- cultural awareness and expression
Action
One more principle:
The ecology of
action
"Human flourishing"
...... action escapes the will of the actor to enter into the play of inter-retro-actions within society at large.
(Morin 2008)
......is practical knowing
......is construed as an enabling balance within and between people of hierarchy,
co-operation and
autonomy
We come to know something
in at least four ways:
(Heron and Reason 1997)
The part is in the whole but the whole is also in the part
Holographic Principle
And we recognise that there is also a society
which is more than the sum of uswho participate in
I start knowing myself when encountering someone else
And we know that this society is not the only one
Open system and complexity
and accept the ineradicable uncertainly in
our knowledge about the world
By constructing meta-point of view,
we widen and deepen our knowledge about the world
The world
I am becoming
But our knowledge is never purely objective
A scale for Authentic Leaning
Authentic Learning
Authentic Pedagogy Practice Survey
http://learningemergence.net
shaofu.huang@bristol.ac.uk
Self-eco-organising systems
Three Principles to
Think About Complexity
The world
I am living
(Edgar Morin 2008)
- the fundamental structure of the world
Organisational Recursion
This study is rooted in complexity theory and
participatory inquiry paradigm
This world view favours strategies over programmes
Competences are better observed and developed in agentive actions
Pedagogy settings emerge from the interactions between learning context, knowledge structuring process and learner agency
Authentic pedagogy connects worlds of participation
hence is competence-oriented
This study aims to critically assist teacher's practice by
Modelling learning dynamics
in an authentic pedagogy setting of English secondary education
PhD student, Graduate School of Education, University of Bristol, UK
What did he paint?
both learner and teacher's worlds of participation
Shaofu Huang
Authentic Pedagogy
The story in one slide......
It is us
who distinguish
one thing from another
as well as from
the environment
Learning Dispositions
... is the pedagogy that bridges
Open Systems
Systems of
the society
Dialogue of order and disorder
Personal
life world
Creative disorder