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Landscape and Narrative learning insight, intention, and integration

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Landscape and Narrative. learning insight, intention, and integration ... by perceiving the relationships in it like that between the sparrow and the twig. ... – PowerPoint PPT presentation

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Title: Landscape and Narrative learning insight, intention, and integration


1
Landscape and Narrativelearning insight,
intention, and integration
  • University of British Columbia 2006 Learning
    Conference
  • At a Crossroads in Teaching
  • Reflection, Innovation,
  • Technology, Learning
  • 12 May 2006

2
The Carnegie Foundation for the Advancement of
Teaching
  • Independent policy and research center
  • to do and perform all things necessary to
    encourage, uphold, and dignify the profession of
    the teacher and the cause of higher education
  • Sustainable, long-term educational change
  • to foster deep, significant, lasting learning
    for all students to develop students
    understanding, skills and integrity

3
Three Landscapes
  • The canyon without a name
  • Linking observation and meaning
  • The education students need
  • Developing skills and perspective
  • The places where connections are made and
    maintained
  • Taking an active role, making deliberate choices,
    and pulling it all together

4
Intentional andIntegrative Learning
  • Intentional learners develop self-awareness
    about the reasons for study, the learning process
    itself, and how education is used - AACU
  • Integrative learning is about connecting skills
    and knowledge from multiple sources and
    experiences applying theory to practice in
    various settings utilizing diverse and even
    contradictory points of view understanding
    issues and positions contextually AACU and CF

5
Intentional and Integrative Learning Experiences
  • Intentional learners When and how did you
    become self-aware about your reasons for study,
    your learning process, how your education is
    used?
  • Integrative learning What experiences helped
    you connect skills and knowledge from multiple
    sources apply theory to practice utilize
    diverse or contradictory points of view see
    issues and positions contextually?

6
Pedagogies forIntegrative Learning
  • e-Portfolios for Reflection
  • Knowledge building and mapping with Bryophytes
  • KEEP Toolkit Portfolios in Education
  • Student voice and learning vehicle in Education
  • Using Technology to Make Large Introductory
    Science Courses Smaller
  • Active strategies, real world issues in Physics

7
Pedagogies forIntegrative Learning
  • Simulation and emergence
  • Caveat ambiguity alert
  • Seminars online and otherwise
  • Caveat community rules
  • Weblog or discussion boards
  • Caveat linking strategies
  • Hyperlink and progressive paper
  • Caveat nested activities
  • Difficulty or connection papers
  • Caveat direct address

8
Pedagogies forIntegrative Learning Offer
  • Student empowerment
  • Reaching for the ring
  • Program coherence
  • Aligning needs and actions
  • Faculty collaboration
  • Sharing what you know
  • Administrative attention
  • Supporting what works

9
Pedagogies forIntegrative Learning Need
  • Pedagogical scaffolding
  • Investment in the outcomes
  • Curricular alignment
  • Avoiding the bait and switch
  • Faculty development
  • Supporting the urge to innovate
  • Instructive assessment
  • Testing what is being taught
  • Intentional design and use

10
Narratives ofIntegrative Learning
  • When and how do you teach for intentional and
    integrative learning in your classes?
  • In what ways might you teach for intentional and
    integrative learning in your classes?
  • Turn and talk

11
The Point of the Interval or,Lessons Learned
from Larry
  • It is so much easier
  • Seat-slammers, intervals, and curtain lines
  • But I dont know why

12
Narratives ofIntegrative Learning
  • How do you know?
  • What helps students to become intentional
    learners?
  • When are students really learning the skills of
    integrative learning?

13
Narratives ofIntegrative Learning
  • What might serve as compelling evidence?
  • That would convince you?
  • That would convince others?

14
Evidence ofIntegrative Learning
  • Communication pre-post diversity trajectory
    surveys
  • Chemistry opportunities for cross-over
    bring-backs
  • Legal ethics blog issue-links
  • Physiology group histories
  • Architecture design portfolios
  • Biology and Geology field notes

15
Narrative Evidence ofIntegrative Learning
  • Telling your own stories ...
  • What evidence of student learning would convince
    you that integrative and intentional learning are
    taking place?
  • What would convince others?
  • Back to the pairs

16
One Approach
  • The Scholarship of Teaching and Learning
  • What do you see that suggests student learning?
  • Where would you look for more evidence?
  • How would you begin to know?
  • Who else needs to know?

17
What we see, we see andseeing is changing
  • The way we see and the act of seeing
  • Changes how we look at learning
  • Teaches us how to improve teaching
  • Leads us to pedagogical scholarship
  • Begins the process of change
  • The way we listen to and tell the stories of
    student learning
  • Makes all the difference

18
Take-Away Ideas
  • As you continue with the conference and beyond
    the conference think about these questions
  • How does this help students become more
    intentional and integrative learners?
  • How do we see it, know it, or prove it when it
    happens?

19
Landscape and Narrative
  • One learns a landscape finally not by knowing
    the name or identity of everything in it, but by
    perceiving the relationships in itlike that
    between the sparrow and the twig. The difference
    is the same as that between written history and
    a catalog of events.
  • Everything is held together with stories
    stories and compassion.
  • Barry Lopez

20
Acknowledgements
  • University of British Columbia
  • Office of Learning Technologies
  • Centre for Teaching and Academic Growth
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