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The Learning Environment: Instructor/Classroom/Students

Class Snapshots

Aspects of Fairness:

Role of the Instructor

Class Observation Presentation

Stacey Childress

&

Harry Spence

Transforming Public Education

Strategic Management for Public Purposes

Naushard Cader, Wendy Robinson, Charles Lang

"Almost every action in the classroom - the hands that are recognised, the questions that are asked, the readings that are assigned - betrays a point of view." ~ C.R. Christensen

Corrections

Harry Spence

Stacey Childress

Factual error corrected with positive reinforcement

No room for error

  • Students referenced case exhibits, instructor followed closely and asked clarifying questions
  • Threat of "social death"
  • Being "right" privledged
  • May impact the participation of some students
  • Example of instructor as "referee"
  • Correction didn't stop conversation flow
  • Student maintained legitimacy
  • Students learned correct information
  • Instructor modeled positive way to address misinformation in discussion
  • Example of teacher as "coach"
  • High Tension
  • Sustained energy
  • Respectful
  • Impact on student learning?
  • Less intense
  • Lower energy
  • Respectful
  • Impact on student learning?
  • Not quite as tall
  • Female
  • Punchy, brisk
  • Formal
  • Tight control
  • Strong presence
  • Tall
  • Male
  • Soft spoken, yet firm
  • Philosophical
  • Casual
  • Strong presence

What responsibility does the instructor have for acknowledging their own position/ideology/world view?

Instructor as Expert

Environment

  • Discussion focused on case material
  • No students referenced experience in comments
  • Comments had observational, objective tone
  • Discussion broader and less nuanced
  • Instructor not part of discussion, so no co-constructing of knowledge amongst instructor and students
  • Maintained a neutral facilitator role
  • Didn't reference any personal experience
  • Deferred to 'experts'
  • Students gained a deeper understanding of process and history of case
  • Less abstract/more real
  • Clearly linked case with reality
  • Signaled it was acceptable to refer to experience in discussion
  • Discussion nuanced and deep
  • Extensive student-student
  • Teacher controlled space
  • Extensive board use
  • Students "on display"
  • Heavy discussion of case elements
  • Directly shared knowledge of events and protagonists in response to student comment
  • During concluding remark, shared a "lesson-learned" from his work
  • Gave a lecturette on "diffusing the cycle" of conflict in partnerships
  • Steep stadium seating
  • "Tough" - Prof. J. Honan
  • Awkward board locations
  • Students spread out
  • All seats face pit
  • Little room for teacher movement
  • Harsh lighting
  • Wide angle
  • Intimate feel
  • All seats occupied
  • All seats face center
  • Space for teacher to move about
  • Boards at front
  • Soft lighting
  • Little student-student interaction
  • Teacher was pivot point of discussion and stayed in pit
  • Students could "hide" in classroom
  • Fewer points of discussion

HBS, Hawes 201

KSG, Starr Auditorium

Generating debate

Students

  • Learn to advocate for viewpoint
  • Learn to use evidence offensively/defensively
  • Students voice strong opinions; few discuss tension between options
  • Presumption of right and wrong
  • Many students spoke
  • "One and done" - modeled case method style of participation
  • Used evidence to support argument
  • Discussion centered on case content more than experience
  • Learning to listen and respond to evolving conversation
  • 50/50 M/F
  • More formal participation
  • No computers
  • Prepared answers
  • Students appeared engaged
  • Mostly HBS, early career
  • No pre-work before class
  • No promotion of opposing viewpoints, even when opportunities arose
  • No vote or similar device to identify different opinions
  • Questions and follow-up questions oriented towards how/why/action
  • Fewer voices
  • Questioned process outlined in case: "How did complex change happen so quickly with few actors?"
  • Did not always use evidence, specifically from case, to support point
  • Learning from peer experience
  • Took vote beforehand and split class on opinion
  • Instigated opposing viewpoints
  • Visibly responds in encouraging and attentive way when student disagrees with previous comment, signaling approval
  • 50/50 F/M
  • Less formal participation
  • Using computers
  • Thinking "out loud"
  • Some students visibly distracted
  • Students from across Harvard, early to mid-career
  • No right/wrong answer
  • Learn consensus building
  • Less awareness of opposing views
  • Students not foreced to play a role or take sides
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