1. Träff 1 Introduktion Lärande samtal Theories of Learning Day 2 TEMP 2012-03-12 08.30 – 16.00

2. Program 08.30Conceptual maps Introduction 09.00 Work in pairs with the first map 10.00Break 10.30Work in pairs with the second map 11.30Look for patterns in your maps 12.00 Lunch 13.30 Group work. Pick out the important concepts that you have used in the conceptual maps and discuss which ones are the most important 14.30 Break 15.00Lecture : Wood: How Children think and learn

3. HOW TO WORK WITH CONCEPTUAL MAPS!

4. PIRLS 2006 As a teacher you have to discuss your work and challange your conceptions how you can or can´t work. This works best in dialogues together with collegues. For such dialogues teachers need time PIRLS 2006 - (Progress in Reading Literacy Study)

5. Åsa Stöllman Uppsala University: Communication in groups that achieve well are characterized by: o A positive climate where the participants show interest in each other o A challenged way where the participants ask each other open questions and listen to each others answers o A group who has the capacity to include others perspectives beyond the group.

6. Different types of communication Monolog Debate Discussion Dialogue

7. Stairs of conversation Depth Surface Learning dialogues Exchange of experiencies Discussions Every-day talk Källa: ITIS

8. INTERVIEW WITH CONCEPTUAL MAPS A tool we use to: Deepen your own understanding Make a picture of a person´s conceptions

10. Conceptual map: 2 and 2 Sit next to each other Write keywords on the post-it notes Put the post-it notes on a large paper Ask questions for deeper understanding.

11. - You have written…….. – how did you think? -Can you help me to understand what you mean ….? -That was interesting. Can you describe it a bit further? -What do you mean? -Is this what you mean……..?

12. Write down what you hear as exactly as possible.

13. Keep on asking questions. Don´t confirm too early

14. The person who is interviewed should have the possibility to follow his/her own thoughts to be able to see connections and patterns. Make arrows and circles.

15. Before you finnish the interview, make sure that the person who is interviewed approve with what is written.

17. How to plan and organize the work so as to promote the learning of children and teacher students?

18. Questions for deeper understanding - You have written…….. – how did you think? -Can you help me to understand what you mean.? -That was interesting. Can you describe it a bit further? -What do you mean? -Is this what you mean……..?

19. Group work Pick out the important concepts that you have used in the conceptual maps and discuss which ones are the most important, and why. Choose ten concepts from all maps Put them in the framework. One in each square – the two most important in the middle.

20. Lecture Wood: How Children Think and Learn Piaget Vygotsky

21. Jean Piaget Roots in the biology

22. Wood about Piaget Share with Piaget the view that children actively ”construct” their knowledge of the world. This view got attention after his dead, first in the 80s´ He depart from Piaget when he believes that adults, social interaction and communication play a far more formative role in the development of children´s thinking and learning than Piaget´s theory allows. The concepts ”thinking” and ”learning”. Meanings varies. He means that a book about the development of children´s cognitive abilities, is also a book about teachers and teaching Piaget means that one must start from the child´s activity in order to understand his thought

23. Paige’s four developmental stages 1.Sensori motor stage (birth – 2 years) 2. Preoperational stage ( 2 – 7 years) 3. Concreat operations (7 – 11 years) 4. Formal operations (11 – 15 years)

24. Sensorimotor stage (birth – 2 years) The child, trough physical interaction with the environment, builds a set of concepts about reality and how it works. The child doesn’t know that physical objects exist when he/she can’t see them.

25. Preoperational stage ( 2 – 7 years) The child is still not able to concept- ualise matters in the abstract, that is, to operate on them only with the mind. The child had to have the concrete physical situation in front of it

26. Concreat operations (7 – 11 years) As physical experience accumulates, the child starts to conceptualise, creating logical structures that explain his/her experiences. Abstract problem solving is also possible at this stage.

27. Formal operations (11 – 15 years) By this point, the child’s cognitive structures are like those of an adult and include conceptual reasoning.

28. Some of the critic against the stages Some critic is against the ages of the stages Some critic is generally the stages is not so definitive as Piaget says. One stage can occur earlier if the child has a special interest for an area Vygotsky was one who was critical against Piaget. He said that it is a passive way to wait for a child coming to a stage - to be mature. Vygotsky talked about the zone of proximal development (ZPD)

29. Adaption Adaptation described by Piaget as the process which awareness of the outside world is interna- lised.

30. Assimiliation What is perceived in the outside world is incorporated into the internal world, without changing the structure of that internal world, but potentially at the cost of "squeezing" the external perceptions to fit — hence stereotyping.

31. Accommodation In Accommodation, the internal world has to accommodate itself to the evidence with which it is confronted and thus adapt to it, which can be a more difficult and painful process

32. Assimiliation Equilibrium Phenomenon in outside world Disequilibrium

33. Assimiliation Disequilibrium Accommodation

34. Assimiliation Equilibrium

35. Lev Semjonovitj Vygotsky (Vygotskij)

38. Current abilityZPD Learning and development Can’t learn today Scaffolding by teachers, parents

39. Scaffolding

41. Memorizing as a social process The story about the girl Who did remember, the girl or the father? The question is asked by the Vygotsky researcher James Wertsch They remembered together. The father helped the girl to remember by asking questions. If the father act differently the girl did not get the help to internalize.

42. COGNITIVE -To create meaning -To understand - To master Knowledge Understanding Skills EMOTIONAL -To mobilise mental energy Motivation Feelings Will SOCIAL Act Communication Cooperation Cognitive dimension Different types of learning (Piaget) Kumulation – mechanical Assimilation – additative Accommodation – changing internal structures Transformation – change of the ”I” Social dimension Different interaction levels – a taxonomi 1. Perception 2. Conveying – someone is sending a message 3. Experience – an active reciever 4. Imitation – copy 5. Activity– goal-oriented activity you have chosen out of interest. 6. Participation – an activty caracterized by an activty with a high degree of collaboration To reach ackommodative or transformative learning you must organize the learning from one of the three highest interaction levels. Three dimensions of learning