Tales from Places in Town

1. Tales from Places in Town • Urban settings as promoters of inclusive learning Danish team; UCL / Teachers College: Ole Juel Nielsen (MA (psych)) & PiaKathrine Pedersen (MA (English)) Tales from Places in Town

2. Aim of Work-Shop To consider and explore various urban settings as promoters of inclusive learning. And produce teaching material for school and teacher education; material that comply with different student conditions (language, culture, socio-economic background, gender, temperament, intelligences, physical and mental conditions). Tales from Places in Town

3. Product Learning Elements Environment Method Tales from Places in Town

4. Element & Variables (un)predictability Environment Tangibility Tales from Places in Town

5. Why? In school you deal with something that isn´t there You deal with ’symbols’ Tales from Places in Town

6. Environment (Un)Predictability of classroom versus predictability urban environmentThe individual in control Tales from Places in Town

7. Element & Variables LearningStyles MI Product CognitiveStrategy Tales from Places in Town

8. Product • Text • Soundhttp://www.freesound.org/samplesViewSingle.php?id=87414 • Image Individual sub-products become 1 collective product Tales from Places in Town

9. Element & Variables MI Tales from Places in Town

10. Multiple Intelligences (H. Gardner) • Spatial • Linguistic • Logical-mathematical • Bodily-kinesthetic • Musical • Interpersonal • Intrapersonal • Naturalistic • Existential Tales from Places in Town

11. Element & Variables Cognitive Strategy Tales from Places in Town

12. Hemisphere specialisation Digital Part/element Sequence Analog Global Situation Tales from Places in Town

13. Hemisphere specialization Tales from Places in Town

14. An Example of Cognitive Style Presmeg (1989) designs a task that exemplifies the hemisphere specialisation; children were asked to solve the following problem: A dog pursues a fox which is 30 metres from the dog. The dog covers 2 metres in each step; the fox 1 metre. While the fox takes 3 steps, the dog takes 2. What distance does the dog need to cover in order to catch the fox? Tales from Places in Town

15. Strategy 1 Two children of the same nationality and culture: -Investigator (I): Read the text to yourself again  -Darren (D): (after a moment) Fox - covers 1 metre in each step; dog - 2 metres (D thinks aloud while drawing the following diagram) Fox Dog -I: Do you want to tell me what you’re drawing? -D: (writes calculations on the sheet of paper) Right, for every 4 metres that the dog covers (points to the spot on the diagram while speaking), it wins 1 metre. So the dog wins the 30 metres in 120 metres Tales from Places in Town

16. Strategy 2 Another pupil (Ashwin) solved the problem as follows: -A: If the dog takes 2 steps it covers 2 * 2 metres = 4m; if the fox takes 3 steps it covers 3 * 1 metres = 3m; so the dog wins 4 - 3m = 1m. Therefore, the dog wins 30m in 4*30m = 120m. Tales from Places in Town

17. Two Learning Styles According to the two strategies of solving problem, Darren is grouped with ’image makers’; Ashwin with the group of ’structured and organised thinkers’   (Presmeg, 1989). Another grouping would be: when solving mathematical problems, Darren applies a qualitative learning style (visual), and Ashwin makes use of a quantitative style (or sequential). Tales from Places in Town

18. Element & Variables LearningStyles Tales from Places in Town

19. Learningstyles (Dunn & Dunn) Tales from Places in Town

20. Element & Variables Method CL CognitiveTaxonomy Tales from Places in Town

21. Method • Individual work • Cooperative work • Translation of impression to expression • The group cooperates to realise one collective product Tales from Places in Town

22. Element & Variables CL Tales from Places in Town

23. Cooperative Learning The so-called ’structures’ in CL might inspire organisation of groupwork: • Heterogeneous groups • Defining steps in the problem solving process • Defining roles and tasks for each member in the group Tales from Places in Town

24. Element & Variables CognitiveTaxonomy Tales from Places in Town

25. Designing Questions Questions may answer themselves ... • How to challenge all students? • Consider the cognitive taxonomy (Bloom) Tales from Places in Town

26. Bloom’s Taxonomy – original and revised Tales from Places in Town

27. Goldilocks and the Three Bears- an example http://www.youtube.com/watch?v=mS3nN6PH96Y Tales from Places in Town

28. Goldilocks and the Three Bears – and Bloom 1. Knowledge What did Goldilocks do at in the Bears’ house? (list as many events as you remember) 2. Comprehension Why did Goldilocks prefer Baby bear’s chair? 3. Application If Goldilocks visited your house, what things would she like, do you think?What things would she have tried? 4. Analysis Tell the tale about Goldilocks and the three crocodiles 5. Synthesis How would the tale have been different if Goldilocks had visited the three fish in stead of the three bears? 6. Evaluation Do you think that what Goldilocks did was right/wrong? Why? How would you have liked to be there? Tales from Places in Town

29. Product Learning Elements & Variables Environment Method Tales from Places in Town

30. Tales from Places in Town • Urban settings as promoters of inclusive learning Thank you for listening to our tales – from someplace Danish team; UCL / Teachers College: Ole Juel Nielsen (MA (psych)) & PiaKathrine Pedersen (MA (English)) Tales from Places in Town