Teaching and learning in a community of thinking – challenges and dilemmas Yoram Harpaz and Adam Lefstein August 2004

overview Theory: pictures of teaching, learning, knowledge and educational aims (Yoram) Practice: exemplification of the community of thinking framework (Adam)

The “atomic pictures” of traditional education learning is listening teaching is telling knowledge is an object to be educated is to know valuable content

Facts Mathematical Physical Historical Disciplines Mathematics Physics History Subjects Mathematics Science History World Scientific knowledge Educational knowledge The “Grand Picture” -- a mimetic chain scientists curriculum designers teachers Lesson plans gluing new knowledge old knowledge Student’s mind

Effective learning Involvement + Understanding Involvement: task involvement vs. ego involvement Understanding: to locate (in context); to perform (thinking operations with knowledge)

intrinsic motivation authentic problems undermining contents and process match student profiles and styles appropriate challenge basic conditions for effective learning

dialogic environment informative ongoing feedback supportive climate constructive attribution: ability and will vs. other people or luck incremental learners vs. entity learners

alternative “atomic pictures” learning is being involved and understanding teaching is providing the conditions for effective learning knowledge is a structure or a “story” that works being educated is knowing how to relate to knowledge

questions and problems

Community of Thinking An educational practice based on the alternative “atomic pictures” Its primary components include Fertile question Inquiry / research Concluding performance

Research Question Research Question Research Question Research Question Research Question Research Question Fertile Question Communal concluding performance Concluding performance Concluding performance Concluding performance Inquiry Initiation Feedback

undermining open A Fertile Question is... Which is preferable, to be a house- pet or a wild animal? (non- disciplinary) Why do people marry? (sociology) Does competition make us better? (interdisciplinary) connected rich charged practical

undermining open connected rich charged practical A Fertile Question is... Why did the peasants accept a class system that exploited and oppressed them? (history) Can betrayal be forgiven? (literature) What should we wear? (chemistry)

Research Question Research Question Research Question Research Question Research Question Research Question Fertile Question Communal concluding performance Concluding performance Concluding performance Concluding performance Inquiry Initiation Feedback

A good research question is... Open – requires that the researcher take a position Rich – requires deep and extensive research Connected – to the communal fertile question and to the disciplinary domain Interesting – to students, and possibly also "objectively" Practical – can be coped with in the context of time, material and other constraints

? fertile question : Does competition make us better? ? ? ? ? Can there be a game without competition? Does testing improve achievement? Does too much competition lead to cheating? Has business destroyed competitive sports? What does competition do to friendship?

Inquiry Research Question Research Question Research Question Research Question Research Question Research Question Fertile Question Communal concluding performance Concluding performance Concluding performance Concluding performance Initiation Feedback

Pedagogic discipline Research discipline School Subject Developing thinking and understanding Producing new knowledge Inculcating existing knowledge Central aim “Big ideas”: disciplinary insights and controversies Areas of uncertainty and controversy “Basic” and “accepted” knowledge Knowledge focus Inquiry: from School subjects to Pedagogical Discipline

Pedagogic discipline Research discipline School Subject “the world is a text” Primary sources privileged by discipline Secondary sources (e.g. text- book) Sources of infor- mation Personal under- standing Research article ExaminationPreferred perfor- mance Inquiry: from School subjects to Pedagogical Discipline (continued)

research question: Has business destroyed sports? How would you recommend conducting inquiry? examples of lines of inquiry: case study based on news reports interviews with athletes and/or fans analysis of a team’s financial report comparison of athletes’ biographies – “then” and “now” critical review of sports films

Research Question Research Question Research Question Research Question Research Question Research Question Fertile Question Initiation Communal concluding performance Concluding performance Concluding performance Concluding performance Feedback Inquiry

Understanding performances To explain knowledge in your own words To bring examples of knowledge To generalize from an item of knowledge To identify knowledge in different contexts To explain phenomena by the use of knowledge To give arguments to justify knowledge To predict on the basis of knowledge

More understanding performances To break knowledge into its components (analysis) To take a stance with regard to knowledge To criticize knowledge on the basis of knowledge To create knowledge on the basis of knowledge To create a simulation, model or metaphor To ask a question on the basis of knowledge....

Policy position paper Concluding performance A comprehensive understanding performance which builds and exhibits understandings for an audience Mock trial Lecture Documentary film Designing a tool Museum Dramatic performance Research paper

examples of communal concluding performances Why do people marry? What should we wear? “Thinking about marriage?” Instructions manual Fashion show and information display at shopping mall

more examples of communal performances Why did the peasants accept a class system that exploited and oppressed them? Does competition make us better? Mock trial with evidence and witnesses Interactive museum

Research Question Research Question Research Question Research Question Research Question Research Question Fertile Question Communal concluding performance Concluding performance Concluding performance Concluding performance Inquiry Initiation Feedback

Initiation Developing the common knowledge basis necessary for understanding the fertile question, for creating questions and for conducting research, via... Clarifying central concepts and ideas “Creating” the fertile question Guiding “mini- inquiries” Connecting concepts to the questions that gave rise to them (archeology of knowledge) Creating a “questions bank”...

Research Question Research Question Research Question Research Question Research Question Research Question Fertile Question Communal concluding performance Concluding performance Concluding performance Concluding performance Inquiry Initiation Feedback

Providing the learner with information and stimulus to further and deepen his or her learning; providing the teacher with information to improve his or her teaching Listen and converse Pose questions Probe student understanding Don’t solve students’ problems for them Orient to what can be realistically improved Provide examples, but aim for general issues Minimize judgment...

questions and problems

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